1. 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

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

3. 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 –

4. 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

5. 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

6. 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

7. 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

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

9. 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

10. 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

11. 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

12. 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?

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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)

19. Question Time
Question Time
Thank you for attending today. If you have any questions after the session has ended, please me at
Diana Morriss