The University of Edinburgh. Teaching Programme Review 2012/13. Childhood Practice

Transcription

1 The University of Edinburgh Teaching Programme Review 2012/13 Childhood Practice 6 th and 7 th November 2012 Contents 1. Introduction 2. Management of the Student Learning Experience 2.1 Effectiveness of the review area s approach to the management and resourcing of learning and teaching 2.2 Key features of the learning and teaching experience 2.3 Key features of the student population and implications for learning and teaching experience 2.4 Effectiveness of the review area s approach to supporting students in their learning 2.5 Effectiveness of the review area s approach to promoting the development of graduate attributes 2.6 Effectiveness of the review area s approach to managing the learning environment 2.7 Effectiveness of the review area s approach to promoting an accessible and inclusive learning environment for all students 2.8 Effectiveness of the review area s approach to supporting and developing staff to promote effective learning for students 3. Management of Quality and Standards 3.1 The effectiveness of the review area s approach to setting and maintaining academic standards 3.2 Effectiveness of the review area s approach to monitoring and quality assurance 3.3 Effectiveness of the review area s approach to listening and responding to the student voice 3.4 The effectiveness of the review area s approach to the management of assessment, progression and achievement 4. Management of enhancement and sharing of good practice 4.1 Effectiveness of the review area s approach to the strategic enhancement of the student experience 4.2 Identification of areas of good practice for sharing outwith the review area 5. Confidence Statement 6. Summary 7. List of commendations and recommendations 1

2 1. Introduction 1.1 The Teaching Programme Review (TPR) of Childhood Practice at the University of Edinburgh is part of the University s Quality Assurance procedures and is complemented by the Senatus Quality Assurance Committees monitoring and reporting, and by the External Examiner system. 1.2 Scope of the Review The range of provision considered by the review: BA Childhood Practice 1.3 The TPR consisted of: The University s standard remit for internal subject review The subject specific remit for the review The Analytical Report prepared by Childhood Practice and additional material provided in advance of the review (additional material listed in Appendix 1) The visit by the review team to Childhood Practice, including consideration of further material (listed in Appendix 1) The TPR report produced by the review team Following the review, action by Childhood Practice and others to whom the recommendations were remitted. 1.4 Membership of the review team The members of the review team were: Professor Michael Singer (School of Mathematics) Dr Alex Murphy (School of Physics) Miss Anda-Lucia Flintoaca (School of Informatics) Mrs Gillian Mackintosh (Academic Services) Dr Alison Harold (Scottish Social Services Council) Ms Joan Menmuir (Consultant) Convener Internal member Student member Administrator External member External member 1.5 Institutional context Childhood Practice is one of a range of programmes within the Institute for Education, Community and Society within The Moray House School of Education, College of Humanities and Social Science. The teaching activities of the Childhood Practice degree are presented within Paterson s Land, Holyrood Road Campus. 1.6 Date of previous review No previous Teaching Programme Review of Childhood Practice has taken place. The BA Childhood Practice 2007 (BACP) evolved from a former undergraduate BA in Childhood 2

3 Studies The BACP was being developed and validated at the same time as the new Standard for Childhood Practice in 2007, which includes the subject s benchmark statement. 1.7 Analytical report The analytical report was prepared by Dr Kristina Konstantoni, Programme Director for Childhood Practice, who also acted as TPR Liaison for the review. 1.8 Subject specific remit items The subject specific remit items include: 1) Incorporation of children's rights perspective throughout the teaching programme How are we currently promoting children s rights through our programme and our courses? What else can be done to successfully implement children s rights throughout our programme/courses? 2) Student engagement and student support Taking into consideration that our students are part-time: How well do our students feel engaged with the University and supported by student support services? (do current channels of student representation suffice? how are students channelling their concerns and what are the appropriate channels for informal and formal support? how is our programme supporting students additional needs and providing pastoral support?) We need to consider are there ways to better support academic literacies and study skills more formally across the curriculum 3) Partnerships with service providers / employers. How can we work on developing a stronger partnership/engagement with service providers/ employers, so that students feel supported? 3

4 2. Management of the Student Learning Experience 2.1 Effectiveness of the review area s approach to the management and resourcing of learning and teaching/research experience (including strategies and aims, priorities for teaching, policies to support teaching, relationship between teaching and other activities) Teaching within the subject area is managed by the Institute for Education, Community and Society. Throughout the review, the team was impressed with the enthusiasm, commitment and passion of core staff, associate tutors and administrative support staff in delivering this broad range of teaching, and commends the collegiate spirit demonstrated by the subject area The review team noted that despite a particularly difficult period for the subject area due to a significant change in the staffing of the programme in semester /12 and major changes to the structure and staffing levels within the School in recent years, the degree programme was being well-managed and showed signs of stability. The core team are commended for their commitment during this period The teaching model for the programme consists of 3 academic members of staff (core team) and 3 associate tutors. The work based learning courses are taught by leading practitioners in the field. The core team are actively involved in research which in turn enhances the learning and teaching experience Evidence from meetings with the review team demonstrated an enthusiastic vision for the future potential and possible further developments of the programme. The core team are commended for this. It was noted that the current business plan for the programme was not up to date and does not reflect the change of programme from Childhood Studies to Childhood Practice. Discussions with the School management team and the core team highlighted issues around the medium and longer term strategy within the School. It was found that a lack of clarity exists regarding the long term commitment of the School to future staff resourcing. For example, there are now opportunities for FE Colleges to seek approval to offer a Professional Development Award in Childhood Practice that includes 120 credits at levels 7, 8 and 9, totalling 360 credits. This would meet SSSC requirements for lead practitioner/manager registration and would therefore be direct competition for the University. This development could also been seen as an opportunity to develop further links with Colleges in terms of supporting and looking at pathways into programmes. Consideration would need to be given to recognition of prior learning and flexible entry in this changing and competitive environment in the College sector. The review team recommend that the School and subject area consider their approach and future strategy in terms of current sector developments. The team also recommend to the School that realistic short and long term goals of the BACP within the School be analysed and prioritised. This should include a clear business model for the programme. Before a future strategy be developed it is essential that all team members have a clearer understanding of the School and subject business model It was noted that an integrated qualifications and professional development framework for workers in Residential Child Care is now being looked at in Scotland. This will support an increasingly skilled, competent and qualified workforce to reflect the strategic role of residential care and its potential to make a real difference to the lives of children and young people. Opportunities may exist within the School to consider links with colleagues in Community Education in response to this initiative. The review team would suggest that 4

5 the subject area consider ways in which these partnerships could be developed to maximise opportunities in this sector. 2.2 Key features of the learning and teaching experience (including the distinctiveness of provision, balance and appropriateness of programmes offered, currency of the curriculum, programme aims and learning objectives, aspects relating to sustainability and/or social responsibility. Provision should be related to the SCQF levels at which it is taught) The Childhood Practice Degree is one of a group of small programmes within the School. Despite the small number of students the School acknowledges and recognises the importance of this programme not only for the University but also for the professional development and registration with the Scottish Social Services Council of those who work in the early years and childcare sector in Scotland The review team recognised the holistic approach taken towards the learning and teaching of the programme. The programme content has been mapped to The Standard for Childhood Practice, is research led, and has taken account of recent policy developments in the early years and childcare sector. It was noted that children s rights are embedded across the programme with a particular in-depth study in the final year The programme supports government initiatives to improve the status and professionalism of early years and childcare workers in Scotland. Evidence from students in later years and employers representatives show clearly that the programme is making a significant contribution to the professionalization of children s services and to the learning and development of children. All involved in the programme are to be commended for this The review team noted the developments that are underway to create stronger relationships with service providers, employers and other stakeholders. A recent application from the subject area to become a member of Investing in Children illustrated the commitment of the programme team to developing the involvement of children and young people in the programme. The subject area is commended for its on-going work in this area. 2.3 Key features of (and trends in) the student population and implications for learning and teaching experience (including any notable characteristics of the student profile and implications for the effective management of the student learning experience, initial and on-going induction needs and future discernible trends) The review team noted that students on the programme are often working full time in the early years and childcare sector and attending university on a part time basis. This means that they are at times dealing with work/life balance issues and time constraints not common to the majority of undergraduate students at the University of Edinburgh. This means that many University facilities which are aimed at supporting students are not readily available to this cohort: in many cases, students would have to arrange time off work to take advantage of facilities such as the Advice Place. Time constraints also make the scheduling of Personal Tutor and Student-Staff Liaison Committee meetings relatively difficult Classes are held on Tuesday afternoons and evenings to accommodate work patterns and this often resulted in issues surrounding availability of student support to assist with technical issues and the provision of catering facilities for the students. It was noted that the Course Secretary is available on Tuesday evenings until 5pm to provide administrative support to the students as well as dealing with any general enquiries that the students may have. However classes for students start at the following times: Year pm 6.30pm and Year 2 & pm 8.30pm. 5

6 The School highlighted that the nature of service provision is set to change due to future plans for this area of the campus. However, for some aspects of provision such as IT support and catering, changes may need to be fast-tracked. The School recognises that all students, regardless of the nature of their study, should receive the same level of service and support. The review team would recommend that the School give thought to the types of facilities that could be improved in the meantime and consider making key support staff available on the evenings when courses are running Evidence from meetings with the review team demonstrated that the Course Secretary is providing excellent support for the programme and for course organisers and students. The review team suggests that at busy periods during the academic year it may be useful for the School to consider additional support. In particular, the Course Secretary indicated that the appointment of a temp during examination diets would be a cost-effective way of providing useful support at critical times. It was noted that if a Masters course is introduced in the future, additional administrative support would be needed, as it would be difficult for the course secretary to take on any additional responsibilities There was evidence from the meetings with students that the one-day induction process for new students was useful and well received. It was noted that students from the later years of the programme were invited to attend a social event at the end of the day with the aim of creating a community spirit for the students. The subject area is commended for the one day induction for new students. The review noted however that the overall induction process could be improved to take into account the fact that the students are part-time, only attending the university once a week and attending only in the late afternoon and early evening during out of office hours. Some students attended the Moving On course run by the Office of Lifelong Learning, and reported that they found it extremely valuable in terms of essay writing skills. However, it was noted that, as the course took place during the day, it was difficult for most students to attend. The initial induction needs of this particular cohort are quite specific in terms of study skills, academic literacies, familiarisation with university/student life, peer support systems and general expectations in terms of course work during and outwith class time. Students felt that although the induction day was useful in terms of meeting staff and fellow students, there was an enormous amount of information provided and in some cases it was felt that programme and course expectations could have been made clearer at an earlier stage in the process. It was suggested that core reading material could be provided before the start of the semester. It was also felt that academic study skills such as those covered during the Moving On course could be customised into appropriate materials that could be incorporated into the induction process so that all students benefit. The review team suggests that the subject area contact the Institute for Academic Development for advice in creating specific material applicable to the cohort and recommends that the subject area gives consideration to an induction programme appropriate to this cohort in terms of overall expectations, and information that could be received prior to the actual induction day. It is suggested that the subject area look to similar undergraduate programmes within the School such as Community Education to discuss and share practices. 6

7 2.4 Effectiveness of the review area s approach to supporting students in their learning (including all aspects of support relevant to students learning, including pastoral and academic support and the provision of feedback to students on their learning) Student support is of great importance and benefit to the students on this programme. The new Personal Tutor scheme was welcomed by both students and staff; the system offers a strengthened service, with the one-to-one meetings with students being very effective. However it was noted that some issues had arisen due to the availability of students and the setting up of meetings. At present, the Personal Tutor project is in its first phase and has been rolled out to support full-time students, with the next phase taking into account part-time, distancelearning and study-abroad students. Nevertheless, the School felt that students on this programme would benefit from being part of the new system and has included the students from this particular programme in the first phase. In order to ensure that this cohort receive the same level of service as full-time students, discussions have taken place with the School Senior tutor and the Vice Principal for Learning Developments to investigate creative and innovative ways to hold one-to one meetings such as using Skype or by using the Chat facility on Learn which would also allow the meeting to be recorded on EUCLID. The School and subject area are to be commended for their approach in enhancing student support In terms of general support, School Student Support Officers were available to students. However, these officers are not always available outwith the normal working day, and it seems that in many cases the course secretary is the first point of contact for students on course. The Course Secretary s hours are extended at busy periods such as exam boards. It was noted that although a large number of student support services are in principle available, the opening hours of these services was not always conducive to students attending university outwith the normal working day. This often results in the core team having to provide additional support and causes additional time pressure on staff members. One of the Associate tutors is employed as administrative support for the work based learning part of the course but is also a trained counsellor and is commended for the support offered to students. The review team recommend that the Head of Student and Academic Services Group give consideration to the availability of Student Support Services to ensure that they meet the needs of students with unconventional patterns of study, such as those on this programme. We see this as an important general issue if the University is fully and equitably to support an increasingly diverse student body The students felt that they were well supported and that good relationships exist with the Programme Director, members of the Core teaching team and with the Associate Tutors. They felt that as some of the tutors were also practitioners they understood the types of issues that the students faced in their working environments. Students found the tutors to not only be inspirational, but they also brought knowledge and current practice to the courses and constantly challenged the students in their learning. The tutors are to be commended for this Students in their first and second years of study at the university work in learning cluster groups which they felt encouraged their confidence and increased peer support. The courses have an on-line discussion board that not only provides a support mechanism for students, but also was used actively to encourage on-line discussions on issues that the students were facing. The students felt that although a huge amount of support exists for them, peer support was the most valuable and that they would turn to fellow students in the first instance. The review team commended the subject area for the introduction of these work clusters. 7

8 2.4.5 The subject area introduced a peer support system starting in academic year The buddy system was set up as part of the induction day whereby students new to the university were each linked to a student from one of the subsequent years and the subject area is commended for this. However, evidence from the student meetings suggests that not all students were fully aware of the system. The review team recommends that consideration is given by the subject area to developing the system further to provide support across the three years of the programme rather than only for new students. A further recommendation is that the subject area considers the introduction of online fora to facilitate discussions between all students on the programme It was noted that according to the National Student Surveys results from , the BA Childhood Practice received some of the highest scores in the University for Assessment and Feedback. At School level much has been done to look at ways of improving feedback provision such as running a Festival of Feedback to share knowledge and practice between courses and programmes in the School. During Innovative Learning week earlier in the academic year a research-led staff development session was held on assessment and feedback. Student feedback forms are now collated using an electronic system and it was found that initially return rates were poor when moving to this format. It was noted that the forms have been re-designed to try to make them clearer. At programme level, feedback is given in a variety of formats at various stages during the course; written, verbal, on-going as part of cluster group work, and face to face meetings. Students felt that the feedback they were given was clear and useful and that time was set aside and made available for this purpose. Although feedback was given continuously throughout the term this was often informal and took place in group settings rather than on a one-to-one basis. For example, in terms of formal written assessment, the new students, who come into the programme at level 8, submit an essay at the end of Semester 1 and it was noted that this is the first piece of work that is formally assessed in the first semester. Students are given access to sample essays with marking guidelines which are being further developed by the subject area and they are to be commended for this. However, during the meeting with students it was highlighted that they would appreciate a practice assessment earlier in the first semester. The need for clarification about whether assessments were formative or summative was noted. During discussion with the Director of Undergraduate Studies it was raised that the College Undergraduate Studies Committee have asked that the School of Education consider assessment of Level 8 courses in terms of multiple assessment points rather than a single essay in the first semester. It is suggested that the School and Subject area further consider this proposal. The review team met with one of the External Examiners of the programme and during External Examiners. The External Examiner was impressed with the level of feedback and felt that it was not only constructive but also positive, supportive and appropriate for this cohort of students. However it was noted that the majority of feedback raised in External Examiner reports highlighted issues with essay structure and language standards. It was felt that more could be done to prepare and support the students in terms of written standards and requirements prior to induction. Therefore the review team recommends that the subject 8

9 area gives consideration to collaboration with feeder FE Colleges to look at academic literacy and study skill requirements as part of the pre-entry preparations and with the Institute for Academic Development in terms of on-going support for students. 2.5 Effectiveness of the review area s approach to promoting the development of graduate attributes (including graduate skills development, Personal Development Planning, engagement with employability theme) Students on this programme are already in employment and the degree provides an opportunity to use the professional knowledge, skills and values that they are developing during the programme to critically reflect on and question their current practice, identifying strengths and creating evidence based solutions for making change where appropriate. Working in cluster groups encourages students to develop the tools necessary to lead, collaborate and work in a team. The use of communication as a tool for negotiating to resolve work-based issues through interaction with their peers is also developed. During the meeting with students, many of those interviewed felt that they could already see changes not only in their work environment but also in their personal lives. They highlighted that the course had given them more confidence and empowered them to make changes. The course encouraged them to be more critical and challenge practice. The subject area is to be commended on the ethos of the programme that not only encourages and promotes self-development but that the knowledge, skills and values acquired are benefiting the students in their work place and future career development Students in all years are required to work together in organising and running a one-day Conference which is normally held in April. Practitioners, employers and other stakeholders are invited and the event is well attended and valued by the students and those attending. In the past, the conference was organised and presented by the third year students. All students however would attend. In 2013, all years will be responsible for the conference. Year 2 students will organise the event and present, Year 3 students will present a poster and Year 4 students will attend. In 2014 the Year 4 students will present their research projects. The BACP is currently in a transition phase in order to include the 40 credit research project course in the final year. By working together students are encouraged to use some of the tools and theoretical practices that they are learning as part of their programme which are then transferable into their working environment As part of the course, recent graduates are invited to return to share their experiences in the work place and it was noted that this is a practice that the subject area would like to develop further. However graduates are not formally tracked as such and it is suggested that the subject area should look at ways of recording and using this information in a systematic manner. 2.6 Effectiveness of the review area s approach to managing the learning environment (including the physical environment of libraries, IT, laboratories, classrooms and the virtual environment, such as the VLE and use of e-learning for both learning and social/community building activities) In the transition from WebCT to Learn, some issues were noted by both staff and students in terms of availability of resources, and on the whole these issues now appear to be resolved. Nevertheless it was highlighted that the out of hours nature of the course can on occasion be overlooked if system updates are planned which results in Learn not being available. Other issues concerned students being unable to view video links and submitting essays on Learn. The review team suggests that the Subject area and Information Services look at ways to resolve these issues. 9

10 2.6.2 The review team noted that although a library facility now exists within the Moray House campus some student s highlighted issues surrounding the availability of some of the more popular recommended reading material. It was noted that the majority of reading material could be downloaded as an e-reserve but that this was not made clear to students in the first instance. Therefore it is suggested that the subject area provide information on prereading material as part of the induction guidance material and explore other opportunities for improving the present situation. During the induction process Library staff also provide a session about accessing materials. 2.7 Effectiveness of the review area s approach to promoting an accessible and inclusive learning environment for all students (including the impact of equality of opportunity on the curriculum or student experience, review area approach to making the curriculum accessible for all students, involvement of the review area in disability/equal opportunity committees, involvement in Widening Participation, opportunities for students with disabilities and other diversity categories as relevant to the review area s student population, the provision of an accessible curriculum in collaborative/ distributed/ placement provision) The Childhood Practice Degree is of significant value not only to the School and University but also to the wider community and to early years and childcare provision in Scotland. It supports the University s commitment to one of its strategic themes of Equality and Widening Participation. The review team commends the School and Subject area for the contribution the programme makes to the University and to the Children s Services sector in Scotland The review team noted that the programme recruits its student cohort from the early years and childcare workforce. Students come with prior learning credit gained in a College environment. As mentioned in section 2.3 students making the transition from College can have difficulty with the academic literacy and study skill demand of higher-level study. The students are given access to materials and assignments on Learn in advance of the class to allow them to review resources beforehand The review team noted that the subject area is exploring more interactive resources for teaching such as video recording of lectures and the team are to be commended and encouraged to develop these resources further Students keep a reflexive learning diary that supports them in being reflexive practitioners. It was noted that the subject area are keen to explore the use of on-line resources to support this area and the review team would encourage and commend the development of this. 2.8 Effectiveness of the review area s approach to supporting and developing staff to promote effective learning for students (includes development of tutors (including external staff and postgraduate tutors) for delivery of undergraduate teaching, on-going staff development, programme director training, supervisor training, engagement with the Institute for Academic Development, peer observation of practice (can include teaching, provision of feedback, etc.) Although staff development opportunities exist for the core team, it was often difficult to make time for these due to workload constraints. It was noted however that two members of the core team will be taking the PG Certificate in Academic Practice course offered by the Institute for Academic Development. The review team felt that a more structured approach to the professional development of core staff could be taken and recommends that the Institute for Education, Community and Society consider this further. 10

11 2.8.2 It was noted by the review team that the Programme Director is relatively new in this leadership role. It was felt that appropriate mentoring and training opportunities should be made available to her as part of her professional development The review team noted that good lines of communication exist between Associate tutors and the core team. Associate tutors or practitioners that join the team are mentored by another tutor in their first year of working. Face to face and individual meetings are held throughout the year between staff and associate tutors. Although this system is in place there was no formal University or School training offered to the new tutors as such although one of the existing tutors had received training from another School. It was noted that at times responsibilities and requirements of associate tutors were not always clear. The review team felt that structured guidance and more formalised training should be provided for Associate tutors especially for those from a non-academic background and recommends that the School and subject area give consideration to the development of a policy for Associate Tutors detailing expectations and requirements. This will help to ensure continuity. 3. Management of Quality and Standards 3.1 The effectiveness of the review area s approach to setting and maintaining academic standards (including admissions policy and recruitment, conversion of offers, programme design, procedures for validation and approval of courses and programmes, operation of Boards of Studies, external examiner reports and actions taken in response, alignment with the SCQF, relevant benchmarks) The review team noted that formal procedures are followed for any new course approvals or changes to the programme. Changes have been made to the programme to reflect changing priorities within the Scottish Social Services Council (SSSC). The changes to the programme involved the inclusion of a childhood practice research project, and now allow for more research-led teaching The subject area is required by the SSSC, which gives formal approval to the award and which acts as an external annual monitoring regulatory body, to involve stakeholders in the design, delivery and evaluation of programmes. It was noted that stakeholders currently participate to some extent but the subject area is investigating other ways to engage stakeholders including involving them as part of the student selection process. The subject area highlighted that it wanted to develop its engagement with children, parents and practitioners in all aspects of programme delivery and they are to be commended for this innovate approach. It felt there was much benefit to be gained by involving children and young people more directly in the programme. The subject area is keen to explore the development of an interview process and would look to embed this as part of the relationship with organisations. Staff are investigating funding for video resources to record interviews with children and young people which could then be used in the programme rather than expecting children to come to the University as this may be quite challenging in practical terms The selection process for students on this programme conforms to the School of Education s policy and guidelines on selection and recruitment. The review noted that as part of the process students participate in a group discussion as well as giving a presentation and submitting a written report. The students found the group discussion a useful exercise as they felt that they were able to learn from each other and it appears to work well. The review team felt that the selection process was appropriate to the needs of the course and reflected the programme content. It was also seen as a non-judgemental process in that those students who were not selected were given positive feedback to help 11

12 them identify areas for further development. The subject area is to be commended for their approach to the selection of students The review team received copies of reports from external examiners between 2009/10 to 2011/12 in advance of the review. It was clear from the reports that the examiners were extremely positive and impressed by the administration of the courses and the high standard of the modules provided by the Childhood Practice team. However as noted earlier in section 2.3 issues relating to academic literacy standards were highlighted as an area of concern and as before the review team suggests that the subject area takes this matter forward as noted in recommendation The review team met with one of the External Examiners as part of the review visit. It was highlighted that the External Examiner felt supported and found staff to be very helpful. Examiners were sent marking criteria and learning outcomes as part of this support. However it was noted that no formal training had been offered and the review team recommends that the School provides formal guidance to External examiners, especially to those from a non-academic background The External Examiner who met the review team felt very much part of the exam board process which was found to be rigorous, and the meetings to be very thorough. It was noted that examiners who were not able to be present at the meeting were included via a video link. The Examiner was impressed with the level of feedback given to the students and found that this was constructive and supportive. 3.2 Effectiveness of the review area s approach to monitoring and quality assurance Across all levels of provision the focus is on the effectiveness of the annual monitoring arrangements and actions taken in response to issues identified. (including the review area s Quality Assurance model where relevant and how this articulates with School, College and University expectations, effectiveness of course monitoring and interaction with external professional and accrediting bodies, effectiveness of monitoring and quality assurance of collaborative programmes and distributed learning) The School has a Director of Quality responsible for the monitoring and reporting of undergraduate quality assurance. The programme follows a range of quality assurance activities which includes NSS, annual monitoring for programmes and courses. The School have introduced an online course evaluation and course monitoring system which now makes it easier to collate and analyse responses, as well as making the system more transparent. The School and IT staff are to be commended for the development of this system It was noted that there is no formal monitoring of Associate Tutors as such, and it was noted that this was an area for development to ensure that an effective and robust system is in place. Therefore the review team recommends that the School and the Subject area liaise to include this as part of the annual monitoring process A written report is submitted to the SSSC on an annual basis as part of the programme s monitoring process. The SSSC are keen to align their quality assurance requirements and standards with those of the University and would be willing to discuss the development of this for future reviews. Therefore the review team recommend that Assistant Principal for Academic Standards and Quality Assurance liaise with the SSSC to discuss this proposal further One of the requirements of the SSSC is that students participate in at least one additional learning experience in an early years and childcare setting other than their own workplace in order to achieve the qualification. This may have been achieved during a previous course for which they have been given credit. During discussions with the students there 12

13 was evidence to suggest that it was not clear to them how the requirement for an additional learning experience was being achieved. The review team therefore recommend that the subject area implement a procedure to ensure that SSSC requirements in this area are met and are understood by all students. It was also noted that partnership employers welcome additional learning experiences and see the benefit to both the student and employer. 3.3 Effectiveness of the review area s approach to listening and responding to the student voice (including for all levels of provision and modes of delivery, including students on and off campus and on collaborative programmes: all mechanisms for student feedback, including student representative systems and student-staff liaison committees. This section should include an overview of key issues arising from such mechanisms and how they are being addressed.) Various mechanisms exist within the subject area to listen to and respond to the student voice. These include formal methods such as course feedback forms that are part of the course monitoring process and Staff Student Liaison Committee meetings, to more informal dialogue and face to face contact. Student representatives were invited to attend the subject area Away Day meetings Although a staff student liaison committee structure exists, the review team noted that there had been some issues with attendance at the meetings during this academic year and that some students were unclear of the purpose of the meetings and when they took place. The review team recommends that the subject area clarify with students the value of this type of formal meeting to agree priorities for change with the students, and that the subject area consider alternative formats for this meeting to offer additional flexibility. It was suggested that the subject area consider the introduction of discussion boards for student representatives to feedback what issues had been discussed at SSLC or investigate the possibility of developing a shared area on Learn to encourage cross course discussion. 3.4 The effectiveness of the review area s approach to the management of assessment, progression and achievement. (including appropriateness of assessment methods, rates and trends in student progression and completion, operation of Exam Boards) Assessments for this programme are varied and include written coursework, oral presentations that form part of workshops, and the Childhood Practice conference. (see section 2.4.6)The review team noted that a poster presentation is being introduced as a new form of assessment for this year. These various formats encourage students to develop their academic and professional skills and provide an opportunity for them to reflect on experiences gained in their work environment and as well as linking these to the principles, theories and research perspectives that the programme provides All courses on the programme are compulsory and there are no options to take other courses due to the time constraints imposed by the requirement that the programme be mapped to the Standard for Childhood Practice. During the meeting with students there was some feedback that they would like the opportunity to take other course choices if possible The Programme Director works closely with the convener of the Boards of Examiners during times of exam boards and the convener acknowledged the willingness of course organisers to engage with external examiners. All assignments are first marked and then moderated by a second marker. It is only in cases when the first marker and the moderator disagree that the assignments go to a third marker. This would then be blind marked. It was noted by External Examiners that marking was found to be fair and consistent. The 13

14 review noted that after Boards of Examiners meetings, students receive personalised written feedback and are offered more feedback if required. 4 Management of enhancement and sharing of good practice 4.1 Effectiveness of the review area s approach to the strategic enhancement of the student experience (including quality enhancement strategies, articulation with College and University strategies, responsibility for management and implementation, engagement with the Enhancement Themes. The Enhancement Themes can be found at The subject area are to be commended for their continued positive working relationship with the SSSC and in actively engaging with the Enhancement themes in a variety of ways through their collaborations with higher education providers, policy makers, employers and practitioners The review team noted that although the subject area were keen to respond to the internationalisation of the programme and were considering taking international students onto the programme, further consideration would need to be given to this area. Practice qualifications of students from outwith the EEA are not recognised for registration by the SSSC. Those from within the EEA are considered on a case-by-case basis. As part of the review visit, the review team met with two employers who were very supportive of the work undertaken by the subject area. They saw the benefits of the programme to the students and how their professional development was then reflected in the development of work practice. Recent graduates in their employment had gone onto promoted posts and it was felt that the programme had given them the confidence to implement new practices as well as go forward in their careers The employers discussed that more could be done in partnership development such as the establishment of a three-way partnership agreement between the University, the workplace and the student. This could include expectations for example on workload, preparation for assessment, study leave entitlements as well as including learning outcomes for the programme so that employers are aware of curriculum design, delivery and expectation. It was noted that guidance on partnership from the SSSC exists and similar agreements exist for Community Education and Initial Teacher Education that could be customised to create a specific document for Childhood Practice. The review team recommend the development of this partnership agreement The employers highlighted that students from their employment are asked to sign a consent form stating that the employer may ask the University for feedback on the student. However it was noted that this was not a formalised agreement with the University and therefore perhaps this could be included as part of the partnership agreement As students are often in management positions or are working towards this as a career path, it was felt by the employers that more could be done to develop and support the business management aspect of their job. The review team suggest that the subject area consider this as part of future programme development The employers interviewed were on the whole positive about the course and the wider learning opportunities it provided to the students and would be interested to be involved with the development of a stakeholder group as referenced in section

15 4.2 Identification of areas of good practice for sharing outside the review area The focus is on documenting areas of good practice and advances in practice that can be promoted and developed across the University, together with effective mechanisms for learning from annual monitoring and disseminating good practice. The BA Childhood Practice has many areas of good practice to share outside the review area The strong links between the subject area in the University and professional practice in the field which are evident throughout this work-based degree, from the student profile, staff team (combination of academics and practitioners), resources and courses all contribute to an innovative and creative professional degree. The programme team has a direct connection to the early years and childcare workforce and to professional practice thus enabling it to link theory, research, policy and practice in the learning environment. The degree contributes to raising the profile of the field by developing degree level managers and lead practitioners who will strengthen leadership in the sector and work with other professionals to provide the types of services children and families need. The partnership between University, government, employers and other stakeholders is an example of good practice. The BA Childhood Practice meets the University s strategic priority of Widening Participation as the profile of the students is rather different to the majority of undergraduate students in the University. Students are already working as practitioners in the field and have some prior learning credit gained through HNQs when they enter the degree level programme. The University provides a flexible part time route that allows students to continue to work as they complete their degree. The Subject area provides Continuing Professional Development courses which are linked to the BA Childhood Practice, like the Froebel course. These enable graduates to continue with their learning after completing their degrees. The current development of the Professional Development Award in Childhood Practice in the College sector provides opportunities and challenges for the University. The award comprises 120 credits at levels 7, 8 and 9, totalling 360 credits and will provide an alternative route to a degree level award. Through further collaboration by the subject area with feeder Colleges, it would be possible to support both routes and provide choices for students with diverse needs and learning styles. NSS scores. It was noted that according to the National Student Survey results from , the BA Childhood Practice received some of the highest scores in the University for Assessment and feedback. (see section 2.4.6) The review team suggest to the School and College consider a working party which could explore the sharing of good practice for other programmes to follow across the College. 5. Confidence statement: The reviewers found that Childhood Practice has effective management of the quality of the student learning experience, academic standards, and enhancement and good practice. 6. Summary - outlining key strengths and overview of areas for further development. Overall the review team were impressed with the subject area. They have a committed team of academic staff, associate tutors and administrative support staff who provide a broad range of teaching and demonstrate a collegiate spirit within the review area. 15

16 Childhood Practice contributes significantly to the professionalization of children s services and to the learning and development of children. The on-going work in creating stronger relationships with service providers, employers and other stakeholders was noted as well as the contribution the programme makes to the University and to the Children s Services sector in Scotland. The students from the subject area are enthusiastic, engaged and feel well supported by academic and administrative support staff. The ethos of the programme not only encourages and promotes self-development but also benefits the students in their work place and future career development in the knowledge, skills and values that they acquire. Staff and students of Childhood Practice welcomed the introduction of the new Personal Tutor Scheme. Both the School and subject are to be commended for their approach in enhancing student support by investigating creative and innovative ways to hold one to one/personal tutor meetings for students who attend University on a part-time basis. The areas identified for further development include consideration by the School and subject area of future strategy and approach in terms of current sector developments. A clear business model for the programme is recommended which should analyse and prioritise realistic short and long term goals of the BACP within the School. The positive working relationship with the SSSC was noted however the review team recommend that that the subject area implement a procedure to ensure that SSSC requirement for an additional learning experience is met and understood by all students. It was noted that partnership employers welcome additional learning experiences and see the benefit to both the student and employer. The one-day induction session creates a community spirit amongst the students however the review team recommend that an induction programme could be developed further which would be appropriate to this cohort in terms of overall expectations and relevant information preinduction. The development of a system to further provide support across the three years of the programme rather than only for new students would be welcomed. 7. Prioritised list of commendations and recommendations: Key Strengths 1. The team were impressed with the enthusiasm, commitment and passion of core staff, associate tutors and administrative support staff in delivering this broad range of teaching, and commends the collegiate spirit demonstrated by the subject area. (2.1.1) 2. The core team are commended for their commitment during a particularly difficult period for the subject area due to a significant change in the staffing of the programme in semester /12 and major changes to the structure and staffing levels within the School in recent years. (2.1.2) 3. The core team are commended for their enthusiastic vision for the future potential and possible further developments of the programme. (2.1.4) 4. All those involved with the programme are commended for the significant contribution that the programme is making to the professionalization of children s services and to the learning and development of children. (2.2.3) 5. The subject area is commended for its on-going work in creating stronger relationships with service providers, employers and other stakeholders. A recent application from the subject 16

17 area to become a member of Investing in Children illustrated the commitment of the programme team to developing the involvement of children and young people in the programme. (2.2.4) 6. The subject area is commended for the one-day induction process for new students where students from the later years of the programme were invited to attend a social event at the end of the day with the aim of creating a community spirit for the students. (2.3.4) 7. The School and subject area are to be commended for their approach in enhancing student support by investigating creative and innovative ways to hold one-to one/personal tutor meetings. (2.4.1) 8. One of the Associate tutors is employed as administrative support for the work based learning part of the course but is also a trained counsellor and is commended for the support offered to students. (2.4.2) 9. The Associate tutors are to be commended for the inspirational approach, knowledge and current practice that they bring to the courses. (2.4.3) 10. The review team commended the subject area for the introduction of work clusters. (2.4.4) 11. The subject area is commended for the introduction of a peer support system, whereby students new to the university were each linked to a student from one of the subsequent years. (2.4.5) 12. The subject area is commended for giving students access to sample essays with marking guidelines. (2.4.6) 13. The subject area is to be commended on the ethos of the programme that not only encourages and promotes self-development but that the knowledge, skills and values acquired are benefiting the students in their work place and future career development. (2.5.1) 14. The review team commends the School and Subject area for the contribution the programme makes to the University and to the Children s Services sector in Scotland. (2.7.1) 15. The subject area is to be commended for their approach in exploring more interactive resources for teaching such as video recording of lectures. (2.7.3) 16. The review team commends the subject area in the development of on-line resources to support the students in the use of reflexive learning diaries. (2.7.4) 17. The subject area is to be commended in its development if engaging with children, parents and practitioners in all aspects of programme delivery. (3.1.2) 18. The subject area is to be commended for their approach to the selection of students. (3.1.3) 19. The School and IT staff are to be commended for the introduction of an online course evaluation and course monitoring system which now makes it easier to collate and analyse responses, as well as making the system more transparent. (3.2.1) 20. The subject area are to be commended for their continued positive working relationship with the SSSC and in actively engaging with the Enhancement themes in a variety of ways through their collaborations with higher education providers, policy makers, employers and practitioners. (4.1.1) 17

18 Recommendations for enhancement/ Areas for further development. 1. The review team recommend that the School and subject area consider their approach and future strategy in terms of current sector developments. (2.1.4) 2. The team also recommend that realistic short and long term goals of the BACP within the School be analysed and prioritised. This should include a clear business model for the programme. Before a future strategy be developed it is essential that all team members have a clearer understanding of the School and subject business model. (2.1.4) 3. The review team recommends that the subject area gives consideration to collaboration with feeder FE Colleges to look at academic literacy and study skill requirements as part of the pre-entry preparations and with the Institute for Academic Development in terms of ongoing support for students. (2.4.6) 4. The review team recommend that the subject area implement a procedure to ensure that SSSC requirements for an additional learning experience are met and are understood by all students. (3.2.4) 5. The review team recommends that structured guidance and more formalised training should be provided for Associate tutors especially for those from a non-academic background and that the School and subject area give consideration to the development of a policy for Associate Tutors detailing expectations and requirements. This will help to ensure continuity. (2.8.3) 6. The review team recommends that the subject area gives consideration to an induction programme appropriate to this cohort in terms of overall expectations, and information that could be received prior to the actual induction day. (2.3.4) 7. The review team recommends that consideration is given by the subject area to develop the peer support system further to provide support across the three years of the programme rather than only for new students. (2.4.5) 8. The review team recommend that the Head of Student and Academic Services group give consideration to the availability of Student Support Services to ensure that they meet the needs of students with unconventional patterns of study, such as those on this programme. We see this as an important general issue if the University is fully and equitably to support an increasingly diverse student body. (2.4.2) 9. The review team would recommend that the School give thought to the types of facilities that could be improved in the meantime and consider making key support staff available on the evenings when courses are running. (2.3.2) 10. A further recommendation is that the subject area considers the introduction of online fora to facilitate discussions between all students on the programme. (2.4.5) 11. The review team recommends that the subject area clarify with students the value of the Student Staff Liaison Committee meetings and that the subject area consider alternative formats for this meeting to offer additional flexibility. (3.3.2) 12. The review team felt that a more structured approach to the professional development of core staff could be taken and recommends that the School consider this further. (2.8.1) 13. The review team recommends that School provides formal guidance to External examiners, especially to those from a non-academic background. (3.1.5) 18

19 14. The review team recommends that the School and the Subject area liaise to include formal monitoring of Associate Tutors as part of the annual monitoring process. (3.2.2) 15. The review team recommend that Assistant Principal for Academic Standards and Quality Assurance liaise with the SSSC to discuss the alignment of SSSC quality assurance requirements and standards with those of the University and discuss the development of this for future reviews. (3.2.3) 16. The review team recommend the development of a three-way partnership agreement between the University, the workplace and the student. (4.1.3) Recommendation Responsibility of 2,9,12,13 The Moray House School of Education 1,5,14 The Moray House School of Education and Childhood Practice 3,4,6,7,10,11 Childhood Practice 15, 16 Assistant Principal Academic Standards and Quality Assurance 8 Head of Student Support Services 19

20 Appendices Appendix 1: Additional information considered by the review team Prior to the review visit Analytical report University of Edinburgh standard remit Quality Assurance Agency Subject benchmark statement School Quality Assurance Reports 2010/ /09 Statistical information External Examiners reports and responses 2009/ /12 School of Education NSS results and reflection Subject Area Organisation chart Current subject area/school staff information and staff-student ratios Scottish Social Services Council reports Supplementary Materials were available on disk and on wiki page University and College Learning and Teaching Strategy Reflective overview of key findings from Internal Reviews Overview of key features of student support service provision First Destination Statistics Programme Specification Course and Programme Handbooks During the review visit BA Childhood Practice Induction Day information note Course monitoring feedback open comments 20