Purposes and outcomes of the review
The programme reviewed
Section A Framework
Section B Overall educational aims of the programme
Section C An evaluation of the emerging standards of the programme and the emerging achievements of students
Section D An evaluation of the quality of students' learning opportunities
Section E An evaluation of the monitoring and enhancement of quality and standards
Section F Good practice and/or innovative features
Section G Summary of the main review outcomes
The Higher Education Funding Council for England has commissioned the Quality Assurance Agency for Higher Education to carry out a second programme of reviews of a sample of Foundation Degrees (FDs) in England in the academic year 2004-05. The major purposes of the review process are:
The findings from the reviewers' lines of enquiry result in a published report containing two threshold judgements. In the case of programmes where there are students who have graduated, the report contains judgements on the confidence, or otherwise, the reviewers have in:
In the case of recent programmes where no students have graduated to date, the report contains judgements on the confidence, or otherwise, the reviewers have in:
The report also comments on the maintenance and enhancement of standards and quality, and on the examples of good practice and innovation which may be worthy of wider dissemination.
Each review looks at one FD programme. It covers the entirely of that programme and includes, as applicable, the provision at all sites of delivery, all pathways, sites of work-based learning and modes of study.
The review takes place within a framework that includes a range of activities common to all reviews. Each review is structured around a series of 11 key questions to be considered by the provider in preparing its self-evaluation and by the reviewers when summarising evidence to be used to reach the two threshold judgements. The same questions form the structure of the report.
1 This report presents the findings of a review of the academic standards and achievements of students and the quality of students' learning opportunities, including monitoring and enhancement, of the FD in Classroom Support. Oxford Brookes University (the University) is the validating institution. Within a collaborative framework, Abingdon and Witney College, Solihull College and Aylesbury College are the educational providers and Oxfordshire, Birmingham, Solihull and Buckinghamshire local education authorities (LEAs) are the employers. The review was completed in the academic year 2005-06.
2 Students attend their college one day a week while the rest of the study takes place at work. Work-based learning (WBL) is carried out concurrently with year one and year-two academic studies linking theory to practice. At Abingdon and Witney, 30 students are studying at both levels; at Solihull, five year-two (level 2) students are completing their programme. The FD is just beginning at Aylesbury College with an initial cohort of 20 students. The core programme team consists of nine full-time members of academic staff, supported by five part-time staff constituting 2.6 FTE (full-time equivalent), together with two learning technologists and a programme liaison administrator based at the Westminster Institute of Education (WIE), Harcourt Hill, in Oxford. Academic responsibility and liaison is carried out by an institutional liaison manager, under the supervision of Head of the Centre for Open and Continuing Education where the FD programme is located. Students also have access to support staff at each partner college. The student:staff ratio (SSR) for the programme is currently 5:1.
3 The FD, validated in 2003, was developed in conjunction with the colleges and the LEAs. This was in response to government initiatives on widening access to higher education for underrepresented groups, as part of the University's and the WIE's mission and regional focus.
4 The educational aims set down in the programme specification are as follows:
The aim of the programme is to develop your skills, knowledge and understanding so that you can play an effective role as a teaching assistant. The programme aims to:
5 The programme reflects the recommendations of FHEQ and the defining characteristics of FDs. The programme aims underpin the work-based nature of the FD. The links between programme and module aims and the intended learning outcomes (ILOs) are clearly communicated to students. The aims focus upon the students' acquisition and development of subject knowledge and a range of skills. Students state that the programme enhances their career and/or educational opportunities.
6 In response to changes in national policy, the programme specification has been revised to indicate that completion of the FD does not afford Higher Level Teaching Assistant (HLTA) status. However, elements of the Developing Professional Practice module have been re-emphasised to provide support for students to undertake the HLTA assessment.
7 The WBL is a central and integrating element of the programme. The very strong links between theory and practice help students to develop skills and knowledge relevant to the needs of employers. The programme design allows students to 'earn and learn'. The LEA policies ensure that the conditions of the workplace comply with the relevant health and safety, equal opportunities and EU employment legislation.
8 The programme comprises 240 credits, of which 120 are at level 1 and 120 at level 2. There is appropriate progression between levels; each single module carries 15 credits and WBL is integrated within all modules. The curriculum was designed, in consultation with the LEAs, to meet the needs of non-traditional students in relevant employment. Content and the structure are appropriate and flexibility accommodates students' work commitments. Clear procedures for the accreditation of prior learning (APL) are in place.
9 The curriculum combines local, college-based modules with work-based experience and strongly encourages students to make links between theory and practice. The design of the curriculum helps promote a commitment to lifelong learning. Personal development planning (PDP) is an intrinsic element of all the University's Foundation Degrees.
10 The programme is clearly organised and coherent. Students begin with the Developing Skills for Learning module, which encourages self-reflection and emphasises learning and study skills. Students confirm that the programme successfully integrates theory, professional skills and WBL. They particularly appreciate their developing ability to understand and apply theory in their school role. The external examiner noted that students evaluate and analyse their experiences in a meaningful way, and some have developed further to demonstrate prescriptive thinking in relation to school-based practice.
11 The comprehensive student handbook describes programme modules, their assessment, and module-specific criteria. Some flexibility enables assessments to be modified to suit differing needs at the site of delivery. All assessments marry academic knowledge and understanding with school-based professional practice. A detailed matrix identifies all learning outcomes and the full range of skills assessed across the programme. Well-designed assignments ensure rigorous assessment of the programme's learning outcomes. Tutors provide students with guidance in interpreting and meeting the assessment brief and criteria.
12 At Abingdon and Witney College, students receive timely, high-quality written feedback on their assessments. Students at all sites received high-quality oral feedback in addition to written comments. However, there has been some delay in receiving transcripts of marks from the University, after the examination board.
13 Effective moderation of a sample of all module assignments is carried out by the institutional liaison manager, ensuring appropriate and consistent standards across the different delivery sites. Each college undertakes its own double-marking of student work on a sample basis. The external examiner confirms the appropriateness of the standards achieved and the practices of the liaison manager. Plans are in place to introduce cross-college moderation, which will contribute to staff development.
14 All assessment is by coursework; there are no examinations. The focus is predominantly on written work, including the preparation of reflective journals, commentaries, work-based projects, portfolios, lesson plans and information handbooks. Students are required to interview staff and learners, prepare and analyse questionnaires and use direct observation. This range of assessment enables students to demonstrate academic and professional knowledge, skills and understanding appropriate to the programme. The WBL is well integrated and assignments provide students with an opportunity to demonstrate the application of academic knowledge and understanding in the workplace. This integration and assessment of academic and WBL is a recognised strength of the programme.
15 Employers are not directly involved in assessing students, although mentors and line managers may provide support and formative guidance while students are completing assignments.
16 Since 2003, one full cohort of students from the Solihull and Abingdon and Witney colleges has completed the FD. All students work as full or part-time teaching assistants across a range of educational settings and age phases. Retention rates vary across the different sites: 17 students were initially enrolled at Solihull and 15 at Abingdon and Witney. Eight students graduated from Solihull and 14 from Abingdon and Witney. At Solihull, the major reason for withdrawal occurred when it was clarified that the programme would not automatically confer HLTA status alongside the FD. The LEA was reluctant to continue support, and although there has been no enrolment on level 1 of the programme this year, negotiations are currently underway with the LEA for 2006. Other reasons cited were pressure of work, financial reasons and family commitments.
17 A formal articulation agreement is in place for students who pass the FD to proceed to the BA (Hons) Educational Practice programme at the University. Study is by distance learning and some Saturday attendance. Although no Solihull students continued to honours level, 12 students (86 per cent) from the Abingdon and Witney 2005 graduating cohort have progressed. The student handbook provides information about such progression, and tutors from the University visit to provide advice. Solihull graduates' reasons for not proceeding include wanting a break from study, and preferring a taught programme nearer home rather than the distance-learning model of the BA.
18 Overall, the standard of the academic outcomes achieved by students are appropriate to the level of the award and the expectations of the FHEQ. The views of the external examiner and the work scrutinised by the reviewers confirm this. The external examiner confirms the moderated marks, and data on achievement at individual sites are presented to the examination board.
19 Former students state that the programme improved their self-esteem and enabled them to apply time-management, and theoretical and analytical skills in their work setting. Employers acknowledge the positive impact that student learning has had. Following the completion of the Action Research Project, some level 2 students made significant contributions to the development of policy and practice. For example, one student developed an induction programme and will now carry out inductions for teaching assistants newly employed by Oxfordshire LEA. Another student conducted research on outdoor play and obtained external funding for further research. A significant number of students reported some form of promotion as a result of engagement in the programme.
20 The major employer is the LEA. However, students regard the head teacher in their school as their employer. Employers' views on the curriculum and its design were initially canvassed through college staff links with local schools, involvement in local and regional networks and through close interaction with the relevant LEAs. The LEAs were heavily involved in the initial planning. Oxfordshire provided funding for two representatives from schools, who would eventually form part of the client base, to join a task force. They commented on the usefulness and feasibility of the programme. The LEAs made detailed input into teaching content, focusing on the theoretical elements. Buckinghamshire LEA intends to appoint specialist advisers as visiting tutors, and Oxfordshire LEA officers are happy to meet with prospective students. Representatives from Oxfordshire and Buckinghamshire LEAs recently attended an FD staff-development day and gave a presentation on how to improve employer involvement.
21 Aylesbury LEA is a new partner. Their liaison officer has been closely involved in the validation and recruitment process. All head teachers sponsoring students on the progamme are required to sign a clause guaranteeing support for their students. This has been recognised as good practice and will be adopted by all colleges. Currently, all learners require their head teacher's permission to attend the programme, but this does not guarantee support. Head teachers receive basic information about the programme, but they would like further details and more interaction with the programme team, rather than relying on students for information about the programme and its assessment.
22 Students are encouraged to involve school managers and mentors with their Action Research Project. Employers and mentors are not formally involved in the summative assessment process. The University requires learners to identify a mentor in the workplace and a mentor handbook is planned for 2005 6.
The reviewers have confidence in the academic standards and achievements of students.
23 Learning and teaching strategies focus on developing students as autonomous learners, integrating a range of skills into academic work and enhancing career development. The programme recognises that a large part of the learning takes place in the workplace rather than in face-to-face teaching sessions. Each module usually involves 24 hours of tuition and 126 hours of independent self-directed study.
24 Appropriate learning and teaching methods are in place. These include lectures, seminars and workshops. Students are encouraged to participate in these sessions in order to share their experiences and encourage reflective practice. Small-group work is used to facilitate discussion. Students compile portfolios of information and evidence of learning gained throughout the module. They become familiar with a wide range of practical resources, including computer hardware and software. Projects focus on real issues in their workplace and the outcomes are expected to benefit both the student and their institution. Tutors keep a record of all attendance.
25 The clear and detailed student handbook and module outlines underpin the direct teaching sessions, and guide learning in the workplace. Module outlines identify where and how knowledge and skills are taught, practised and assessed. Students have clear indicative reading lists and are directed to a range of on-line resources.
26 Students appreciate the high calibre and expertise of the teaching staff who encourage them to engage actively in all aspects of the programme. Students interact with their tutors and each other outside the classroom, using the opportunities provided for on-line learning by the University's virtual learning environment (VLE). Increased use of WebCT VLE should provide further opportunities for this.
27 A review of student work indicates the success of the learning and teaching, and shows that students are actively engaged and develop as independent learners over the two years.
28 Overall, effective arrangements are in place to provide academic support. This begins with the pre-admission advice and extends throughout the programme and beyond. The support strategy has a coherent three-pronged approach. First, the introductory skills module develops students' study skills. Second, a skills matrix enables students to identify the increase in their own skill levels. Third, all partner colleges must have strong internal tutorial support in place as a condition of their validation. Students speak very highly of the support they receive. Tutors are helpful and accessible.
29 Well-designed initial screening and diagnostic tests on all sites are carried out during induction. This enables individual needs to be identified and students receive an action plan focused on improving their skills. All students have a personal tutor who is responsible for recording, monitoring and managing their learning experience. Mathematics and English courses are sometimes provided for students alongside the FD. This is very important for those with non-traditional entry qualifications. At Solihull a need was identified for more support for students for whom English was a second language. An academic writing tutor now works closely with the tutors and students. The WIE has support materials on WebCT concerned with academic writing which are accessible to all sites. Tutorials are arranged at times to fit with students' home and work commitments. Support is provided for career development by helping students build a Profile of Professional Development, which is a professional development requirement of the University for all graduates.
30 Methods of providing support to students in the work-based element of the course vary. Within each school, the level and range of support demonstrates even more variation. Although the University encourages the use of mentors, there is no formal requirement for each student to have one. Students state that they receive support from colleagues in their schools and that their learning in the workplace is fully supported by their personal tutor.
31 The programme is managed within the Centre for Open and Continuing Education within the Directorate of Lifelong Learning at the WIE. A central role is taken by the liaison manager from the WIE who liaises with all three partner colleges, chairs the annual review process and moderates students' work. Each college has a programme leader whose role is defined clearly by the operations manual. The University validation procedure ensures that all teaching staff in the colleges are appropriately qualified.
32 An administrative officer located at the WIE and two learning technologists support the programme. Suitable administrative and technical support is available at each college. The University's Oxford Centre for Staff and Learning Development provides sessions such as teaching at HE level. Staff at Abingdon and Witney received help on internet research, and college staff engaged in a session on the use of e-portfolios to support PDP for students.
33 The University, by means of its validation process and annual review, is committed to ensuring that all delivery sites meet a required standard. All three partner colleges have learning resource centres that stock core texts and books on the indicative reading list. Flexible loan systems are in place to manage scarce resources, and some books are for reference use only. The opening hours at all sites are flexible and sufficient to meet the needs of students on the course. Students are able to reserve or renew books on-line and by telephone. All colleges are well equipped with Information technology workstations and students have internet access to websites and email. Students receive a helpful induction to learning resources and all centres have help desks. Solihull and Aylesbury students have access to a dedicated HE area in which they can work. Students were generally very positive about the learning resources.
34 The library at the Harcourt Hill campus of the University where the WIE is located holds the major collection of education books and journals. It opens on Saturdays and Sundays and until 9pm on weekdays, and provides specific resources and a supportive loan system for students with disabilities. The location of this library means that it is mainly used by students from Abingdon and Witney College.
35 All students have access to the VLE supported by the University's Centre for Open and Continuing Education and all students have received an induction into its use. The VLE aims to enable learners to talk across the delivery sites, note key activities, link into college resources and join in topical discussions. Advice on study skills is also included. This new facility is as yet little used. Some learners have access to resources within their schools.
36 The WBL, and the contributory support in most schools by mentors and head teachers and the LEAs, provides a context that underpins the defining characteristics of an FD. Each module depends on the interaction of learning with experience in the classroom, provided by schools and work colleagues. Students regard the successful linking of work practice with theory as a significant attribute of the programme. Completing students report an enhancement of their own practice and skills.
37 The LEAs are not involved in programme delivery, though there are plans to invite specialist LEA advisers to contribute. The role of the liaison manager does not extend to links with employers.
38 At Solihull College, tutors visit schools at the student's invitation. At Abingdon and Witney College, tutors visit all schools and discuss the Action Research Project. There are few formal opportunities to brief employers. The LEAs are represented on key committees, but the employers in schools are unaware of how they may influence the programme. They express a wish to be better informed.
The reviewers have confidence in the quality of the students' learning opportunities.
39 The University has robust and thorough procedures in place to assure quality, and encourage enhancement of its programmes. A Foundation Degrees Development Group includes a representative from the WIE. 'A Guide to the Development of Foundation Degrees' ensures that all programmes meet a clear employment need and the defining characteristics of Foundation Degrees. The University has set up an Associate College Partnership of which two of the three colleges are members. These measures exemplify good practice.
40 The University, the WIE and the partner institutions operate within a clearly defined framework that ensures effective monitoring and enhancement of quality and standards across the provision. The programme operates within the organisational and quality frameworks of each partner institution and also within the overarching university structures and quality assurance systems as set out in the student handbook, the operations manual and the University's Quality and Standards handbook. A formal legal agreement sets out the rights and responsibilities of each party. Rigorous validation and verification of standards procedure are in place. The additional franchise of the programme to Aylesbury College this year enabled reviewers to have an overview of this process.
41 Each partner has a programme leader responsible for the day-to-day management of the programme, whose role is set out in the comprehensive operations manual. A central role is taken by the liaison manager from the WIE at the University who liaises effectively between the three partner colleges, advises them on university requirements, and attends partnership committee meetings and the Board of Examiners. He is also accountable for ensuring that the partner institutions conform with the University's requirements for quality assurance and assessment, and the Code of practice for the assurance of academic quality and standards in higher education, Section 2: Collaborative provision (Code of practice), published by QAA.
42 Each college holds an annual review meeting and produces a report which contributes to the programme level annual review. A summative annual review report is presented to the Annual Review and Programme Committee and subsequently reaches the University's Academic Policy and Quality Unit through the Institute's Centre for Open and Continuing Education. The report goes to staff and the external examiner, and is made available to students by means of WebCT. Evidence of enhancement from this process was seen during the review.
43 The external examiner's report is considered by the programme team, the Institute, and centrally within the University. There is no practice-based assessment on this programme, but the external examiner comments on assessment elements which are firmly rooted in practice. The programme team responds to issues raised by the external examiner within the annual review, and produces an action plan for the following year. For instance, the team is now developing means of engaging in cross-college moderation in response to the suggestions made by their external examiner.
44 Students evaluate all modules and the findings are discussed at an annual joint programme committee. Student representatives work effectively. They attend and contribute to programme committees and report the outcomes to the whole student cohort. Students express their appreciation of the staff's responsiveness to their concerns, for example, in the alteration of assessment deadlines to avoid bunching.
45 The self-evaluation claims the setting up of partnerships to include not only the partner college, but also the training arm of the LEA in order to promote effective employer involvement, as an example of good practice. The reviewers agree that the initial involvement of the LEAs and their input into the programme does constitute good practice. However, the extent of employer involvement at school level by head teachers and line managers is variable. Their inclusion in the on-going development of the programme would enhance the effectiveness of the requirement for employer involvement in the FD.
46 The self-evaluation also claims that the communication networks, which enable mutual support resulting in speedy responses to issues that arise, and excellent student retention and progression rates, demonstrate a further example of good practice. The reviewers agree that these communications are excellent. A combination of the use of the WebCT, particularly by staff; the valuable work of the Institute's liaison manager, and the excellent relationship between all the colleges and the Institute staff, including the administrative officer, all ensure a speedy resolution of issues and staff support. This does constitute good practice as a separate issue. However, although retention and progression rates are very high at Abingdon and Witney College, they cannot be described as excellent overall when combined with rates from Solihull. Progression rates are good and improving.
The Foundation Degree in Classroom Support, validated by Oxford Brookes University and delivered at Abingdon and Witney College, Solihull College and Aylesbury College, was reviewed in the academic year 2005-06. Judgements were made about the academic standards and the achievement of students and of the quality of the learning opportunities provided.
Overall, the reviewers have confidence in the academic standards and achievements of students.
Overall, the reviewers have confidence in the quality of learning opportunities provided for students.
Features of good practice and innovation include:
Strengths of the programme include:
Areas for development include: