Membership Guide: English Language Quality Standards Programme, British Council

MEMBERSHIPGUIDE

ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME

www.britishcouncil.in

English Language skills

Developing language skills, especially English

language skills, is fundamental to any education

system that aspires to equip its student with the tools

to succeed. Without the necessary linguistic abilities

to access information or communicate across cultures

or work in an English speaking environment, an

individual’s life opportunities are significantly

diminished.

The English Language Quality Standards Membership

Network provides the platform for the delivery of high

quality English language education. By combining

quality resources with realistic but exacting standards,

the ELQS Membership Network enables member

institutions to create a learning environment in which

their students are able to reach their full potential.

The British Council

The British Council is a leading world authority on the

teaching of English.

We have been involved in the direct teaching of

English for over 70 years. We operate a very

successful global network of teaching centres that

conform to a set of rigorously monitored standards.

In the UK, the British Council runs Accreditation UK,

The United Kingdom’s quality assurance scheme for

university and colleges of further education language

centres, private language schools and international

study centres.

In partnership with national governments around the

world, The British Council delivers large scale teacher

development projects, contributing to language

reform and improved learning outcomes.

We also administer a large range of English language

examinations both on behalf of our UK partner

examining boards and our own language testing

systems.

Together this experience has enabled the British

Council to develop considerable and unique expertise

in teaching, training, assessment, resource

development and quality assurance. No other

organisation, anywhere in the world, has the same

range and depth of experience in English language

teaching.

The English Language Quality Standards

Membership Network

The benefits of joining the ELQS Membership Network

and forming a long-term relationship with the British

Council are many. Membership allows you to:

=� Demonstrate to your stakeholders your clear

commitment to quality through the use of the

Quality Standards marque.

= � Create a platform for continuous improvement.

= � Measure and demonstrate the quality of your

English language programmes of study, the

professional development of your teachers and

the progress of your students against

international norms.

= � Access developmental resources to improve

the quality of what you are doing.

= � Contribute to and become inspired by the

debate around issues of quality in education.

= � Share practice with other member institutions

and contribute to national standards in English

language learning and teaching.

This guide provides you with all the information you

need to join the ELQS Membership Network. As you

will see from the contents, preparation for

membership requires investment of time and

resources; our standards are challenging and our

review process is rigorous. But the benefits to your

students, to your teachers and your institution as a

whole are far-reaching and long-term.

Welcome and I wish you every success in your

continued journey towards excellence.

Rob Lynes

Director, British Council, India

Foreword

English Language skills

Developing language skills, especially English

language skills, is fundamental to any education

system that aspires to equip its student with the tools

to succeed. Without the necessary linguistic abilities

to access information or communicate across cultures

or work in an English speaking environment, an

individual’s life opportunities are significantly

diminished.


Network provides the platform for the delivery of high

quality English language education. By combining

quality resources with realistic but exacting standards,

the ELQS Membership Network enables member

institutions to create a learning environment in which

their students are able to reach their full potential.

The British Council

The British Council is a leading world authority on the

teaching of English.

We have been involved in the direct teaching of

English for over 70 years. We operate a very

successful global network of teaching centres that

conform to a set of rigorously monitored standards.

In the UK, the British Council runs Accreditation UK,

The United Kingdom’s quality assurance scheme for

university and colleges of further education language

centres, private language schools and international

study centres.

In partnership with national governments around the

world, The British Council delivers large scale teacher

development projects, contributing to language

reform and improved learning outcomes.

We also administer a large range of English language

examinations both on behalf of our UK partner

examining boards and our own language testing

systems.

Together this experience has enabled the British

Council to develop considerable and unique expertise

in teaching, training, assessment, resource

development and quality assurance. No other

organisation, anywhere in the world, has the same

range and depth of experience in English language

teaching.


Membership Network

The benefits of joining the ELQS Membership Network

and forming a long-term relationship with the British

Council are many. Membership allows you to:

=� Demonstrate to your stakeholders your clear

commitment to quality through the use of the

Quality Standards marque.

= � Create a platform for continuous improvement.

= � Measure and demonstrate the quality of your

English language programmes of study, the

professional development of your teachers and

the progress of your students against

international norms.

= � Access developmental resources to improve

the quality of what you are doing.

= � Contribute to and become inspired by the

debate around issues of quality in education.

= � Share practice with other member institutions

and contribute to national standards in English

language learning and teaching.

This guide provides you with all the information you

need to join the ELQS Membership Network. As you

will see from the contents, preparation for

membership requires investment of time and

resources; our standards are challenging and our

review process is rigorous. But the benefits to your

students, to your teachers and your institution as a

whole are far-reaching and long-term.

Welcome and I wish you every success in your

continued journey towards excellence.

Rob Lynes

Director, British Council, India

Foreword

MEMBERSHIPGUIDESECTION ONE:

Overview of the Quality Standards

Programme

The British Council and Quality Assurance

in English language education 5

Debate 5

Resources 5

Resources for teachers and students 5

Quality Improvement Resources 5

The Consultancy Service 5

Quality Standards and Quality Assurance 5


Framework 5

The Membership Network 5

Association 5

SECTION TWO:


Membership Network

What are the benefits of membership? 7

The Review 7

The Report and Moderation 7

Management of the membership process –

Membership Advisory Group 7

From Interest to Membership 7

SECTION THREE:

The ELQS Membership Network in detail


Framework 9

Preparation for membership 10



Annual self declaration 13

Annual declaration 14

The review 15

Preparation for Review 15

Focus on Standard 4 – Teacher observation 16

Focus on Standard 8 - Management systems 17

Focus on Standard 9 - Gathering feedback 18

Documentary evidence 19

Focus Groups 21

Classroom observation 23

The review visit schedule 24

The review visit 25

The review report 26

Report moderation 30

ELQS Membership Network - Rules and

declarations 31

Use of the Quality Standards marque 33

British Council policies and practice 34

Reviewer profile, training and performance

management 36

Appeal and complaints 37

MEMBERSHIPGUIDESECTION ONE:

Overview of the Quality Standards

Programme

The British Council and Quality Assurance

in English language education 5

Debate 5

Resources 5

Resources for teachers and students 5



Quality Standards and Quality Assurance 5


Framework 5

The Membership Network 5

Association 5

SECTION TWO:


Membership Network

What are the benefits of membership? 7

The Review 7

The Report and Moderation 7

Management of the membership process –

Membership Advisory Group 7

From Interest to Membership 7

SECTION THREE:

The ELQS Membership Network in detail


Framework 9

Preparation for membership 10



Annual self declaration 13

Annual declaration 14

The review 15

Preparation for Review 15

Focus on Standard 4 – Teacher observation 16

Focus on Standard 8 - Management systems 17

Focus on Standard 9 - Gathering feedback 18

Documentary evidence 19

Focus Groups 21

Classroom observation 23

The review visit schedule 24

The review visit 25

The review report 26

Report moderation 30

ELQS Membership Network - Rules and

declarations 31

Use of the Quality Standards marque 33

British Council policies and practice 34

Reviewer profile, training and performance

management 36

Appeal and complaints 37

The Quality Standards Programme is a collaborative

initiative designed to help institutions improve the

quality of their English language education

programmes of study.

It focuses on three interrelated elements: debate,

resources and quality standards.

1. The British Council and Quality Assurance

in English language education

The British Council has been involved in the direct

teaching of English for over 70 years. We operate

a very successful network of teaching centres in

almost 50 countries. The British Council assures

the quality of its teaching centres through a

system called TQS (Teaching Quality Standards).

Through Accreditation UK, the British Council

accredits 550 UK language schools, international

study centres and university / FE college

language centres and Home Tuition providers.

2. The Quality Debate

The British Council promotes discussion around

the quality of English language education in India.

It contributes to this debate through networking

events, research and publications.

3. Resources

The British Council makes available resources in

the following areas:

3.1 for teachers and students

� Digital materials for learners. =

Online resources for teachers.=

Online moderated teacher training courses.=

Language proficiency test: Aptis for Teachers.=

3.2 Quality Improvement Resources

These are resources that help institutions reflect

on and develop the quality of what they do in

relation to their English language programmes of

study. They include the India-specific Quality

Standards Framework, a self-diagnostic test and

associated online quality improvement resources.

3.3 Consultancy Service

This is a customised needs-based programme

which includes a diagnostic school visit, guided

action plan and tailored resources and training

pathway.

4. Quality Standards and Quality Assurance

4.1 The Quality Standards Framework

The British Council has developed an India-

specific framework which describes quality in

relation to ten standards and five developmental

stages. The resources for teachers and learners,

the Quality Improvement Resources and the

Consultancy Service outlined above specifically

help institutions to work towards the standards

described in the framework.

4.2 The English Language Quality Standards

Membership Network

Institutions who join the ELQS Membership

Network form a long-term relationship with the

British Council. Membership is achieved by

institutions operating at level 4 of the Quality

Standards Framework, as determined by an on-

site review of their English language programmes

of study.

Membership entitles an institution to demonstrate

its clear commitment to quality through the use of

the British Council’s Quality Standards marque.

For the rules governing the use of the marque see

page 35.

4.3 Association

The British Council is working to support

institutions in establishing a formal association

open to members of the ELQS Membership

Network.

To view the Membership Guide online and for more

information about the English Language Quality

Standards Programme visit

www.britishcouncil.org.in/english-quality-

standards

SECTION ONEOVERVIEW OF THE QUALITY STANDARDS PROGRAMME

English Language Quality StandardsMembership NetworkMember until December 2017

5

The Quality Standards Programme is a collaborative

initiative designed to help institutions improve the

quality of their English language education


It focuses on three interrelated elements: debate,

resources and quality standards.

1. The British Council and Quality Assurance

in English language education

The British Council has been involved in the direct

teaching of English for over 70 years. We operate

a very successful network of teaching centres in

almost 50 countries. The British Council assures

the quality of its teaching centres through a

system called TQS (Teaching Quality Standards).

Through Accreditation UK, the British Council

accredits 550 UK language schools, international

study centres and university / FE college

language centres and Home Tuition providers.

2. The Quality Debate

The British Council promotes discussion around

the quality of English language education in India.

It contributes to this debate through networking

events, research and publications.

3. Resources

The British Council makes available resources in

the following areas:

3.1 for teachers and students

� Digital materials for learners. =

Online resources for teachers.=

Online moderated teacher training courses.=

Language proficiency test: Aptis for Teachers.=


These are resources that help institutions reflect

on and develop the quality of what they do in

relation to their English language programmes of

study. They include the India-specific Quality

Standards Framework, a self-diagnostic test and

associated online quality improvement resources.


This is a customised needs-based programme

which includes a diagnostic school visit, guided

action plan and tailored resources and training

pathway.

4. Quality Standards and Quality Assurance

4.1 The Quality Standards Framework

The British Council has developed an India-

specific framework which describes quality in

relation to ten standards and five developmental

stages. The resources for teachers and learners,

the Quality Improvement Resources and the

Consultancy Service outlined above specifically

help institutions to work towards the standards

described in the framework.

4.2 The English Language Quality Standards

Membership Network

Institutions who join the ELQS Membership

Network form a long-term relationship with the

British Council. Membership is achieved by

institutions operating at level 4 of the Quality

Standards Framework, as determined by an on-

site review of their English language programmes

of study.

Membership entitles an institution to demonstrate

its clear commitment to quality through the use of

the British Council’s Quality Standards marque.

For the rules governing the use of the marque see

page 35.

4.3 Association

The British Council is working to support

institutions in establishing a formal association

open to members of the ELQS Membership

Network.

To view the Membership Guide online and for more

information about the English Language Quality

Standards Programme visit

www.britishcouncil.org.in/english-quality-

standards

SECTION ONEOVERVIEW OF THE QUALITY STANDARDS PROGRAMME

English Language Quality StandardsMembership NetworkMember until December 2017

5

5. What are the benefits of membership?

� Membership provides a platform for continuous =

improvement.

Membership allows institutions to use the =

Quality Standards marque in relation to their

English language programmes of study.

Members enjoy discounted access to quality =

development resources.

6. The Review

= � The review is external and independent.= It is carried out by two experienced and trained

reviewers, contracted by the British Council.

The reviewers assess an institution’s English =

language programmes of study against the

Quality Standards Framework. They examine

documentary evidence, observe classes and

hold focus groups with teachers, students and

parents.

The review lasts for a maximum of two days, =

depending on the size of the school.

Within two weeks of the review, the reviewers =

compile a report of their findings, which is then

submitted to the moderating committee.

7. The Report and ModerationThe review report is submitted to the Membership

Advisory Group for moderation. The MAG will

consider the validity and the internal coherency

of the report and decide on membership based

on the reviewers’ recommendation.

8. Membership Advisory Group (MAG)The MAG is composed of five senior professionals

from the English medium education sector and is

chaired by the British Council.

9. From Interest to Membership

Step One: Find out about the ELQS

Membership Network

Visit our website and create your profile.=

View the introduction to the ELQS Membership =

Network video on our website.

Look at the Quality Standards Framework.=

Invite us for a meeting and presentation.=

Step Two: Take the self-diagnostic test

Use this online self-assessment tool to evaluate

your institute’s English language programme in its

current form and get a better understanding of

your developmental needs.

Step Three: Invest

Meeting the standards required to join the ELQS

Membership Network will require preparation.

Think carefully about what investment you might

need to reach this level of quality. Contact us and

sign up for our Consultancy Service to receive

expert advice on your pathway to developmental

success. The Consultancy Service is highly

recommended and half the cost is refundable if

membership is achieved.

Step Four: Apply for your review

Once you are ready for your review, contact us

and we will agree with you a date for your review

and identify two reviewers.

Step Five: Prepare for your review

There are a number of important steps that you

need to follow to ensure that your review happens

correctly. Details of these can be found in section

3 of the Membership Guide.

Step Six: Take your review

The review will last for two days and will focus on

documentary evidence, classroom observation

and focus groups with students, parents and

teachers.

Step Seven: Wait for the result of your review

The reviewers will compile a report within two

weeks of the visit. This will be moderated by the

Membership Advisory Group who will decide on

membership based on the reviewers’

recommendation. Institutions must be operating

at level 4 of the Quality Standards Framework to

join the ELQS Membership Network

Step Eight: Enjoy membership benefits

Make use of the Quality Standards marque in

your promotion.

Step Nine: Renew your membership

Members make an annual declaration and are

reviewed once every two years.

SECTION TWOTHE ENGLISH LANGUAGE QUALITY STANDARDS MEMBERSHIP NETWORK

7

5. What are the benefits of membership?

� Membership provides a platform for continuous =

improvement.

Membership allows institutions to use the =

Quality Standards marque in relation to their

English language programmes of study.

Members enjoy discounted access to quality =

development resources.

6. The Review

= � The review is external and independent.= It is carried out by two experienced and trained

reviewers, contracted by the British Council.

The reviewers assess an institution’s English =

language programmes of study against the

Quality Standards Framework. They examine

documentary evidence, observe classes and

hold focus groups with teachers, students and

parents.

The review lasts for a maximum of two days, =

depending on the size of the school.

Within two weeks of the review, the reviewers =

compile a report of their findings, which is then

submitted to the moderating committee.

7. The Report and ModerationThe review report is submitted to the Membership

Advisory Group for moderation. The MAG will

consider the validity and the internal coherency

of the report and decide on membership based

on the reviewers’ recommendation.

8. Membership Advisory Group (MAG)The MAG is composed of five senior professionals

from the English medium education sector and is

chaired by the British Council.

9. From Interest to Membership

Step One: Find out about the ELQS

Membership Network

Visit our website and create your profile.=

View the introduction to the ELQS Membership =

Network video on our website.

Look at the Quality Standards Framework.=

Invite us for a meeting and presentation.=

Step Two: Take the self-diagnostic test

Use this online self-assessment tool to evaluate

your institute’s English language programme in its

current form and get a better understanding of

your developmental needs.

Step Three: Invest

Meeting the standards required to join the ELQS

Membership Network will require preparation.

Think carefully about what investment you might

need to reach this level of quality. Contact us and

sign up for our Consultancy Service to receive

expert advice on your pathway to developmental

success. The Consultancy Service is highly

recommended and half the cost is refundable if

membership is achieved.

Step Four: Apply for your review

Once you are ready for your review, contact us

and we will agree with you a date for your review

and identify two reviewers.

Step Five: Prepare for your review

There are a number of important steps that you

need to follow to ensure that your review happens

correctly. Details of these can be found in section

3 of the Membership Guide.

Step Six: Take your review

The review will last for two days and will focus on

documentary evidence, classroom observation

and focus groups with students, parents and

teachers.

Step Seven: Wait for the result of your review

The reviewers will compile a report within two

weeks of the visit. This will be moderated by the

Membership Advisory Group who will decide on

membership based on the reviewers’

recommendation. Institutions must be operating

at level 4 of the Quality Standards Framework to

join the ELQS Membership Network

Step Eight: Enjoy membership benefits

Make use of the Quality Standards marque in

your promotion.

Step Nine: Renew your membership

Members make an annual declaration and are

reviewed once every two years.

SECTION TWOTHE ENGLISH LANGUAGE QUALITY STANDARDS MEMBERSHIP NETWORK

7

The QSF has been designed specifically by the British

Council, in consultation with institutions involved in

providing English language education programmes of

study in India.

The framework describes quality in relation to ten

standards and five developmental levels.

Member institutions of the ELQS Membership Network

operate at level 4 (Integrated) in all of the ten

standards.

The ten standards cover the following areas:

Programme design

1. Programmes of study are relevant to the age, level

and expressed needs of the students.

2. Reliable and valid assessment (including self-

assessment) is integrated into the programme.

Teachers and teaching

3. Teachers are appropriately qualified and have an

appropriate language level for the teaching of

English.

4. Teachers have appropriate knowledge, skills and

awareness to plan and deliver classes effectively

in line with the programme of study.

5. Teachers benefit from appropriate professional

development opportunities.

Resources for learning

6. Appropriate materials and resources are in use to

meet the needs of the students in reaching the

objectives of the programme.

7. Class size and the layout of the classroom are

appropriate to the needs of the students and the

activities and outcomes planned for the lesson.

Management

8. Transparent and effective management systems

are in use to ensure provision is in line with stated

standards, and to review and develop provision.

9. Relevant feedback is gathered systematically and

used to inform provision.

10. Actual provision matches advertised provision.

The five developmental levels are the following:

Awareness:

The institution shows an awareness of the ways in

which their provision could be developed.

Understanding:

The institution demonstrates an understanding of the

processes needed to develop their provision.

Engaged:

The institution is engaged with the processes of

developing excellence in their provision.

Integrated:

The institution has integrated systems and processes

for ensuring excellence in their provision.

Leadership:

Provision is exemplary and provides leadership to the

sector in the setting of standards.

The English Language Quality Standards Framework is

published as a separate, stand-alone document and

contains a full breakdown of the ten standards in

relation to the five developmental levels.

10. The English Language Quality Standards Framework

SECTION THREETHE MEMBERSHIP NETWORK IN DETAIL

9

The QSF has been designed specifically by the British

Council, in consultation with institutions involved in

providing English language education programmes of

study in India.

The framework describes quality in relation to ten

standards and five developmental levels.

Member institutions of the ELQS Membership Network

operate at level 4 (Integrated) in all of the ten

standards.

The ten standards cover the following areas:

Programme design

1. Programmes of study are relevant to the age, level

and expressed needs of the students.

2. Reliable and valid assessment (including self-

assessment) is integrated into the programme.


3. Teachers are appropriately qualified and have an

appropriate language level for the teaching of

English.

4. Teachers have appropriate knowledge, skills and

awareness to plan and deliver classes effectively

in line with the programme of study.

5. Teachers benefit from appropriate professional

development opportunities.


6. Appropriate materials and resources are in use to

meet the needs of the students in reaching the

objectives of the programme.

7. Class size and the layout of the classroom are

appropriate to the needs of the students and the

activities and outcomes planned for the lesson.

Management

8. Transparent and effective management systems

are in use to ensure provision is in line with stated

standards, and to review and develop provision.

9. Relevant feedback is gathered systematically and

used to inform provision.


The five developmental levels are the following:

Awareness:

The institution shows an awareness of the ways in

which their provision could be developed.

Understanding:

The institution demonstrates an understanding of the

processes needed to develop their provision.

Engaged:

The institution is engaged with the processes of

developing excellence in their provision.

Integrated:

The institution has integrated systems and processes

for ensuring excellence in their provision.

Leadership:

Provision is exemplary and provides leadership to the

sector in the setting of standards.

The English Language Quality Standards Framework is

published as a separate, stand-alone document and

contains a full breakdown of the ten standards in

relation to the five developmental levels.

10. The English Language Quality Standards Framework

SECTION THREETHE MEMBERSHIP NETWORK IN DETAIL

9

This part of the Guide provides more detail about what

you will need to do to become a member of the ELQS

Membership Network.

Meeting all ten standards at level 4 (Integrated)

requires a significant amount of preparation.

Based on the assumption that you are fully committed

to reaching the standard required, our advice is to go

through the following steps:

1. Make sure you are completely familiar with the

breakdown of each standard within the Quality

Standards Framework. The framework will inform

the detail of your preparation.

2. Ensure that the members of staff who will be

involved in the preparation for membership are

fully informed, involved and committed.

3. Set a realistic, approximate date for your review in

order to establish a timeframe in which you are

working.

4. Select a member of staff who will be the point of

contact for the British Council and who will

coordinate your preparation.

5. Enrol for the Consultancy Service. This is not

mandatory but it is highly recommended. See

section 11.2 for more details.

6. If you have not enrolled for the Consultancy

Service you will need to identify for yourself the

areas where you are currently not meeting the

standards, establish a time-bound action plan and

select suitable resources from the Quality

Improvement Resources bank to help you. See


7. The British Council will identify two reviewers, and

agree with you a date for your review.

8. Once the dates of your review have been fixed,

you should pay the Review Fee (non-refundable)

and Membership Fee (refundable if the review is

unsuccessful).

9. You should now begin your preparation for the

review day itself. See section 15.

Throughout the preparation for membership you

should contact the British Council if you have any

questions or need clarifications on any part of the

process.

These online resources, available on the ELQS

Programme website, are designed to provide you with

an introduction to the requirements of the Quality

Standards Framework.

They should be used in conjunction with the online

self-diagnostic test and the Quality Standards

Framework.

The resources are organised around the ten standards

contained in the Framework.

The main audience for the resources will depend on

how your institution has organised responsibility for

each of the standards contained in the framework.

11. Preparation for membership


The Consultancy Service will help you to prepare for

membership of the English Language Quality

Standards Membership Network.

The service consists of three elements:

1. a diagnostic visit and report.

2. support for the establishment of an action plan.

3. a customised pathway of relevant online

resources.

The diagnostic visit, which lasts for one day, will

provide a thorough report on your school’s provision

in relation to the Quality Standards Framework. It will

highlight the areas where you are meeting the

standards and make recommendations where you are

not.

At the end of the visit we will:

� provide you with an outline report and will =

begin working with you on your action plan and

identifying initial developmental resources.

Within two weeks of the visit we will:

� send you a finalised report and a customised =

pathway of online resources. You should read

this carefully, complete your action plan and

send this to us.

How to enrol

� read Section Three of the Membership Guide =

and familiarise yourself with the requirements

and the processes involved in becoming a

member of the English Language Quality


look carefully at the Quality Standards =

Framework to familiarise yourself with the

standards required at level 4 (Integrated).

Member institutions must be operating at this

level in every standard in the framework.

� complete the Consultancy Service form and the =

self-diagnostic test. Both are downloadable on

our website.

� send both these documents to the British =

Council along with the Consultancy Service Fee

(50% of the fee is refundable if membership is

achieved).

� the British Council will contact you and arrange =

a date for your diagnostic visit.

The diagnostic visit

For the visit to be as effective as possible, you will

need to prepare carefully.

With reference to 14.1 (Preparation for Review), draw

up a schedule for the consultancy visit.

The morning of the visit will focus on:

� the results of the self-diagnostic test.=

� documentary review. With reference to the =

14.5 (Documentary evidence), you will need to

make available as many of the required

documents as you have currently available.

The afternoon will focus on:

� classroom observation. You should prepare for =

this by referring to 14.7 (Classroom

observation).

� discussion of the consultant’s findings in=

relation to the documentary review and

classroom observation. This discussion will lay

the foundations of the report and action plan.

Diagnostic visit schedule


SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

Brief introduction to school 30 minutes

Results of self-diagnostic test 30 minutes

Documentary review 1:

Standards 1 - 5 90 minutes


Standards 6 -10 90 minutes

Classroom observation 1:

Primary section 30 minutes


Secondary section 30 minutes


Digital resources 30 minutes

Action planning 120 minutes

Round up 30 minutes

Total time 8 hours

1110

This part of the Guide provides more detail about what

you will need to do to become a member of the ELQS

Membership Network.

Meeting all ten standards at level 4 (Integrated)

requires a significant amount of preparation.

Based on the assumption that you are fully committed

to reaching the standard required, our advice is to go

through the following steps:

1. Make sure you are completely familiar with the

breakdown of each standard within the Quality

Standards Framework. The framework will inform

the detail of your preparation.

2. Ensure that the members of staff who will be

involved in the preparation for membership are

fully informed, involved and committed.

3. Set a realistic, approximate date for your review in

order to establish a timeframe in which you are

working.

4. Select a member of staff who will be the point of

contact for the British Council and who will

coordinate your preparation.

5. Enrol for the Consultancy Service. This is not

mandatory but it is highly recommended. See


6. If you have not enrolled for the Consultancy

Service you will need to identify for yourself the

areas where you are currently not meeting the

standards, establish a time-bound action plan and

select suitable resources from the Quality

Improvement Resources bank to help you. See


7. The British Council will identify two reviewers, and

agree with you a date for your review.

8. Once the dates of your review have been fixed,

you should pay the Review Fee (non-refundable)

and Membership Fee (refundable if the review is

unsuccessful).

9. You should now begin your preparation for the

review day itself. See section 15.

Throughout the preparation for membership you

should contact the British Council if you have any

questions or need clarifications on any part of the

process.

These online resources, available on the ELQS

Programme website, are designed to provide you with

an introduction to the requirements of the Quality


They should be used in conjunction with the online

self-diagnostic test and the Quality Standards

Framework.

The resources are organised around the ten standards

contained in the Framework.

The main audience for the resources will depend on

how your institution has organised responsibility for

each of the standards contained in the framework.

11. Preparation for membership


The Consultancy Service will help you to prepare for

membership of the English Language Quality


The service consists of three elements:

1. a diagnostic visit and report.

2. support for the establishment of an action plan.

3. a customised pathway of relevant online

resources.

The diagnostic visit, which lasts for one day, will

provide a thorough report on your school’s provision

in relation to the Quality Standards Framework. It will

highlight the areas where you are meeting the

standards and make recommendations where you are

not.

At the end of the visit we will:

� provide you with an outline report and will =

begin working with you on your action plan and

identifying initial developmental resources.

Within two weeks of the visit we will:

� send you a finalised report and a customised =

pathway of online resources. You should read

this carefully, complete your action plan and

send this to us.

How to enrol

� read Section Three of the Membership Guide =

and familiarise yourself with the requirements

and the processes involved in becoming a

member of the English Language Quality


look carefully at the Quality Standards =

Framework to familiarise yourself with the

standards required at level 4 (Integrated).

Member institutions must be operating at this

level in every standard in the framework.

� complete the Consultancy Service form and the =

self-diagnostic test. Both are downloadable on

our website.

� send both these documents to the British =

Council along with the Consultancy Service Fee

(50% of the fee is refundable if membership is

achieved).

� the British Council will contact you and arrange =

a date for your diagnostic visit.

The diagnostic visit

For the visit to be as effective as possible, you will

need to prepare carefully.

With reference to 14.1 (Preparation for Review), draw

up a schedule for the consultancy visit.

The morning of the visit will focus on:

� the results of the self-diagnostic test.=

� documentary review. With reference to the =

14.5 (Documentary evidence), you will need to

make available as many of the required

documents as you have currently available.

The afternoon will focus on:

� classroom observation. You should prepare for =

this by referring to 14.7 (Classroom

observation).

� discussion of the consultant’s findings in=

relation to the documentary review and

classroom observation. This discussion will lay

the foundations of the report and action plan.

Diagnostic visit schedule



Brief introduction to school 30 minutes

Results of self-diagnostic test 30 minutes


Standards 1 - 5 90 minutes


Standards 6 -10 90 minutes


Primary section 30 minutes


Secondary section 30 minutes


Digital resources 30 minutes

Action planning 120 minutes

Round up 30 minutes

Total time 8 hours

1110


Action Plan template

The consultant will provide a preliminary assessment

of your English language programmes of study against

the Quality Standards Framework in the form of an

outline action plan.

Final report

The final report is a complete assessment of your

English language programmes of study against each

of the standards in the Quality Standards Framework.

You should use this to complete your action plan

template and begin implementing your action

planning.

Customised pathway of relevant online resources

This is designed to provide you with the necessary

knowledge base, skills and reflection time to prepare

for membership of the ELQS Membership Network. All

the resources are centred around the requirements of

each of the ten standards. They include input texts,

articles & videos and tasks. The resources are self-

access and you are strongly recommended to record

your answers to the tasks and you reflections.

The customised pathway we provide will be based on

the action plan template that we send to you.

Consultants

The consultants are senior English Language Teaching

professionals, trained and contracted by the British

Council.

Terms and conditions

The date of the diagnostic visit cannot be changed

once agreed.

Membership lasts for two years. At the end of two

years, your institution will be reviewed.

At the end of each year of your membership, you need

to:

� make an annual declaration stating that your =

institution continues to operate at level 4

(Integrated) on the Quality Standards Framework.

� signal any significant changes that have taken =

place in relation to your English language

education programmes of study.

� submit any promotional materials you have =

produced within the last year.

The annual declaration has to be made at least a

month before the term of your membership is set to

expire.

12.1 Annual self-declaration

1312


Action Plan template

The consultant will provide a preliminary assessment

of your English language programmes of study against

the Quality Standards Framework in the form of an

outline action plan.

Final report

The final report is a complete assessment of your

English language programmes of study against each

of the standards in the Quality Standards Framework.

You should use this to complete your action plan

template and begin implementing your action

planning.

Customised pathway of relevant online resources

This is designed to provide you with the necessary

knowledge base, skills and reflection time to prepare

for membership of the ELQS Membership Network. All

the resources are centred around the requirements of

each of the ten standards. They include input texts,

articles & videos and tasks. The resources are self-

access and you are strongly recommended to record

your answers to the tasks and you reflections.

The customised pathway we provide will be based on

the action plan template that we send to you.

Consultants

The consultants are senior English Language Teaching

professionals, trained and contracted by the British

Council.

Terms and conditions

The date of the diagnostic visit cannot be changed

once agreed.

Membership lasts for two years. At the end of two

years, your institution will be reviewed.

At the end of each year of your membership, you need

to:

� make an annual declaration stating that your =

institution continues to operate at level 4

(Integrated) on the Quality Standards Framework.

� signal any significant changes that have taken =

place in relation to your English language

education programmes of study.

� submit any promotional materials you have =

produced within the last year.

The annual declaration has to be made at least a

month before the term of your membership is set to

expire.

12.1 Annual self-declaration

1312

SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL

Once you have paid your review fee and received the

contact details of the two reviewers who will be

carrying out the review, you will have approximately a

month to prepare for the two day visit.

The review is the opportunity for the British Council to

establish whether you are meeting the standards

required to join the ELQS Membership Network.

The reviewers will sample the required documentation,

talk with students, parents and teachers and observe

a cross section of your teachers in the classroom

before coming to their evaluation.

Overall they are interested in establishing whether you

have the systems in place that deliver quality in line

with the Quality Standards Framework consistently

and not just for the days of the review visit.

The review is a ‘snapshot’ of your provision and you

should therefore approach the review in a ‘business as

usual’ manner.

It is your responsibility and in your interests to ensure

that the reviewers have access to all the evidence

they require and that you are able to demonstrate that

you are meeting the required standards at level 4

(Integrated) in all the standards.

One of the reviewers is nominated as the lead

reviewer. The lead reviewer will liaise with you for all

aspects of the preparation.

The review visit schedule

The different elements (and their duration) of the

review visit are fixed but institutions may vary the

timings of each element to suit their operational

needs. An example timetable can be found in 14.8

(The review visit schedule).

Important note about selecting members of the

focus groups

Reviewers cross check different types of evidence.

Institutions should therefore aim to include in the

focus groups:

� teachers who were observed.=

� students from the classes that were observed.=

� parents of the students from the classes that =

were observed.

Reviewers will necessarily include in their sampling of

documentary evidence the documents (syllabus,

assessment tests etc) relevant to the classes they

observed. For example; the reviewers consider

teacher performance, student feedback and syllabus

design in relation to the same student age group.

Final preparatory steps

For this final stage of preparation, institutions should

follow the steps below:

1. If you have enrolled for the Consultancy Service,

check that all the points on the action plan have

been completed.

2. Ensure that all staff who are involved in the visit

are aware of the dates, their responsibilities and

what will happen.

3. Once you have received the draft visit schedule

outline from the lead reviewer, finalise the timings

for each part of the visit schedule. It is your

responsibility to ensure that the visit schedule will

enable the reviewers to consider all the required

evidence. The lead reviewer will help you to do

this.

4. Liaise proactively with the lead reviewer to ensure

that the visit schedule is adequate and that all

logistical arrangements are made.

5. Collate the required documentary evidence, See

14.5 (Documentary evidence) for more details,

and place this in the room set aside for the

reviewers.

6. Ensure that the teachers who will be teaching on

the days of the review are aware that they may be

observed and that they will need to provide two

printed copies of their lesson plan.

7. With reference to 14.6 (Focus Groups) invite the

appropriate individuals to the focus groups.

8. Set aside a room for all the documentary evidence

that can be used as a base for the reviewers.

9. Clearly label the classrooms where teaching will

take place during the classroom observation

sections of the review visit.

10. Go through the review visit checklist. See 15 (The

review visit).

13. The Review

13.1 Preparation for Review

Once agreed, the dates of the review visit cannot be changed.


12.2 Annual declaration

Name of institution:

Full address:

Contact number: Website:

Email ID:

Name of Principal:

Contact number of the Principal:

Nominated Point of Contact:

Contact number for nominated Point of Contact:

Email ID for nominated Point of Contact:

Number of students:

Total number of teachers:

Number of specialist teachers of English:

Number of primary school teachers who teach English:

Range of Standards taught:

Examination Board affiliation:

International activity:

Date of start of membership

Date of next review (Y/N)

Please signal below any significant changes that have taken place in relation to your English language education programmes of study over the last year.

DeclarationI confirm that my institution wishes to continue its membership of the British Council’s English Language Quality Standards Membership Network.

I confirm that my institution continues to operate at level 4 (Integrated) on the Quality Standards Framework.

I confirm submission of any promotional materials that I have produced within the last year.

I have read, understood and accept fully the terms and conditions of the English Language Quality Standards Membership Network on behalf of my school or institute.

Signature: ____________________________ Date:

Name: _______________________________ Designation: _______________________

School or Institute: _______________________________________________________

D D M M Y YYY

D D M M Y YYYD D M M Y YYY

The annual declaration form for membership renewal can be downloaded from our

website or can be obtained by writing to us.

SAMPLE

15


Once you have paid your review fee and received the

contact details of the two reviewers who will be

carrying out the review, you will have approximately a

month to prepare for the two day visit.

The review is the opportunity for the British Council to

establish whether you are meeting the standards

required to join the ELQS Membership Network.

The reviewers will sample the required documentation,

talk with students, parents and teachers and observe

a cross section of your teachers in the classroom

before coming to their evaluation.

Overall they are interested in establishing whether you

have the systems in place that deliver quality in line

with the Quality Standards Framework consistently

and not just for the days of the review visit.

The review is a ‘snapshot’ of your provision and you

should therefore approach the review in a ‘business as

usual’ manner.

It is your responsibility and in your interests to ensure

that the reviewers have access to all the evidence

they require and that you are able to demonstrate that

you are meeting the required standards at level 4

(Integrated) in all the standards.

One of the reviewers is nominated as the lead

reviewer. The lead reviewer will liaise with you for all

aspects of the preparation.

The review visit schedule

The different elements (and their duration) of the

review visit are fixed but institutions may vary the

timings of each element to suit their operational

needs. An example timetable can be found in 14.8

(The review visit schedule).

Important note about selecting members of the

focus groups

Reviewers cross check different types of evidence.

Institutions should therefore aim to include in the

focus groups:

� teachers who were observed.=

� students from the classes that were observed.=

� parents of the students from the classes that =

were observed.

Reviewers will necessarily include in their sampling of

documentary evidence the documents (syllabus,

assessment tests etc) relevant to the classes they

observed. For example; the reviewers consider

teacher performance, student feedback and syllabus

design in relation to the same student age group.

Final preparatory steps

For this final stage of preparation, institutions should

follow the steps below:

1. If you have enrolled for the Consultancy Service,

check that all the points on the action plan have

been completed.

2. Ensure that all staff who are involved in the visit

are aware of the dates, their responsibilities and

what will happen.

3. Once you have received the draft visit schedule

outline from the lead reviewer, finalise the timings

for each part of the visit schedule. It is your

responsibility to ensure that the visit schedule will

enable the reviewers to consider all the required

evidence. The lead reviewer will help you to do

this.

4. Liaise proactively with the lead reviewer to ensure

that the visit schedule is adequate and that all

logistical arrangements are made.

5. Collate the required documentary evidence, See

14.5 (Documentary evidence) for more details,

and place this in the room set aside for the

reviewers.

6. Ensure that the teachers who will be teaching on

the days of the review are aware that they may be

observed and that they will need to provide two

printed copies of their lesson plan.

7. With reference to 14.6 (Focus Groups) invite the

appropriate individuals to the focus groups.

8. Set aside a room for all the documentary evidence

that can be used as a base for the reviewers.

9. Clearly label the classrooms where teaching will

take place during the classroom observation

sections of the review visit.

10. Go through the review visit checklist. See 15 (The

review visit).

13. The Review

13.1 Preparation for Review

Once agreed, the dates of the review visit cannot be changed.


12.2 Annual declaration

Name of institution:

Full address:

Contact number: Website:

Email ID:

Name of Principal:

Contact number of the Principal:

Nominated Point of Contact:

Contact number for nominated Point of Contact:

Email ID for nominated Point of Contact:

Number of students:

Total number of teachers:

Number of specialist teachers of English:

Number of primary school teachers who teach English:

Range of Standards taught:

Examination Board affiliation:

International activity:

Date of start of membership

Date of next review (Y/N)

Please signal below any significant changes that have taken place in relation to your English language education programmes of study over the last year.

DeclarationI confirm that my institution wishes to continue its membership of the British Council’s English Language Quality Standards Membership Network.

I confirm that my institution continues to operate at level 4 (Integrated) on the Quality Standards Framework.

I confirm submission of any promotional materials that I have produced within the last year.

I have read, understood and accept fully the terms and conditions of the English Language Quality Standards Membership Network on behalf of my school or institute.

Signature: ____________________________ Date:

Name: _______________________________ Designation: _______________________

School or Institute: _______________________________________________________

D D M M Y YYY

D D M M Y YYYD D M M Y YYY

The annual declaration form for membership renewal can be downloaded from our

website or can be obtained by writing to us.

SAMPLE

15


Focus on Standard 4 – Teacher observation

Standard 4: Teachers have appropriate knowledge,

skills and awareness to plan and deliver classes

effectively in line with the programme of study.

Level 4: Classes have a clear focus, related to the

programme of study. There is a coherent sequence of

activities. This provides the opportunity for all students

to participate actively in the class and to take part in a

balanced range of appropriate interactions. There is

differentiation within the lesson to address the needs

of specific types of students, especially with regard to

linguistic diversity. Teachers make use of appropriate

materials and classroom resources (including digital),

and employ a range of appropriate techniques.

Teachers are responsive to the group and individuals

to ensure a positive learning atmosphere. They provide

appropriate models of both spoken and written English

and provide appropriate corrective feedback. Teachers

check progress against lesson outcomes. Formal

feedback from students and academic managers

shows that they are satisfied with the way in which

teachers conduct their classes.

Reviewers use the following checklist to record their

assessment in relation to standard 4:

13.2 Focus on Standard 4

1. Lesson plan includes: 1.1 Date Yes / No

1.2 Duration Yes / No

1.3 Student description Yes / No

1.4 Lesson aims / learning outcomes linked to the CEFR Yes / No

1.5 Timetable fit Yes / No

1.6 Stages Yes / No

1.7 Timing Yes / No

1.8 Resources/materials to be used Yes / No

1.9 Interaction types Yes / No

1.10 Assumptions / potential problems Yes / No

2. Lesson 2.1 Was the classroom layout appropriate to the stated

lesson aims? Yes / No

2.2 Were the lesson aims / learning outcomes achieved? Yes / No

2.3 Were the stages of the lesson clear? Yes / No

2.4 Were the teacher’s instructions clear? Yes / No

2.5 Did the lesson contain a balanced variety of activity

types? Yes / No

2.6 Did the lesson contain a balanced variety of

interaction types? Yes / No

2.7 Were the students encouraged to participate actively? Yes / No

2.8 Did the teacher attend to the needs of individual students? Yes / No

2.9 Were the materials selected appropriate in terms of

level, age and interest of the students? Yes / No

2.10 Did the teacher employ a range of appropriate

techniques? Yes / No

2.11 Did the teacher provide appropriate models of spoken

and written English? Yes / No

2.12 Did the teacher provide appropriate corrective feedback? Yes / No


Focus on Standard 8 - Management systems

Standard 8: Transparent and effective management

systems are in use to ensure provision is in line with

stated standards, and to review and develop provision.

Level 4: There is an explicit rationale for the

management systems in use to ensure provision is in

line with all the standards of the QSF, and to review and

develop provision. Responsibilities are clearly defined.

The systems are reviewed regularly. Formal feedback

gathered from students, teachers and other

stakeholders demonstrates management systems are

effective.

The purpose of management systems is to ensure

effectiveness and provide a platform for continuing

improvement.

Management systems should be formalised and

transparent, define responsibilities and procedures,

and be in use.

There are three hierarchical document types that

support and describe the management systems:

� policy statement or rationale.=

= an organogram.

job descriptions.=

In relation to the Quality Standards Framework there

should be policy statements for:

� teacher qualifications and language proficiency.=

class size and layout.=

= management structure.

feedback and complaints.=

The organogram should include responsibilities for:

� syllabus design and review.=

� assessment mechanisms.=

� teacher recruitment.=

� teacher development.=

� overall management.=

� resources and materials.=

� collecting and using feedback.=

� advertising.=

There should be job descriptions for:

� each individual included in the organogram.=


1716


Focus on Standard 4 – Teacher observation

Standard 4: Teachers have appropriate knowledge,

skills and awareness to plan and deliver classes

effectively in line with the programme of study.

Level 4: Classes have a clear focus, related to the

programme of study. There is a coherent sequence of

activities. This provides the opportunity for all students

to participate actively in the class and to take part in a

balanced range of appropriate interactions. There is

differentiation within the lesson to address the needs

of specific types of students, especially with regard to

linguistic diversity. Teachers make use of appropriate

materials and classroom resources (including digital),

and employ a range of appropriate techniques.

Teachers are responsive to the group and individuals

to ensure a positive learning atmosphere. They provide

appropriate models of both spoken and written English

and provide appropriate corrective feedback. Teachers

check progress against lesson outcomes. Formal

feedback from students and academic managers

shows that they are satisfied with the way in which

teachers conduct their classes.

Reviewers use the following checklist to record their

assessment in relation to standard 4:


1. Lesson plan includes: 1.1 Date Yes / No

1.2 Duration Yes / No

1.3 Student description Yes / No

1.4 Lesson aims / learning outcomes linked to the CEFR Yes / No

1.5 Timetable fit Yes / No

1.6 Stages Yes / No

1.7 Timing Yes / No

1.8 Resources/materials to be used Yes / No

1.9 Interaction types Yes / No

1.10 Assumptions / potential problems Yes / No

2. Lesson 2.1 Was the classroom layout appropriate to the stated

lesson aims? Yes / No

2.2 Were the lesson aims / learning outcomes achieved? Yes / No

2.3 Were the stages of the lesson clear? Yes / No

2.4 Were the teacher’s instructions clear? Yes / No

2.5 Did the lesson contain a balanced variety of activity

types? Yes / No

2.6 Did the lesson contain a balanced variety of

interaction types? Yes / No

2.7 Were the students encouraged to participate actively? Yes / No

2.8 Did the teacher attend to the needs of individual students? Yes / No

2.9 Were the materials selected appropriate in terms of

level, age and interest of the students? Yes / No

2.10 Did the teacher employ a range of appropriate

techniques? Yes / No

2.11 Did the teacher provide appropriate models of spoken

and written English? Yes / No

2.12 Did the teacher provide appropriate corrective feedback? Yes / No


Focus on Standard 8 - Management systems

Standard 8: Transparent and effective management

systems are in use to ensure provision is in line with

stated standards, and to review and develop provision.

Level 4: There is an explicit rationale for the

management systems in use to ensure provision is in

line with all the standards of the QSF, and to review and

develop provision. Responsibilities are clearly defined.

The systems are reviewed regularly. Formal feedback

gathered from students, teachers and other

stakeholders demonstrates management systems are

effective.

The purpose of management systems is to ensure

effectiveness and provide a platform for continuing

improvement.

Management systems should be formalised and

transparent, define responsibilities and procedures,

and be in use.

There are three hierarchical document types that

support and describe the management systems:

� policy statement or rationale.=

= an organogram.

job descriptions.=

In relation to the Quality Standards Framework there

should be policy statements for:

� teacher qualifications and language proficiency.=


= management structure.

feedback and complaints.=

The organogram should include responsibilities for:


� assessment mechanisms.=

� teacher recruitment.=

� teacher development.=

� overall management.=


� collecting and using feedback.=

� advertising.=

There should be job descriptions for:

� each individual included in the organogram.=


1716

Focus on Standard 9 - Gathering Feedback

Standard 9: Relevant feedback is gathered

systematically and used to inform provision.

Level 4: There are transparent, formalised systems in

use for gathering, analysing and acting upon regular

valid feedback from students and a range of other

stakeholders. A formalised rationale is available to

explain the method(s) adopted for the collection and

analysis of the feedback. Responsibilities are clearly

defined. The systems are reviewed regularly. Feedback

is publicly available. Feedback is used to inform a

timebound action plan which covers the following

areas: programmes of study; measuring language

progress; teacher profiles; teacher performance,

professional development opportunities for teachers;

materials and resources; class size and classroom

layout; the management of the English programme.

Responsibility for the gathering of feedback and for

subsequent action is clearly defined. The procedures

are reviewed regularly.

Gathering formal, reliable and representative feedback

and acting upon it is a fundamental aspect of quality

assurance.

The purpose of gathering feedback is to gauge levels

of satisfaction and inform improvement.

The feedback should be aggregated and should feed

into a time-bound development plan centred on the

standards in the framework.

The choice of instrument and methodology used for

gathering and analysing feedback and the design of

the development plan is up to the institution.

In relation to the Quality Standards Framework an

institution should collect formalised feedback from

students on the following:

� syllabus.=

� assessment.=

� teacher competence/performance.=


� class size and layout.=

� management in relation to the English language =


� opportunities to give feedback.=

� advertising.=

and from teachers on the following:

� professional development opportunities.=

and from parents on the following




� the extent to which expectations raised in the =

school’s advertising are met.


Documentary evidence: Checklist

The following documents need to be provided at the time of the review:

13.5 Documentary evidence


Standard Evidence required

Standard 1 1.1 Curriculum / syllabus objectives and intended learner outcomes at

Programmes of study each level (mapped against the CEFR).

1.2 Specification of content at each level linked to objectives showing

links to previous level.

1.3 Statement of the type of learning opportunities to be provided at

each level linked to specific objectives.

1.4 Guidance on ways of working with the syllabus to provide for

students with different learning styles / needs.

1.5 Evidence of student feedback / input into the syllabus.

1.6 Evidence of review and development of the syllabus.

1.7 Organogram / job descriptions for people involved in designing and

reviewing the syllabuses.

Standard 2: Assessment 2.1 Initial and final tests.

2.2 Evidence of investigation of the reliability and validity of these tests.

2.3 Evidence of the basis on which links to the CEFR are established.

2.4 Evidence of feedback to students on strengths and weaknesses.

2.5 Guidance to teachers on introducing and working with self-

assessment for students.


reviewing tests and the overall assessment system.

2.7 Student feedback in relation to assessment procedures.

3.1 Evidence that the qualifications of teachers

employed have been investigated and verified.

3.2 Publicity or other publicly available statement of policy relating to

qualifications and English language proficiency of teachers.

3.3 Organogram and / or job description to identify who is responsible

for appointing teachers of English.

3.4 Statement of appointment procedures (including interview, references

etc).

3.5 List of current teachers of English with qualifications and level of

English (including details of the test/exam on which this level is

based).

Standard 4: 4.1 Lesson plans to review lesson aims, the fit with the syllabus and work

Teacher performance covered previously, the range of activities, the materials and resources

selected, the extent of differentiation to meet the needs of students

with specific needs / learning styles.

Standard 5: 5.1 Publicity or other documentation to establish information publicly

Teacher development available (within and outside the school) about professional

development opportunities for teachers.

5.2 Plan for professional development for teachers in the current

school year.

Standard 3: Teacher

competence

1918

Focus on Standard 9 - Gathering Feedback

Standard 9: Relevant feedback is gathered

systematically and used to inform provision.

Level 4: There are transparent, formalised systems in

use for gathering, analysing and acting upon regular

valid feedback from students and a range of other

stakeholders. A formalised rationale is available to

explain the method(s) adopted for the collection and

analysis of the feedback. Responsibilities are clearly

defined. The systems are reviewed regularly. Feedback

is publicly available. Feedback is used to inform a

timebound action plan which covers the following

areas: programmes of study; measuring language

progress; teacher profiles; teacher performance,

professional development opportunities for teachers;

materials and resources; class size and classroom

layout; the management of the English programme.

Responsibility for the gathering of feedback and for

subsequent action is clearly defined. The procedures

are reviewed regularly.

Gathering formal, reliable and representative feedback

and acting upon it is a fundamental aspect of quality

assurance.

The purpose of gathering feedback is to gauge levels

of satisfaction and inform improvement.

The feedback should be aggregated and should feed

into a time-bound development plan centred on the

standards in the framework.

The choice of instrument and methodology used for

gathering and analysing feedback and the design of

the development plan is up to the institution.

In relation to the Quality Standards Framework an

institution should collect formalised feedback from

students on the following:

� syllabus.=

� assessment.=

� teacher competence/performance.=


� class size and layout.=




� advertising.=

and from teachers on the following:

� professional development opportunities.=

and from parents on the following




� the extent to which expectations raised in the =

school’s advertising are met.


Documentary evidence: Checklist

The following documents need to be provided at the time of the review:

13.5 Documentary evidence


Standard Evidence required

Standard 1 1.1 Curriculum / syllabus objectives and intended learner outcomes at

Programmes of study each level (mapped against the CEFR).

1.2 Specification of content at each level linked to objectives showing

links to previous level.

1.3 Statement of the type of learning opportunities to be provided at

each level linked to specific objectives.

1.4 Guidance on ways of working with the syllabus to provide for

students with different learning styles / needs.

1.5 Evidence of student feedback / input into the syllabus.

1.6 Evidence of review and development of the syllabus.


reviewing the syllabuses.

Standard 2: Assessment 2.1 Initial and final tests.

2.2 Evidence of investigation of the reliability and validity of these tests.

2.3 Evidence of the basis on which links to the CEFR are established.

2.4 Evidence of feedback to students on strengths and weaknesses.

2.5 Guidance to teachers on introducing and working with self-

assessment for students.


reviewing tests and the overall assessment system.

2.7 Student feedback in relation to assessment procedures.

3.1 Evidence that the qualifications of teachers

employed have been investigated and verified.

3.2 Publicity or other publicly available statement of policy relating to

qualifications and English language proficiency of teachers.

3.3 Organogram and / or job description to identify who is responsible

for appointing teachers of English.

3.4 Statement of appointment procedures (including interview, references

etc).

3.5 List of current teachers of English with qualifications and level of

English (including details of the test/exam on which this level is

based).

Standard 4: 4.1 Lesson plans to review lesson aims, the fit with the syllabus and work

Teacher performance covered previously, the range of activities, the materials and resources

selected, the extent of differentiation to meet the needs of students

with specific needs / learning styles.

Standard 5: 5.1 Publicity or other documentation to establish information publicly

Teacher development available (within and outside the school) about professional

development opportunities for teachers.

5.2 Plan for professional development for teachers in the current

school year.

Standard 3: Teacher

competence

1918


reviewing professional development plan.

5.4 Evidence of review of previous plans and of ways in which they have

been refined / developed.

5.5 Evidence of feedback from teachers on the professional development

programme.

Standard 6: 6.1 Academic documentation to see evidence of the basis on which

Resources and materials materials and resources are selected.

6.2 Academic documentation to see evidence of the basis on which

materials and resources are reviewed and updated, linked to feedback

on their use.

6.3 Inventory of resources and materials available in the school.

7.1 Publicity and associated documentation to establish information given

in advance about class size / layout of the classroom.

7.2 Academic policy documentation to see evidence of the basis on which

class size is set.

7.3 Academic documentation to see any guidance given to teachers

about adapting the layout of the classroom for different activities.

Standard 8: Management 8.1 Organogram for managers involved in the ELT provision.

8.2 Job descriptions for managers involved in the ELT provision.

8.3 Rationale for the current management structure.


reviewing the collection and analysis of feedback.

9.2 Rationale explaining the methods adopted for the collection and

analysis of feedback.

9.3 Samples of feedback from students and other stakeholders.

9.4 Analyses of feedback.


reviewing action plans based on feedback.

9.6 Action plan for following up issues identified through feedback.

9.7 Policy document on dealing with and acting on complaints.


reviewing policy on dealing with and acting on complaints.


reviewing publicity and other information for potential students and

their parents.

10.2 School brochures, prospectuses etc.

10.3 School website and / or social media sites.


Cross referencing documents

The following documents may provide evidence

across different standards:

1. Syllabus for each level / standard

2. Student feedback covering:

� syllabus.=

assessment.=

teacher competence/performance.=

resources and materials.=


course management.=

opportunities to give feedback.=

advertising.=

3. Organogram detailing responsibilities for:


assessment mechanisms.=

teacher recruitment.=

teacher development.=

overall management.=


collecting and using feedback.=

advertising.=

4. Advertising covering:

� programmes of study.=

assessment.=


teacher development opportunities.=



course management.=


The purpose of the focus groups is to provide evidence against each standard that will confirm or otherwise

evidence gathered during the classroom observations or the sampling of required documentation.

There should be five participants in each focus group, selected by the school.

The focus group meetings will last one hour each and will be facilitated by the lead reviewer.

The reviewers will move through a series of questions and record the main elements of the discussion as they

relate to the required information.

Focus Groups: Parents

The reviewers will seek the following evidence from parents. The institution should aim to include parents of the

students from the classes that the reviewers observed.

13.6 Focus Groups

Standard Response required

Standard 1: clarify their understanding of the current syllabus and the objectives

Programmes of study their children are working towards.

Standard 2: Assessment establish their views of the assessment system particularly in relation to

feedback on progress.

Standard 4: Teacher establish any feedback from their children about teacher

performance performance.

Standard 6: establish any feedback from their children about materials and

Resources and materials resources.

Standard 7: Class size and layout establish any feedback from their children about class size.

Standard 8: Management establish their view of the effective working of the school.

Standard 9: Feedback establish their satisfaction with opportunities to provide

feedback.

Standard 10: Advertising establish whether information provided (print and digital) before

enrolment is accessible and comprehensive.

Standard 7: Class size

and layout

Standard 9: Feedback

Standard 10: Advertising

NB: Institutions should provide the reviewers with a list of the documents that have been made available.

2120


reviewing professional development plan.

5.4 Evidence of review of previous plans and of ways in which they have

been refined / developed.

5.5 Evidence of feedback from teachers on the professional development

programme.

Standard 6: 6.1 Academic documentation to see evidence of the basis on which

Resources and materials materials and resources are selected.

6.2 Academic documentation to see evidence of the basis on which

materials and resources are reviewed and updated, linked to feedback

on their use.

6.3 Inventory of resources and materials available in the school.

7.1 Publicity and associated documentation to establish information given

in advance about class size / layout of the classroom.

7.2 Academic policy documentation to see evidence of the basis on which

class size is set.

7.3 Academic documentation to see any guidance given to teachers

about adapting the layout of the classroom for different activities.

Standard 8: Management 8.1 Organogram for managers involved in the ELT provision.

8.2 Job descriptions for managers involved in the ELT provision.

8.3 Rationale for the current management structure.


reviewing the collection and analysis of feedback.

9.2 Rationale explaining the methods adopted for the collection and

analysis of feedback.

9.3 Samples of feedback from students and other stakeholders.

9.4 Analyses of feedback.


reviewing action plans based on feedback.

9.6 Action plan for following up issues identified through feedback.

9.7 Policy document on dealing with and acting on complaints.


reviewing policy on dealing with and acting on complaints.


reviewing publicity and other information for potential students and

their parents.

10.2 School brochures, prospectuses etc.

10.3 School website and / or social media sites.


Cross referencing documents

The following documents may provide evidence

across different standards:

1. Syllabus for each level / standard

2. Student feedback covering:

� syllabus.=

assessment.=




course management.=


advertising.=

3. Organogram detailing responsibilities for:


assessment mechanisms.=

teacher recruitment.=

teacher development.=

overall management.=


collecting and using feedback.=

advertising.=

4. Advertising covering:

� programmes of study.=

assessment.=


teacher development opportunities.=



course management.=


The purpose of the focus groups is to provide evidence against each standard that will confirm or otherwise

evidence gathered during the classroom observations or the sampling of required documentation.

There should be five participants in each focus group, selected by the school.

The focus group meetings will last one hour each and will be facilitated by the lead reviewer.

The reviewers will move through a series of questions and record the main elements of the discussion as they

relate to the required information.

Focus Groups: Parents

The reviewers will seek the following evidence from parents. The institution should aim to include parents of the

students from the classes that the reviewers observed.

13.6 Focus Groups


Standard 1: clarify their understanding of the current syllabus and the objectives

Programmes of study their children are working towards.

Standard 2: Assessment establish their views of the assessment system particularly in relation to

feedback on progress.

Standard 4: Teacher establish any feedback from their children about teacher

performance performance.

Standard 6: establish any feedback from their children about materials and

Resources and materials resources.

Standard 7: Class size and layout establish any feedback from their children about class size.


Standard 9: Feedback establish their satisfaction with opportunities to provide

feedback.

Standard 10: Advertising establish whether information provided (print and digital) before

enrolment is accessible and comprehensive.

Standard 7: Class size

and layout

Standard 9: Feedback

Standard 10: Advertising

NB: Institutions should provide the reviewers with a list of the documents that have been made available.

2120

Focus Groups: Students

The reviewers will seek the following evidence from students. The school should aim to include students from the

classes observed by the reviewers.


Standard 1: clarify their understanding of the present syllabus and the objectives

Programmes of study they are working towards.

clarify their input into review and development.

Standard 2: establish their views of the assessment system particularly in

Assessment relation to feedback on progress, and guidance on self-assessment.

Standard 4: establish their satisfaction with the content and conduct of the classes.

students to establish if and how their feedback on the teaching is sought.

Standard 5: establish their views on the impact of the development opportunities

Teacher development undertaken by their teachers.

Standard 6: establish if and how their feedback on materials and resources

Resources and materials is sought.

Standard 7: establish if and how their feedback on the class size / layout of the

Class size and layout classroom is sought


Standard 9: Feedback establish their satisfaction with opportunities to provide feedback.

Standard 10: Advertising establish whether information provided before enrolment is accessible

and comprehensive.


Focus Groups: Teachers

The reviewers will seek the following evidence from teachers. The school should aim to include teachers from the



Standard 1: Programmes of study clarify their understanding of the present syllabus and its role.

describe the guidance they receive on syllabus matters and their input

into review and development.

Standard 2: Assessment establish their views of the assessment system and the guidance and

support they receive – particularly in relation to student self-

assessment.

Standard 3: Teacher qualifications confirm appointment procedures.

confirm they have the required profile.

demonstrate they have the required language proficiency.

Standard 5: establish their views of the professional development opportunities

Teacher development provided.

Standard 6: give views on appropriacy and availability of materials.

Resources and materials

Standard 7: Class size and layout establish if and how their feedback on the class size / layout of the

classroom is sought.

establish if any guidance is given to them about adapting the layout of

the classroom for different activities.



The reviewers will form an overall assessment of the

quality of the teaching at the institution by observing a

cross section of teachers.

Teachers will be told in advance that they may be

observed.

There are six teacher observations during the review

visit.

Teachers will be observed for 30 minutes by both

reviewers.

The reviewers will select classes from the range of

English language lessons that are being taught when

the classroom observation section of the review visit

is timetabled.

Classrooms must be clearly labelled with the name of

the teacher, standard, and timing of each lesson

during the classroom observation section of the

review visit.

Teachers should provide two printed copies of their

lesson plan. The lesson plan is part of the assessment.

The reviewers will not participate in the lesson and will

seat themselves at the rear of the classroom on seats

that have been set aside for them.

Reviewers will not provide feedback to the teacher on

his or her performance.

For guidance on what the reviewers expect in relation

to classroom observation, and how the teaching is

assessed please see 14.2 (Focus on standard 4 –

Teacher performance).

13.7 Classroom observation

Teacher performance

2322

Focus Groups: Students

The reviewers will seek the following evidence from students. The school should aim to include students from the



Standard 1: clarify their understanding of the present syllabus and the objectives

Programmes of study they are working towards.

clarify their input into review and development.

Standard 2: establish their views of the assessment system particularly in

Assessment relation to feedback on progress, and guidance on self-assessment.

Standard 4: establish their satisfaction with the content and conduct of the classes.

students to establish if and how their feedback on the teaching is sought.

Standard 5: establish their views on the impact of the development opportunities

Teacher development undertaken by their teachers.

Standard 6: establish if and how their feedback on materials and resources

Resources and materials is sought.

Standard 7: establish if and how their feedback on the class size / layout of the

Class size and layout classroom is sought



Standard 10: Advertising establish whether information provided before enrolment is accessible

and comprehensive.


Focus Groups: Teachers

The reviewers will seek the following evidence from teachers. The school should aim to include teachers from the



Standard 1: Programmes of study clarify their understanding of the present syllabus and its role.

describe the guidance they receive on syllabus matters and their input

into review and development.

Standard 2: Assessment establish their views of the assessment system and the guidance and

support they receive – particularly in relation to student self-

assessment.

Standard 3: Teacher qualifications confirm appointment procedures.

confirm they have the required profile.

demonstrate they have the required language proficiency.

Standard 5: establish their views of the professional development opportunities

Teacher development provided.

Standard 6: give views on appropriacy and availability of materials.

Resources and materials

Standard 7: Class size and layout establish if and how their feedback on the class size / layout of the

classroom is sought.

establish if any guidance is given to them about adapting the layout of

the classroom for different activities.



The reviewers will form an overall assessment of the

quality of the teaching at the institution by observing a

cross section of teachers.

Teachers will be told in advance that they may be

observed.

There are six teacher observations during the review

visit.

Teachers will be observed for 30 minutes by both

reviewers.

The reviewers will select classes from the range of

English language lessons that are being taught when

the classroom observation section of the review visit

is timetabled.

Classrooms must be clearly labelled with the name of

the teacher, standard, and timing of each lesson

during the classroom observation section of the

review visit.

Teachers should provide two printed copies of their

lesson plan. The lesson plan is part of the assessment.

The reviewers will not participate in the lesson and will

seat themselves at the rear of the classroom on seats

that have been set aside for them.

Reviewers will not provide feedback to the teacher on

his or her performance.

For guidance on what the reviewers expect in relation

to classroom observation, and how the teaching is

assessed please see 14.2 (Focus on standard 4 –

Teacher performance).

13.7 Classroom observation

Teacher performance

2322

The elements (and their duration) of the review visit are fixed but institutions may vary the timing of the elements

to suit their operating context.

Institutions are kindly requested to provide lunch and refreshments for the reviewers.

13.8 Review visit schedule


Purpose

The purpose of the visit is to assess the school’s

English language programmes of study against the

Quality Standards Framework.

Approach

The approach is based on gathering information from

three different perspectives: documentary review,

classroom observation and focus groups with

teachers, students and parents.

The reviewers are guests in the school but are tasked

to carry out a rigorous and independent assessment.

The reviewers are tasked to assess a range of clearly

defined elements of your provision and nothing else.

It is in your interest to provide as much help and

support to the reviewers as possible so that they are

able to complete their evaluation.

They are interested in assessing a typical day at the

school and aim to cause the minimum amount of

disruption during their visit.

Ideas of hospitality vary from culture to culture and

from person to person. To avoid any

misunderstandings, reviewers are instructed not to

accept gifts of any sort. To do so would be a breach of

their contract with the British Council.

Introductory session

The first session includes:

� Personal introductions.=

� Statement of the purpose and approach of the =

visit.

� a brief question and answer introduction to the =

school that includes information about type of

school (fee paying or free, mixed or single sex), if

the school is part of a group, any affiliations to

examining boards etc, number of students,

number of teachers, number of specialist English

teachers, number of class teachers who teach

English, student teacher ratio, average class size,

catchment area from which the school draws its

students, any international activity, any other

relevant factual details that will help describe the

school for somebody who doesn’t know it.

Discussion of the visit schedule and any last =

minute modifications. Please make sure that you

use the programme briefing at the beginning of

the visit to highlight any unforeseen last minute

changes and keep to the scheduled timings.

Documentary Review

The school should set aside a room for the

documentary review and make the necessary

documents available in a clear and accessible way.

They should provide a list of all the documents that

have been prepared. The member of staff responsible

for the review should be available nearby to provide

the reviewers with any clarifications relating to the

required documents but in general the reviewers

should be left alone to complete this task. The

required documents are detailed in 13.5

(Documentary evidence).

Classroom Observation

The reviewers observe six separate classes for 30

minutes each. The teachers who are teaching during

the allocated time for classroom observation should

be informed in advance that they may be observed

and provide two printed copies of their lesson plan for

the reviewers to guide their observation. The lesson

plans should be placed in the documentary review

room. The reviewers are escorted to the rooms where

the teaching is taking place and then left to carry out

their observations. The classrooms are clearly labelled

with the name of the teacher, the standards being

taught and at what time. Two chairs at the back of the

room are set aside for the reviewers. As the reviewers

enter the classroom, the teacher indicates where the

reviewers should sit but apart from this, the teacher

continues with the lesson without interruption.

Focus groups (5 participants)

The focus groups should take place in the room set

aside for the reviewers. A representative from the

school introduces the participants to the reviewers

and then leaves the room. The meeting is conducted

in a relaxed manner and feedback in relation to the

objectives and areas detailed in 13.6 (Focus groups) is

elicited from each participant.

Roundup session

The round-up session is an opportunity for the

reviewers to confirm what documents they have

considered, what classes they have observed and

what groups of teachers, students and parents they

have spoken to.

The reviewers confirm what the next steps are and the

timeframe in which these next steps take place.

The reviewers do not provide any feedback on the

outcomes of their assessment during the round-up

session. They will not provide any indication as to the

result of the review nor any feedback on their

sampling of the documentary evidence, the

performance of the teachers they have observed or

their focus group meetings.

14. The review visit


Duration Focus Who

Day 1

30 minutes Introductory session Principal and Head of

Visit schedule briefing English department

2 hours Document review 1. Lesson plan review Reviewers only

15 minutes Break

30 minutes Classroom observation 1 Reviewers only



1 hour Lunch

1 hour Student focus group Reviewers only

15 minutes Break

1 hour Parent focus group Reviewers only

2 hours Document review 2 Reviewers only

Total 8 hours

Day 2

30 minutes Visit schedule briefing Principal and Head of

English department


15 minutes Break




1 hour Lunch

1 hour Teacher focus group Reviewers only

15 minutes Break

1 hour Document review 4 Reviewers only

1hour 30 minutes Report conferral Reviewers only

30 minutes Round-up Principal and Head of

department

Total 8 hours

2524

The elements (and their duration) of the review visit are fixed but institutions may vary the timing of the elements

to suit their operating context.

Institutions are kindly requested to provide lunch and refreshments for the reviewers.

13.8 Review visit schedule


Purpose

The purpose of the visit is to assess the school’s

English language programmes of study against the

Quality Standards Framework.

Approach

The approach is based on gathering information from

three different perspectives: documentary review,

classroom observation and focus groups with

teachers, students and parents.

The reviewers are guests in the school but are tasked

to carry out a rigorous and independent assessment.

The reviewers are tasked to assess a range of clearly

defined elements of your provision and nothing else.

It is in your interest to provide as much help and

support to the reviewers as possible so that they are

able to complete their evaluation.

They are interested in assessing a typical day at the

school and aim to cause the minimum amount of

disruption during their visit.

Ideas of hospitality vary from culture to culture and

from person to person. To avoid any

misunderstandings, reviewers are instructed not to

accept gifts of any sort. To do so would be a breach of

their contract with the British Council.

Introductory session

The first session includes:

� Personal introductions.=

� Statement of the purpose and approach of the =

visit.

� a brief question and answer introduction to the =

school that includes information about type of

school (fee paying or free, mixed or single sex), if

the school is part of a group, any affiliations to

examining boards etc, number of students,

number of teachers, number of specialist English

teachers, number of class teachers who teach

English, student teacher ratio, average class size,

catchment area from which the school draws its

students, any international activity, any other

relevant factual details that will help describe the

school for somebody who doesn’t know it.

Discussion of the visit schedule and any last =

minute modifications. Please make sure that you

use the programme briefing at the beginning of

the visit to highlight any unforeseen last minute

changes and keep to the scheduled timings.

Documentary Review

The school should set aside a room for the

documentary review and make the necessary

documents available in a clear and accessible way.

They should provide a list of all the documents that

have been prepared. The member of staff responsible

for the review should be available nearby to provide

the reviewers with any clarifications relating to the

required documents but in general the reviewers

should be left alone to complete this task. The

required documents are detailed in 13.5

(Documentary evidence).

Classroom Observation

The reviewers observe six separate classes for 30

minutes each. The teachers who are teaching during

the allocated time for classroom observation should

be informed in advance that they may be observed

and provide two printed copies of their lesson plan for

the reviewers to guide their observation. The lesson

plans should be placed in the documentary review

room. The reviewers are escorted to the rooms where

the teaching is taking place and then left to carry out

their observations. The classrooms are clearly labelled

with the name of the teacher, the standards being

taught and at what time. Two chairs at the back of the

room are set aside for the reviewers. As the reviewers

enter the classroom, the teacher indicates where the

reviewers should sit but apart from this, the teacher

continues with the lesson without interruption.

Focus groups (5 participants)

The focus groups should take place in the room set

aside for the reviewers. A representative from the

school introduces the participants to the reviewers

and then leaves the room. The meeting is conducted

in a relaxed manner and feedback in relation to the

objectives and areas detailed in 13.6 (Focus groups) is

elicited from each participant.

Roundup session

The round-up session is an opportunity for the

reviewers to confirm what documents they have

considered, what classes they have observed and

what groups of teachers, students and parents they

have spoken to.

The reviewers confirm what the next steps are and the

timeframe in which these next steps take place.

The reviewers do not provide any feedback on the

outcomes of their assessment during the round-up

session. They will not provide any indication as to the

result of the review nor any feedback on their

sampling of the documentary evidence, the

performance of the teachers they have observed or

their focus group meetings.

14. The review visit


Duration Focus Who

Day 1

30 minutes Introductory session Principal and Head of

Visit schedule briefing English department


15 minutes Break




1 hour Lunch

1 hour Student focus group Reviewers only

15 minutes Break

1 hour Parent focus group Reviewers only

2 hours Document review 2 Reviewers only

Total 8 hours

Day 2

30 minutes Visit schedule briefing Principal and Head of

English department


15 minutes Break




1 hour Lunch

1 hour Teacher focus group Reviewers only

15 minutes Break

1 hour Document review 4 Reviewers only

1hour 30 minutes Report conferral Reviewers only

30 minutes Round-up Principal and Head of

department

Total 8 hours

2524

The report provides:

� an introduction to the school. This is a factual =

introduction designed to contextualise the school

for the Membership Advisory Group. The areas to

be covered are described in the template below.

� a record of what documents the reviewers =

considered; what classes they observed; who they

spoke to. This is to ensure that the reviewers were

exposed to the required evidence.

� the reviewers’ narrative and overall assessment =

against each standard of the Quality Standards

Framework.

� any recommendations for improvement.=

The report is finalised within two weeks of the visit and

then sent to the Membership Advisory Group for

moderation.

15. The review report


REPORT ON VISIT TO: School A

QUALITY STANDARDS REVIEW



1

3

2

Name of school:

Address of school:

Date of review visit:

Number of students:

Age-range / Grades / Standards:

Number of teachers:

Student:teacher ratio and average class size:

Number of English teachers: Specialist English teachers

Number of English teachers: Primary class teachers teaching English

Affiliation:

School A is a mixed, fee paying school, founded in 1986. It is part of a group of x educational institutions run by the A Educational Society, which

together provide a range of academic and vocational courses for students from pre-school to postgraduate level.

Students at the school visited come from a range of backgrounds. In general parents are educated with a good level of English, but in most cases

English is not the language used at home. Admission to the school follows the usual points system that takes into account Right To Education

legislation. The school has recently started to offer courses based on the CBSE-i to cater for the needs of students who have previously been in

international schools abroad, or who may be moving abroad during their school career.

The school has a strong international orientation and is involved in a wide range of international contact projects. In addition there is a regular

student exchange programme.

Another significant feature of the school is its commitment to integrating IT into the design, preparation, and delivery of courses. An in-house

learning management system has been designed and is being rolled out across the school.

Programme for review visit

The reviewers met with:

Ÿ the principal, and vice-principal.

Ÿ the academic manager for English programmes of study.

Ÿ five students from Standards x, y and z.

Ÿ five specialist English teachers .

Ÿ five parents.

The reviewers considered:

Ÿ organogram

Ÿ syllabuses and lesson plans for Standards x, y and z.

Ÿ lesson plans for lessons observed.

Ÿ tests for levels x, y and z.

Ÿ qualifications profile for the x number of specialist English teachers and y number of primary classroom teachers teaching English.

Ÿ professional development plan for teachers.

Ÿ examples of student feedback.

Ÿ examples of teacher feedback.

Ÿ the school website and prospectus.

The reviewers observed together parts of two Standard x lessons (30 minutes each), standard y lessons (30 minutes each) and standard z lessons

(30 minutes each).

The reviewers held a round-up meeting with the principal, the academic manager of the English department and member of staff responsible for

liaison with the British Council.

2726

The report provides:

� an introduction to the school. This is a factual =

introduction designed to contextualise the school

for the Membership Advisory Group. The areas to

be covered are described in the template below.

� a record of what documents the reviewers =

considered; what classes they observed; who they

spoke to. This is to ensure that the reviewers were

exposed to the required evidence.

� the reviewers’ narrative and overall assessment =

against each standard of the Quality Standards

Framework.

� any recommendations for improvement.=

The report is finalised within two weeks of the visit and

then sent to the Membership Advisory Group for

moderation.

15. The review report


REPORT ON VISIT TO: School A

QUALITY STANDARDS REVIEW



1

3

2

Name of school:

Address of school:

Date of review visit:

Number of students:

Age-range / Grades / Standards:

Number of teachers:

Student:teacher ratio and average class size:

Number of English teachers: Specialist English teachers

Number of English teachers: Primary class teachers teaching English

Affiliation:

School A is a mixed, fee paying school, founded in 1986. It is part of a group of x educational institutions run by the A Educational Society, which

together provide a range of academic and vocational courses for students from pre-school to postgraduate level.

Students at the school visited come from a range of backgrounds. In general parents are educated with a good level of English, but in most cases

English is not the language used at home. Admission to the school follows the usual points system that takes into account Right To Education

legislation. The school has recently started to offer courses based on the CBSE-i to cater for the needs of students who have previously been in

international schools abroad, or who may be moving abroad during their school career.

The school has a strong international orientation and is involved in a wide range of international contact projects. In addition there is a regular

student exchange programme.

Another significant feature of the school is its commitment to integrating IT into the design, preparation, and delivery of courses. An in-house

learning management system has been designed and is being rolled out across the school.

Programme for review visit

The reviewers met with:

Ÿ the principal, and vice-principal.

Ÿ the academic manager for English programmes of study.

Ÿ five students from Standards x, y and z.

Ÿ five specialist English teachers .

Ÿ five parents.

The reviewers considered:

Ÿ organogram

Ÿ syllabuses and lesson plans for Standards x, y and z.

Ÿ lesson plans for lessons observed.

Ÿ tests for levels x, y and z.

Ÿ qualifications profile for the x number of specialist English teachers and y number of primary classroom teachers teaching English.

Ÿ professional development plan for teachers.

Ÿ examples of student feedback.

Ÿ examples of teacher feedback.

Ÿ the school website and prospectus.

The reviewers observed together parts of two Standard x lessons (30 minutes each), standard y lessons (30 minutes each) and standard z lessons

(30 minutes each).

The reviewers held a round-up meeting with the principal, the academic manager of the English department and member of staff responsible for

liaison with the British Council.

2726

7

6

5

4

Feedback on performance in relation to each standard including areas for development

Focus areas Standards Feedback including key areas for development

1. Programmes of study There is an overall structure. Progression between the programmes of study at different levels is are relevant to the age, incorporated informally. At each level the programme of study is based on the needs of the level and needs of the students and is adapted to their age, level and background. The syllabus document focusses on students. relevant content areas. The programme is formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the content of any in- class assessment activities. Responsibility for the design and review of the programme of study is clearly understood. Reviews are carried out on a yearly basis. Regular formal feedback is gathered from students about their engagement with and the usefulness of their programme of study. Discussions with the reviewers demonstrated a high level of satisfaction with the programme of study.

Recommendations: The school could consider:

= �making a formal analysis of student needs;

= �designing the programmes of study around learner outcomes, linked to an external frame of reference (for example, the CEFR);

= �specifying the range of learning opportunities to be provided (learning resources and interaction types).

Programme design Level assessed at:

2. Reliable and valid Students are assessed formally at the end of their programme of study, and at intervals during the assessment (including academic year. Students receive regular feedback on their progress and are informed of their self-assessment) is strengths and weaknesses during the programme of study. Responsibility for the design and review integrated into of the assessment systems is clearly understood. Reviews are carried out on the basis of feedback programme. from students and teachers.

Recommendations: The current assessment system could be developed by:

= �introducing a formal ‘beginning of course’ assessment;

= �linking the outcomes of the assessment to an external framework of reference to indicate the student's level (e.g. the CEFR);

= �formally investigating the validity and reliability of the tests used;

= �developing a systematic programme to introduce students to the idea of self-assessment.

Level assessed at:


The specialist English teachers have an excellent profile in terms of general educational qualifications.


=�specifying the qualifications and language competence (in relation to the CEFR) required of all teachers involved in teaching English and making this publicly available.

=�requiring teachers to undergo a formal language proficiency test if they have not already taken one

Classes observed had a clear focus, related to the programme of study. In both classes, online resources had been chosen to support the teaching / learning which were clearly enjoyed by the students. In both classes observed, the teachers provided appropriate models of both spoken and written English. There was some differentiation within the lessons to address the needs of specific types of students. Informal feedback from students to the reviewers showed that they were satisfied with the way in which the teachers conducted the classes. Regular formal feedback is collected from students on the activities they undertake in class and the performance of the teachers.

Recommendations: The school could consider

=�making available development opportunities that would enable teachers to explore ways of working with language elicited from individual students so that it becomes shared with the class and incorporated into their language repertoire.

There is a regular programme of professional development activities. Many of these activities are of a general educational nature, but there is a strand of activities directly related to ELT. Teachers are invited to provide formal feedback on the overall programme and on individual sessions.


=�establishing a formal, publicly available document describing a policy to promote professional development for ELT teachers.

=�developing systems to ensure a coherent programme of continuing professional development for all teaching staff, mapped against the India specific CPD framework.

3. Teachers have appropriate qualifications and language proficiency for the teaching of English.

Level assessed at:

4. Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme.

Level assessed at:

5. Teachers benefit from appropriate professional development opportunities.

Level assessed at:



There are management systems in place to review and develop provision. The responsibilities of the principal, the heads of department, and the academic coordinators (one each for years 1-4, 5-8, 9-12) are clearly understood. Feedback on the working of the management systems is gathered from students, teachers, and parents.

Recommendations: None

There are opportunities in place for gathering regular feedback from students, teachers and parents. The results of feedback given to the reviewers demonstrate a very high level of satisfaction.

Recommendations:. The school could consider:

=�formalising responsibility for reviewing and developing the way feedback is collected and analysed

=�formalising the procedures for taking action on the basis of feedback, and for recording this action

Advertising provides outline information on the following aspects of a school’s provision: premises / classroom facilities; programmes of study; measuring student progress. Responsibilities for the production of any promotional materials are understood. Promotional content is reviewed.

Recommendations. The school could consider:

=�including information in their advertising on the following areas: student feedback; teacher profiles; teacher development programmes.

8. Transparent management systems are in place to ensure provision is in line with stated standards, and to review and develop provision.

Level assessed at:

9. Feedback is gathered systematically and used to inform provision.

Level assessed at:


Level assessed at:

Management


Core resources for each class are selected by the teacher in collaboration with the Head of Department. Feedback from students is taken into account. New or additional materials /resources are acquired as needed. Students have easy access to a wide range of materials and resources both in and out of the classroom.


=�providing guidance for students on the use of materials for autonomous learning.

The number of students in the class and the way the classroom is laid out was appropriate for the lesson content and outcomes. The rooms provided space for flexibility of layout and teacher circulation. Students are asked for feedback on the layout of the classrooms.


=�Making their policy on class size and classroom layout publicly available.

6 Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.

Level assessed at:

7. Class size and the layout of the classroom are appropriate to the needs of the students and the activities planned for the lesson.


2928

7

6

5

4

Feedback on performance in relation to each standard including areas for development


1. Programmes of study There is an overall structure. Progression between the programmes of study at different levels is are relevant to the age, incorporated informally. At each level the programme of study is based on the needs of the level and needs of the students and is adapted to their age, level and background. The syllabus document focusses on students. relevant content areas. The programme is formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the content of any in- class assessment activities. Responsibility for the design and review of the programme of study is clearly understood. Reviews are carried out on a yearly basis. Regular formal feedback is gathered from students about their engagement with and the usefulness of their programme of study. Discussions with the reviewers demonstrated a high level of satisfaction with the programme of study.


= �making a formal analysis of student needs;

= �designing the programmes of study around learner outcomes, linked to an external frame of reference (for example, the CEFR);

= �specifying the range of learning opportunities to be provided (learning resources and interaction types).

Programme design Level assessed at:

2. Reliable and valid Students are assessed formally at the end of their programme of study, and at intervals during the assessment (including academic year. Students receive regular feedback on their progress and are informed of their self-assessment) is strengths and weaknesses during the programme of study. Responsibility for the design and review integrated into of the assessment systems is clearly understood. Reviews are carried out on the basis of feedback programme. from students and teachers.

Recommendations: The current assessment system could be developed by:

= �introducing a formal ‘beginning of course’ assessment;

= �linking the outcomes of the assessment to an external framework of reference to indicate the student's level (e.g. the CEFR);

= �formally investigating the validity and reliability of the tests used;

= �developing a systematic programme to introduce students to the idea of self-assessment.

Level assessed at:


The specialist English teachers have an excellent profile in terms of general educational qualifications.


=�specifying the qualifications and language competence (in relation to the CEFR) required of all teachers involved in teaching English and making this publicly available.

=�requiring teachers to undergo a formal language proficiency test if they have not already taken one

Classes observed had a clear focus, related to the programme of study. In both classes, online resources had been chosen to support the teaching / learning which were clearly enjoyed by the students. In both classes observed, the teachers provided appropriate models of both spoken and written English. There was some differentiation within the lessons to address the needs of specific types of students. Informal feedback from students to the reviewers showed that they were satisfied with the way in which the teachers conducted the classes. Regular formal feedback is collected from students on the activities they undertake in class and the performance of the teachers.

Recommendations: The school could consider

=�making available development opportunities that would enable teachers to explore ways of working with language elicited from individual students so that it becomes shared with the class and incorporated into their language repertoire.

There is a regular programme of professional development activities. Many of these activities are of a general educational nature, but there is a strand of activities directly related to ELT. Teachers are invited to provide formal feedback on the overall programme and on individual sessions.


=�establishing a formal, publicly available document describing a policy to promote professional development for ELT teachers.

=�developing systems to ensure a coherent programme of continuing professional development for all teaching staff, mapped against the India specific CPD framework.

3. Teachers have appropriate qualifications and language proficiency for the teaching of English.

Level assessed at:

4. Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme.

Level assessed at:

5. Teachers benefit from appropriate professional development opportunities.

Level assessed at:



There are management systems in place to review and develop provision. The responsibilities of the principal, the heads of department, and the academic coordinators (one each for years 1-4, 5-8, 9-12) are clearly understood. Feedback on the working of the management systems is gathered from students, teachers, and parents.

Recommendations: None

There are opportunities in place for gathering regular feedback from students, teachers and parents. The results of feedback given to the reviewers demonstrate a very high level of satisfaction.

Recommendations:. The school could consider:

=�formalising responsibility for reviewing and developing the way feedback is collected and analysed

=�formalising the procedures for taking action on the basis of feedback, and for recording this action

Advertising provides outline information on the following aspects of a school’s provision: premises / classroom facilities; programmes of study; measuring student progress. Responsibilities for the production of any promotional materials are understood. Promotional content is reviewed.

Recommendations. The school could consider:

=�including information in their advertising on the following areas: student feedback; teacher profiles; teacher development programmes.

8. Transparent management systems are in place to ensure provision is in line with stated standards, and to review and develop provision.

Level assessed at:

9. Feedback is gathered systematically and used to inform provision.

Level assessed at:


Level assessed at:

Management


Core resources for each class are selected by the teacher in collaboration with the Head of Department. Feedback from students is taken into account. New or additional materials /resources are acquired as needed. Students have easy access to a wide range of materials and resources both in and out of the classroom.


=�providing guidance for students on the use of materials for autonomous learning.

The number of students in the class and the way the classroom is laid out was appropriate for the lesson content and outcomes. The rooms provided space for flexibility of layout and teacher circulation. Students are asked for feedback on the layout of the classrooms.


=�Making their policy on class size and classroom layout publicly available.

6 Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.

Level assessed at:

7. Class size and the layout of the classroom are appropriate to the needs of the students and the activities planned for the lesson.


2928


General description

The British Council in India operates and owns a

quality assurance scheme which determines access to

the English Language Quality Standards Membership

Network.

ELQS Membership Network is open to educational

institutions operating in India only.

The focus of the scheme is the quality assurance of

institutions offering English language courses. The

assessment process applies uniquely to the design,

delivery, evaluation and promotion of programmes

whose direct aim is English language improvement.

Membership of the ELQS Membership Network is

granted to institutions who are assessed to be

operating at level 4 (Integrated) of the Quality


Assessment is carried out by reviewers contracted by

the British Council. The scope of their assessment and

the standards against which this assessment is made

are laid out in the Membership Guide.

The report compiled by the reviewers following the

review is confidential to the British Council, the

Membership Advisory Group and the institution

subject to the review.

Membership of the Network is conferred by the

Director of the British Council India, on

recommendation received from the Membership

Advisory Group.

Members of the ELQS Membership Network are

entitled to use the Quality Standards marque in line

with the regulations laid out in 19 (Use of the Quality

Standards marque) of this Guide.

Members of the ELQS Membership Network pay an

annual membership fee and complete an annual

declaration form.

Members are subject to a review every two years.

Continued membership is dependent on meeting level

4 standards as set out in the Quality Standards

Framework.

All processes and materials connected with the quality

assurance scheme are the property of the British

Council.

The British Council undertakes any changes to the

quality assurance scheme and the rules relating to the

ELQS Membership Network in consultation with the

membership. The final decision on any such changes

lies with the Director of the British Council, India.

Cancellation of membership

Member institutions may cancel their membership by

informing the British Council in writing. Any fees paid

to the British Council will not be reimbursed.

Member institutions who do not renew their

membership are not entitled to claim membership or

use the Quality Standards marque. If an institution

continues to promote itself as a member of the ELQS

Membership Network after the expiry of their

membership, the British Council may take legal action

against the institution.

Membership may be cancelled by the British Council if

the member institution is found to be in breach of any

of the rules governing entry to or membership of the

ELQS Membership Network. The British Council will

inform the member institution in writing. Membership,

and entitlement to use the Quality Standards marque,

will cease with immediate effect and no fees will be

reimbursed. If the institution in question continues to

promote itself as a member of the ELQS Membership

Network, the British Council may take legal action


Preamble to the declaration


Network is run for the benefit of its members. As with

17. ELQS Membership Network - Rules and declarations16. Report moderation


After the report is completed it is sent to the

Membership Advisory Group for moderation. This

means that the report is checked for two things:

Validity: The reviewers have assessed and recorded

what they were supposed to assess and record. The

report contains a record of the documents, classroom

teaching and stakeholder opinion that were sampled

and that this sample was relevant and sufficient. The

report also contains a numerical level assessment and

narrative assessment against each standard and that

this narrative is relevant and sufficient to support the

numerical assessment.

Internal coherence: The numerical level assessment

against each standard made by the reviewers is

coherent with their narrative assessment against each

standard. The final assessment is coherent with the

numerical level assessment for each standard.

Decision making

If the MAG agrees that the report is both valid and

internally coherent then they will necessarily follow

the final assessment arrived at by the reviewers and

recommend granting or refusing membership of the

ELQS Network Membership on this basis.

The MAG meets once every two months.

Review and reviewer reliability

It is not the role of the MAG to ensure reliability of the

review. The British Council ensures reliability of the

review through its reviewer training programme and

performance management procedures.

Membership of the MAG

The MAG is made up of five senior professionals from

the English medium education sector in India and is

chaired by the head of the British Council Quality

Standards Team. Members are invited and appointed

by the British Council.

The British Council

On recommendations from the MAG, membership of

the ELQS Membership Network and use of the Quality

Standards marque is granted by the British Council.

Membership may be cancelled by the British Council

at its discretion and without reference to the MAG. In

such circumstances the British Council will provide a

full written rationale to the institution concerned.

3130


General description

The British Council in India operates and owns a

quality assurance scheme which determines access to

the English Language Quality Standards Membership

Network.

ELQS Membership Network is open to educational

institutions operating in India only.

The focus of the scheme is the quality assurance of

institutions offering English language courses. The

assessment process applies uniquely to the design,

delivery, evaluation and promotion of programmes

whose direct aim is English language improvement.

Membership of the ELQS Membership Network is

granted to institutions who are assessed to be

operating at level 4 (Integrated) of the Quality


Assessment is carried out by reviewers contracted by

the British Council. The scope of their assessment and

the standards against which this assessment is made

are laid out in the Membership Guide.

The report compiled by the reviewers following the

review is confidential to the British Council, the

Membership Advisory Group and the institution

subject to the review.

Membership of the Network is conferred by the

Director of the British Council India, on

recommendation received from the Membership

Advisory Group.

Members of the ELQS Membership Network are

entitled to use the Quality Standards marque in line

with the regulations laid out in 19 (Use of the Quality

Standards marque) of this Guide.

Members of the ELQS Membership Network pay an

annual membership fee and complete an annual

declaration form.

Members are subject to a review every two years.

Continued membership is dependent on meeting level

4 standards as set out in the Quality Standards

Framework.

All processes and materials connected with the quality

assurance scheme are the property of the British

Council.

The British Council undertakes any changes to the

quality assurance scheme and the rules relating to the

ELQS Membership Network in consultation with the

membership. The final decision on any such changes

lies with the Director of the British Council, India.

Cancellation of membership

Member institutions may cancel their membership by

informing the British Council in writing. Any fees paid

to the British Council will not be reimbursed.

Member institutions who do not renew their

membership are not entitled to claim membership or

use the Quality Standards marque. If an institution

continues to promote itself as a member of the ELQS

Membership Network after the expiry of their

membership, the British Council may take legal action


Membership may be cancelled by the British Council if

the member institution is found to be in breach of any

of the rules governing entry to or membership of the

ELQS Membership Network. The British Council will

inform the member institution in writing. Membership,

and entitlement to use the Quality Standards marque,

will cease with immediate effect and no fees will be

reimbursed. If the institution in question continues to

promote itself as a member of the ELQS Membership

Network, the British Council may take legal action


Preamble to the declaration


Network is run for the benefit of its members. As with

17. ELQS Membership Network - Rules and declarations16. Report moderation


After the report is completed it is sent to the

Membership Advisory Group for moderation. This

means that the report is checked for two things:

Validity: The reviewers have assessed and recorded

what they were supposed to assess and record. The

report contains a record of the documents, classroom

teaching and stakeholder opinion that were sampled

and that this sample was relevant and sufficient. The

report also contains a numerical level assessment and

narrative assessment against each standard and that

this narrative is relevant and sufficient to support the

numerical assessment.

Internal coherence: The numerical level assessment

against each standard made by the reviewers is

coherent with their narrative assessment against each

standard. The final assessment is coherent with the

numerical level assessment for each standard.

Decision making

If the MAG agrees that the report is both valid and

internally coherent then they will necessarily follow

the final assessment arrived at by the reviewers and

recommend granting or refusing membership of the

ELQS Network Membership on this basis.

The MAG meets once every two months.

Review and reviewer reliability

It is not the role of the MAG to ensure reliability of the

review. The British Council ensures reliability of the

review through its reviewer training programme and

performance management procedures.

Membership of the MAG

The MAG is made up of five senior professionals from

the English medium education sector in India and is

chaired by the head of the British Council Quality

Standards Team. Members are invited and appointed

by the British Council.

The British Council

On recommendations from the MAG, membership of

the ELQS Membership Network and use of the Quality

Standards marque is granted by the British Council.

Membership may be cancelled by the British Council

at its discretion and without reference to the MAG. In

such circumstances the British Council will provide a

full written rationale to the institution concerned.

3130


The Quality Standards marque and use of the

brand

The value of the ELQS Membership Network relies on

the integrity of the Quality Standards marque. It is

therefore in the interests of member institutions to

adhere to the rules governing its use. It is also in the

interests of member institutions to be part of the

process of monitoring and report any instances of

misuse by individuals or institutions outside of the

ELQS Membership Network. Such instances should be

signalled to the Senior Manager, Quality Standards

Programme.

British Council India has a zero tolerance policy

towards misuse of its brand and acts proactively to

enforce this policy. This document provides guidelines

to member institutions regarding when, where and

how the Quality Standard marque.

Use

You are encouraged to make full use of the marque

and display it in the following clearly defined ways:

� a plaque, visible to anyone entering your =

institution.

� a certificate of ELQS Network Membership, =

displayed appropriately.

� on printed promotional materials, the audience for =

which is prospective students and parents.

� on a printed newsletter, magazine or equivalent, =

the audience for which is existing students and

parents.

� on your website.=

� photographs in your printed promotional material, =

on your newsletter or equivalent, and on your

website that feature your plaque or ELQS Network

Membership certificate, as part of an event.

Correct templates

The British Council will provide you with the all the

necessary versions of the marque for these purposes.

These must not be altered in any way. For printed

promotional materials, for your newsletter or

equivalent and for your website this means that you

may not alter the size, the colour or the font of any

images provided to you by the British Council.

If you would like to use the marque for any

promotional materials that require a differently sized

marque, then you should contact the Quality

Standards Team who will provide you with the correct

image.

Prior to the final production of any promotional

materials or your newsletter or equivalent, you should

submit the design to the British Council.

Misuse

You may not display the marque in any other ways.

These include, but are not limited to, the following:

� business cards.=

� stationery of all kinds.=

� signage - other than what is specified above.=

� certificates - other than what is specified above.=

� promotional items such as t-shirts, coffee mug etc.=

Agency

A member institution may not in any way devolve use

of the Quality Standards marque to institutions who

are not members of the English Language Quality

Standards Membership Network, including institutions

from the same group as the member institution.

Compliance

British Council India takes instances of misuse of its

brand extremely seriously. We will ask you to remove

any unauthorised display of the marque within a

timeframe to be agreed at the discretion of the British

Council. Failure to comply will lead to the cancellation

of your membership of the ELQS Membership Network

and you will be barred from all further association with

the British Council.

Continued non-compliance may result in legal action

being taken against you.

Monitoring

As part of the monitoring process, we ask member

institutions to signal any instances of misuse of the

Quality Standards marque by institutions or individuals

outside of the ELQS Membership Network to the

British Council.

18. Use of the Quality Standards marque


most membership schemes, the ELQS Membership

Network has entry requirements and rules governing

the conduct of its members. It is in the interests of

the member institutions to ensure that they protect

the integrity of the ELQS Membership Network by

satisfying these entry requirements fairly and by

abiding by the membership rules. It is in the

interests of the members to ensure that in general

their conduct does not bring the ELQS Membership

Network into disrepute.

Declaration

Review

I did not knowingly withhold any information

pertinent to the assessment of my institution.

I did not attempt to influence unethically the

reviewer or any member of British Council staff or

any member of the Membership Advisory Group in

relation to satisfying the entry requirements of the

ELQS Membership Network.

I agree that if any defect or deficiency is found by

the British Council in the information relating to my

institution prior or subsequent to the signing of this

declaration, then membership may be deferred or

cancelled by British Council.

Membership

I confirm that membership of the English Language

Quality Standards Membership Network pertains

only to:

(insert institute name and address)

That was subject to review:

(insert date)

I will not seek to suggest that membership pertains

to any institution, including institutions that belong

to the same group or chain, other than the one

mentioned above.

I undertake to make every effort to continue to

meet level 4 (Integrated) in each of the ten

standards of the Quality Standards Framework for

the duration of my membership.

I undertake to inform the British Council of any

changes to my institution that might have a

significant impact on the quality and scope of the

English language education programmes of study at

my institution.

I undertake to pay the membership fee and

complete the annual self-declaration form.

I undertake to undergo a review two years from the

commencement of my membership, and every

subsequent two years, if I wish to continue as a

member of the ELQS Membership Network.

I have read, understood and agree to abide by the

rules governing the use of the Quality Standards

marque. (see 18 - Use of the Quality Standards

marque).

I have read and understood British Council policy as

it relates to Child Protection, Equal Opportunity and

Diversity, Anti-Bribery and Corruption, Privacy and

Confidentiality. (See 19 - British Council policies)

I agree not to place the contents of my review

report, or any parts thereof, in the public domain.

I have read, understood and agree to the conditions

relating to the cancellation of my membership, both

at my own request and at the instigation of the

British Council and understand that I will not be

reimbursed any fees I have paid to the British

Council.


rules relating to the end of my membership period

should I chose not to renew my membership.

I undertake not to engage in any activity that will

bring the ELQS Membership Network or the British

Council into disrepute.

I confirm that the British Council shall not be liable

for any claim on the institution of which I am

principal of any kind arising as a result of, or in

relation to the membership of the ELQS Membership

Network or any concern arising out of such

membership, in any manner whatsoever.

I undertake that the institution of which I am

principal is compliant with all applicable laws, rules,

regulations and by-laws and with all orders, decrees,

policies and directives issued by applicable

governmental authorities.

I understand and agree that the British Council has

the right to cancel my membership if I am found to

be in breach of any of the above.

The membership declaration form can be downloaded from our website or can be

obtained by writing to us.

3332


The Quality Standards marque and use of the

brand

The value of the ELQS Membership Network relies on

the integrity of the Quality Standards marque. It is

therefore in the interests of member institutions to

adhere to the rules governing its use. It is also in the

interests of member institutions to be part of the

process of monitoring and report any instances of

misuse by individuals or institutions outside of the

ELQS Membership Network. Such instances should be

signalled to the Senior Manager, Quality Standards

Programme.

British Council India has a zero tolerance policy

towards misuse of its brand and acts proactively to

enforce this policy. This document provides guidelines

to member institutions regarding when, where and

how the Quality Standard marque.

Use

You are encouraged to make full use of the marque

and display it in the following clearly defined ways:

� a plaque, visible to anyone entering your =

institution.

� a certificate of ELQS Network Membership, =

displayed appropriately.

� on printed promotional materials, the audience for =

which is prospective students and parents.

� on a printed newsletter, magazine or equivalent, =

the audience for which is existing students and

parents.

� on your website.=

� photographs in your printed promotional material, =

on your newsletter or equivalent, and on your

website that feature your plaque or ELQS Network

Membership certificate, as part of an event.

Correct templates

The British Council will provide you with the all the

necessary versions of the marque for these purposes.

These must not be altered in any way. For printed

promotional materials, for your newsletter or

equivalent and for your website this means that you

may not alter the size, the colour or the font of any

images provided to you by the British Council.

If you would like to use the marque for any

promotional materials that require a differently sized

marque, then you should contact the Quality

Standards Team who will provide you with the correct

image.

Prior to the final production of any promotional

materials or your newsletter or equivalent, you should

submit the design to the British Council.

Misuse

You may not display the marque in any other ways.

These include, but are not limited to, the following:

� business cards.=

� stationery of all kinds.=

� signage - other than what is specified above.=

� certificates - other than what is specified above.=

� promotional items such as t-shirts, coffee mug etc.=

Agency

A member institution may not in any way devolve use

of the Quality Standards marque to institutions who

are not members of the English Language Quality

Standards Membership Network, including institutions

from the same group as the member institution.

Compliance

British Council India takes instances of misuse of its

brand extremely seriously. We will ask you to remove

any unauthorised display of the marque within a

timeframe to be agreed at the discretion of the British

Council. Failure to comply will lead to the cancellation

of your membership of the ELQS Membership Network

and you will be barred from all further association with


Continued non-compliance may result in legal action

being taken against you.

Monitoring

As part of the monitoring process, we ask member

institutions to signal any instances of misuse of the

Quality Standards marque by institutions or individuals

outside of the ELQS Membership Network to the

British Council.

18. Use of the Quality Standards marque


most membership schemes, the ELQS Membership

Network has entry requirements and rules governing

the conduct of its members. It is in the interests of

the member institutions to ensure that they protect

the integrity of the ELQS Membership Network by

satisfying these entry requirements fairly and by

abiding by the membership rules. It is in the

interests of the members to ensure that in general

their conduct does not bring the ELQS Membership

Network into disrepute.

Declaration

Review

I did not knowingly withhold any information

pertinent to the assessment of my institution.

I did not attempt to influence unethically the

reviewer or any member of British Council staff or

any member of the Membership Advisory Group in

relation to satisfying the entry requirements of the

ELQS Membership Network.

I agree that if any defect or deficiency is found by

the British Council in the information relating to my

institution prior or subsequent to the signing of this

declaration, then membership may be deferred or

cancelled by British Council.

Membership

I confirm that membership of the English Language

Quality Standards Membership Network pertains

only to:

(insert institute name and address)

That was subject to review:

(insert date)

I will not seek to suggest that membership pertains

to any institution, including institutions that belong

to the same group or chain, other than the one

mentioned above.

I undertake to make every effort to continue to

meet level 4 (Integrated) in each of the ten

standards of the Quality Standards Framework for

the duration of my membership.

I undertake to inform the British Council of any

changes to my institution that might have a

significant impact on the quality and scope of the

English language education programmes of study at

my institution.

I undertake to pay the membership fee and

complete the annual self-declaration form.

I undertake to undergo a review two years from the

commencement of my membership, and every

subsequent two years, if I wish to continue as a

member of the ELQS Membership Network.


rules governing the use of the Quality Standards

marque. (see 18 - Use of the Quality Standards

marque).

I have read and understood British Council policy as

it relates to Child Protection, Equal Opportunity and

Diversity, Anti-Bribery and Corruption, Privacy and

Confidentiality. (See 19 - British Council policies)

I agree not to place the contents of my review

report, or any parts thereof, in the public domain.

I have read, understood and agree to the conditions

relating to the cancellation of my membership, both

at my own request and at the instigation of the

British Council and understand that I will not be

reimbursed any fees I have paid to the British

Council.


rules relating to the end of my membership period

should I chose not to renew my membership.

I undertake not to engage in any activity that will

bring the ELQS Membership Network or the British

Council into disrepute.

I confirm that the British Council shall not be liable

for any claim on the institution of which I am

principal of any kind arising as a result of, or in

relation to the membership of the ELQS Membership

Network or any concern arising out of such

membership, in any manner whatsoever.

I undertake that the institution of which I am

principal is compliant with all applicable laws, rules,

regulations and by-laws and with all orders, decrees,

policies and directives issued by applicable

governmental authorities.

I understand and agree that the British Council has

the right to cancel my membership if I am found to

be in breach of any of the above.

The membership declaration form can be downloaded from our website or can be

obtained by writing to us.

3332


in our recruitment, selection and other processes.

� ensuring action that promotes equality of =

opportunity, including conducting equality

screening and impact assessments of policies and

functions and progressing diversity action plans.

� treating individuals with whom we work fairly and =

with dignity and respect.

� playing our part in removing barriers and =

redressing imbalances caused by inequality and

discrimination.

Reviewers contribute to and abide by the British

Council’s policy and practice in the area of Equal

opportunities and diversity.

4. Confidentiality and data protection

The British Council is committed to ensuring that

personal information is protected and managed in

accordance with UK law, international good practice

and individuals’ rights. We collect and use personal

information in order to help us offer individuals

appropriate information, products and services.

When asking people for their personal information, the

British Council is committed to the following:

� explaining why we need personal information and =

only asking for the information we need.

� protecting the information we are given and =

making sure that only those who need access are

able to do so.

� only sharing the information within the British =

Council and with other organisations where such

sharing is necessary or where we have the

individual’s consent.

We also undertake to:

� adopt and maintain a procedure which allows =

people to request access to the personal

information we hold on them and which allows

them to complain where they believe we have

mishandled their information in some way.

� not keep personal information for longer than =

necessary.

� take measures to protect the rights and freedoms =

of individuals whose personal information may be

transferred to countries with differing data

protection laws.

Reviewers are required to contribute and abide by

British Council policies and practices in the area of

confidentiality and data protection.

Any information that a reviewer accesses during the

review which is outside the scope of the review is

confidential to the institution.

The review report is confidential to the institution

being reviewed, the Membership Advisory Group and



1. Anti-corruption and bribery

The British Council has zero tolerance towards fraud,

bribery and corruption and has an obligation to

prevent the organisation and its staff from being

exposed to these risks.

To achieve this, the organisation will comply with all

legal and regulatory requirements relevant to

countering bribery and corruption, including the UK

Bribery Act 2010.

Gifts, such as cash or presents, and hospitality, such

as meals, hotels, invitations to arts and sporting

events, may be bribes under the Bribery Act when

they are given or received with the intention of

influencing business decisions.

Under the Bribery Act it is an offence to offer,

promise, give a bribe to or accept from another

person where there is the intention to bring about or

reward improper performance of a function or activity

or where there is the knowledge that the acceptance

of the bribe itself constitutes such improper

performance.

Both British Council staff and reviewers are aware that

any breaches of the Bribery Act may render them and

the British Council liable to prosecution. It may also

exclude the British Council from tendering for public

contracts and could damage the organisation’s

reputation. If they fail to comply with the requirements

to declare interests and any gifts or hospitality

received or given, or are found to have abused their

position they may be liable to disciplinary and/or legal

action.

This policy applies to all operations of the British

Council worldwide.

2. Child Protection

The British Council believes that all children have

potential and that every child matters - everywhere in

the world. The British Council affirms the position that

all children have the right to be protected from all

forms of abuse as set out in article 19, UNCRC, 1989.

We believe good child protection requires everyone to

take responsibility. We recognise that the care and

welfare of children is paramount and that all children

have the right to equal protection from all types of

harm or abuse.

The British Council recognises that we have a

fundamental duty of care towards all of the children

we engage with, including a duty to protect them from

abuse. We achieve this through compliance with UK

child protection laws and relevant laws in each of the

countries we operate in, as well as by adherence to

the United Nations Convention on the Rights of the

Child (UNCRC) 1989.

British Council reviewers contribute to and abide by

the British Council’s policy and practice in the area of

child protection.

Prior to employment by the British Council, reviewers

are required to undergo a vetting procedure that will

determine if there is any reason for them to be barred

from working in a regulated activity.

Reviewers are required to successfully complete a

training session relating to child protection.

During the course of a review visit, if a reviewer has

cause for concern over the treatment of a minor, he or

she will report the matter to the principal of the

school. The reviewer will only intervene directly if the

incident is clearly endangering the physical safety of

the child.

Any concerns over child protection a reviewer may

have as a result of his or her review visit, will be

communicated to the relevant member of staff at the

British Council.

3. Equal opportunity and diversity

The British Council is committed to ensuring that there

is no unjustified discrimination in the recruitment,

retention, training and development of staff on the

basis of age, disability, gender including transgender,

HIV/AIDS status, marital status including civil

partnerships, pregnancy and maternity, political

opinion, race/ethnicity, religion and belief, sexual

orientation, socioeconomic background, spent

convictions, trade union activity or membership, work

pattern and on the basis of having or not having

dependants or any non-relevant grounds.

We aim to abide by and promote equality legislation

by following both the letter and the spirit of legislation

to try to avoid unjustified discrimination, recognising

that discrimination is a barrier to equality of

opportunity, inclusion and human rights.

We also require that clients, customers, partners and

suppliers are aware of this policy and operate

consistently with it.

The British Council is committed to:

� understanding, valuing and working with diversity =

to enable fair and full participation in our work.

� ensuring that there is no unjustified discrimination =

19. British Council policies and practice

3534


in our recruitment, selection and other processes.

� ensuring action that promotes equality of =

opportunity, including conducting equality

screening and impact assessments of policies and

functions and progressing diversity action plans.

� treating individuals with whom we work fairly and =

with dignity and respect.

� playing our part in removing barriers and =

redressing imbalances caused by inequality and

discrimination.

Reviewers contribute to and abide by the British

Council’s policy and practice in the area of Equal

opportunities and diversity.

4. Confidentiality and data protection

The British Council is committed to ensuring that

personal information is protected and managed in

accordance with UK law, international good practice

and individuals’ rights. We collect and use personal

information in order to help us offer individuals

appropriate information, products and services.

When asking people for their personal information, the

British Council is committed to the following:

� explaining why we need personal information and =

only asking for the information we need.

� protecting the information we are given and =

making sure that only those who need access are

able to do so.

� only sharing the information within the British =

Council and with other organisations where such

sharing is necessary or where we have the

individual’s consent.

We also undertake to:

� adopt and maintain a procedure which allows =

people to request access to the personal

information we hold on them and which allows

them to complain where they believe we have

mishandled their information in some way.

� not keep personal information for longer than =

necessary.

� take measures to protect the rights and freedoms =

of individuals whose personal information may be

transferred to countries with differing data

protection laws.

Reviewers are required to contribute and abide by

British Council policies and practices in the area of

confidentiality and data protection.

Any information that a reviewer accesses during the

review which is outside the scope of the review is

confidential to the institution.

The review report is confidential to the institution

being reviewed, the Membership Advisory Group and



1. Anti-corruption and bribery

The British Council has zero tolerance towards fraud,

bribery and corruption and has an obligation to

prevent the organisation and its staff from being

exposed to these risks.

To achieve this, the organisation will comply with all

legal and regulatory requirements relevant to

countering bribery and corruption, including the UK

Bribery Act 2010.

Gifts, such as cash or presents, and hospitality, such

as meals, hotels, invitations to arts and sporting

events, may be bribes under the Bribery Act when

they are given or received with the intention of

influencing business decisions.

Under the Bribery Act it is an offence to offer,

promise, give a bribe to or accept from another

person where there is the intention to bring about or

reward improper performance of a function or activity

or where there is the knowledge that the acceptance

of the bribe itself constitutes such improper

performance.

Both British Council staff and reviewers are aware that

any breaches of the Bribery Act may render them and

the British Council liable to prosecution. It may also

exclude the British Council from tendering for public

contracts and could damage the organisation’s

reputation. If they fail to comply with the requirements

to declare interests and any gifts or hospitality

received or given, or are found to have abused their

position they may be liable to disciplinary and/or legal

action.

This policy applies to all operations of the British

Council worldwide.

2. Child Protection

The British Council believes that all children have

potential and that every child matters - everywhere in

the world. The British Council affirms the position that

all children have the right to be protected from all

forms of abuse as set out in article 19, UNCRC, 1989.

We believe good child protection requires everyone to

take responsibility. We recognise that the care and

welfare of children is paramount and that all children

have the right to equal protection from all types of

harm or abuse.

The British Council recognises that we have a

fundamental duty of care towards all of the children

we engage with, including a duty to protect them from

abuse. We achieve this through compliance with UK

child protection laws and relevant laws in each of the

countries we operate in, as well as by adherence to

the United Nations Convention on the Rights of the

Child (UNCRC) 1989.

British Council reviewers contribute to and abide by

the British Council’s policy and practice in the area of

child protection.

Prior to employment by the British Council, reviewers

are required to undergo a vetting procedure that will

determine if there is any reason for them to be barred

from working in a regulated activity.

Reviewers are required to successfully complete a

training session relating to child protection.

During the course of a review visit, if a reviewer has

cause for concern over the treatment of a minor, he or

she will report the matter to the principal of the

school. The reviewer will only intervene directly if the

incident is clearly endangering the physical safety of

the child.

Any concerns over child protection a reviewer may

have as a result of his or her review visit, will be

communicated to the relevant member of staff at the

British Council.

3. Equal opportunity and diversity

The British Council is committed to ensuring that there

is no unjustified discrimination in the recruitment,

retention, training and development of staff on the

basis of age, disability, gender including transgender,

HIV/AIDS status, marital status including civil

partnerships, pregnancy and maternity, political

opinion, race/ethnicity, religion and belief, sexual

orientation, socioeconomic background, spent

convictions, trade union activity or membership, work

pattern and on the basis of having or not having

dependants or any non-relevant grounds.

We aim to abide by and promote equality legislation

by following both the letter and the spirit of legislation

to try to avoid unjustified discrimination, recognising

that discrimination is a barrier to equality of

opportunity, inclusion and human rights.

We also require that clients, customers, partners and

suppliers are aware of this policy and operate

consistently with it.

The British Council is committed to:

� understanding, valuing and working with diversity =

to enable fair and full participation in our work.

� ensuring that there is no unjustified discrimination =

19. British Council policies and practice

3534


Appeal

Institutions may appeal in writing to the head of the

Quality Standards Team, against the recommendation

of the MAG. There are only two grounds for appeal:

� the review was not carried out in line with ELQS =

Membership Network procedures.

� the report was not moderated in line with ELQS =


If, on investigation, the head of the Quality Standards

Team concludes that the appeal is justified on the

grounds that the review was not carried out in line

with ELQS Membership Network procedures, then a

second review will be organised under the direct

supervision of the head of the Quality Standards Team.

The costs of the second review will be borne by the

British Council.



grounds that the report was not moderated in line

with ELQS Membership Network procedures, then the

report will be moderated again at the next meeting of

the MAG.

In either case the decision of the head of the Quality

Standards Team is final. No further correspondence

will be entered into and no further appeal will be

considered.

There is an appeal fee of ` 50,000.

Complaints

Institutions may make use of the review feedback

form, downloadable from our website, to signal a

concern they may have relating to the review of their

institution.

An institution who has a concern over the

performance of the British Council in relation to the

English Language Quality Standards Membership

Network should contact the British Council in writing.

In both cases institutions should contact the Senior

Manager, Quality Standards Programme who will reply

within two weeks of receipt.

21. Appeal and complaints


Purpose of job

To assess and report on an institution’s English

language programmes of study against the Quality

Standards Framework, through the examination of

documentary evidence, observation of classes and

focus groups with teachers, students and parents.

Responsibilities and main duties

Reviewers have four main duties:

1. Pre-review visit:

� submit details of their availability to the British =

Council.

� make all necessary logistical arrangements for =

travel relating to the review visit.

� review all the necessary pre-review =

documentation.

� (when nominated as lead reviewer) establish a =

review visit schedule in liaison with the institution

to be reviewed.

2. Review visit

� conduct the review visit in line with the standards =

required by the British Council and laid down in

the Reviewer Manual.

3. Post review visit

� compile and submit a report of their findings =

within two weeks of the review visit, in line with the

standards required by the British Council and laid

down in the Reviewer Manual.

� submit all fees and expenses claims relating to the =

visit to the British Council within two weeks of the

review visit.

4. Training

� attend an induction programme and all =

subsequent training sessions organised by the

British Council.

Profile

Reviewers are appointed at the discretion of the

British Council. They will normally have the following

profile:

Behaviours Working together (level 2)

Connecting with others (level 2)

Skills and Communication skills (level 2)

Knowledge

Monitoring, evaluation and

reporting skills (level 2)

Computer skills (level 1)

Language skills (C2)

Experience Senior professional with 10 years

ELT experience

10 years experience of English

medium education at the primary

and/or secondary level

Qualifications Graduate

MA/Med in ELT or a related

discipline

Training and performance management

Reviewers are trained to assess standards in line with

the Quality Standards Framework.

Expectations about their conduct are laid out in the

Reviewer Manual.

The performance of reviewers is managed by the

Senior Reviewer in line with British Council standards.

Regular performance reviews are held, taking into

account feedback from institutions who have

undergone review and from the Membership Advisory

Group.

Feedback from Institutions following their review

In order to monitor the performance of the reviewers

and improve our levels of service, institutions are

invited to complete a downloadable feedback form

which is available on our website.

20. Reviewer profile, training and performance management

3736


Appeal

Institutions may appeal in writing to the head of the

Quality Standards Team, against the recommendation

of the MAG. There are only two grounds for appeal:

� the review was not carried out in line with ELQS =


� the report was not moderated in line with ELQS =




grounds that the review was not carried out in line

with ELQS Membership Network procedures, then a

second review will be organised under the direct

supervision of the head of the Quality Standards Team.

The costs of the second review will be borne by the

British Council.



grounds that the report was not moderated in line

with ELQS Membership Network procedures, then the

report will be moderated again at the next meeting of

the MAG.

In either case the decision of the head of the Quality

Standards Team is final. No further correspondence

will be entered into and no further appeal will be

considered.

There is an appeal fee of ` 50,000.

Complaints

Institutions may make use of the review feedback

form, downloadable from our website, to signal a

concern they may have relating to the review of their

institution.

An institution who has a concern over the

performance of the British Council in relation to the

English Language Quality Standards Membership

Network should contact the British Council in writing.

In both cases institutions should contact the Senior

Manager, Quality Standards Programme who will reply

within two weeks of receipt.

21. Appeal and complaints


Purpose of job

To assess and report on an institution’s English

language programmes of study against the Quality

Standards Framework, through the examination of

documentary evidence, observation of classes and

focus groups with teachers, students and parents.

Responsibilities and main duties

Reviewers have four main duties:

1. Pre-review visit:

� submit details of their availability to the British =

Council.

� make all necessary logistical arrangements for =

travel relating to the review visit.

� review all the necessary pre-review =

documentation.

� (when nominated as lead reviewer) establish a =

review visit schedule in liaison with the institution

to be reviewed.

2. Review visit

� conduct the review visit in line with the standards =

required by the British Council and laid down in

the Reviewer Manual.

3. Post review visit

� compile and submit a report of their findings =

within two weeks of the review visit, in line with the

standards required by the British Council and laid

down in the Reviewer Manual.

� submit all fees and expenses claims relating to the =

visit to the British Council within two weeks of the

review visit.

4. Training

� attend an induction programme and all =

subsequent training sessions organised by the

British Council.

Profile

Reviewers are appointed at the discretion of the

British Council. They will normally have the following

profile:

Behaviours Working together (level 2)

Connecting with others (level 2)

Skills and Communication skills (level 2)

Knowledge

Monitoring, evaluation and

reporting skills (level 2)

Computer skills (level 1)

Language skills (C2)

Experience Senior professional with 10 years

ELT experience

10 years experience of English

medium education at the primary

and/or secondary level

Qualifications Graduate

MA/Med in ELT or a related

discipline

Training and performance management

Reviewers are trained to assess standards in line with

the Quality Standards Framework.

Expectations about their conduct are laid out in the

Reviewer Manual.

The performance of reviewers is managed by the

Senior Reviewer in line with British Council standards.

Regular performance reviews are held, taking into

account feedback from institutions who have

undergone review and from the Membership Advisory

Group.

Feedback from Institutions following their review

In order to monitor the performance of the reviewers

and improve our levels of service, institutions are

invited to complete a downloadable feedback form

which is available on our website.

20. Reviewer profile, training and performance management

3736


For more information contact:

British Council

17 Kasturba Gandhi Marg

New Delhi 110 001

Telephone (toll-free): 1800 102 4353

Email: [email protected]

© British Council 2014

“The British Council believes that all children have potential and that every child matters - everywhere in the world. The British Council affirms the position that all children have the right to be protected from all forms of abuse as set out in article 19, UNCRC, 1989” The English language centre is committed to the British Council policy of Equal Opportunity and Diversity. The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).

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Membership Guide: English Language Quality Standards Programme, British Council

Documents