We recommend continued accreditation. The next inspection should be at the summer peak.

Transcription

1 Inspection report Organisation name English in Chester Inspection date 7-9 June 2011 Section standard Met Not met Management: The management of the provision will operate to the benefit of its students, in accordance with its publicity and in accordance with the Declaration of legal and regulatory compliance. Resources and environment: The learning resources and environment will support and enhance the studies of students enrolled with the provider, and will offer an appropriate professional environment for staff. Teaching and learning: Teachers will have appropriate qualifications and will be given sufficient support to ensure that their teaching meets the needs of their students. Programmes of learning will be managed for the benefit of students. The teaching observed will meet the requirements of the Scheme. Welfare and student services: The needs of students for security, pastoral care, information and leisure activities will be met; any accommodation provided will be suitable; the management of the accommodation systems will work to the benefit of students. Recommendation We recommend continued accreditation. The next inspection should be at the summer peak. Publishable statement The British Council inspected and accredited English in Chester in June The Accreditation Scheme assesses the standards of management, resources and premises, teaching and welfare and accredits organisations which meet the overall standard in each area inspected (see for details). This private language school offers courses in general, academic and professional English for adults and vacation courses for under 18s. Points of were noted in general management, premises, academic resources, self-access facilities, teachers qualifications, course design, learner training, accommodation and leisure programme. The inspection report stated that the organisation met the standards of the Scheme. Report expires 31 March 2016

2 Organisation profile Inspection history First inspection 1984 Dates/details Last full inspection June 2007 Subsequent spot check (if applicable) Subsequent supplementary check (if applicable) Subsequent interim visit (if applicable) Current accreditation status Other related schools/affiliates Other related non-accredited activities (in brief) Private Sector Date of foundation 1976 Ownership Other accreditation Premises profile Limited company Accredited English in Barbados work placement as part of specific closed-group courses Address of main site Other site(s) inspected Other site(s) used but not inspected 9-11 Stanley Place Chester CH1 2LU 2 Stanley Place Chester CH1 2LU (including details of any additional sites used but not inspected) University of Chester CH1 2LU Stanley Place is a quiet square situated a few minutes' walk from the centre of the city. The main centre (9-11) consists of two four-storey buildings knocked into one, with offices and a reception area on the ground floor. The upper floors contain 12 classrooms, a student coffee room, two staffrooms, a self-access centre, and a digital language laboratory. At the rear is a small patio area. The building at 2 Stanley Place is used for specialist courses, and has six classrooms, a computer room / self access centre, a language laboratory, and a student relaxation / coffee area. Summer vacation courses for juniors are based at the University of Chester campus. This year (2011) two separate buildings will be used, one for the first two weeks, and a second for the remaining four weeks. There was not time in the current inspection to visit these sites. Student profile At inspection At peak (organisation s estimate) Of all international students, approximate percentage on ELT/ESOL courses EFL/ESOL Students (eligible courses) At inspection At peak (organisation s estimate) Total EFL/ESOL student numbers (FT/PT) Number on PBS Tier 4 General student visas Number on PBS Tier 4 child visas 0 0 Number on student visitor visas Number on child visitor visas 2 2 Full-time ELT (15+ hours per week) 16 years and over Part-time ELT 16 years and over 0 0 Under 16 years 0 85 Aged years 4 10 Minimum age Typical age range Typical length of stay 4-6 weeks 3-5 weeks Swiss, Japanese, Spanish, Swiss, Chinese, French, Predominant nationalities HK, Korea Russian, Italian

3 Staff profile At inspection At peak (organisation s estimate) Total number of teachers on eligible ELT courses Number teaching ELT under 10 hours/week 2 Number teaching ELT hours/week 2 Number teaching ELT 20 hours and over/week 13 Total number of additional support/ancillary staff 6 Course profile Eligible activities Year round Vacation Other - General ELT for adults General ELT for juniors English for academic purposes English for specific purposes (includes English for Executives) Teacher development Other Run n Run n Run n General ELT for adults is taught year round with students able to start on any Monday. The programme consists of core morning lessons with four separate pathways in the afternoon offering skills and communication, young executive, examination preparation (Cambridge main suite), and university preparation options. Off-site junior courses (14-16) are run during the summer using homestay accommodation. (This provision was last inspected in 2003.) A pre-sessional EAP programme is run in the school from June to September in collaboration with the University of Chester and the University of Keele. Special courses are run regularly through the year for general English students aged 50+ (seen), and programmes are run on request for closed groups (not seen). The latter sometimes include a work experience component. Short intensive business and professional courses are offered throughout the year on a small-group or one-to-one basis as required. Introduction Since the last inspection in 2007 there have been a number of changes in the management of the school. The owner, who was principal at that time, has now stepped aside from day-to-day operational management of the school and is concentrating on marketing. A new principal was appointed in late 2007, and has been fully in post since June At around the same time, the long-serving academic principal retired and a new academic manager took up post, supported by a new post of courses co-ordinator (filled by two members of the tutorial staff on a rotating basis). More formal management procedures have been introduced and there has been considerable investment in the buildings, technology, and staff development. The tutorial staff is well balanced in terms of age and length of service, and there has been a consistent effort to engage them in the recent developments. The minimum age for students in the school is 18, though 17-year olds are accepted on some courses with explicit parental approval. The two buildings in Stanley Place are used for different courses. The main building (9-11) is where the majority of courses are held, but specialist courses, especially those with an older age profile, are based in the training centre in number two. The inspection lasted two and a half days. During this time the inspectors met together or separately the principal, the owner / marketing director, the academic manager, the courses co-ordinator, the student services officer, the administrative manager, the excursions assistant, and the two junior summer course leaders. Meetings were held with a group of 50+ students, and with two other student groups, as well as with the teachers. Observation visits to 16 of the 17 teachers timetabled during the inspection were made. One inspector visited three homestay providers.

4 Management Legal and statutory regulations Criteria M1 Declaration of compliance M1 The items sampled were satisfactory. Structure, staffing and employee administration M2 Management structure M3 Duties specified M4 Communication M5 Human resources policies M6 Recruitment (under 18s) M7 Declarations (under 18s) M8 Induction procedures M9 Monitoring staff performance M10 Professional development M3 Documentation in this area is comprehensive and up to date. All staff interviewed were familiar with their responsibilities as set out and had in many cases been involved in the specification of these. M4 There is a strong commitment to communication within the organisation through both formal and informal channels. The principal and academic manager share an office which interconnects with the administration office. This clearly facilitates informal communication. There are regular meetings which bring together the academic, administration, and marketing teams, and regular meetings with the academic staff. M5 Policies, procedures, and documentation in the area of human resources are clear, well thought through and accessible. M6 Despite the predominantly adult profile of the students in the school, all prospective employees receive clear notification of the safeguarding checks that will be carried out. These are very thorough and fully meet all the requirements of this criterion. M7 All permanent staff, and all staff working either with a closed group that contains under-18s, or on the summer junior course are CRB checked, as are a sample of homestay hosts including all those with whom an under-18 is placed. This is an outstanding provision. M10 There is a strong emphasis on continuous professional development (CPD) for both tutorial and non-tutorial staff. There is a clear cycle of observation / appraisal leading to development activities. The range of logged CPD activities and the encouragement given to all staff to take part in these constitutes a point of. Administration of students M11 Administrative staff and resources M12 Information on course choice M13 Enrolment procedures M14 Student records M15 Student attendance policy M16 Conditions and procedures

5 M14 Almost all students are in accommodation arranged by the school so local contact addresses are easily available. Those finding their own accommodation are regularly reminded to update their details. All students are asked for next-of-kin details on arrival and these are logged. The care taken in this area and the ready availability of the information constitutes a point of. M15 There is a very clear policy on student attendance, which is well communicated to staff and students, and implemented consistently and effectively. Quality assurance M17 Action plan M18 Continuing improvement M19 Student feedback and action M20 Staff feedback and action M21 Complaints M18 There is a strong culture of continuous improvement in the school, with a genuine commitment to this at all levels. Evidence can be seen in the establishment of working groups of members of staff to review practice in a number of areas. There is also evidence of a drive to continuous improvement in the major programme of investment in the building and its resources over the last few years. M19 Initial feedback is routinely collected and followed up where necessary. Students are then asked to complete a feedback form every four weeks, with another one at the end of their course. Focus group meeting are regularly held with students. The extent of the feedback collected and the care taken to process and learn from it constitute a point of. M21 The complaints procedure is exemplary and there was clear evidence of the sensitive and thorough way in which it is implemented when necessary. Publicity M22 Accessible accurate language M23 Realistic expectations M24 Course description M25 Course information M26 Cost M27 Level of care M28 Accommodation M29 Leisure programme M30 Teacher descriptions M31 Accreditation M22 The brochure and website are both models of accessible, clear and comprehensive information. M23 The publicity presents an entirely accurate picture of the premises, the facilities, and the resources. Feedback from the student focus groups indicated that they felt the publicity had presented an entirely accurate picture of the provision. M24 The school offers a wide range of courses and options, but these are all described clearly and accurately, including all the required information. The care taken to describe all aspects of a complex range of provision in full accordance with Scheme criteria is a point of. M28 All accommodation options are described fully and clearly. M30 Information about teachers is accurate and applies to the range of teachers working at the time of the inspection. The website offers a profile of each teacher with information on her/his background, experience, and

6 specialisms. Management summary Provision fully meets and in many areas exceeds the section standard. The management of the school has established successful policies and procedures which ensure that it operates fully to the benefit of its students. The school operates entirely in accordance with its exemplary publicity. Resources and environment Premises: general R1 Adequate space R2 Condition of premises R3 Signage and display R1 At the time of the inspection the rooms and circulation space were entirely adequate to provide a comfortable working environment. However, there was some feedback to indicate that at the summer peak there is considerable pressure on space. R2 The buildings were in an excellent state of repair, cleanliness, and decoration. The location means that there is no extraneous noise from passing traffic, and furnishing, heating, lighting, and ventilation are of a high standard. R3 Great care has been taken to present information, both in classrooms and in public areas, in an attractive and clear way. Signage around the buildings is also of a very high standard. Facilities for staff and students R4 Student relaxation facilities R5 Staff room(s) R4 In the main building there is a common room with computer access, and a coffee room with a range of vending machines. There is also an external patio seating area. The training centre has an attractive common room seating area where complimentary drinks are available. Learning resources R6 Classroom furniture R7 Audio and visual equipment R8 Review and development R9 Learning materials R10 Resources for teachers R8 There is clear evidence of review leading to considerable investment in learning materials, evidenced by the installation of a new digital language laboratory, and the development of a new web portal e-chester which offers students access to a wide range of online materials. R9 The school has an impressive range of print and software resources. A significant development has been the obtaining of copyright clearance from publishers to digitize sound files from course books and other material for use in the digital language laboratory and through the e-chester portal. Learning centres, libraries and private study areas

7 R11 Organisation and equipment R12 Guidance on use R11 A brand new learning centre has 12 wide-screen computers, all equipped with internet access and a wide range of CALL software. In addition a range of material (DVDs and graded readers) is available for loan. R12 All students are introduced to the learning centre as part of their induction, and classes are timetabled for one hour a week in the centre. A teacher is on duty every afternoon until Resources and environment summary Provision meets and in most areas exceeds the section standard. The learning resources and environment fully support and enhance the studies of students enrolled with the school, and offer a professional environment for staff. Teaching and learning Academic staff qualifications Profile at inspection Professional qualifications Total number of teachers Diploma-level ELT/TESOL qualification (TEFLQ) 6 Certificate-level ELT/TESOL qualification (TEFLI) 6 Diploma-level ELT/TESOL qualification (TEFLQ) + qualified teacher status (QTS) Certificate-level ELT/TESOL qualification (TEFLI) + qualified teacher status (QTS) Holding specialist qualifications only (specify) YL initiated Qualified teacher status only (QTS) Rationale(s) required for teachers without appropriate ELT/TESOL qualifications Total 17 These figures do not include the academic manager(s) None. 3 2 Academic staff qualifications and experience T1 General education (and rationales) T2 ELT/TESOL teacher qualifications T3 Rationales for teachers T4 Profile of academic manager(s) T5 Rationale for academic manager(s) T6 Qualifications verified T2 All of the core, permanently employed members of staff are Diploma qualified. Overall the profile of qualifications and experience is very strong. T6 Thorough procedures are in place to verify qualifications and experience. Documentation in this area is also exemplary. Academic management and administration

8 T7 Academic manager T8 Deployment of teachers T9 Timetabling T10 Cover for absent teachers T11 Continuous enrolment T7 The academic manager is supported by a courses co-ordinator / course director a member of staff who takes on this role for roughly six months before handing it on. The academic manager does not normally teach, but the courses co-ordinator teaches an afternoon class and manages the closed group courses. During the summer the courses co-ordinator does not teach and becomes the course director of the enlarged summer programme. T11 Many students in the school are either long stay, or else following specific short courses. The amount of true continuous enrolment is therefore relatively small. However, very thorough procedures are in place to ensure that new arrivals integrate seamlessly into their classes. A notable feature is the careful orientation to options on day one and the availability of grammar catch up classes to introduce students to the grammar that their class has covered in the time just before their arrival. Support for teachers T12 Support for teachers T13 Observation and monitoring T12 An impressive programme of CPD is available, based on teachers needs as identified through observation and appraisal. This includes both internally organised and external events and activities. An effective peer observation programme is in place. Teachers commented specifically on the ready accessibility and effective support available from the academic manager. Course design and implementation T14 Course design T15 Review of course design T16 Course descriptions T17 Course structure T18 Study and learning strategies T19 Linguistic benefit from UK T20 Resources and materials T14 The core morning sessions of the general English course are based on a coursebook, supplemented by the teacher. Closed group, and business / professional courses are based on a close analysis of the participants specific needs. T15 There is clear evidence of an ongoing review of course design, particularly in relation to the general English programme. A particular issue, which is being carefully and thoughtfully addressed, is the question of pacing through the coursebook and the way in which this ties in with the notional 12-week course structure. The identification of this issue and the way in which it is being addressed are very strong features of the provision in this area. T16 A weekly scheme of work is drawn up by all teachers and this is displayed on the walls in classrooms. However, its value for students is minimised by the fact that it is often hand written and makes use of many teacher abbreviations and concepts that are not accessible to students. T18 There is a wide range of excellent practice in this area. Study skills sessions are offered to new students to show them how to organise their folders; students are issued with a vocabulary book and guidance is given in using

9 it; training is provided in using specific CALL websites for self access. T19 Strong encouragement is given to students to take part in local community events and activities. A number have been involved in voluntary groups. Closed group students normally take part in a project which involves engagement with the local community, and this is being introduced to the general English programme. The management of examinations and examination courses T21 Staffing, resources and class composition T22 Guidance T22 Great care is taken to guide students towards the most appropriate examination for their needs and level. Managing student progress T23 Placement T24 Monitoring students progress T25 Assessment criteria T26 Academic reports T27 Information on UK education T24 Progress tests are set every four weeks outside the summer, and tutorials are also held at this time. Long-stay students receive a super-tutorial with the principal and the academic manager every eight weeks. This constitutes an outstanding set of procedures for monitoring student progress. T27 A specific study corner with a range of material on further and higher education in the UK is available to students, and the principal offers advice and guidance to any students interested. This personal involvement supported by the ready availability of documentation constitutes excellent practice. Classroom observation record Number of teachers seen 16 Number of observations 16 Parts of programme(s) observed general English; 50+; pre-sessional; exam preparation; business and professional One teacher, who was only timetabled in one session during the inspection, was not observed. Classroom observation T28 Lesson planning T29 Coherence T30 Teaching techniques T31 Resource management T32 Linguistic systems of English T33 Feedback and correction T34 Classroom management T35 Sensitivity and learning atmosphere

10 T28 Lesson planning was generally of a high standard, but hardly any teachers related the aims of the lesson to what the students should actually learn. Normally aims were expressed in terms of what the teacher would do rather than what the outcomes would be for the students. T29 Almost all lessons consisted of an interesting range of purposeful activities which fitted together coherently. T30 A range of teaching techniques was observed. There was some effective use of questioning techniques especially elicitation, and concept checking. However, several teachers over-used open questions, which led to group responses in which individual contributions were lost. There was also sometimes a lack of consolidation / practice of language items which came up in the class. In these cases a teacher would give a brief explanation and then move on, without giving the students time to process the language through practice or contextualisation. T31 In general resources were well used. There was a lot of excellent board work, and some instances of the class sets of dictionaries being used effectively. T33 There were some instances of very effective feedback and correction, including the use of peer- and selfcorrection. However, in some cases there was a lack of correction and support for students in relation to pronunciation. A considerable proportion of the students in the school were from S.E. Asia and in many cases contributions they made in class were not understood by other students. Few teachers picked this up. T34 In general teachers set up activities well, and most students were engaged and motivated by the work they were involved in. However, in a minority of cases, teachers gave extremely convoluted instructions that sometimes left students at a loss as to what they were supposed to be doing. In the most extreme cases, this led to students calling out in an uncontrolled manner and not listening to their colleagues or the teacher. T35 Most of the teachers had a gentle, encouraging manner coupled with enthusiasm for what they were doing. They were authoritative but empathetic. However, as noted in T34 there were occasions when the learning atmosphere was degraded by the behaviour of individual students who were allowed to dominate at the expense of less confident colleagues. Classroom observation summary Overall the teaching observed easily met the Scheme standards with the majority of the lesson segments observed being good or excellent. The range and coherence of the activities in which the students were engaged was a particular strength. Interesting techniques were used and there was excellent use of the whiteboard. There were examples of very effective feedback and correction. Most teachers set up the classroom activities well, and ensured that students were fully engaged in their learning. However, in most of these areas there were also some instances of less satisfactory practice. Teaching and learning summary Provision comfortably meets the section standard and in many areas exceeds it. Teachers are well qualified and are given good support to ensure that their teaching meets the needs of their students. Programmes of learning are managed for the clear benefit of students. Overall the teaching observed easily met the requirements of the Scheme. Welfare and student services Pastoral care and orientation W1 Safety and security W2 Pastoral care W3 Personal problems W4 Dealing with abusive behaviour W5 Emergency contact number W6 Transport and transfers W7 Advice W8 Medical and dental treatment W1 The school takes this aspect of its provision extremely seriously. There is a useful set of information appropriate to different age groups. First aiders are appropriately trained. All staff are suitably briefed with significant aspects of this provision well covered in the staff handbook. W2 Pastoral care is central to the way in which the school deals with the students experience. Information in the students handbook is very clear about the level of support. Staff at the reception desk have a front line

11 responsibility as do the class teachers and they are clear about who they can refer students to. W4 There is a clearly explained procedure for both staff and students. W5 This is provided on the initial page of the student handbook as well as on the school student card. The junior course emergency number is different from the regular year round number, being that of the course leader but this, too, is included on the junior summer school student card. W6 The school operates a meet and greet service with students being met at either Manchester or Liverpool airports. For groups, this operates on a minibus basis and for individuals this is carried out by a local taxi firm. W7 All the points required by this criterion are met in a number of ways. There is an appropriate array in the student handbook. This is reinforced at induction and help is available for all aspects from all staff. W8 This, too, is well explained in the students handbook. Accommodation profile Number of students in each at the time of inspection (include all students) Types of accommodation Adults Under 18s Total seen by inspectors Arranged by provider/agency Homestay Private home Home tuition Residential Hotel/guesthouse 2 Independent self-catering Arranged by student/family/guardian Students own arrangements 6 The homestay list is long and many hosts have been with the school for many years. The preferred policy of the school is to provide homestay for both juniors and adults. During the summer self-catering accommodation belonging to Chester university is used for those adults requesting it. This is the property of the university and was not visited during the inspection. Hotel accommodation is arranged for those adults who prefer it. The school is also in the process of acquiring a hotel property to house those adults who prefer more independent living. It is anticipated that this will be available by A number of students prefer to arrange their own accommodation. The general policy for payment is for the school to pay the homestays direct into their bank accounts. For those students who prefer to pay the homestays direct, there are good guidelines on procedure. Accommodation: all types W9 Services and facilities W10 Accommodation visited W11 Accommodation inspected W12 Accommodation registers W13 Information W14 Student feedback W10 Information to homestays and staff inspecting them is clear and well thought out. Records of homestay visits were thorough and clear. W11 Re-inspections are similarly planned and recorded with a comprehensive checklist. W12 All aspects of record keeping are punctilious. Information about families includes essential information as well as good background notes and some photos. The school maintains frequent contact with the homestays. There is a newsletter sent out from time to time and a reception at the school every year. W13 There is a very informative letter sent to students prior to arrival providing all the required information about

12 hosts and advice about what to expect and suggestions on how to behave where appropriate. W14 Students are asked at assessment and induction about their homestay and their first impressions are noted. Final impressions are part of the overall feedback process and all final feedback forms had been checked and specific taken account of. Written, both positive and negative, are fed back to homestays periodically. Accommodation: homestay and private home W15 No more than four students W16 Declarations (under 18s) W17 Rules, terms and conditions W18 Shared bedrooms W19 Students first language W20 Language of communication W21 Adult to welcome W16 Signed declarations had been obtained from all the homestays whose records were sampled. W17 The information provided to families and the agreements with the school are exemplary. The handbook outlines helpful hints on what to expect and how to deal with difficult or unfamiliar situations. In addition, the school has produced a number of information sheets on what to expect from a wide range of nationalities and their various customs. Accommodation: residential W22 Cleaning W23 Health W22 No residential accommodation was in use at the time of the inspection. Information provided stated that students using the self-catering accommodation in the summer were responsible for cleaning their own rooms and keeping their own public areas clean and tidy. Cleaning in other areas was carried out by the university employed staff. The working of this arrangement could not be verified. Accommodation: other W24 Information and support W25 Hotel accommodation W24 There is very useful and thorough information available for students who prefer to arrange their own accommodation. This is reinforced by the accommodation staff and other office staff when students decide not to avail themselves of the homestay service. W25 The school has a preferential rate at a nearby hotel for students who prefer this type of accommodation. The inspectors used this hotel and found it to be convenient, clean and comfortable. Other hotels on the list provided are well known to the school, which makes appropriate arrangements with them. Catering W26 Availability of food W27 Homestay and residential accommodation meals

13 W26 The school does not provide food. There are a number of food outlets in the immediate vicinity for the purchase of sandwiches and other simple meals. In addition a local café takes orders for sandwiches and other lunchtime snacks from students and delivers them to the premises. In both buildings there is a coffee room with facilities for preparing drinks and a microwave for heating up students own food. During the junior summer course period sandwich packs are provided by the homestays and cafeteria food is provided for those who opt for it. W27 Students in the focus group were very positive about the food provided in their homestays. This was reinforced by the student feedback forms sampled. Leisure opportunities W28 Events and activities W29 Leisure programmes W30 Health and safety W31 Responsible person W28 Students are offered a wide range of leisure opportunities both on a group and individual basis. Information on all organised activities is attractive and clear. Information about other possibilities not organised by the school is also plentiful. There is a regular programme of events, excursions and activities. Some of these are specific to a particular group although others may join if there is space. Costs are clear. Students are encouraged to take part in other community activities on an individual basis to widen their experience. These have included volunteering in various capacities for longer stay students, horse riding, and playing in a band. Arrangements are also made by school staff for personal travel for individuals wishing to go to places over weekends. W29 Measures to ensure the smooth running of activities are impressive. Leaders are well briefed, instructions are clear, lists include phone numbers of both individuals and relevant staff and pre-event student briefing is carried out. Student feedback on nearly all aspects of the leisure programme attested to their being well organised. W30 Risk assessments of all activities were checked and found to be clear and well thought out. Students under 16/18 W32 Meals provided W33 Inclusive leisure programme W34 Activities supervision ratio W35 Student rules W36 Host awareness W37 Responsible adult W38 Students age W39 Residential supervision ratio W40 Contact number for parent W41 Contact number for provider W42 Group leaders No junior courses were running at the time of the inspection. This section is completed on the basis of documentation provided and discussions with the junior course leaders. W32 Lunch packets are provided by the homestays during the summer for juniors. Alternatively, for those who arrange it, there is cafeteria food available on the Chester university campus where the course is held. W35 Printed student information is abundantly clear on all aspects of student behaviour. Report expires 31 March 2016

14 W36 As indicated elsewhere, hosts are made fully aware of all aspects of being host to juniors. W42 There is a tactful and clearly expressed booklet to brief the group leaders on what is expected of them. Welfare and student services summary The provision easily meets the section standard and in many respects exceeds it. Security, welfare and pastoral care are a central part of the school s ethos and all aspects of this area are well met. All aspects of the accommodation arrangements are well met in terms of information to students, information to and relations with homestays as well as the day to day administration of the provision. Leisure activities are similarly well organised and imaginatively thought out. Overall, the provision works extremely well to the benefit and satisfaction of the students.

15 Report expires 31 March 2016