1. Peer Accreditation Scheme (PAS) Lancaster and Morecambe College November 2010

2. Introduction Andrea Wilson Learning Services Development Manager Lancaster and Morecambe College

3. The Learning Centre The Centre incorporates a traditional Library service and access to computers. The Centre is awkwardly housed on two floors with no access between the two and consequently has two enquiry/issues desks and requires staffing for both areas. Approximately 4 years ago the Centre was re-vamped, new paintwork, carpets, furniture and laptops enabled us to create a more modern and inviting environment.

4. Why PAS? Quality performance and development across the College was a key focus following an OFSTED inspection in 2008 Our Quality Manager questioned our effectiveness in supporting teaching and learning Questions were constantly raised about staffing levels and occupancy I felt inadequate in both explaining and evidencing our role/impact When staff left I was often unable to replace them as my arguments for need were weak

5. I needed help! I wrote the service section SAR for 2009/2010 with a key target to achieve a good pass through the CoLRIC peer accreditation scheme

6. What happened next I applied to CoLRIC expressing an interest in the process and received the criteria for assessment in return. (December 2009) I engaged the whole team in the purpose and process and began the task of realigning and re focusing the service to ensure our continued and improved integration with the curriculum.

7. The PAS process May 2010 Formal application to CoLRIC Informal advice from the CoLRIC team

8. How? Following the criteria and using the whole team we gathered our evidence – 6 FAT lever arch files The process allowed us to update and re-write policies and procedures, reflect on practice, consolidate roles and identify areas for further improvement. Monthly team meetings included a standing CoLRIC item and by the end of the Summer vacation of 2010 we were ready to be assessed. I contacted CoLRIC and a date of 15 th November 2010 was set. 3 copies of the advanced information was forwarded to the CoLRIC administrator for the assessors to work with before their visit.

9. What happened on the Assessment Day? We had organised a timetable and a base room for the day. Refreshments were organised for the start of the day, lunch time and mid afternoon. The breaks were shared at times with key participants but leaving crucial slots for the assessors to work on their own. It is important to keep to the timetable to ensure the assessors have the opportunity to meet with everyone that they need to, talk to students, tour the site and check any further documentation.

10. What happened on the Assessment Day? Met and spoke to many students and staff as they toured. Met groups of staff and students in the base room during the day. – Principal and Vice Principal (45 minutes). – Senior managers and students with lunch (40 minutes). – Curriculum staff including Course Managers and tutors (30 minutes). – LRS staff (50 minutes) including a look at our Virtual Library and SharePoint (50 minutes). – Time for deliberations after lunch (30 minutes). – Time to review the evidence (60 minutes). – Feedback (30 minutes). At the end of the day-feedback and grade (30 minutes). 10 days later we received the report.

11. Outcome The day culminated in feedback to the Senior managers and the Learning Services Development Manager The feedback was positive, professional, informative and focused. We received a “very strong” grade 2 with the provision and encouragement to develop some of our documentation in order to obtain a grade 1

12. Outcome number 2! January 2011 we received a grade 1 Gold award

13. Impact The most important outcome: Evidence of impact and recognition A happy Principal A happy team Local press coverage An effective system for constantly reflecting, reviewing, developing and evidencing our service....we are always ready for OFSTED NEW BUILD!