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
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 The FD in Early Years is validated by the University of East Anglia (UEA) and is delivered at Suffolk College. It is an Early Years Sector-Endorsed FD, approved by the SureStart Unit of the Department for Education and Skills (DfES). The programme has been developed in line with the National Occupational Standards at Level 4 for early years education. In accordance with the Early Years Sector-Endorsed Foundation Degree Statement of Requirement (DfES 2001), the programme leads to the award of a FD in Early Years with Senior Practitioner Status, a newly-defined Government employment level, directly linked to the award.
2 Students are drawn from a wide area of the county of Suffolk embracing a geographical arc from Ipswich to Bury St Edmunds, and beyond. They are in full or part-time employment in a variety of educational and childcare establishments. Of the 44 students currently enrolled on the course, 26 are working in schools, three in school nurseries, two in separate SureStart units and four in private nurseries; there are two portage workers and seven playgroup workers. Students fall into the following categories for the purpose of specialisation within the course: those working with children from birth to three years; those working with the National Curriculum Foundation Stage children (three to five years); those working as teaching assistants; and those working as play workers from four to eight years.
3 The course is offered on a full and part-time basis. Full-time students are required to attend the College, over a period of two years during Local Education Authority (LEA) school terms, for one day a week, obtaining credit for at least 20 hours of relevant employment each week. Part-time students attend one half-day a week over four years and obtain credit for at least 10 hours of relevant employment each week.
4 The programme is delivered by the School of Education which is also responsible for honours degrees in Early Childhood Studies within the Suffolk modular framework. The core teaching team for the FD programme comprises three members of staff.
5 Suffolk College is a large general further education (FE) college offering a wide range of provision, including courses in higher education (HE) and access HE. There are 2,032 full-time and 5,286 part-time students following FE programmes. HE is provided for 2,033 full-time and 2,083 part-time students. The College has been an accredited college of UEA since 1996. All undergraduate degrees and postgraduate degrees are awards of the UEA.
6 The programme aims to:
i with children from birth to three years
ii with Foundation Stage children
iii as a teaching assistant
iv as a play worker with children from four to eight years.
7 The approved aims and learning outcomes for the programme are consistent with the defining characteristics of an FD. They are clearly expressed and well understood by staff and students. Students, however, are apparently unaware of the programme specifications, which are not explicitly included in the otherwise comprehensive programme handbook. The programme aims are largely derived from National Occupational Standards and the generic outcomes in the Foundation Degree qualification benchmark (final draft, November 2002).
8 The programme meets a clear employment need for professional training and development of practitioners in early years education and childcare settings leading to Senior Practitioner status. The articulation of aims and outcomes with the DfES Early Years Sector-Endorsed Statement of Requirement effectively secures appropriateness of content by defining underpinning knowledge relevant to the needs of learners and employers. SureStart endorsement provides a secure framework for the integration of academic and work-based learning. This is also articulated clearly in module learning outcomes. Recent developments in the assessment strategy for work-based learning have secured greater clarity and meaningfulness for students.
9 Articulation of the aims and learning outcomes with the descriptors in The framework for higher education qualifications in England, Wales and Northern Ireland (FHEQ) is clear at certificate level. The articulation with the FHEQ descriptors for intermediate level is less strong, particularly with reference to the development in students of critical evaluation and analysis. Programme and module learning outcomes at both certificate and intermediate levels are well defined in terms of knowledge and understanding and demonstration of these in the workplace. However, progression from certificate to intermediate level could be more clearly differentiated. This is an area of developing practice since the first cohort of students had only recently progressed to intermediate level at the time of the review.
10 The design and content of the curriculum reflect the defining characteristics of FDs. The credit rating is 120 points at certificate level and 120 at intermediate level, making a total of 240, in line with the FHEQ guidelines. The programme structure and concurrent articulation of academic and work-based learning enables students to acquire relevant subject knowledge and employment-related skills. Generic skills are integrated with content and all students are encouraged to develop graduate key skills in the context of personal development planning.
11 The programme contributes to widening participation in HE through the flexible pattern of attendance and delivery and good use of a wide range of settings where students are already in employment, which they could not afford to give up. In response to employer feedback and in order to support students with dependent children, delivery is organised to fall simultaneously with LEA school terms. The majority of students are admitted with national qualifications framework level 3 qualifications, but arrangements are also in place to permit entry through the accreditation of prior certificated learning (APCL) and the accreditation of prior experiential learning (APEL).
12 The programme specification incorporates guaranteed progression to the established BA Honours degree in Early Childhood Studies which may be studied on a full or part-time basis, but students drew attention to lack of other progression opportunities. They identified the need for a progression route to Qualified Teacher Status (QTS), since this constitutes one important avenue for employment-related progression. This is a national issue, which at the time of the review was under discussion within the College and with the Children's Workforce Unit of the DfES.
13 Employers have been fully involved in both the development and the review of the curriculum, and as mentors to students. All work-based learning locations are registered child care and/or education settings, adhering to national occupational standards. There is an effective employer/College partnership which supports the students' achievements of the work-based elements of the degree. The integration of academic study and work-based learning is strongly embedded, well balanced and fully acknowledged by employers. Students are well placed to achieve the intended programme outcomes.
14 Assessment comprises a formative, work-based portfolio and a range of summative written assignments linked to course objectives and national occupational standards. The assessment strategy is supported by detailed policies and procedural guidelines. At the time of the review, only student work from the first year of the course was available for scrutiny, with the exception of one intermediate-level module.
15 In the first year of course delivery, the assessment arrangements lacked coherence. The work-based portfolio was formatively assessed but the assessment criteria were linked to the academic criteria set for the written summative assessments and not to the portfolio tasks. This resulted in confusion for students and lack of clarity about attainment and progress in the workplace. Recent significant amendments to both the assignment briefs and to the assessment criteria have rectified this weakness by requiring the integration of evidence from work-based learning into module assignments. Grids within the work-based learning task portfolio now map the specific requirements of each core learning outcome to individual modules. The reviewers noted good examples of the assessment of the link between theory to practice but there is still a need to monitor closely the relationship of assessment criteria to practical work, and vice versa.
16 Assessment criteria are clearly differentiated to meet FHEQ requirements. The APCL arrangements, on the basis of clearly certificated evidence, are set out in the Student Handbook. Candidates making a claim for admission with respect to APEL are required to present a portfolio (or equivalent) for assessment and approval in accordance with the College's normal assessment procedures. There is evidence that students and tutors understand the assessment requirements and standards expected at both certificate and intermediate levels. However, the learning outcomes for intermediate level modules are not differentiated in the same way as the assessment criteria and do not at present meet the intermediate requirement for critical evaluation and analysis. This is a matter that needs clarification and the documentation needs to be revised to reflect this.
17 There are clear policies and robust arrangements for marking, second-marking and moderation. Feedback on academic assignments is critical but positive. Feedback on the practice portfolio is predominantly verbal and delivered through tutorials and workplace visits. Some mentors provide a written report but this practice is currently inconsistent. Employers are not involved in summative assessment, neither is UEA as the validating higher education institution (HEI).
18 The programme is in its second year of operation and the first graduates will not complete until summer 2005. The reviewers' scrutiny of student work and the comments of the external examiner confirm that the module learning outcomes at certificate level are being achieved. Additionally, scrutiny of work presented for the one available intermediate module indicated that student achievement is at an appropriate level and meets the threshold requirements for the award and the defining characteristics of a FD. Students are fully aware of what is required to achieve the outcomes. Strong progression to the intermediate level for both full and part-time students is reflected in high overall success rates.
19 The most recent student work indicates successful integration of academic and work-based learning through strong linkage of theory to practice in response to external examiner comments at an early stage of the delivery. This linkage must be clearly identified by the learners to attain a good pass in all assignments. Work-based activities are recorded in the portfolio of professional practice. The key skills are mapped to each module. The learners record attainment in the portfolio of professional practice.
20 Reflective practice is well developed. Students carry out a series of tasks in self-evaluation and analysis to create action plans which set academic and work-based improvement targets. These are regularly reviewed, assimilating ongoing critical reflection and feedback from tutors and mentors. They are effective in developing autonomous learning and in enabling students to manage and monitor their own progress and achievement.
21 The tutor visits, mentor meetings, steering group meetings with employers and programme meetings are effective in ensuring consistency of practice across a range of workplace locations.
22 As yet, there is no firm information as to the extent of student demand for progression to honours awards but anecdotal evidence suggests that this may be substantial, especially if a part-time route leading to QTS becomes available.
23 The College held meetings with a range of employers from the sector, including primary headteachers, private and statutory care providers and the LEA/Early Years Development and Childcare Partnerships, to design and develop the programme. The work of the FD Steering Group has ensured continuing involvement of local stakeholders and employers. Employers have been involved in marketing and recruitment and have provided financial and resource support for students, including paid leave and the free use of non-contact time.
24 Participation in the Early Years Sector Endorsed Foundation Degree National Network has assisted the programme team in keeping abreast of Government policies, sector developments and occupational standards. The intention is to create a regional replica of the Network and to include external examiners as a means of exploring course issues and sharing ideas.
25 On application, students must secure employer agreement to the minimum hours required each week of work-based activities within an appropriate setting, 20 hours for full-time students and 10 hours for part-time students. This is confirmed by employers, in writing, prior to the start of studies. A mentor handbook articulates the roles and responsibilities of mentors in a programme context, and within an ethical code. Employers support and facilitate student achievement but are not involved in summative assessment.
26 Work-based learning tasks are designed to feed into the summative assessment of each module. Students draw directly on their work experience in order to address the module assignment and, in many cases, submit work-related task material as annexes. Consultation with mentors and with module tutors facilitates this process, and relates the assignments to summative assessment.
27 Although work-based learning is not assessed directly in the workplace, effective arrangements are in place to ensure that students' achievements are recorded, especially through the ongoing development of a portfolio of professional practice. Recent changes to the design of work-based tasks have made for a more robust and transparent system for recognising that learning.
The reviewers have confidence in the emerging academic standards and emerging achievements of students.
28 A variety of learning and teaching methods is in use, appropriate to the achievement of the learning outcomes. This includes project work, case studies, self-evaluation exercises, problem-solving and self-directed study, as well as experiential learning in the workplace supported by mentors. At the heart of the learning and teaching strategy is the concept of learner autonomy and the development of self-motivated and independent learners. Modules at intermediate level are designed to encourage greater independent learning skills and self-reflection. Students are encouraged to self-evaluate and reflect on their skills development through a range of tasks and activities. The developing use of reflective diaries requires them to describe and analyse a practice situation or incident before applying appropriate theoretical ideas to inform future practice. There are examples of good practice emerging in many of the professional portfolios. Students use feedback from staff and mentors to set their own learning targets.
29 Students draw upon and share with each other their own experience in a range of care and early years settings. Such shared experiential learning enriches the programme, for example, where students following all four routes and those in full and part-time attendance are taught together. Student evaluations generally indicate a high level of satisfaction with learning and teaching. However, concern was raised by some students about limited attention to topics specific to the 0 to three years and over-five age ranges. This issue is currently under consideration within the course team.
30 Learning materials are adequate and appropriate to support the learning, although the external examiner has expressed concern about the level of some texts recommended on the reading lists. All students have laptops provided through the national SureStart scheme. There is considerable scope, however, for more systematic use of information and communication technology (ICT) in the delivery of the programme, especially given the geographical dispersal of students, the demands of distance learning and the intrinsic need to embed ICT skills into the practice of autonomous learning. The Department is aware of this deficiency, which is highlighted in the departmental action plan.
31 The Student Handbook is comprehensive, apart from the absence of the formal programme specifications. All documentation reflects clearly the defining characteristics of an FD and clear information and guidance on the crucial role of the work-based learning element is provided. Students confirmed that, in general, their expectations were being met. Student retention supports this; for example, 29 out of the 32 first-year students have continued into the second year.
32 Students who are accepted on the course normally have a level 3 qualification and apply through the central UCAS system. Students are not usually interviewed but arrangements are in place for admission with credit through APCL and APEL. Students are normally employed and are required to produce a signed agreement from an employer and to have chosen a named work-based mentor as part of the entry requirements. Induction arrangements are thorough and effective in settling adult students into the course.
33 Tutorial support is effective in meeting student needs. Personal tutors provide both pastoral and academic support. Module tutors provide additional academic support and guidance. Work-based mentors act in the role of 'critical friend' and provide day-to-day support in the workplace. Central support services, such as study skills, welfare and counselling are available and used by students. Study skills are integral to the timetable at all levels.
34 The core teaching team for the programme has undergone some recent changes and comprises three members of staff. All hold first degrees and one has a Master's qualification. Additional staff and external speakers also contribute. Most staff have significant experience of working with children and are either qualified in primary teaching or hold a relevant early childhood qualification. The team is well placed to support work-based learning, as well as provide specialist underpinning knowledge and to integrate the two.
35 Staff development activities include both in-house and external events. In response to external examiner comment, induction arrangements for new staff have been formalised. Other support and development procedures in place include formal teaching observations, appraisal, paired teaching and team planning.
36 Students benefit from the facilities available through their own work placements. Student support and the monitoring of work-based learning experiences are tracked and reinforced by the Steering Committee, mentor meetings and tutor visits.
37 Students are generally satisfied with library services, materials and facilities. Some students are also using other libraries but few appear to be making use of ICT to increase the range of materials available, for example, through accessing electronically the full range of texts and journals. In spite of claims in the self-evaluation route map, they do not appear to be taking full advantage of their loaned DfES ICT equipment, nor that in the College, beyond basic word-processing. Attention needs to be paid to the opportunities available through ICT to enhance the delivery of the programme as well as the educational experience of students.
38 Effective work-based learning is in place designed to reflect the relevant learning outcomes and defining characteristics of the FD. Employers provide for and facilitate the mentor-student relationship by allowing a minimum of 20 hours for full-time and 10 hours for part-time students to engage with employment-based learning. This works well.
39 Mentor support in the workplace is variable. Mentors can be headteachers, class teachers, senior staff of nursery settings or the students' work colleagues and peers. In some instances, students are supported by mentors outside their workplace. Mentor support is voluntary and is non-contractual; time spent with a mentor is consequently variable. Mentor meetings for sharing practice and training are held regularly and college tutors visit students in the workplace at least twice yearly. Although the attendance at mentor meetings is generally good, the Mentor Handbook does not at present fully support new and inexperienced mentors who are unable to attend meetings. Students, however, report that they are happy to be proactive in managing the level and nature of mentor support and that in their experience, mentoring arrangements work well.
40 Recent changes to work-based learning assignments and assessment have been welcomed by students, employers and mentors. Employers are able to give examples of how work-based learning assignments can be adapted to different settings. These are now well articulated and flexible so as to fit all work contexts and patterns. Students make good use of the specialist facilities in their settings.
41 The Steering Group provides an effective forum for employers to contribute to the development, review and monitoring of the programme and some also contribute to the Programme Committee. The extent of support for the programme from employers is evident in the range of financial and resource support offered to students. Furthermore, the newly defined employment level of Senior Practitioner, conferred on completers of this programme, has been formally adopted by the LEA. Employers and mentors expressed confidence in the programme content and the underpinning knowledge embedded in the work-based learning. Several employers were able to give examples of the direct impact of student practice and research on the professional development of other staff.
The reviewers have confidence in the quality of the students' learning opportunities.
42. There is a framework in place, in both the College and the University, for the monitoring and enhancement of quality and standards. The central pillar of the system is five-yearly accreditation of the College by the HEI as suitable for the delivery of HE provision validated by UEA. The self-evaluation route map lists the essential collegiate elements as termly Programme Committee meetings, attended by some employers, student feedback, annual self-assessment, review and evaluation (SARE), external examiners' reports and the course categorisation process which monitors student achievement and retention. Within this framework, there is a strong commitment by the staff team to continuous improvement through monitoring, evaluation and action planning. The external examiner, who is well briefed in FD practice, has already been actively involved in the ongoing development of the programme.
43 An institutional-level committee at UEA, the Joint Academic Committee, is the formal monitoring body in the validating institution that monitors the SARE reports on an annual basis. Additionally, the Joint Academic Planning Forum at the University involves staff from the College and serves to support formal and informal systems of collaboration between the two institutions. The reviewers conclude that these systems provide a clear and understood process for monitoring at a generic level, although the self-evaluation could have been more evaluative of the systems.
44 Since September 2004, a new role of Academic Link has been identified by UEA to support delivery of the programme at the partner institution. Before this, UEA appointed an adviser for programmes delivered in collaborative institutions, but there was no mention of the FD in any adviser's report for 2003-04. The Academic Link is charged with a range of activities, including participation in course team meetings; course committee meetings; meetings with students; review of assessment arrangements; cooperation through research or scholarly activity; delivery of some guest lectures; curricular development; reviews of teaching and learning strategies; course self-assessment; review and evaluation; staff development initiatives; and helping with preparations for validation or external review. While the system had only been in place for five months at the time of the review, the reviewers found no evidence that the new system was operating consistently at subject level. The reviewers conclude, therefore, that while the systems in place for monitoring and enhancement of quality and standards are appropriate at institutional level, the operation of Academic Links should be monitored to ensure that the overall process is robust and provides for suitably supportive and developmental partnership between the College and the University at subject level.
45 Although the programme is still in the early stages of implementation, there is emerging evidence of effective integration of academic and work-based learning which constitutes a sound basis for innovation distinctive to FD provision in the field of education. Students, mentors, employers and tutors all work to a common framework that supports the integration of theory and practice.
46 The degree of mentor support in the workplace is variable, but the reviewers noted many examples of emerging good practice, with particular reference to the role of the mentor as a 'critical friend'. Close links between mentors and the programme team are being forged through regular meetings at the College and the dissemination of information and ideas. There is evidence of mentor involvement in curricular change, for example, through preparation for the changes in the assessment grids for the portfolio of professional practice. There is much good practice on which to build in this area.
47 The programme team is strongly committed to a model of learner autonomy, self-reflection and experiential learning and the role of action-based tasks that inform and enhance both theory and practice. The proactive approach to the use of reflective diaries by students is one example of good practice. This is a potentially powerful tool to enhance personal and professional development as well as competence at Senior Practitioner level.
The Foundation Degree (FD) in Early Years validated by the University of East Anglia (UEA) and delivered at Suffolk College was reviewed in the academic year 2004-05. Judgements were made about the emerging academic standards and the emerging achievement of students and of the quality of the learning opportunities provided.
The reviewers have confidence in the emerging standards and emerging achievements of students.
The reviewers have confidence in the quality of learning opportunities.
Conclusions and areas of development
Features of good practice and innovation include:
Strengths of the programme include:
Areas for development include: