EDUCATIONAL OVERSIGHT INSPECTION OF PRIVATE FURTHER EDUCATION AND ENGLISH LANGUAGE COLLEGES EXCEL ENGLISH

Transcription

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

2 Full Name of College Address Excel English Telephone Number Fax Number Address Principal Proprietor Age Range 16+ Total Number of students The Hall, 8 Muswell Hill, London N10 3TD judy@excelenglish.co.uk Mrs Judy Loren Mrs Judy Loren : 30 EFL only: 30 Inspection dates November 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 6 (d) Attainment and progress 6 4 STUDENTS WELFARE, INCLUDING HEALTH AND SAFETY 8 (a) Health, safety and security of premises 8 (b) Student registration and attendance records 8 (c) Pastoral support for students 8 (d) Child protection/safeguarding 9 (e) Residential accommodation 9 5 THE EFFECTIVENESS OF GOVERNANCE AND MANAGEMENT 11 (a) Ownership and oversight 11 (b) Management structures and responsibilities 11 (c) Quality assurance including student feedback 12 (d) Staff recruitment, qualifications and suitability checks 12 (e) Provision of information 12 INSPECTION EVIDENCE 13

5 Excel English 2 1. THE CHARACTERISTICS OF THE COLLEGE 1.1 Excel English was established in September 1989 by the principal. It is located in new, purpose-built premises in Muswell Hill in north London. The premises are located in a large area of garden and woodland. Refurbishments are regularly carried out, with the most recent being a large pond and an external seating area. 1.2 The vast majority of learners are full time and are recruited through educational tour operators. The school specialises in teaching English as a foreign language (EFL). Courses range in length from 1 to 36 weeks and students arrive and leave on a continuous basis. A small minority of those in the school take examinations. Examination courses and English plus courses are offered, where 15 hours of English plus an option such as flower arranging, aromatherapy and tennis are studied. Teacher methodology and professional courses are also offered. During the summer a separate programme for those aged is held in a residential campus. 1.3 Students are accepted from the age of 16, with the majority aged over 20 years. A wide variety of nationalities are represented, with the majority being Russian, Italian, Spanish, Brazilian, Swiss and Japanese. Numbers of learners vary depending on the time of year. At the time of the inspection there were 30 students enrolled. There are a roughly equal number of male and female students. The school is able to accommodate students with physical disabilities. No students were identified with special educational needs or disabilities (SEND). At the time of inspection the teacher methodology and professional courses were not running.

6 Excel 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 2 Meets expectations 2.1 Excel English is extremely successful in its educational aim of providing a high standard of English language education in a friendly and caring environment. The range of provision is entirely successful in meeting student needs. Initial assessment is effective in placing new arrivals in a class at the appropriate language level. The vast majority of teaching is excellent and supports good progress. Teachers with high levels of subject knowledge use a wide range of teaching techniques to support successful learning. The use of technology to enhance learning is excellent. Tutorials are carried out regularly and support the systematic monitoring of progress. Feedback on assessments is effective and identifies areas for improvement. A varied social programme enriches the students overall cultural experience. 2.2 Arrangements for welfare, health and safety are excellent. The school is particularly successful in its aim to foster a relaxed, caring and purposeful environment. The premises are most attractive and extremely well maintained. Staff understand the differing needs of students very well and the pastoral structure provides highly effective support. A wide range of health and safety policies is in place and implemented successfully. Registration and attendance records are extremely well managed. Procedures for reporting to the UK border agency (UKBA) are secure. Safeguarding arrangements are excellent and have proper regard for students welfare. Accommodation is particularly well managed and of a high standard. Effective processes are in place to ensure that students are suitably matched to their home-stay families. Relationships between staff and students are excellent, contributing to a successful educational experience for those studying in the school. 2.3 Governance, leadership and management meet expectations. The proprietor works closely with managers and provides effective leadership with a clear vision for the future of the operation. All staff are very effective in exercising their roles and responsibilities and work closely together for the educational benefit of the students. Communications are regular but a majority are informal and do not always result in staff being fully informed. Self-evaluation is new and not yet used to inform systematic improvement planning. Student feedback is systematically sought and is actioned to bring about improvements, although it is not systematically analysed. A new staff appraisal system is in place but not yet fully embedded in the provision.

7 Excel English 4 Staff are experienced and well qualified and are supported by a strong culture of continuing professional development. 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. Implement a process of quality improvement monitoring which involves all staff and leads to appropriate target setting, action planning and review. 2. Implement a system for analysing all feedback data systematically, to inform quality improvements. 3. Evaluate student performance with reference to external norms in order to standardise progress and attainment data. 4. Ensure the performance of all staff is regularly appraised to ensure consistently high standards.

8 Excel 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 prior to and on arrival is very effective. The school s clear and well-developed processes provide appropriate advice and guidance to prospective students. Agents are very successful in providing accurate advice in students home countries. Those with Tier 4 visa arrangements and learners following certain courses complete an online test prior to arrival. Thorough assessment of all students takes place on arrival. The process is highly accurate and ensures that students are placed in appropriate classes and can make excellent progress. A flexible system allows for changing levels of class, although this is rare. The continuous enrolment system is very well managed, and allows learners to join classes at any time. 3.2 Assessment information is given to teachers to support class planning that is tailored to meet students needs. A system of regular tutorials ensures that students continue to make progress and work at the appropriate level. 3.3 An effective range of information, advice and guidance is offered. Students become familiar with the school and the local area and transport through a thorough induction process. This is supported by an excellent handbook that provides detailed and clear information on studying at Excel English and living in London. 3.(b) Suitability of course provision and curriculum 3.4 The range of courses on offer is highly successful in meeting the aims of students and of the school. Clear curriculum statements for all courses are in place, and detailed information on these courses is provided in the brochure and on the website. Course development activity, including the use of feedback, is successful in meeting the changing needs of the international market. As a result, students value their learning experience and make excellent progress. 3.5 Courses are organised into six levels linked to the Common European Framework of Reference (CEFR). The number of levels is reduced in quiet periods. The wellplanned curriculum offers flexibility and opportunities to develop general language skills. A range of afternoon options allows for the development of examination or specific language skills, or a variety of wider skills such as flower arranging or massage. Course development activity, including the use of student feedback, is successful in meeting the changing needs of the international market. Retention rates are extremely high and the overwhelming majority of those enrolled complete the course for which they initially register. 3.6 Course enrichment activities are varied and include activities suitable for those under the age of 18. Visits to places of interest and sports activities contribute to students enjoyment and cultural development. One excellent initiative, aimed specifically at

9 Excel English 6 language development, is the fortnightly homework club or conversation group at a local coffee bar with teachers. Feedback from learners is taken into account in the planning of the events. 3.7 Qualifications are in line with the requirements of the UKBA. 3.(c) The quality of teaching and its impact on learning 3.8 The quality of teaching and its impact on learning exceeds expectations. All teaching is either good or excellent. As a result, students develop their potential and acquire good levels of understanding and skill in reading, writing, listening and speaking. Teachers are highly experienced and demonstrate very effective skill and knowledge in planning and executing lessons. These include a wide range of learner-centred teaching methods and use a variety of up-to-date resources. Lesson planning caters extremely well for the multi-level nature of classes. Teachers show sensitivity to individual needs and encourage and support students with their learning through regular homework and guidance on self-study activities. In class, students cooperate well together and there is clear evidence of enjoyment, motivation and learning. Teaching is well supported by very effective use of interactive whiteboards. All lessons clearly evidence teachers enabling their learners to progress and develop their self-confidence in English. Limited monitoring of errors and pronunciation reduces opportunities for language improvement. Less effective feedback is not so constructive in enabling learners to improve. Rapport with students is excellent, and students themselves express great satisfaction with their lessons and the advice and support they receive from the school and their teachers. 3.9 The system for identifying clear and achievable targets to improve learning is good. An online system and tutorials are in place, and are being used effectively to ensure progress and improvement. The quality of feedback on homework tasks is good and has been further improved by a new marking system that is being trialled for effectiveness Use of the well-stocked self-access centre encourages student independence. This is further supported by the e-learning platform, which offers a range of interesting language-focused activities to enhance development. 3.(d) Attainment and Progress 3.11 Students reach high levels of attainment and make significant progress as judged by their performance in classes. They successfully complete challenging exercises during lessons and are able to use new language learnt with confidence. They report that they are making progress and feel confident as a result Progress is effectively and regularly monitored through progress tests and tutorials. Thorough and on-going testing determines progress, success and achievement. Results are discussed in regular tutorials. These tutorials combine teacher assessment with the students self assessment and are used successfully by teachers to identify individual learning goals and needs. This information is entered on the

10 Excel English 7 new e-learning platform, and has been made available to students to encourage independence. Flexibility within the system allows for progression to the next level when necessary. The overall environment supports positive attitudes to study, which promote effective learning and attainment Few of those enrolled take external examinations. Achievement data for the international English language testing systems (IELTS) examination indicates that the vast majority of students achieve their desired grade by the end of their course.

11 Excel English 8 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 Health and safety exceed expectations. The proprietor has invested in the school to ensure the comfort and safety of all. The well maintained premises contribute to a positive learning experience. Students have access to a spacious, bright area in which to socialise and eat, and extensive gardens, including an attractive seating area. The building is clean and classrooms are large and well furnished. Toilet facilities are adequate in number and well maintained. 4.2 Comprehensive and detailed policies and procedures are effective in ensuring the health and safety of students and staff. All electrical equipment is tested regularly as required. All necessary steps are taken to reduce the risk of fire and other hazards, conforming to requirements. Up-to-date general and fire risk assessments are carried out and include clear follow-up actions. Individual risk assessments are carried out for organised activities off-site. Trained fire marshals and first aiders are in place, as are a first aid kit and accident book. Fire action notices are clearly displayed and fire exits are well signposted. Regular fire drills are carried out and appropriately recorded. Students and staff are made aware of their responsibilities for health and safety at induction. 4.3 The health and safety needs of physically disabled students are dealt with very effectively. They complete a personal evacuation plan together with staff to ensure safety in case of an emergency. 4.(b) Student registration and attendance records 4.4 Arrangements for recording student registration and attendance exceed expectations. Admissions procedures are clear and student files contain detailed information. Attendance registers, in paper form and electronically, are meticulously maintained. Attendance is appropriately monitored, with any unexpected absence promptly followed up. This includes telephoning, text messaging and ing. A clear lateness policy is strictly observed. The attendance and lateness policies are known to all students and result in high levels of attendance and retention. 4.5 The UKBA monitoring and reporting procedures are well understood. Procedures for making any necessary reports are effective and made in a timely manner. 4.6 Clear policies and procedures are in place for the collection and refund of fees and deposits. The policy is fair and applied consistently. 4.(c) Pastoral support for students 4.7 Pastoral support exceeds expectations and is in accordance with the school s aims. Support for learners is discussed regularly amongst staff. Students receive a helpful induction and very effective handbook on arrival. This enables them to settle quickly

12 Excel English 9 into their course. They are aware of their responsibilities as learners, which include policies on attendance and punctuality. An effective system of tutorials and progress reviews ensures that individual students personal and academic development is reviewed regularly. Comprehensive records are kept. There is no formal policy or training in place for the learning support of students with SEND as this is a rare occurrence. However, if such a student is identified, teachers adapt lessons in practical ways in order to support satisfactory learning. Students feel they can approach any member of staff with issues of academic or personal concern. Support received is helpful and appropriate. 4.8 Relationships are very positive amongst the students themselves and between staff and students. This was commented on in the pre-inspection questionnaire and in meetings. Inspection findings support this view. Effective procedures are in place to discourage bullying and harassment and the very few instances of unacceptable behaviour have been dealt with appropriately. 4.9 Suitable advice regarding further study in the UK is available if needed. 4.(d) Child protection 4.10 Safeguarding arrangements for those under the age of 18 are highly effective. Parents and guardians sign an agreement indicating that they agree with the school s rules for students under the age of 18. At every stage of their stay at the school and in homestay accommodation the needs of those under 18 are appropriately planned for and met. Academic and support staff have a good knowledge of anyone under 18 in class, participating in school-sponsored activities or in home-stay accommodation. There is a designated child protection officer who is appropriately trained. All staff receive training in safeguarding and all have received an enhanced criminal records bureau (CRB) check. Appropriate policies are well promoted and effectively implemented. 4.(e) Residential accommodation 4.11 Arrangements for the allocation and management of homestay and residential accommodation are excellent. Staff place great importance on meeting the accommodation needs of students. Consequently, satisfaction levels regarding accommodation provided are high Arrangements for homestay accommodation are of a very high quality and exceed expectations. Students specific needs are effectively matched to home-stay families through the school database. Accommodation is graded on its quality and facilities. Detailed records of home-stay arrangements are maintained. The school works closely with families and provides comprehensive information to families and students to support a good understanding by both parties. This close collaboration and the high quality of accommodation contribute to students overall experience and understanding.

13 Excel English The quality of the residence accommodation exceeds expectations. This is run by an external organisation which has all necessary legal requirements in place. The facilities are of a very high standard and contribute positively to the students experience of the UK.

14 Excel English THE EFFECTIVENESS OF GOVERNANCE, LEADERSHIP AND MANAGEMENT 5.(a) Ownership and oversight 5.1 Governance, leadership and management meet expectations. The proprietor has been successful in establishing the school and provides effective oversight of its operation, strategic direction and management. She effectively discharges her responsibilities for educational standards, financial planning and investment in staff, accommodation and resources. Managers are well-supported in carrying out their duties. Responsibility for admissions, curriculum planning and pastoral support is devolved. Effective relationships exist between the proprietor and the managers, who work well together to ensure high quality education and pastoral care. The school has an inclusive ethos, with an emphasis on supporting students, which is well communicated to all staff. 5.2 A good range of policies is in place to support the school s operations and to ensure the overall quality of the students experience. Regular review of policies does not take place, resulting in a small minority not always being as effective as they could be. The proprietor ensures that the school meets its legal obligations for health and safety, including all statutory duties with regard to those under the age of 18. Appropriate legal permissions are in place. 5.(b) Management structures and responsibilities 5.3 Management structures and responsibilities meet expectations. The quality of management is good. Managers are committed to delivering high academic achievement and effective pastoral care. Strategic planning is informal and does not maximise opportunities for development and improvement. Self-evaluation is new and provides an honest appraisal of the school s strengths and areas for development. 5.4 The aims of the school are well met. The operation functions well, with defined roles and responsibilities and with staff able to support one another when necessary. The open door style of management ensures that relationships between the leadership, managers and staff are very good. Communications mostly take place informally, resulting in a minority of staff not always being informed. Replies to the preinspection questionnaire and meetings with staff show that they have high job satisfaction and are extremely supportive of the school. 5.5 The school is successful in securing, retaining and motivating staff who are appropriately qualified. A new system of appraisal is in place, which will be extended to all staff. It is too new to quantify any improvements made to working practices. All staff are supported in their professional development to ensure they are welltrained for their role. For teachers, an excellent programme of development is in place, with regular in-house sessions and external workshops, leading to positive

15 Excel English 12 results in teaching and learning. The school also encourages teachers to take their English language teaching diploma and supports this financially. 5.(c) Quality assurance including student feedback 5.6 Quality assurance meets expectations. Student feedback is sought at various times, through questionnaires in the first week and when they leave, and in tutorials. Specific feedback is also collected on homestay accommodation. Any issues raised are dealt with sensitively and promptly. These are documented but the detail in some cases is insufficient to allow for a clear understanding of resolutions. Formal lesson observations are regularly carried out and impact positively on teaching and learning. The data collected on performance and progress is collated but not yet systematically analysed and therefore cannot be used effectively to improve performance. A clear complaints policy is in place, with appropriate systems for independent adjudication if a complaint cannot be resolved. 5.7 Responses to pre-inspection and end of course questionnaires, and interviews with students, indicate a very high level of satisfaction with the school. This is consistent with the judgements made during inspection. A large majority of students would recommend the school. 5.(d) Staff recruitment, qualifications and suitability checks 5.8 Staff recruitment and selection procedures are effective and have resulted in the appointment of many committed and reliable staff. Job satisfaction levels are high, resulting in low staff turnover. Relevant checks on suitability are carried out. Staff files contain necessary information. 5.(e) Provision of information 5.9 The website provides comprehensive and detailed information about the school in line with requirements. The staff in the school were highly responsive in providing information for the inspection in a timely manner.

16 Excel English 13 INSPECTION EVIDENCE The inspectors observed lessons, conducted formal interviews with students and examined samples of students work. They held discussions with the proprietor and members of staff. Inspectors visited residential accommodation. The responses of staff and students to preinspection questionnaires were analysed, and the inspectors examined regulatory documentation made available by the college. Inspectors Ms Nicole la Hausse de Lalouvière Ms Liz Brynin Lead Inspector Team Inspector