Glasgow Clyde College

Further work is required in more effective target setting, performance monitoring and improving retention and attainment for different groups experiencing barriers to learning.
There is a need to create a stronger evidence base in the development and application of Equality Impact Assessments, especially in relation to specific policies and procedures.

FE Full-time withdrawal rates are too high and insufficient numbers of learners complete some programmes (Early Withdrawal 10%; Further Withdrawal 15% in 2017- 18).
Attainment rates in some FE Full time programmes are low in Science (52%), Computing and ICT (53%), Land-Based Industries (57%), Sport and Leisure (58%) and Social Subjects (58%).
Whilst HE Part time is the smallest learner cohort, attainment rates have dropped (from 82% to 78%). Early analysis indicates that this is partly due to the performance by learners on qualifications offered in addition to their HN programmes to provide enhanced employability skills (e.g. journalism and IT vendor qualifications). Attainment on some HE Part time evening classes is also low.
FE Full time and Part time attainment rates in some programmes are not yet consistent with or matching other higher performing FE areas (overall FE Full-time attainment is 66% and FE Part-time attainment is 72%).
Outcomes for some specific groups of learners require improvement. Overall attainment rates for 16-19 year olds, whilst rising, are 70% against an overall rate of 71%. FE Full time attainment for this group is 64% (against an overall figure of 66%). The 16-19 year old age group accounts for 40% of overall enrolments.
Attainment for learners in HE Full time programmes from SIMD 10 areas is 70% in 2017- 18, which is below the overall attainment for this group and below the previous year.

A review of FE provision and design principles will help to align the curriculum with future skills requirements. This should ensure learners experience essential and ‘future ready’ competences across all programmes and also include professional development for staff to ensure career management skills are effectively delivered.
Continued work is required for all staff to develop the culture of engaging in Continuous Lifelong Professional Learning activities to ensure currency and knowledge of professional practice and industry requirements. This includes better understanding of the need to incorporate essential skills, work-based learning, employability and career management skills within the curriculum.
There is a need to intensify employer involvement in shaping curriculum developments and in the design of new curriculum proposals to help grow work related learning opportunities across all areas of the portfolio.

Some staff do not take the opportunity to explore and implement a wider range of teaching and assessment approaches including reflection on methodologies and use of the virtual learning environment (VLE), to engage learners and enhance the learning experience. In some curriculum areas, the variety and challenge of learning does not always adapt sufficiently to meet the needs of learners.
A refreshed Learning, Teaching and Assessment strategy should be introduced that is fully integrated with digital transformation plans and clearly articulates college values, professional standards and expectations for teaching staff.
There is a lack of direct evidence in relation to the consistent quality of learning and teaching in the classroom, and insufficient opportunity for staff to engage in peer learning or reflect on their practice with colleagues to bring about improvement.
Some staff do not sufficiently gather and use appropriate feedback and reflect well on learning and teaching approaches to inform action planning and lead to improvements in the outcomes of learners. Further work is required to develop the culture of ownership and develop the capacity for systematic improvement in all curriculum and support teams.
There is a need to develop a stronger evidence based approach to improve the quality of assessment practice and ensure consistent feedback is offered to learners to inform their progress.

The delivery and impact of the current student support and guidance model is inconsistent and does not result in the comprehensive early intervention and support of all learners at critical stages of their college journey. A full review is required to enhance this service.
Collaboration between support and curriculum teams is not always consistent and further work is required to create a seamless service for learners between support and curriculum functions.
Student Advice and Guidance services do not systematically reflect and use performance data and relevant learner and stakeholder feedback to tailor support and improve retention and attainment for learners.
The delivery of career education services is not sufficiently developed to meet the needs of learners. A pilot project is underway with the ambition of implementing a new structure and model for delivery to ensure the needs of all learners are met.

Further work is required in the leadership of effective target setting, accountability and performance monitoring with the aim of improving retention and attainment where performance is low. This should include senior managers setting distinctive targets for programmes drawing on external benchmarks, more effective use of PI dashboards and well defined responsibilities for managers and curriculum leaders in relation to performance improvement.
In some areas, college wide strategies and targets are insufficiently communicated to enable all staff to understand the key ambitions and priorities of the college and region.
Further work is required in understanding and implementing a shared culture of quality improvement across the college.

In some areas, managers need to ensure staff and learners take greater ownership of the evaluation process to influence and contribute to improving outcomes for all learners.
In some curriculum and support areas, systematic target setting, the effective analysis of data and performance monitoring by managers is not always consistent to inform clear actions for improvement.

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