EDUCATIONAL OVERSIGHT INSPECTION OF PRIVATE FURTHER EDUCATION AND ENGLISH LANGUAGE COLLEGES SOUTHBOURNE SCHOOL OF ENGLISH

Transcription

1 EDUCATIONAL OVERSIGHT INSPECTION OF PRIVATE FURTHER EDUCATION AND ENGLISH LANGUAGE COLLEGES SOUTHBOURNE SCHOOL OF ENGLISH

2 Full Name of College Southbourne School of English Address 30 Beaufort Road, Southbourne, Bournemouth, BH6 5AL Telephone Number Address Principal Ms Kathryn Newman Proprietors Mr Italo Gallina Mr Paul Gallina Age Range 9+ Total Number of students 420 Numbers by age and type of study Under 16: 16 18: 19+: EFL only: Inspection dates 31 July 2 August 2012

3 PREFACE This inspection report follows the framework for Educational Oversight of private further education colleges and English language colleges. The inspection consists of a three-day team inspection of the college s educational provision. The ISI is an approved educational oversight body authorised by the UK Border Agency to inspect privately funded further education colleges in England and Wales offering courses on the Qualifications and Credit Framework, and English language colleges. ISI inspections are required to: Report on the extent to which colleges comply with the published Standards for private colleges; Assess and report on the quality of educational outcomes and provision; Where applicable, make recommendations to colleges outside the scope of the Standards to support continued improvement of quality. Inspection provides objective and reliable reports on the quality of colleges, and by placing reports in the public domain, makes this information available to students, Government and the wider community. Inspection takes account of the context of each individual college, and of how it evaluates its own performance and demonstrates its success. The inspection of the college is from an educational perspective and provides limited inspection of other aspects, though inspectors will comment on any significant hazards or problems they encounter which have an adverse impact on students. The inspection does not include: (i) an exhaustive health and safety audit (ii) an in-depth examination of the structural condition of the college, its services or other physical features (iii) an investigation of the financial viability of the college or its accounting procedures (iv) an in-depth investigation of the college s compliance with employment law.

4 CONTENTS Page 1 THE CHARACTERISTICS OF THE COLLEGE 2 2 THE SUCCESS OF THE COLLEGE 3 (a) Executive summary 3 (b) Action points 4 (i) Compliance with standards 4 (ii) Recommendations for further improvement 4 3 THE QUALITY OF THE CURRICULUM, TEACHING AND LEARNERS ACHIEVEMENTS 5 (a) Assessment of learners prior to or on arrival 5 (b) Suitability of course provision and curriculum 5 (c) The quality of teaching and its impact on learning 5 (d) Attainment and progress 6 4 STUDENTS WELFARE, INCLUDING HEALTH AND SAFETY 7 (a) Health, safety and security of premises 7 (b) Student registration and attendance records 7 (c) Pastoral support for students 8 (d) Child protection/safeguarding 8 (e) Residential accommodation 8 5 THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT 10 (a) Ownership and oversight 10 (b) Management structures and responsibilities 10 (c) Quality assurance including student feedback 11 (d) Staff recruitment, qualifications and suitability checks 11 (e) Provision of information 11 INSPECTION EVIDENCE 12

5 Southbourne School of English 2 1. THE CHARACTERISTICS OF THE COLLEGE 1.1 Southbourne School of English is a private limited company offering English language courses to juniors and adults. It was established in 1966 and is located in a quiet suburb of Bournemouth. The school s aim is to meet students English language needs, whether for business, pleasure or further study in the UK or at home. The owners are the executive director and his son, who is the managing director. The school principal was appointed in 2004 and provides academic leadership and oversight. 1.2 The school offers six course levels from beginner to advanced, matched to the Common European Framework of Reference (CEFR). Adult and junior language courses are offered throughout the year in the main school building and annexes and students can choose from either 15 or 21 hours of tuition per week. The main school has 19 classrooms. The school offers a range of junior courses with 15 hours per week of taught English as well as a daily activity programme. Junior residential courses are also offered in a nearby local boarding school for four weeks in July and early August. This school provides an additional 14 classrooms and accommodation and catering for up to 120 junior students. School facilities include football pitches, all-weather pitches, tennis courts, sports halls and an indoor swimming pool. 1.3 The school offers continuous enrolment and new students can enrol on a weekly basis. Students are mainly recruited through agents. All students undergo language testing on arrival. Adult and non-residential junior students live in homestay accommodation within close proximity to the school. 1.4 At the time of inspection there were 130 adult and 290 junior students, all studying English language. There were no students identified as having special educational needs and/or disabilities (SEND). No students were attending on Tier 4 visas. Students ages range from 9 to 65 years and come from 18 different countries, with the junior residential students mainly coming from Russia, Jordan and Spain. The majority of non-residential junior and adult students are from Taiwan, Japan, Germany, Poland and Russia.

6 Southbourne School of English 3 2. THE SUCCESS OF THE COLLEGE 2.(a) Executive Summary Section of the Standards Grade awarded The quality of the curriculum, teaching and learners achievement 1 Exceeds expectations 4. Students welfare, including health and safety 1 Exceeds expectations 5. The effectiveness of governance, leadership and management 1 Exceeds expectations 2.1 The quality of the curriculum, teaching and learners achievement exceeds expectations. The school is successful in its aim of meeting students English language needs, whether for business, pleasure or further study in the UK or at home. The range of courses and levels offered meets students requirements and aspirations, offering clear progression through the levels. Information available to students and parents is clear and comprehensive. The admissions process is thorough and well implemented. Initial assessment is good and places students at the correct level. Overall, the quality of teaching and learning is very good and enables students to make progress. The majority of lessons are well planned and make use of a wide range of teaching methods. In a small minority of lessons reliance on the course book stifles interaction, communication and creativity. Student progress is monitored, but information is not currently used to set individual targets. 2.2 Arrangements for student welfare, health and safety exceed expectations. Systems and procedures are highly effective in ensuring the health, safety and well-being of students across the school, residential centres and in local homestay residences. Excellent relationships exist between staff and students. Management procedures are clear and well implemented. The school has exceptionally thorough risk assessments in place, which, alongside excellent systems, enable highly effective management. Attendance monitoring across the school is excellent. Systems for monitoring and reporting the absence of Tier 4 students to the UK Border Agency (UKBA) are well managed. The school has a very high regard for student welfare and works hard to integrate students into the local community. Safeguarding arrangements are excellent and include comprehensive policies and procedures. Excellent arrangements are in place to support students under 18 years of age. The school offers students high quality host family accommodation. 2.3 Leadership and management of the school exceed expectations. The directors and principal provide clear leadership, enabling the school s educational aim to be shared with and embraced by the whole school community. The relationship between the directors and the principal is excellent. Responsibilities for managing the school are clearly delegated; the directors monitor the school s quality assurance processes well. Policies, procedures and legal compliances are coherent and effective. Management information systems are secure and support the welfare and safety of students. School self-evaluation is fit for purpose but does not include performance data analysis. Roles and responsibilities of staff are well defined and supported by excellent communication. The school appoints good quality staff and has a strong commitment to continuing professional development. All student feedback about the school is very positive.

7 Southbourne School of English 4 2.(b) Action points (i) Compliance with standards for Private Colleges 2.4 At the time of the inspection, the college met all the key standards for private further education colleges and quality is high. The college exceeds expectations for the quality of education. (ii) Recommendations for further improvement 2.5 The college is advised to make the following improvements. 1. Identify opportunities to develop further interactive and communicative teaching. 2. Improve the analysis of data so the school can evaluate its own performance and establish areas for development. 3. Extend the range of individual language targets to reflect students individual needs, interests and aspirations.

8 Southbourne School of English 5 3. THE QUALITY OF CURRICULUM, TEACHING AND LEARNERS ACHIEVEMENTS 3.(a) Assessment of students prior to or on arrival 3.1 The assessment of students on arrival is thorough and effective in placing them at the appropriate level. Information, advice and guidance are provided in the school s marketing material and through a network of very well-informed and well-supported agents. Students told inspectors that they received accurate information and advice from the school and its website prior to their arrival. 3.2 All students undergo initial assessment on arrival which effectively places them at the correct English language level. The process is accurate, supports students in settling quickly and enables them to make good progress. The school has a well-managed continuous enrolment system that allows students to join classes at any time with very little disruption to existing students. Withdrawals from courses are rare. 3.3 The initial assessment process quickly informs teachers of students competency levels. Students told inspectors that their courses are at the appropriate level and this was confirmed by inspection evidence. Assessment information is recorded on individual student records that are held and used by teachers to inform lesson planning. Initial assessment information is also recorded on the school s database, enabling academic leaders to monitor and manage student progress. 3.(b) Suitability of course provision and curriculum 3.4 Course provision is excellent and exceeds expectations. Students are well educated in accordance with their own objectives and the clearly expressed aims of the school. Courses are entirely as described in the school s marketing material. Students are offered a wide range of English language programmes at six levels from beginner to advanced. The curriculum is cross referenced to the CEFR, with clearly defined and managed progression through the language levels. 3.5 The range of courses available is very good, with general and intensive English sessions for adult students and a range of junior summer sessions, courses and group activities. The school offers tailored programmes for adult and junior groups on request. The range of language qualifications offered is appropriate and relevant to students needs and aspirations. All courses are well supported by appropriate plans and schemes of work. The distinctive negotiated curriculum for intensive English effectively includes students in the planning of their own learning. Retention on all programmes at the school is excellent, with almost all students completing the course they enrolled on. The curriculum provides a framework for the successful development of all students and very effectively supports continuous enrolment at the school. 3.6 The courses on offer to Tier 4 students lead to qualifications or outcomes which meet the definition of an approved qualification for UKBA purposes. 3.(c) The quality of teaching and its impact on learning 3.7 The overall quality of teaching and its impact on learning are excellent and students make very good progress. Lessons are well planned, with clear objectives and achievable aims. Teachers have excellent subject knowledge, are well qualified and experienced. In the majority of sessions, teaching includes a wide range of highly effective methods and a good variety of activities.

9 Southbourne School of English Classroom management is superb across the whole school. Teachers enjoy teaching and students enjoy their lessons. Teachers have an outstanding rapport with their students. In the best lessons there is a clear communicative approach which engages and includes all students. These lessons have a good balance between activities and independent learning. The lessons are student centred, have a sense of purpose and a lively atmosphere. Less successful lessons are very course book based and teacher dominated. In these lessons students are passive in their learning and quickly become distracted. 3.9 Students are encouraged and supported to take responsibility for their learning both in and out of the classroom. Classroom resources are excellent. Teachers are especially skilled in their use of interactive whiteboards in direct teaching sessions. Teachers make excellent use of interactive technology to both further develop students skills and to measure and gauge their progress. Students demonstrate good skills as independent learners. Homework is set on most days and becomes the focus for the next day s teaching and learning objectives Regular monthly one-to-one tutorials are well integrated into normal school practice. Teachers use these as an opportunity to check student progress and to help students reflect on their own learning and skills development. Targets set at tutorials are too general and insufficiently measureable to enable students to develop further. As the school does not routinely analyse attainment, success and progression data it is unable to demonstrate its own effectiveness. The vast majority of students do not sit external examinations. Students consider they make very good progress against their starting points The school offers a good range of student resources, including computers for selfstudy, a well-stocked library and a cafe where students can congregate and converse in English. A high level of mutual respect and trust is fostered between teachers and students, which promotes students self-confidence. Teachers know their students well and are extremely supportive. Teachers clearly understand and actively promote the cultural differences between students and use this in the classroom to support teaching. 3.(d) Attainment and progress 3.12 The progress and attainment of students on general English courses are very good. In intensive courses progress and attainment are outstanding because of the individualised targets set in independent study and focussed language development sessions. Lesson observations show that students make excellent progress in their lessons and are able to recognise and acknowledge their own development. Teachers monitor students effectively through formal weekly tests and at the end of each course. Weekly test results directly inform lesson planning, as well as identifying the focus for independent study. Students develop excellent skills, knowledge and understanding relevant to their language aims and personal aspirations All students confidently demonstrate extremely high levels of skill and learning in the classroom. Students say they are aware of their progress and that the work they do is interesting and challenging. Inspection evidence supports this view.

10 Southbourne School of English 7 4. STUDENTS WELFARE, INCLUDING HEALTH AND SAFETY 4.(a) Health, safety and security of the premises (in line with expectations of educational institutions) 4.1 Both the main school and summer school premises provide safe and comfortable learning environments. Policies for the risk assessment of health and safety issues are comprehensive and clear. School procedures are regularly and systematically reviewed and staff have their own copies of key health and safety policies to enable compliance across the school. The school has an excellent approach to mitigate and manage risks. Risk assessments are carried out for all activities and external visits. These risk assessments are of a very high quality, practical and result in detailed and clearly stated action plans which are monitored closely for their implementation. 4.2 The school takes the health and safety of students and staff very seriously. Arrangements to reduce risk from fire and other hazards are good and conform to legal requirements. The school has sufficient staff trained to manage fire safety and first aid. Systems and procedures to manage and monitor incidents and illness are very good. Clear signs and evacuation maps are located in every room and corridor. 4.3 The main school building is attractive, fit for purpose and very well maintained. The decoration and maintenance of the building exceed expectations. Lighting and ventilation are excellent. The school provides high quality accommodation for all students and staff. There are sufficient washrooms and separate toilet facilities for students under 18 years. The building is modern and has the capacity to accommodate wheelchair users or those with mobility challenges on the ground floor. 4.4 A very good range of healthy meals is on offer at the school, contributing to the well-being of students and staff. The kitchen and eating areas are clean, hygienic and comply with local authority standards. 4.5 Security is appropriate for the area and the school. The summer residential school is leased from a local independent boarding school for one month during the year. Though the building is undergoing a major refurbishment, the school still provides a safe and comfortable environment for students. There are appropriate classrooms, clean and attractive dormitories and en-suite accommodation for juniors and staff. The kitchen meets the same high standards as those in the main school. A range of excellent outdoor and indoor sport and activity areas are also offered, including a large, clean and well-supervised indoor swimming pool. 4.(b) Student registration and attendance records 4.6 Student registration and attendance records are very well maintained and accurate. Students who miss lessons are quickly identified to ensure their well-being. The school has a fair and consistently applied lateness policy with clear procedures to manage late attendance or quickly identify student absence. Attendance at classes is very high and punctuality is excellent. 4.7 Attendance monitoring is thorough and the school has appropriate and highly effective systems in place to identify and support students before attendance becomes an issue. As a consequence, the attendance level at the school is high at 97 per cent.

11 Southbourne School of English The school has good systems in place to ensure timely reports are made to the UKBA if students miss ten expected contacts, fail to enrol or do not complete their course. The system is well managed and consistently implemented and recorded. Clear, comprehensive and fair procedures for the collection and refund of fees are in place. 4.(c) Pastoral support for students 4.9 The school delivers excellent pastoral care with a wide range of activities on offer to enhance students experience of the English way of life. Students told inspectors that they are happy with the range of trips and activities. Relations between students and staff are very good and students know who to go to for support or information. Students are very happy with the level of support they receive All students and group leaders are given an informative and useful handbook containing a very clear guide to school expectations, policies and safety procedures. There is a nominated child protection officer for students under 18 years of age and excellent systems are in place to ensure the identification, monitoring and support of these students. Students told inspectors that they are well looked after A succinct equal opportunities policy is very effectively linked to the anti-bullying policy and is well promoted across the school. Such problems between students are very rare. Teachers actively encourage students to integrate and make new friends and offer all students a wide range of social activities to explore and extend their cultural awareness. Students value interactions with students from other countries and are very complimentary about the school s policy of limiting first language use to one area of the building, thus ensuring that everyone speaks English. 4.(d) Child protection/safeguarding 4.12 The school clearly recognises its responsibilities for safeguarding and child protection and has developed thorough policies and procedures for managing this area. Safeguarding is taken very seriously and an excellent training programme ensures that all staff are appropriately trained to work with younger students. The principal is the child protection officer and has been appropriately trained. All staff have enhanced Criminal Records Bureau (CRB) checks in place. A clear and comprehensive child protection, social contact and safeguarding policy is well managed and includes clearly identified responsibilities. This policy is shared with staff through the staff handbook, as part of new staff induction and through internal and external training sessions Very effective systems are in place for managing, monitoring and supporting the transfer of students under 18 to their accommodation when they arrive in the UK. All such students stay with school-approved and monitored homestays or in wellmonitored residential schools. The school has very strong links to the local community police who give students good, clear advice on how to integrate into the local community and keep safe whilst in the UK. 4.(e) Residential accommodation 4.14 Accommodation arrangements meet national requirements. Management of accommodation arrangements is excellent, with comprehensive systems in place to ensure suitability and quality assurance. Student preferences and opinions are sought and important information is appropriately shared. All students interviewed were extremely complimentary about their homestay experience and told inspectors

12 Southbourne School of English 9 that their use of English and knowledge of English culture has been greatly enhanced by their interaction with their homestay families.

13 Southbourne School of English THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT 5.(a) Ownership and oversight 5.1 Governance and management of the school are outstanding. The directors, together with the principal, provide clear and effective oversight and support to the school. The welfare and educational direction are clear and have been shared very successfully with staff of all levels across the school. 5.2 A strong culture and commitment to continuous improvement and student satisfaction are evident throughout the school. The relationship between the directors and the principal is strong, efficient and highly effective. The directors maintain clear oversight of the school, identifying and communicating strategic direction and ensuring legislative compliance. The quality of the students experience is monitored through informal and formal student feedback and questionnaires. 5.3 The directors know the school very well and communication across the whole school community is informal and highly effective. The school s strategic vision and direction is shared and underpins the ethos and culture of the school. 5.4 The health, safety and welfare of all students are paramount. Managers pay particular attention to the safety of students under 18. There are clear systems to manage and meet statutory requirements; consequently, all legal permissions are in place. 5.(b) Management structures and responsibilities 5.5 A strong and clear management structure ensures that the school successfully meets its aims and obligations. The school is very well managed. Academic management is delegated to the principal, who works closely with the directors to provide a clear focus on the strategic direction for the school. The principal has a strong commitment to monitoring the curriculum and raising academic standards. 5.6 Clearly defined roles and responsibilities and appropriate systems are in place to monitor and review policies to support the school s academic operation. An open management style allows for very effective lines of communication focussing on students needs. The management team is highly responsive to critical feedback and is effective in identifying priorities and implementing change. 5.7 The health, safety and welfare of students are pivotal to the school s culture and very effective systems are in place to monitor and manage pastoral care. The school is very successful in its aim to create a safe and friendly environment for students, staff and visitors. 5.8 The management information system is used well to support the school s leadership. Self-assessment is reasonable. However, whilst student performance data is collected it is not analysed, resulting in a missing link in school performance measures and accurate self-assessment. 5.9 The relationship between the academic managers and teaching staff is particularly good. Staff enjoy working at the school and this is reflected in the positive atmosphere across the institution. Replies to the pre-inspection questionnaire and meetings with staff show that staff are extremely supportive of the school.

14 Southbourne School of English The school employs high quality staff and ensures that they are appropriately trained. Staff performance is reviewed effectively through staff appraisals and at least three lesson observations a year, which result in clear feedback and individual target setting. The process is managed by senior academic managers and demonstrates their strong commitment to developing the professional abilities of their staff through giving extensive opportunities for continuing professional development. 5.(c) Quality assurance including student feedback 5.11 A strong culture of improvement is evident in the school and quality assurance is very good. The school undertakes regular self-assessment. Feedback from students directly impacts on quality assurance and improvement planning Student feedback is collected systematically through questionnaires and talking to students. Staff and managers make a point of getting to know their students. There is evidence that student feedback is used to support curriculum development, academic planning and identification of school priorities The complaints procedure is clear and appropriate; the school receives very few complaints. Complaints and enquiries are handled promptly to resolve any concerns quickly. This has a beneficial impact on quality assurance and improvement planning, as well as on the number of students who return to the school. 5.(d) Staff recruitment, qualifications and suitability checks 5.14 Staff recruitment is very well managed and comprehensive systems are in place to support this. The school recruits high quality staff throughout the year. Staff are well qualified and all appropriate pre-employment checks are undertaken to ensure their suitability for appointment. Accurate and well-maintained records are kept. 5.(e) Provision of information 5.15 The website provides comprehensive and detailed information about the school s facilities, courses and procedures. This covers all the information required. Information presented on the website and in school literature is clear and accurate The school was very prompt in providing all the information required for the inspection process.

15 Southbourne School of English 12 INSPECTION EVIDENCE The inspectors observed lessons, conducted formal interviews with students and examined samples of students work. They held discussions with senior members of staff and with the proprietors, observed a sample of the extra-curricular activities that occurred during the inspection period, and attended registration sessions. Inspectors visited residential accommodation. The responses of staff and students to pre-inspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the school. Inspectors Mrs Jacqueline Lawrence Mrs Pauline Bateman Mr John Rooney Lead Inspector Team Inspector Team Inspector