Inspection report Organisation name Inspection date 14-15 January 2015 Grimsby Institute of Further and Higher Education 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. Care of under 18s section Met Not met There will be appropriate provision for the safeguarding of students under the age of 18 within the organisation and in any leisure activities or accommodation provided. Recommendation We recommend that accreditation be placed under review because the section standard for Teaching and learning was not met and there were weaknesses in quality assurance and publicity. The period of review to be ended by a spot check focusing on Teaching and learning, quality assurance and publicity. Summary statement The summary statement has been withdrawn and should not be used. Report expires 31 March 2020
Organisation profile Inspection history Dates/details First inspection 25-26 November 2010 Last full inspection As above Subsequent spot check (if applicable) 1 February 2012 Subsequent supplementary check (if applicable) Subsequent interim visit (if applicable) Current accreditation status Accredited Other related non-accredited activities (in brief) at this centre ESOL Other related accredited schools / centres /affiliates Other related non-accredited schools / centres /affiliates State Sector Type of institution Other accreditation Premises profile Address of main site Details of any additional sites in use at the time of the inspection Details of any additional sites not in use at the time of the inspection Profile of sites visited FE and HE College Nuns Corner Grimsby North East Lincolnshire DN34 5BQ The classroom in use at the time of the inspection was in the University Centre, an exclusively HE building opened in 2011. These premises are of a very high standard, with well-equipped classrooms and a large library which extends over two floors, configured around a central atrium with a cafe. There is also a further bar /coffee shop area on the ground floor. At the last routine spot check the international office was also located here. Adjacent to this building is the Grimsby School of Art, of the same period, and the main FE centre, a 60 s building which has been substantially renovated. The international office is situated here on the ground floor, near to reception, the refectory, the campus shop and learner services. The international office houses the international development director, the divisional administrator and the English tutor. In addition to the facilities mentioned, the Institute has, among other things, a range of computer suites, a television studio, a hair and beauty salon, an FE library, and a sports hall. Student profile At inspection In peak week (January) Of all international students, approximate percentage on ELT/ESOL courses 71% 71% ELT/ESOL Students (eligible courses) At inspection In peak week Full-time ELT (15+ hours per week) 18 years and over Full-time ELT (15+ hours per week) aged 16-17 years Full-time ELT (15+ hours per week) aged under 16 Part-time ELT aged 18 years and over 10 10 Part-time ELT aged 16-17 years 0 0 Part-time ELT aged under 16 years 0 0 Overall total ELT/ESOL students shown above 10 10 Minimum age (including closed group or vacation) 18 18 Typical age range 18-60 18-60 Typical length of stay One week One week
Predominant nationalities Polish Polish Number on PBS Tier 4 General student visas 0 0 Number on PBS Tier 4 child visas Number on student visitor visas 0 0 Number on child visitor visas Staff profile At inspection In peak week (organisation s estimate) Total number of teachers on eligible ELT courses 1 1 Number teaching ELT under 10 hours/week 0 Number teaching ELT 10-19 hours/week 1 Number teaching ELT 20 hours and over/week 0 Total number of administrative/ancillary staff 1 Academic staff qualifications to teach ELT/TESOL Profile in week of inspection Professional qualifications Total number of teachers Diploma-level ELT/TESOL qualification (TEFLQ) 1 Certificate-level ELT/TESOL qualification (TEFLI) Holding specialist qualifications only (specify) YL initiated Qualified teacher status only (QTS) Rationale(s) required for teachers without appropriate ELT/TESOL qualifications Total 1 These figures exclude the academic manager(s) None. Course profile Eligible activities Year round Vacation Other - General ELT for adults (18+) General ELT for juniors (under 18) English for academic purposes (excludes IELTS preparation) English for specific purposes (includes English for Executives) Teacher development (excludes award-bearing courses) ESOL skills for life/for citizenship Other Run n Run n Run n
The Institute offers year-round English language provision to closed groups of students. At the time of the inspection one course of 20 hours over five days (designated part-time by the Institute) was being delivered for a group of staff from a Polish FE institution, with whom GIFHE has links via ERASMUS. Similar groups are sent five times a year. A Finnish group of a similar size, also EU funded, infilled into health and social care HE courses, with some English language, for two weeks in 2014. No other courses had been delivered in the 12 months preceding the inspection. Accommodation profile Number of students in each at the time of inspection (all ELT/ESOL students) Types of accommodation Adults Under 18s Arranged by provider/agency Homestay Private home Home tuition Residential 10 0 Hotel/guesthouse Independent self-catering e.g. flats, bedsits, student houses Arranged by student/family/guardian Staying with own family Staying in privately rented rooms/flats Overall totals adults / under 18s 10 0 Overall total adults + under 18s 10 Introduction Grimsby Institute of Further and Higher Education (GIFHE/ the Institute) is the main provider of post-16 education in north east Lincolnshire and the Yorkshire coast. It comprises a large further education section offering courses in eleven schools, including health and social care, arts and media, hair and beauty, and hospitality, business and tourism. The University Centre offers degrees in similar curriculum areas awarded by the Universities of Hull, Huddersfield, Leeds Beckett and Teesside. The Institute has approximately 5,000 full-time and 15,000 part-time students. At its peak in 2011-12 the Institute had 107 international students, studying on business management, media, and art and design courses, and this included 11 full-time EFL students and 42 on EFL short courses. The change in the visa rules which raised the English entry level for degree level courses had a negative impact on the number of international students studying on GIFHE s mainstream courses. Although the international department had established links with five state universities in Guang Dong province, China, who used to send students to study English as part of their degree programme, and with a university in Beijing, who followed an undergraduate programme at the Institute, these students are no longer being recruited, as indicated in the routine spot check inspection report of February 2012. At the time of the current inspection there were only four international students on mainstream courses and ten students on a five day EFL general English short course. GIFHE also delivers ESOL, but this is wholly separate from the international provision. The English language teaching unit is located, both managerially and physically, within the International Office. It consists of the international development director, appointed in November 2013, whose primary task is international recruitment; the divisional administrator for International, who is the compliance officer for the Institute and who also has administrative and welfare responsibilities for ELT students; and the English language tutor, who is an hourly paid member of staff, the sole teacher of the Polish short course, who also provides language support for international students on mainstream courses. In practice, none of the four required support. The EFL co-ordinator in post at the time of the last inspection left in 2012, and his replacement in May 2014 and there has been no subsequent appointment. The senior manager responsible for International, the vice principal (commercial), indicated that the Institute was hoping to fill the post for the start of the 2015-16 academic year, assuming that recruitment is successful.
The Institute is planning, for the next academic year, a major focus on short courses in English language with a vocational specialism, and a full-time EFL course of 20 hours a week, as well as catering for bespoke courses. Given the very limited operation, and the absence of a great deal of evidence relating to the past four years, the inspectors focused on the current provision. The inspection lasted for two days. The inspectors met with: the principal the vice principal (commercial) the international development director the English tutor the divisional administrator international the estates manager the accommodation officer the HE quality officer the safeguarding officer the HE librarian a group of Polish students. One inspector visited two halls of residence. Management Legal and statutory regulations Criteria M1 Declaration of compliance M1 The items sampled were satisfactory. Staff management M2 Management structure M3 Duties specified M4 Communication channels M5 Human resources policies M6 Qualifications verified M7 Induction procedures M8 Monitoring staff performance M9 Professional development M2 The management and administration structure is clear and simple. The administrator reports to the international development director, who reports to the vice principal (commercial). However, with no academic co-ordinator in post, academic continuity has been disrupted. M3 Post descriptions are not up to date, and do not reflect current duties. For example, the considerable welfare responsibilities undertaken by the post-holder are not reflected in the divisional administrator s job description, and neither are the academic management duties which inevitably fall to her in the absence of a co-ordinator reflected in the post description of the English tutor. M4 There are regular formal meetings, such as the fortnightly international team meetings, and the equality and diversity committee meetings which routinely have an international update report. There is ample informal communication between the international officer and administrator, who share work space. When she is not in the Institute, the English tutor is kept informed of developments by the administrator. All staff were of the opinion that communication was good, and the management and committee structures give the International department a voice in a number of key areas. M7 The Institute has a bi-partite induction process, corporate and departmental. The content at both levels appears
satisfactory. The accommodation officer, who is very recently recruited, reported that she was being given very thorough support throughout her probationary period. M8 There is a clear policy and procedures for monitoring and appraising staff annually, but the English tutor s last appraisal was in December 2011. M9 There is an annual staff development festival where a wide variety of activities are offered. The English tutor had undertaken a number of generic courses, such as lesson planning and information technology, but there have been no focused ELT development opportunities. Funding is available for the up-grading of teaching qualifications. The international administrator had also attended a range of internal and external development events. Student administration M10 Administrative staff and resources M11 Information on course choice M12 Enrolment procedures M13 Student records M14 Student attendance policy M15 Conditions and procedures M13 Some of the management information system (MIS) enrolment records lack full next-of-kin details. The current Institute enrolment form, which does record next of kin details, does not ask for the emergency contact s relationship or address. M14 Electronic registers record attendance directly into the Institute MIS, which generates attendance percentages. The attendance policy is clear and the accurate records provide ample evidence of students who do not adhere to it. There is evidence of absences being followed up according to the stated procedure. M15 Full-time international students sign a contract which explains their rights and responsibilities, and thus ensures they are aware of them. Quality assurance M16 Action plan M17 Continuing improvement M18 Student feedback and action M19 Staff feedback and action M20 Complaints M16 It was not always clear from the action recorded as having been taken that the points had been fully understood. M17 Courses which fall under the HE quality cycle, such as the business studies undergraduate degree taken in the past by the group of Chinese students from Geely University in Beijing, have followed the standard review procedure, and records of this were seen. However, there is scant evidence of review of non-he courses, such as the short courses for the Polish students. M18 A feedback template is available, but this criterion was very difficult to verify, because feedback forms that were seen did not have the full name of the course, and were not dated. Completed forms were not labelled or filed. Some feedback was seen up to the end of the 2012-13 academic year, but nothing later. M19 A pro-forma exists for staff feedback in the unit, but it does not appear to have been consistently completed. A Staff Council meets regularly to gather feedback from the wider staff community. Publicity M21 Accessible accurate language
M22 Realistic expectations M23 Course description M24 Course information M25 Cost M26 Accommodation M27 Leisure programme M28 Staff qualifications M29 Accreditation Publicity consists of the University Centre Grimsby International Course Guide, and the website, which contains a link to the former. There is also an International Short Programmes prospectus which is aimed specifically at agents; its content is very similar to the Course Guide s. below relate to the latter. M21 Some of the language, such as the opening paragraph under the English Language Training heading, is complex, and the concepts need further elucidation. M22 The general information in the Guide gives a fair and accurate picture of the campus and the facilities available. However, the ELT information is likely to give rise to unrealistic expectations, e.g. courses will be taught by a highly experienced and qualified team of specialists. Since there is only one hourly paid member of staff in the unit currently, reference to a team is an exaggeration. The five qualifications listed, and the ten specialisms, grossly inflate the extent of the courses being delivered. Some of the designations of the qualifications are inaccurate. M23 A list of modules is given, but there is no indication of objectives or levels. M24 Times of classes, course dates, minimum enrolment age, and maximum class size are not given. M25 Costs and terms and conditions are not mentioned in the Guide, but are available on the website. However, the cost of any teaching materials which students are required to buy, and examination fees, are not indicated. M26 Residential accommodation is described in detail, with helpful photographs. M27 No leisure programme is offered. M28 Courses will be taught by a highly experienced and qualified team of specialists. Although the current English tutor is experienced and qualified, reference to a team of specialists is inaccurate. ( M22.) M29 The Guide and the website were using the British Council logo rather than the accreditation marque. This was amended by the end of the inspection. The Guide also makes reference to a highly experienced and qualified team of specialists with British Council accreditation. Institutions, not teams, are accredited. Management summary The provision just meets the section standard. The absence of an EFL co-ordinator has left gaps in the management of the provision in areas of staff management and particularly in terms of quality assurance. However, communication is good, and human resource policies and induction procedures effective. Student administration is efficient and student attendance is robustly monitored. Generally, however, management operates to the benefit of its students. There is a need for improvement in Quality assurance and Publicity. Resources and environment Premises and facilities R1 Adequate space R2 Condition of premises R3 Classrooms and learning areas R4 Student relaxation facilities R5 Signage and display R6 Staff room(s)
R1 The Nuns Corner campus is attractive and well-maintained. The University Centre (UCG), where international short courses are timetabled, is a well-designed modern building opened in 2011, with a central atrium, which gives a light and spacious feel to the building. Outside the classrooms on the first floor is a study area, and on the ground floor there is a large, pleasant cafe, as well as a separate bar/lounge/cafe area with comfortable seating. There is a lift whose use is restricted to those who feel they need it. It provides a stimulating learning environment for students and staff. R2 The campus is in a good state of repair, and the renovation of the 60s buildings has provided a central social area around reception and a generally cared for feel to the block. R3 The classrooms are light and airy, and well furnished, and the learning centre in UCG is particularly attractive. R4 Students have a wide choice: they can use the facilities in UCG outlined in R1 above, if they want an adult, relaxed quiet atmosphere, or the shop or refectory on the ground floor near reception in the FE buildings, for a more bustling student experience. There is also a student common room adjacent to the international office, with pool tables and comfortable seating. R6 Currently the single member of the teaching staff has a desk, computer and shelf space in an area of the international office. Learning resources R7 Learning materials R8 Resources for teachers R9 Educational technology R10 Self-access facilities R11 Library/self-access guidance R12 Review and development R7 This was difficult to judge, as the course materials for the five day course were the only specific course materials available. These were satisfactory, but necessarily limited. Learning materials in the international office and in the wider college are adequate. R9 Classrooms in UCG are well provided for technically with a computer, data projector, and two whiteboards, and the technology is well supported by the Institute. ICT resources and support in the wider college is also of a high standard. The VLE was not seen to be used for the Polish course. R10 The UCG library, open 24/7, is a valuable resource, which contains an adequate stock of EFL materials. There are no specific resources designed or adapted for EFL self-access. There is a comfortable study area on the first floor, as well as similar areas in the library. R12 Review and development is informal, but resources can be ordered to meet the needs of a specific group. Resources and environment summary The provision meets, and in the area of premises and facilities, exceeds the section standard. The University Centre Grimsby in particular is extremely well designed and maintained, and provides a very attractive general environment. The teaching rooms in UCG are well appointed and equipped. The FE buildings, while not reaching the same architectural standard as UCG, have been effectively up-dated and are well maintained. There is a varied range of food outlets available to students and staff, as well as other leisure facilities. Premises and facilities is an area of strength. EFL learning resources are generally of an acceptable standard, and learning resources in the wider Institute are a valuable asset. GIFHE provides excellent premises and facilities to support students in their studies, and a professional environment for staff. Teaching and learning Academic staff profile 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) T4 Currently there is no academic manager/efl co-ordinator, and academic management functions are being undertaken by the international team. The hourly-paid teacher is qualified as an academic manager in Scheme terms by dint of her TEFLI qualification, her experience and her degree and PGCE in modern foreign languages (MFL). However, academic management functions are not in her job description, and she does not see herself in this role. There was no evidence of monitoring of non-teflq members of the team. Academic management T6 Deployment of teachers T7 Timetabling T8 Cover for absent teachers T9 Continuous enrolment T10 Support for teachers T11 Observation and monitoring T6 Currently there is one teacher who has to cover every type of class. T8 Members of the ESOL team would be used for cover. There was no evidence that this arrangement had had to be put into practice. T10 There is no academic support available to the teacher; she is reliant on her own experience and training. T11 The teacher s last formal observation was in April 2011. Course design and implementation T12 Principled course structure T13 Review of course design T14 Course outlines T15 Study and learning strategies T16 Linguistic benefit from UK T12 The general English course for the Polish group was based on the group leader s topics selected prior to the course, and designed into a scheme of work by the English tutor to meet the leader s rather imprecise specifications. More information about language levels and the posts occupied by the participants would help the tutor to plan the course more specifically. T13 There is evidence of course review for the short course for Chinese students of media, where English was delivered for 10 hours per week for three months in summer 2012 and spring 2013. There is no evidence of proposed course review for the current course, or for previous courses in the 2013-14 academic year. The teacher obviously reflects on previous courses before planning the next, but a more formal examination and discussion with colleagues over a number of short courses would be fruitful. T15 In the context of this course, this was not applicable. T16 Given the brevity of the course, the context was not sufficiently exploited. More activities such as surveys and interviews, or bringing in a piece of language overheard/seen on the walls in the Institute/shops/residence would have given participants the opportunity to practise spoken English and activate their passive knowledge more fully.
Learner management T17 Placement and level T18 Monitoring students progress T19 Examination guidance T20 Assessment criteria T21 Academic reports T22 Information on UK education T17 There was no placement testing for this group, as despite their varied language levels, they were to be taught as one group. A placement test could have been administered for diagnostic purposes, however. T18 There was evidence of students on previous courses being tested and achievement recorded. T21 Participants are given certificates of attendance. T22 International students in general are offered compliance advice and have access to the Institute s careers service. Classroom observation record Number of teachers seen 1 Number of observations 3 Parts of programme(s) observed None. General English and business. Classroom observation T23 Linguistic systems of English T24 Appropriate language T25 Planning content T26 Coherent and relevant activities T27 Classroom management T28 Teaching techniques T29 Student engagement T30 Sensitivity and learning atmosphere T23 Sound knowledge of the linguistic systems was evident in planning and execution. T24 Good attention was paid to individuals, which was important given the varied levels within the group. T25 Course objectives were taken into account, although these could have been more imaginatively realised (see T16). Planning lacked differentiated outcomes and materials, which would have been helpful in managing the jagged profiles of the participants. T26 Planning was careful, with a clear sequence of tasks relevant to identified learning outcomes. T27 Some resources, such as the white board, were handled effectively, others less so. The classroom furniture was flexible and attention was needed to the layout of the room in order to ensure the optimum configuration for the activities planned. In whole class feedback activities, and when instructions were being given, the participants often talked across each other and the teacher, which needed handling with greater assertiveness, and with a focused reason to listen provided for the students. T28 Elicitation and nomination were sometimes used to good effect, and review was attempted. Participants were often unintelligible, and pronunciation was tackled, but only with individual students, and at the word level. Given the monolingual nature of the group more could have been done with drilling of the whole class and working at
pronunciation at the sentence level, taking greater account of sentence stress and intonation. Dialogues, for example, were not fully exploited for speaking and pronunciation practice, practice which the participants had real need of. T29 There was no planned differentiation to allow for the very varied levels in the group, so full engagement of all students at any one time was hard to achieve. T30 Sensitivity was shown to the group, and to individuals within it. Classroom observation summary The teaching observed met the requirements of the scheme. The activities planned followed a coherent sequence, though planning for greater differentiation would have helped manage the uneven levels of the participants. A sound knowledge of the linguistic systems was demonstrated, and the resources were appropriate but not always fully exploited. Classroom management skills could have been enhanced. Students pronunciation was weak, and more needed to be done to give them extended practice. However, overall, teaching was satisfactory. Teaching and learning summary The provision does not meet the section standard. The absence of an EFL academic manager, and management functions being undertaken by the international team, has resulted in some aspects of teaching and learning, notably quality assurance procedures such as teacher observation, and course review, not being undertaken, or not being applied consistently in the unit. The single teacher has appropriate qualifications and experience, but no recourse to academic support either informally or through a programme of focused ELT training sessions identified in observations and appraisals. Programmes of learning are not fully effective since there is insufficient academic oversight. The teaching observed met the requirements of the Scheme. Welfare and student services Care of students W1 Safety and security onsite 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 Safety and security of students is taken seriously by the Institute; the various measures taken to secure a safe environment for staff and students are effective and well managed both on the campus and in the Institute s halls of residence. W2 Students benefit from a high level of pastoral care from a number of sources, most particularly from members of the international office staff, but also from specialist staff in the learner services section of the Institute. There is a well-appointed multi-faith room and particular attention is paid to the celebration of a range of religious festivals. W3 The international administrator is the named person appointed to deal with students personal problems. Students in the focus group were well aware of this. W4 Policies and procedures for dealing with abusive behaviour are made known to staff and students through the VLE. Summarised versions in simpler English would improve student access to this important information. W6 A meet-and-greet service is made available for groups. Individual arrangements are made for individual students. Students are kept well informed of arrangements at all stages. Students in the focus group said the service had worked well when they arrived at the local airport and they particularly appreciated the welcome they received at their hall of residence. W7 Information and advice on all the items listed in this criterion are covered at some point through pre-arrival information, welcome packs and induction activities. Students would benefit from summarised versions of particular items being brought together in a coherent and easily accessible written format, e.g. a student handbook.
Accommodation profile on the accommodation seen by the inspectors The Institute provides residential accommodation in four halls which are owned and run by the Institute and are five, ten or fifteen minutes walk away from the main campus. Two of the halls have standard single and twin study bedrooms with shared bathroom, kitchen and common-room facilities, one has some standard and some en-suite rooms and one, the smallest, has all en-suite accommodation. All four halls have car parking space, well-equipped laundry rooms, internet access and large-screen television sets. The largest hall, providing standard accommodation for a maximum of 62 residents, and the smallest hall, providing en-suite accommodation for a maximum of 21 residents, were inspected. Both were within ten minutes walking distance from the campus. Accommodation: all types W9 Services and facilities W10 Accommodation inspected first W11 Accommodation re-inspected W12 Accommodation registers W13 Information W14 Student feedback W15 Meals in homestay/residences W9 All items in this criterion are provided except bed linen and towels; students are clearly informed that a bedding pack is available at an additional cost. Some of the rooms seen were very spacious. W14 Students know to go to international office staff and the accommodation officer if there are problems with their accommodation. Satisfaction is checked within the first few days. Evidence of action taken in response to feedback was seen in the form of You said; we did statements on hall notice boards. W15 All residences are self-catering and have well-appointed kitchens. Accommodation: homestay W16 No more than four students W17 Rules, terms and conditions W18 Shared bedrooms W19 Students first language W20 Language of communication W21 Adult to welcome None. Accommodation: residential W22 Cleaning W23 Health W22 All public areas and kitchens are cleaned by staff employed by the Institute. W23 Residences do not have first aiders on site but do have access to the Institute s security service and estates personnel who are on duty 24 hours per day, seven days per week, and are all trained in first aid. NUS health insurance is provided free for all students in residential accommodation. Long term students are registered with a
local GP practice. Accommodation: other W24 Information and support W25 Other accommodation W24 Students who need accommodation, for example for accompanying family members, are helped to find private rented accommodation, using a tried and trusted estate agent. All other students are strongly recommended to stay in halls of residence, but if they prefer to rent private accommodation, help and advice is available from international office staff. Leisure opportunities W26 Events and activities W27 Leisure programmes W28 Health and safety W29 Responsible person W26 The institute offers a weekly programme of social, cultural, sport and leisure events, made known to students through the VLE and notice boards. The international administrator is very involved in many of these events through her membership of the equality and diversity committee, and encourages students to take part in all appropriate activities. Students are also informed of local area and community events, many of which are free. W27 Current courses do not have a leisure programme as such, although social events can be arranged and help is available if students want to organise their own activities. W28 All on-site activities are fully risk-assessed. Evidence was seen of thorough risk assessments for off-site trips and activities that had taken place on previous programmes. W29 Students are encouraged to take advantage of the many sports activities and facilities available in the Institute. All are supervised by qualified personnel and several offer professional coaching. Evaluation forms from the last Chinese group showed how much they enjoyed badminton and particularly appreciated the training available. Welfare and student services summary The provision meets the section standard. The needs of students for security, pastoral care, information and leisure activities are met. Residential accommodation provided for students is suitable and the management of accommodation systems works to the benefit of the students.