Quality Improvement Framework

Transcription

1 South Gloucestershire and Stroud College Quality Improvement Framework If you would like this document in an alternate format Please contact Human Resources Department Prepared by: Job Title/Role: Ref. No.: Q/P 153 Gavin Murray Head of Quality Date of this version: June 2014 Review date: March 2015 Upload to College website? Upload to e-campus? Yes Yes Approved by: Corporation Date of Approval: 5 th June 2014 Page 1 of 7

2 Equality Impact Assessment Have you consulted on this policy? No Details: What evidence has been used for this assessment? Could a particular group be affected (negatively or positively)? Positive Impact Indicate Y where applicable Negative Impact Indicate Y where applicable Evidence Characteristics protected by the Equality Act 2010 Age N/A N/A Disability N/A N/A Gender Reassignment (inc. Transgender) N/A N/A Race (inc. Gypsy & Traveller) N/A N/A Religion and belief N/A N/A Sex N/A N/A Sexual Orientation N/A N/A Marriage & Civil Partnership N/A N/A Pregnancy & Maternity N/A N/A Characteristics designated by SGS as requiring due regard Carers and Care Givers N/A N/A Persons in Care and Care Leavers N/A N/A If any negative impacts are identified, are there any related policies, services, strategies, procedures or functions that need to be assessed alongside this screening? No If yes, please detail: N/A Should this policy, service, strategy, procedure or function proceed to a full Impact Assessment? No We are satisfied that an initial screening has been carried out on this policy/procedure and a full Impact Assessment is not required We understand that the Impact Assessment is required by the College and we take responsibility for the completion and quality of this assessment Completed by: Gavin Murray Position: Head of Quality Date: June 2014 Checked by: Siobhan Turner Position: Quality Officer Date: June 2014 Page 2 of 7

3 Quality Improvement Framework 1. Framework Implementation 1.1. Every member of staff is responsible for quality 1.2. Senior managers and the members of the corporation recognise their roles in leading continuous improvement within South Gloucestershire & Stroud College (SGS) and fully support the principles of quality management 1.3. The SGS Quality Strategy is implemented through the Quality Improvement Framework; a framework composed of 11 tenets 1.4. The Corporation The Corporation systematically monitors quality and all aspects of college business including finance, quality, staffing, strategic aims, processes and procedures The Corporation receives regular reports and monitors performance against: Key strategic aims and objectives; College Self Assessment Report (SAR) and Quality Improvement Plan (QIP); Key Performance Indicators (KPI) including the PESTL 1.5. Self Assessment Reports (SARs) and Improvement Plans (IPs) The College is committed to the live self-assessment of its provision. Summative reports are produced at the close of each academic year, but these are informed through regular reviews conducted throughout the learning journey SARs and Evaluation Documents (SEDs) are completed tri-annually at three census points: Phase 1: Reporting upon Recruitment, Induction and Initial Assessment; Phase 2: On-programme performance including Teaching, Learning and Assessment; and Phase 3: Outcomes for Learners, Progress and Progression Evaluative judgements are underpinned by data reports and SARs are validated Page 3 of 7

4 At each stage of the SAR process, each curriculum area will update its Departmental Action Plan which is then fed through to the QIP. The QIP is also formally updated three times per year The College SAR and QIP are presented to Executive, Corporation, Ofsted and funding bodies. Targets are set through KPIs Heads of Faculty (HoFs) have targets for attendance, retention, achievement and success by age and qualification levels; course which under-perform are deemed At Risk and closely monitored The College is resolute in narrowing achievement gaps and Equality and Diversity Impact Measures (EDIMs) are set by the Corporation in this respect At programme level, individual courses and learners are set targets to add value and ensure they achieve their potential Targets at learner, course, department and faculty level are monitored monthly through the use of verified management information 1.6. Curriculum Progress and Improvement Reviews (CPIRs) Management performance is monitored through CPIRs by the Office of the Vice Principal Good practice, developments and areas for improvement are actioned Action plans are monitored through the Quality Office 1.7. Observation of Teaching, Learning and Assessment There is a robust and clearly understood strategy for monitoring and developing teaching, learning and assessment The quality of the teaching, learning and assessment is judged through a variety of methods, including: Graded lesson observations of teaching staff; Ungraded Learner Walks and short themed observations; Ungraded Learner Support Worker observations; Peer Observations conducted in teams; Supportive and Developmental observations conducted by Peer Practitioners; Page 4 of 7

5 Themed reviews; Learner feedback; Data including attendance and success Further details are given in the SGS Teaching, Learning and Assessment Strategy 1.8. Learner, Staff, Parent/Carer and Employer Voice Stakeholder feedback is collated from a range of formal and informal processes: Learner, Employer, Parent/Carer and Staff Surveys; Learner Representatives give feedback on all courses through department forums; The Student Council meets approximately 5 times a year, following departmental forums; Elected Student Governors attend Corporation; Equality & Diversity Committee meets regularly, including representation from learners and external bodies; Further details are given in the SGS Learner Involvement Plan 1.9. Compliments, Suggestions and Complaints Formal complaints are thoroughly investigated through the Quality Directorate and robustly monitored by the Office of the Vice Principal Compliments are recorded and monitored through the Marketing Department Suggestions and Comments are also monitored and fed through to the relevant manager where appropriate Summary reports are produced for the Executive and Corporation Further details are given in the SGS Compliments and Complaints Strategy Awarding Bodies Quality Co-ordination Assessment and verification are co-ordinated and quality assured by the Quality Directorate Page 5 of 7

6 The Quality Directorate is the first line contact for information dissemination, updates and guidance issues New Course Validation: Ensure new courses are viable and that resource implications are affordable Promote team planning and a team approach Maintain and assure a high quality provision External reports from Awarding and Validating Bodies (FE & HE) The Vice Principal Curriculum oversees Awarding Body reports The Head of Quality manages the process, circulating reports to relevant managers and closely monitoring actions and comments Reports received by the Quality Office are circulated widely and pending actions monitored monthly Service Standards All business areas develop and review robust service standards informed by user feedback The impact of service standards on College business and learners is assessed three times a year Staff Development As a result of self review and improvement planning: targeted, justified and reviewed staff development is available to all staff regardless of designation Further details are given in the SGS Staff Development Strategy Internal Audit The Internal Audit cycle covers all aspects of College activity Reports with recommendations are presented to Corporation 2. Related Policies, Procedures and Strategies 2.1. SGS Quality Strategy 2.2. SGS Compliments, Suggestions and Complaints Policy and Procedure Page 6 of 7

7 2.3. SGS Teaching, Learning and Assessment Strategy 2.4. SGS Staff Development Policy 2.5. SGS Learner Involvement Plan 3. Key External Drivers and Processes 3.1. Common Inspection Framework (CIF) 3.2. Requirements of relevant Awarding Organisations, including University partners 3.3. QAA Higher Education Quality Code 3.4. FE Choices (Framework for Excellence) 3.5. Outcomes of External Moderation and/or Examination reporting 3.6. Requirements and outcomes of external audits (e.g. Matrix Award, Investors in People) 3.7. Relevant legislation, including that pertaining to Equality & Diversity and Human Resources, and good practice guides in these areas Page 7 of 7