The British Accreditation Council: ensuring standards British Accreditation Council Application Form Completing your self-evaluation The British Accreditation Council: ensuring standards Alexandra Carr –Deputy CEO Diana Morriss – Chief Inspector

Introduction Purpose Benefits The form How to do it Types of data to include Summary Q & A

Introduction BAC’s role – we accredit institutions through an inspection process against a set of detailed standards – under 5 separate accreditation schemes Focus for today – how to successfully complete the self evaluation prior to a full new or re-accreditation inspection College scheme – used as an example – all the scheme documents are available through the BAC website – http://www.the-bac.org

Purpose To evaluate your performance – using a process of reflection to identify strengths and areas for development To be part of your integrated approach to internal quality assurance - not just for the inspection To audit what you do across your provision To set actions to help you improve and develop To help to prepare for the inspection and identify areas to focus

BenBenefitsefits Identifies your strengths and weaknesses Opportunity to connect with and involve your team in an audit of how well you are doing and what you can improve Opportunity for greater ownership and responsibility among the team Creates a state of readiness for the inspection/to understand what is expected and a briefing for your team Improve cross organisational co-operation – larger providers Familiarity with the inspection criteria The standards have been put together with sector input and represent best practice in the delivery of a quality educational experience - aim to avoid as a chore Increase organisational efficiency and enhance service

The report form Follows the standards and key indicators relating to the specific scheme – in this case – the College scheme Provides up-to-date background information on your institution and its provision (this forms part of the final inspection report) It asks you to identify your key strengths and areas for further improvement/development as an overview of your performance This is based on an evaluation under the 27 sections of the scheme Action plan to address the areas for further improvement/development

The report form – cont. It requires you to assess how you meet the individual key indicators and what you need to do to further improve and develop You need to provide the supporting evidence for these judgments It requires you to put together an action plan to address the areas for further improvement/development You need to think about how you comply with or not any relevant statutory requirements and what you will do in the case of non-compliance Action plan to address the areas for further improvement/development

Individual standard areas Management, staffing and administration Teaching, learning and assessment Student welfare Premises and facilities

Management, staffing and administration Individual standards The institution is effectively managed The administration of the institution is effective The institution employs appropriate managerial and administrative staff Publicity material, both printed and electronic, gives a comprehensive, up-to-date and accurate description of the institution and its curriculum The institution takes reasonable care to recruit and enrol suitable students for its courses There is an appropriate policy on student attendance and effective procedures and systems to enforce it The institution regularly obtains and records feedback from students and other stakeholders and takes appropriate action where necessary

Key indicators – the administration of the institution is effective 2.1 Administrators are suitably qualified or experienced and understand their specific responsibilities and duties 2.2 The size of the administrative team is sufficient to ensure the effective day-to-day running of the institution 2.3 The administrative support available to the management is clearly defined, documented and understood 2.4 Policies, procedures and systems are well documented and effectively disseminated across the institution 2.5 Data collection and collation systems are effective

Assessment of met/partially met/not met If all the key indicators are met – the standard is met If some – but not all – are met – the standard is partially met If none of the key indicators are met – the standard is not met

How to approach the self-evaluation What do we do well And how do we know? What do we need to do better What are we going to do about it?

Supporting evidence and action planning The supporting evidence can be both qualitative and quantitative Identify the strengths against each key indicator – and the available documentary and other evidence to support the strengths Identify the areas to improve/develop against each key indicator – and the available documentary and other evidence to support this view Action plans should capture what needs to be done to improve for the future with key responsibilities and deadlines – SMART

Example - key indicators for the standard – The administration of the institution is effective 2.1 Administrators are suitably qualified or experienced and understand their specific responsibilities and duties 2.2 The size of the administrative team is sufficient to ensure the effective day-to-day running of the institution 2.3 The administrative support available to the management is clearly defined, documented and understood 2.4 Policies, procedures and systems are well documented and effectively disseminated across the institution 2.5 Data collection and collation systems are effective

2.1 – administrators are suitably qualified or experienced and understand their specific responsibilities and duties Possible supporting evidence – CVs/appraisal records/one to one meeting records/feedback from students and other internal and external stakeholders Possible actions – put in place a staff development programme to improve administrative skills and processes to increase efficiency/review recruitment processes/improve communication of expectations to result in better understanding – who responsible/by when

2.5 Data collection and collation systems are effective Possible supporting evidence – management information systems/databases/paper records of students enrolled/report generation to include student lists with contact information Possible actions – enhance database so that useful management reports can be generated - who responsible/by when

General types of data on performance Rates of attendance Rates of course completion Success in examinations and other assessments Analysis of student and other stakeholder feedback Student progress data Destination data Progress against strategic targets Trends Bar charts and graphs

Summary Aim to embed self evaluation into quality assurance procedures Include relevant team members to increase communication and encourage ownership Work through the self evaluation form section by section Utilise previously generated relevant evidence and data to avoid duplication Highlight strengths and areas to improve/develop to demonstrate balanced view – there is always room to improve! Submit form well in advance of the inspection to allow inspectors sufficient review time – 10 days (15 days for the IHE scheme)

Question Time Question Time Thank you for attending today. If you have any questions after the session has ended, please email me at diana.morriss@the-bac.org Diana Morriss