Report expires 31 March 2019 Organisation name Kaplan International Colleges, London and Head Office Inspection date 6 March 2014 Head Office and 10-14 March 2014 London schools Section standard Met Not met Management: The management of the provision will operate to the benefit of its students, in accordance with its publicity and in accordance with the Declaration of legal and regulatory compliance. Resources and environment: The learning resources and environment will support and enhance the studies of students enrolled with the provider, and will offer an appropriate professional environment for staff. Teaching and learning: Teachers will have appropriate qualifications and will be given sufficient support to ensure that their teaching meets the needs of their students. Programmes of learning will be managed for the benefit of students. The teaching observed will meet the requirements of the Scheme. Welfare and student services: The needs of students for security, pastoral care, information and leisure activities will be met; any accommodation provided will be suitable; the management of the accommodation systems will work to the benefit of students. Care of under 18s section N/a Met Not met There will be appropriate provision for the safeguarding of students under the age of 18 within the organisation and in any leisure activities or accommodation provided. Recommendation We recommend continued accreditation. Publishable statement The British Council inspected and accredited Kaplan International Colleges, London in March 2014. The Accreditation Scheme assesses the standards of management, resources and premises, teaching, welfare and care of under 18s and accredits organisations which meet the overall standard in each area inspected (see www.britishcouncil.org/accreditation for details). This large private language school offers courses in general English for adults (16+). Strengths were noted in the areas of staff management, student administration, quality assurance, premises and facilities, learning resources, academic management, course design, learner management, care of students and leisure opportunities. The inspection report stated that the organisation met the standards of the Scheme. Inspection report
Transcript
Report expires 31 March 2019
Organisation name Kaplan International Colleges, London and Head Office
Inspection date 6 March 2014 Head Office and 10-14 March 2014 London schools
Section standard Met Not met
Management: The management of the provision will operate to the benefit of its students, in accordance with its publicity and in accordance with the Declaration of legal and regulatory compliance.
Resources and environment: The learning resources and environment will support and enhance the studies of students enrolled with the provider, and will offer an appropriate professional environment for staff.
Teaching and learning: Teachers will have appropriate qualifications and will be given sufficient support to ensure that their teaching meets the needs of their students. Programmes of learning will be managed for the benefit of students. The teaching observed will meet the requirements of the Scheme.
Welfare and student services: The needs of students for security, pastoral care, information and leisure activities will be met; any accommodation provided will be suitable; the management of the accommodation systems will work to the benefit of students.
Care of under 18s section N/a Met Not met
There will be appropriate provision for the safeguarding of students under the age of 18 within the organisation and in any leisure activities or accommodation provided.
Recommendation
We recommend continued accreditation.
Publishable statement
The British Council inspected and accredited Kaplan International Colleges, London in March 2014. The Accreditation Scheme assesses the standards of management, resources and premises, teaching, welfare and care of under 18s and accredits organisations which meet the overall standard in each area inspected (see www.britishcouncil.org/accreditation for details). This large private language school offers courses in general English for adults (16+). Strengths were noted in the areas of staff management, student administration, quality assurance, premises and facilities, learning resources, academic management, course design, learner management, care of students and leisure opportunities. The inspection report stated that the organisation met the standards of the Scheme.
Other related schools / centres /affiliates Kaplan UK schools in Bath, Bournemouth, Cambridge, Oxford, Manchester, Torquay and Salisbury
Other related non-accredited activities (in brief) at this centre
Kaplan International Colleges in the UK, Ireland, Australia, New Zealand, Canada, USA, Malta, Singapore. Foundation and degree courses. Kaplan Test Prep: preparation for American university admissions tests.
Private Sector
Date of foundation 1970s under other ownership/management
Ownership Kaplan Inc.
Other accreditation/inspection ISI
Premises profile
Address of main site
2nd
Floor, Warwick Building, Kensington Village, Avonmore Road, London W14 8HQ (Kaplan International Colleges Head Office) 3-4 Southampton Place, London WC1A 2DA (Covent Garden school) 3-5 Charing Cross Road, London WC2H OHA (Leicester Square school)
Details of any additional sites in use at the time of the inspection (location/normal use of site/when used/number of rooms used)
Additional classroom(s) at: 88 Kingsway, London WC2B 6AA
Details of any additional sites not in use at the time of the inspection
Summer school at: Westminster Kingsway College, 211 Grays Inn Road, London WC1X 8RA
Inspectors’ note of sites inspected
Meetings with members of the senior/central management teams were held at the Head Office premises in west London. There are two schools in London: London Covent Garden (LOC) and London Leicester Square (LOL), both in premises with long-term leases. LOC is located in two large Georgian townhouses in the centre of London, close to Covent Garden, to excellent transport links and to a wide range of local amenities and places of cultural interest. On the lower ground floor there is the staffroom, an office for the director of studies (DoS) and senior teachers, a small staff kitchen, two classrooms and toilets; on the ground floor there is a reception with workplaces for reception staff, a large student common room, a computer area for students, one classroom, a student services office and toilets; on the first floor there is a large room used for testing and induction, and three classrooms; on the second floor there are four classrooms and the principal's office; on the third floor there are four classrooms and toilets; the study centre occupies the fourth floor. There is a lift to all floors. At the back of the building on the ground-floor level there is a garden patio for student use and at lower-ground floor level a patio for staff use. There is Wi-Fi throughout the building. LOL is located in a modern four-storey building in central London, next to the National Portrait Gallery and close to Leicester Square. The premises are shared with Kaplan Test Prep. Entry to the school is by staircase or lift to the first floor where there is a shared reception and open-plan workplaces for the principal, DoS and other members of the school's management and administrative team. On the second floor there is the staffroom, the study centre and four classrooms; on the third floor there are six classrooms and on the fourth floor there are three classrooms and a large shared student lounge. There is a lift to all floors and toilets on all floors. There is Wi-Fi throughout the building.
Occasionally when additional classroom space is needed, for example for a closed group, one or two rooms are rented on the first floor of a serviced office block in Holborn, a five-minute walk from the school. The premises have a staffed reception and corporate-style meeting rooms.
Student profile At inspection In peak week (organisation’s estimate)
Of all international students, approximate percentage on ELT/ESOL courses
100% 100% July & August
ELT/ESOL Students (eligible courses) At inspection In peak week
Total ELT/ESOL student numbers (FT + PT) 694 1050
Full-time ELT (15+ hours per week) 18 years and over 671 950
Full-time ELT (15+ hours per week) aged 16-17 years 23 100
Full-time ELT (15+ hours per week) aged under 16 0 0
Part-time ELT aged 18 years and over 0 0
Part-time ELT aged 16-17 years 0 0
Part-time ELT aged under 16 years 0 0
Minimum age (including closed group or vacation) 16 16
Typical age range 16-40 16-40
Typical length of stay 6 weeks 6 weeks
Predominant nationalities
Italian, French, Brazilian, Venzuelan, Turkish, Chinese, Saudi Arabian, South Korean
Italian, French, Brazilian, Venezuelan, Turkish, Russian, Chinese, Saudi Arabian, Spanish
Number on PBS Tier 4 General student visas 15 15
Number on PBS Tier 4 child visas 1 2
Number on student visitor visas 267 (153 SVV / 114 ESVV)
300
Number on child visitor visas 8 10
Staff profile At inspection In peak week (organisation’s estimate)
Total number of teachers on eligible ELT courses 43 62
Number teaching ELT under 10 hours/week 0
Number teaching ELT 10-19 hours/week 9
Number teaching ELT 20 hours and over/week 34
Total number of administrative/ancillary staff 15
Academic staff qualifications to teach ELT/TESOL
Profile at inspection
Professional qualifications Total number of teachers
Rationale(s) required for teachers without appropriate ELT/TESOL qualifications
Total 43
These figures exclude the academic manager(s)
Comments
The DoS and one senior teacher at LOC, both TEFLQ, were not teaching at the time of the inspection. The newly appointed DoS at LOL completed his Diploma in January 2014 and is awaiting results.
Course profile
Eligible activities Year round Vacation Other - N/a
Run Seen Run Seen Run Seen
General ELT for adults (18+)
General ELT for juniors (under 18)
English for academic purposes (excludes IELTS preparation)
English for specific purposes (includes English for Executives)
Teacher development (excludes award-bearing courses)
ESOL skills for life/for citizenship
Other
Comments
Kaplan International London runs English courses for adults aged 16+. In both London schools students can study on Intensive English courses (15 hours general English, 6 hours skills, 5.25 hours study sessions), General English courses (15 hours, 5.25 hours study sessions), English for Business (15 hours general English, 6 hours business English, 5.25 hours study sessions), IELTS and Cambridge examination preparation courses (15 or 21 hours examination preparation, 6 hours general English, 5.25 hours study sessions), Vacation English (15 hours), Academic Semester (minimum 20 weeks) and Academic Year (minimum 32 weeks). LOC also offers Intensive Business English (15 hours business English, 6 hours electives, 5.25 hours study sessions). LOL offers TOEFL preparation (minimum 4 weeks). Morning main classes run from 08.15-09.45 and 10.00-11.30; electives run from 11.45-13.00 and 13.05-14.20. Afternoon main classes run from 13.30-15.00 and 15.15-17.45. At the time of the inspection the following courses were running: LOC: 13 general English classes and one Cambridge examination preparation class in the morning; nine electives; nine general English classes, two IELTS classes and two Cambridge examination classes in the afternoon. LOL: eight general English classes, one IELTS class and one Cambridge examination preparation class, in the morning; eight electives; seven general English classes, one TOEFL class, one Cambridge examination preparation class, one business English course, in the afternoon. No one-to-one classes were running.
Accommodation profile
Number of students in each at the time of inspection (all ELT/ESOL students)
Types of accommodation Adults Under 18s
Arranged by provider/agency
Homestay 206 17
Private home 0 0
Home tuition 0 0
Residential 202 0
Hotel/guesthouse 0 0
Independent self-catering e.g. flats, bedsits, student houses 0 0
Arranged by student/family/guardian
Staying with own family
Students own arrangements 263 6
Introduction
Kaplan International English has more than 40 schools in various English-speaking countries, of which eleven year-round schools are in the UK, with a twelfth school opening in Liverpool in spring 2014. The schools are part of a large American company, Kaplan Inc., which is owned by the Washington Post. At the time of the last inspection in 2010 the schools were known as Kaplan International Colleges; a very recent and ongoing project has been to rebrand the schools offering English courses as Kaplan International English in order to distinguish them from the UK and USA Kaplan Pathway Colleges which prepare students for university entrance. The schools in the UK operate according to common policies and procedures established and managed by the senior management team in Head Office in west London. The inspection visit to Head Office in the week before the inspection of the London schools gave the inspectors the opportunity to discuss with senior managers various aspects of the organisation’s development and operations. This included information about centrally developed policies such as quality assurance measures and safeguarding, as well as academic initiatives such as the introduction of in-house course materials, and staff training programmes. At the time of the 2010 inspection, the two London schools were managed by one principal based in the larger of the two schools, in Covent Garden. As student numbers in the Leicester Square school increased, a decision was taken to appoint the deputy principal as principal in Leicester Square. Student numbers across the two schools are now quite similar; the academic staff liaise over recruitment, the accommodation provision and organisation of the social programme is shared between the two schools and the two principals work very closely together. There is a broad move to encourage students aged over 25 to study in Leicester Square and 16 and 17 year olds to study in Covent Garden. Since summer 2011 an eight-week summer school for adult students (16+) has been run in July and August at Westminster Kingsway College, a further education college which is a ten-minute walk from the Covent Garden school. The summer school has 14 classrooms, a capacity of around 350 students, and shares the premises with students on non-Kaplan courses. A deputy principal and a full team of staff, including a DoS and senior teachers, is recruited internally each year; staff in the London schools see this, understandably, as a good opportunity for career development. Summer school students take part in the social programme organised for the two London year-round schools. In 2014 the summer school will run for eight weeks in July and August. The inspection visit to Kaplan Head Office took a morning and part of the afternoon. The inspectors talked to the director of operations, the director of compliance and accreditation, the academic manager, the accommodation manager, the operations manager customer experience and one of the marketing managers. The inspection of the London schools took four and a half days. At the Covent Garden school the inspectors talked to the principal, the DoS, the senior teacher/blended learning specialist, the academic administrator, the accommodation and welfare team manager, the student services manager and the social programme manager. At the Leicester Square school the inspectors talked to the principal, DoS, the academic administrator, the student services manager, the accommodation assistant manager and the social programme organiser. All teachers in both schools were observed, with one exception. Focus groups were held with students and teachers in both schools. One inspector visited three homestays and two residences.
Management Legal and statutory regulations
Criteria See
comments
M1 Declaration of compliance
Comments
M1 The items sampled were satisfactory.
Staff management
Criteria Not met Met Strength See
comments N/a
M2 Management structure
M3 Duties specified N/a
M4 Communication channels
M5 Human resources policies
M6 Qualifications verified N/a
M7 Induction procedures
M8 Monitoring staff performance
M9 Professional development
Comments
M2 There is a clear management structure. Management teams in the schools are managed and supported by a central management team (operations, academic management, student services, welfare and accommodation, leisure programme). The principals of the London schools work closely together and can cover for each other when necessary. The accommodation manager in LOC manages the accommodation assistant manager in LOL, and this seems to work well. M4 Communication is very good. School staff spoke highly of the constructive working relationships with the central management team, who also visit the schools regularly. There are monthly minuted management meetings in both schools and weekly teachers’ meetings; the London principals also meet the welfare and accommodation manager every month. There are inter-school meetings of DoSs and student services managers, and good use is made of Skype and email. Staff confirmed they felt well-informed. M6 This criterion is met. However, although appointments are subject to two satisfactory references being obtained, details of references were not always on file. M7 Induction procedures are very thorough for all staff and include information about health and safety and IT, as well as presentations relating to staff responsibilities and how the school operates. A comprehensive checklist is used. New teachers have the opportunity to observe lessons and liaise with the teacher whose class they will be working with. Staff confirmed that their inductions had been very useful preparation for working in the school. M8 There is a well-developed performance management policy in place in the organisation, which includes provision for performance improvement plans for any staff requiring support. There are many career opportunities within the organisation and both school principals are focused on identifying and promoting good performance among their staff. There is an annual appraisal system; teachers are observed three times a year. M9 The organisation’s professional development policy places great importance on staff training and identifying candidates for promotion from within the organisation. Management training for key staff is organised via an external training provider; there is, for example, a Step up to Management programme for senior teachers, student services managers and accommodation managers. Sponsorship is available for teachers wishing to study for an ELT diploma qualification and there is evidence of teachers being very keen to take this up. Staff are encouraged to attend external training events, with financial support available. For in-house professional development for teachers see T10.
Student administration
Criteria Not met Met Strength See
comments N/a
M10 Administrative staff and resources
M11 Information on course choice
M12 Enrolment procedures
M13 Student records
M14 Student attendance policy
M15 Conditions and procedures
Comments
M10 Both London schools have welcoming reception staff who were seen helping, advising and reassuring students on a number of issues. Additional staff are employed if necessary as summer approaches; the summer school has its own administrative team.
M11 Potential students have the benefit of a worldwide network of sales offices where customer service teams can give detailed information and advice. Reception staff in the schools receive training, including observation of classes and presentations by senior teachers, so that they are able to give comprehensive information and advice about courses. M13 Student information is sent to the schools from the overseas sales offices. Record keeping in both London schools is exemplary; all student records sampled in LOC and LOL were complete. A report is produced every five weeks to check that contact details for students living in independent accommodation are up to date. M14 The organisation’s attendance policy expects all students to attend 100 percent of their classes. Absences are followed up after two days, and after the first lesson for 16 and 17 year olds; a weekly report tracks the attendance record of all students. In LOC a good attendance certificate is awarded to students leaving who have attended 95 percent of their courses. A five-minute punctuality rule operates in both London schools.
Quality assurance
Criteria Not met Met Strength See
comments N/a
M16 Action plan N/a
M17 Continuing improvement
M18 Student feedback and action
M19 Staff feedback and action
M20 Complaints
Comments
M16 A number of significant improvements have been made in response to points to be addressed from the last inspection including upgrading toilets and refitting the staffroom in LOC, and moving the staffroom in LOL to a bigger and more attractive room on the second floor in 2011. M17 The organisation takes quality assurance very seriously. Senior managers review products, policies and procedures across the schools worldwide. A Compliance and Accreditation team undertakes audits of the schools three times a year. There are frequent cross departmental meetings to review policies and processes, and each school holds bi-annual management meetings to discuss input into the school’s annual development plan and academic development plan. M18 Students are asked for feedback at regular intervals during their course. There is a first week questionnaire, a Friday feedback session when students give feedback to their teachers, a four-weekly academic survey and a leavers’ survey at the end of the course. A student council meets every three months and tutorials every five weeks provide further opportunities for student feedback. Feedback data is analysed promptly by the school principal and passed to the relevant departments to follow up; there was evidence of action having been taken and recorded. Feedback data is also analysed and acted upon where appropriate by the senior management team. M19 There are regular school and departmental meetings at which staff can give feedback to the organisation; an annual appraisal system is also in place. An organisation-wide staff survey was introduced at the end of 2013. During the development of the organisation’s own series of coursebooks, feedback from teachers was collected; during the production of the second edition, responses to the teachers’ feedback were provided so that teachers were able to see the impact of the views they had expressed.
Publicity
Criteria Not met Met Strength See
comments N/a
M21 Accessible accurate language
M22 Realistic expectations
M23 Course description
M24 Course information N/a
M25 Cost
M26 Accommodation
M27 Leisure programme
M28 Staff qualifications N/a
M29 Accreditation N/a
Report expires 31 March 2019
Comments
The organisation’s publicity materials are produced and coordinated by a marketing team at Head Office and comprise a website and printed brochure, as well as pages on social media and videos on YouTube. A newly designed website will be launched in April 2014. M21 The publicity materials are generally expressed in clear and accurate English. Although the website covers all the schools and all the course types, it is very easy to navigate and to compare locations and courses. One FAQ on the website relating to provisions for students with learning/other disabilities was expressed in dense and complex language, inaccessible to potential students. This text was rewritten during the inspection and is now clearer and more reader-friendly. M22 The publicity materials reflect accurately the services provided with the exception of the additional classroom(s) used occasionally in Holborn, close to LOC. This information was added to the website during the inspection. The summer school is not advertised until April each year so there was no information about it in the publicity materials at the time of this inspection. M23 There is clear information about each course type, together with a chart of the organisation’s levels which compares them with the level systems of the CEFR and other international testing bodies. M24 This criterion is met. However, the dates of any non-teaching days within courses are not given; the inspectors were shown evidence that this information will be added to the new website. The information about the number of taught hours per week on Vacation English courses was not precise enough but was amended during the inspection and is now satisfactory. M25 This criterion is met. However, a response to an FAQ says that examination fees are not included in the tuition fee and must be paid separately, but the approximate cost is not given. This information was added during the inspection and is now satisfactory. M27 The website text refers to ‘a full activities program’ in each school and to the schools’ ‘busy social calendars’. LOC and LOL share a very full weekly leisure programme, which is posted onto the school’s Facebook page each week. M29 The British Council logo is used on the website home page, which also includes information about English courses outside the UK; the logo is also on the page ‘Our Worldwide Accreditations’ and in the footer of the website. This incorrect use will be corrected on the new website due in April 2014.
Management summary
The provision meets the section standard and exceeds it in many respects. Staff management procedures are effective and communication very good. Student administration is efficient and quality assurance measures robust, with feedback from students and staff taken seriously. Publicity materials are clear and mostly accurate; the incorrect use of the British Council logo will be corrected on the new website due in April 2014. Staff management, Student administration and Quality assurance are areas of strength.
Resources and environment Premises and facilities
Criteria Not met Met Strength See
comments N/a
R1 Adequate space
R2 Condition of premises
R3 Classrooms and learning areas
R4 Student relaxation facilities
R5 Signage and display
R6 Staff room(s)
Comments
R2 There is an ongoing programme of investment in renovation and refurbishment in both schools. The LOC building is in a generally good state of repair; a new and more spacious reception has been created since the last inspection and the student common room, the staff room and toilets have been improved. The LOL building is in a satisfactory state of repair with further refurbishment planned; an attractive new reception area has been created, together with open plan workplaces for the management team, and a new staffroom. See R6. R3 Classrooms in both buildings vary in size. Most hold the maximum class size comfortably but some are smaller and sightlines to the interactive whiteboards (IWB) can be tight for some students. There are blinds to counteract light shining on the boards, but these were not in use in all classes. Some internal classrooms at LOL have little natural light although the installation of internal corridor windows is planned. The rooms used occasionally in High
Holborn have smart corporate-style furniture. R4 In both schools students have good-sized and attractive student common rooms with comfortable seating and television; the common rooms are popular meeting points for students. In LOC students have access to a patio garden area with seating. Both schools are in areas with a wide variety of shops and cafes where students can buy lunch. R5 There is new signage in both schools, which is very clear. Noticeboards are smart and very well-maintained throughout in both buildings. R6 Staffrooms in both schools have been significantly improved since the last inspection. At LOC the room has been refitted to provide more space for staff to work, store their possessions, access teaching resources and prepare lessons. Staff have a small kitchen and access to an outside terrace; a second photocopier has also been installed. A nearby classroom is available 11.20-14.30 for additional quiet work space. At LOL the staff room has been moved to the second floor where staff now have a big, bright and attractive room with ample space to work and store possessions. There is a kitchen area; a second photocopier has also been installed.
Learning resources
Criteria Not met Met Strength See
comments N/a
R7 Learning materials
R8 Resources for teachers
R9 Educational technology
R10 Self-access facilities
R11 Library/self-access guidance
R12 Review and development
Comments
R7 The organisation has produced its own series of course books, K+ Notes, at six levels; these were introduced into the schools between September 2011 and May 2013 for use on general English courses. There are two books per level, each covering five weeks’ work; each is colour coded, rather than being defined at a specific level, and this allows the series to be used in a cyclical way, addressing issues related to continuous enrolment. See T9. The books are produced to a professional standard and contain a range of topics and activities, with a grammar file and pronunciation sections at the back of each book. The practice activities in the books integrate closely with the online practice exercises in K+ Tools. Students in examination preparation classes use photocopies or class sets of books, which seem to be somewhat less satisfactory in terms of course design and cohesion. R9 Every classroom in LOC and LOL has an IWB. All teachers receive IWB training in their induction and further in-house training as part of the CPD programme. Good daily support is provided by a full-time IT specialist based at LOL, and by a blended learning specialist/senior teacher in each school. Teachers have access to five computers with internet and printing facilities in their staffrooms. Chromebooks are available for class use and are used, for example, for recording practice speaking tests. R10 Both schools have a study centre with a full-time study centre manager (post shared by two teachers). Both centres have computers for student use, a good stock of learning materials, online learning programmes, graded readers and DVDs. The online study resource is extensive. R11 Structured study sessions are an integral part of courses and the study centre managers are available all day to support and advise students. Study clubs take place twice a day, and are open to students of any level; they include conversation groups, language sessions and fluency games. On Fridays the focus is on additional examination practice. R12 A second edition of K+ Notes is now being produced incorporating changes proposed by teachers. As each book is re-written, it is sent out to the schools for feedback; once feedback has been reviewed, teachers are informed about which suggestions have been taken up and which not, and why. Syllabuses for electives are also currently being reviewed on the basis of student and teacher feedback. Teachers appreciate this level of involvement in the review process.
Resources and environment summary
The provision meets the section standard and exceeds it in most respects. Both schools provide a very appropriate environment for students and teachers. Staff rooms and student common rooms in both schools are very good. The learning resources, particularly the in-house series of books and the online resources, enhance the studies of the students. Premises and facilities and Learning resources are areas of strength.
Teaching and learning Academic staff profile
Criteria Not met Met Strength See
comments N/a
T1 General education (and rationales) N/a
T2 ELT/TESOL teacher qualifications
T3 Rationales for teachers N/a
T4 Profile of academic manager(s)
T5 Rationale for academic manager(s) N/a
Comments
T1 Three teachers do not have a level six qualification. The rationales provided were accepted in the context of this inspection: teacher A completed two years of a level six qualification with a focus on language and linguistics; teacher B is due to complete a level six qualification in 2014; teacher C takes active part in, and sometimes leads, professional development sessions for the teaching staff. T2 One teacher has an ELT certificate which does not meet Scheme requirements in terms of external validation. T3 The rationale provided was accepted in the context of this inspection because there was proof of successful TEFL experience together with the fact that the teacher had followed an initial TEFL training programme with reasonable academic inputs and teaching practice. There is good support from the DoS. T4 The academic management teams in both schools all have relevant teaching experience. In LOC the team is TEFLQ except for one senior teacher who is currently studying for an ELT diploma; in LOL the newly appointed DoS is awaiting the results of his ELT diploma course, one senior teacher is TEFLQ and one senior teacher is about to start an ELT diploma course. Academic responsibilities are shared appropriately.
Academic management
Criteria Not met Met Strength See
comments N/a
T6 Deployment of teachers
T7 Timetabling
T8 Cover for absent teachers
T9 Continuous enrolment
T10 Support for teachers
T11 Observation and monitoring
Comments
T6 Teachers are matched appropriately to courses with preferences taken into account but opportunities are also provided for teachers to extend their experience of levels and course types. Teachers with more experience are deployed on examination courses. T9 Care is taken when introducing new students into ongoing classes, with the information collected during the initial needs analysis interview passed to the teacher. Ongoing classes use Mondays for language review and start new language work and new topics on Tuesdays, when new students begin. The in-house books support continuous enrolment as they are based on a spiral curriculum which recycles language; new students are monitored carefully and there are regular progress reviews to ensure students are in the right level. T10 The academic manager in the senior team at Head Office visits schools every week to support school academic management teams. Both London schools have a full and varied programme of two-weekly in-house training sessions, with topics based on issues identified during observations and also on teacher requests. Teachers are assigned a mentor in the academic management team; the DoS, senior teachers and blended learning specialists are available on a daily basis for support and advice and teachers expressed their appreciation of their knowledge and accessibility. There are also opportunities for staff to visit other schools. T11 Teachers are observed three times per year; observation feedback notes were seen which were perceptive and constructive and, usefully, commented on progress noted between observations. New teachers are observed in their first two weeks with follow-up observations if necessary. Peer observations with a focus on specific aspects of classroom teaching take place four times a year.
Course design and implementation
Criteria Not met Met Strength See
comments N/a
T12 Principled course structure
T13 Review of course design
T14 Course outlines
T15 Study and learning strategies
T16 Linguistic benefit from UK
Comments
T12 The curriculum framework in use across the organisation is based on the CEFR ‘can do’ statements and descriptors, to which language and skills objectives at each level are linked. The curriculum at each level is spiral i.e. language components and skills are recycled in different contexts, supported by the ten week cycle at each level covered by two course books. A curriculum with specified learner outcomes for each course type has been drawn up.
T13 Teachers are asked regularly for feedback on the course design documentation and materials. See R12. T14 Teachers put an Aims and Objectives outline on the classroom notice board every Tuesday; this is based on the teacher’s weekly plan. T15 Structured study sessions are a core part of courses and students receive guidance from their teachers and from the study centre managers to help them take responsibility for their own learning. Regular progress reviews in class encourage students to reflect on the way they learn. T16 At induction sessions students discuss what they would like to do outside class and school staff explain how the school can help. Each course book has an ‘Out in the real world’ section in every unit at every level, which presents language useful for talking to people outside the classroom. In the study clubs students have access to worksheets they can use on outside activities, and the varied leisure programme gives them further opportunities to use English in real-life situations.
Learner management
Criteria Not met Met Strength See
comments N/a
T17 Placement and level
T18 Monitoring students’ progress
T19 Examination guidance
T20 Assessment criteria
T21 Academic reports
T22 Information on UK education
Comments
T17 Placement procedures are thorough. New students take a placement test and complete a needs analysis form before being given school information and an introductory lesson. Students coming to take examination courses do a pre-arrival test followed by the placement test to confirm their level is suitable. The organisation is developing an adaptive online testing service to be launched in April 2014. T18 Students’ progress is assessed through classwork and completed homework. Students take level tests every five weeks and then have a tutorial with their teacher to discuss their progress and change class if appropriate. Teachers enter details of student progress in the student’s Individual Student Report; tutorial outcomes are submitted to the DoS. Tutorials can also be arranged with a senior teacher if students are not making satisfactory progress; a structured study referral will direct those students to the study centre for further guidance on self-access work. Progress record books for each student have been introduced to support tutorial work. T20 Very useful training has been done with teachers in the schools on improving the standardised use of criteria when assessing speaking skills. T21 Every student receives a certificate of achievement, which states the level the student has achieved on the CEFR; however, there is no formal and consistent validation of this. Short-stay students, on two-week courses, for example, cannot achieve the level since, as the organisation’s publicity suggests, ten weeks is the average time required to do this. In every school there is a teacher responsible for the care of long stay students, including monitoring their progress and attendance, drawing up action plans to improve their progress and ensuring academic reports are sent to sponsors. T22 Study centre managers are trained to provide information and advice about applications for mainstream UK education, as well as providing support for self-access work on study skills. Students were seen being helped with CVs and application forms on a one-to-one basis in the study centres.
Classroom observation record
Number of teachers seen 42
Number of observations 42
Parts of programme(s) observed General English (morning and afternoon main classes), IELTS and Cambridge examination preparation classes, electives.
Comments
One teacher in LOL was not observed because of difficulty timetabling sufficient observation slots in the afternoon.
Classroom observation
Criteria Not met Met Strength See
comments N/a
T23 Linguistic systems of English
T24 Appropriate language
T25 Planning content
T26 Coherent and relevant activities
T27 Classroom management
T28 Teaching techniques
T29 Student engagement
T30 Sensitivity and learning atmosphere
Comments
T23 Teachers were generally able to demonstrate a sound knowledge of the linguistic systems of English and provided good models for the different levels being taught. In a few cases linguistic rules outlined to students were not always accurate or well thought through. T24 All teachers graded their language well, taking care to use language appropriate to the level of their students. There was evidence of good planning for differentiation. T25 The content of lessons was generally clearly related to course objectives with learning objectives expressed as learner outcomes. Topics selected from the course books were appropriate and teachers adapted them well, and sometimes very creatively, to provide challenging activities in most lessons. Class profiles were detailed and showed good understanding of students’ needs and different learning styles. T27 Teachers used the IWB confidently and expertly, exploiting the resource to its full potential to bring variety and creativity into the lessons; however, new vocabulary was often written up out of context and in random fashion, rather than in ways more helpful to promoting effective learning. Some teachers used their own handouts effectively. In some classes teachers made good use of classroom space to form and re-form groups and pairs; in others, however, students sitting at either ends of the horseshoe configuration were not involved sufficiently in whole-group work. There were missed opportunities to use the rich mix of nationalities in classes as a resource. T28 A variety of teaching techniques was observed. Most teachers used nomination to encourage participation, gave clear instructions and elicited and prompted appropriately. There were references to previous lessons and quick review phases. Some individual and choral drilling was seen and self- and peer-correction encouraged. In some lessons, however, teachers often asked for definitions, rather than eliciting examples. Attention paid to correcting and practising pronunciation was variable. T29 In all lesson segments teachers made use of a variety of interaction patterns and students were seen working well together, particularly in information-gap activities. Realistic timings were set and most lesson segments moved at an appropriate pace. T30 There was a positive learning atmosphere in the classes and good rapport between teachers and students, with students keen to participate and contribute, and teachers quick to respond and encourage. Some of the topics and language work seen were presented in somewhat culturally neutral contexts, rather than advantage being taken of the fact students were studying in London. Students in the focus groups spoke highly of their lessons, and the professionalism of their teachers.
Classroom observation summary
The teaching observed met the requirements of the Scheme and ranged from satisfactory to very good, with the majority of the segments observed judged to be satisfactory. In general, teachers showed good awareness of linguistic systems and lesson plans had been carefully planned. Teaching techniques were appropriate and resources used well, particularly the competent use of the IWBs. There was a positive learning atmosphere in classes. In some instances new vocabulary was not recorded in helpful ways, teachers’ elicitation techniques were lacking and generally more advantage could be taken of the nationality mix in all groups.
Teaching and learning summary
The provision meets the section standard and exceeds it in many respects. Teachers have appropriate qualifications and are given very good support by the academic management teams in the two schools to ensure their teaching meets the needs of their students. Course design is well-developed and addresses the learning needs of students in a system of continuous enrolment. Students’ progress is monitored well. The teaching observed met the requirements of the Scheme. Academic management, Course design and Learner management are areas of strength.
Welfare and student services Care of students
Criteria Not met Met Strength See
comments N/a
W1 Safety and security onsite
W2 Pastoral care
W3 Personal problems
W4 Dealing with abusive behaviour
W5 Emergency contact number N/a
W6 Transport and transfers
W7 Advice
W8 Medical and dental treatment N/a
Comments
W1 There is a good provision of security at both schools. At LOC, entrance to the building is at present overseen by reception staff and a new card-controlled security gate is installed and about to become operational. At LOL, key pads allow access to the front door and to each floor. At both sites staff with first aid training are clearly identified, and there is an appropriate number of trained fire wardens. W2 Despite the size of the schools, a very good level of pastoral care and advice is provided, appropriate to the age and needs of the students. New students receive a personalised welcome pack and are invited to visit their school for a ‘Sunday Welcome Activity’ in the afternoon before their course begins. Here they are greeted by a member of staff, have a tour of the building and meet some of their fellow new students. W3 At both sites, the accommodation & welfare officers (and other key staff) are identified in the students’ welcome packs, at induction and on notice boards throughout the schools. W4 The policy and procedure for dealing with abusive behaviour, ‘Harassment and Bullying’, is posted around the schools. However, it is expressed in unnecessarily difficult language. W5 This is provided in the student handbook and on their student photo-identity cards. At their induction students are instructed to enter it into their mobile phones. W6 Transport and transfer information and costs are included in pre-arrival information. Transfers are automatically arranged for all under 18s unless the parent or guardian signs a ‘transfer waiver’. W7 There is a very good provision of appropriate advice. LOC and LOL each have their own site-specific handbooks and well-organised noticeboards are displayed at both schools. Students receive a thorough induction which occupies most of their first day and includes general student and school information, introductions by student services, welfare, accommodation and social programme staff, a local walk, academic information and a first lesson.
Accommodation profile
Comments on the accommodation seen by the inspectors
The inspector visited three homestays in east London which ranged from satisfactory to good, and two modern student residences near Kings Cross, both of which provide a high standard of safe, comfortable accommodation.
Accommodation: all types
Criteria Not met Met Strength See
comments N/a
W9 Services and facilities
W10 Accommodation inspected first
W11 Accommodation re-inspected
W12 Accommodation registers
W13 Information
W14 Student feedback
W15 Meals in homestay/residences
Comments
W9 The requirements of this criterion were all met with the exception of a weekly change of towels and bed linen. In two of the homestays, the hosts told the inspector they changed the bed linen every two weeks (although a weekly change is specified in Kaplan’s Hosting Agreement). W10 The accommodation and welfare team manager visits the residences and the schools employ a freelance homestay visitor to inspect (and re-inspect) homestays. W12 Comprehensive up-to-date records of homestays and other accommodation are maintained. Final feedback from students in homestays is translated into a score on the host’s record. W13 Students are sent comprehensive information about their accommodation before they arrive. Those in homestays are sent a description of their hosts and the home, which in most cases includes photographs of the home. Those booking accommodation in one of the student residences can find details and pictures on the website and are sent a welcome pack which includes general and safety information and a code of conduct. Terms and conditions are clear. W14 Accommodation staff are introduced at induction and are readily accessible at both schools. Students complete an initial accommodation feedback questionnaire. A student told the inspectors that the school had responded promptly when he reported unsatisfactory accommodation, and the school’s database showed a record of the action it had taken. W15 Kaplan’s Hosting Agreement states that all meals should be well-balanced and nutritious, and that hosts should cater for special dietary requirements. It has produced a recipe book Quick and easy recipes from around the world which is sent to all hosts.
Accommodation: homestay
Criteria Not met Met Strength See
comments N/a
W16 No more than four students N/a
W17 Rules, terms and conditions
W18 Shared bedrooms N/a
W19 Students’ first language N/a
W20 Language of communication N/a
W21 Adult to welcome N/a
Comments
W16 The initial accommodation questionnaire asks how many students are in the homestay. W17 Kaplan’s four-page Hosting Agreement clearly sets out the school’s rules, terms and conditions. However, the present version does not specify the legal requirement for hosts to conduct a fire risk assessment, nor the need for a responsible adult always to be present overnight in homestays hosting under 18s (see C7). W19 The initial questionnaire checks the languages of any other students in that homestay.
Accommodation: residential
Criteria Not met Met Strength See
comments N/a
W22 Cleaning
W23 Health
Comments
None.
Accommodation: other
Criteria Not met Met Strength See
comments N/a
W24 Information and support
W25 Other accommodation N/a
Comments
None.
Leisure opportunities
Criteria Not met Met Strength See
comments N/a
W26 Events and activities
W27 Leisure programmes
W28 Health and safety
W29 Responsible person
Comments
W26 In both schools appropriate information about social, cultural and sporting events and activities is provided by easily accessible social programme staff and well managed noticeboards. Staff will give individual students advice and help with making bookings and reservations. W27 The two London schools share a social programme which offers two or three paid or free events every day. Under 18s have a programme adjusted to their needs. The programmes are well advertised on noticeboards and with hand-outs, and programme staff visit classrooms to promote events and encourage students to sign up.
Welfare and student services summary
The provision meets and in some areas exceeds the section standard. The needs of students for security and pastoral care are well provided for, and they are informed about the wide variety of leisure opportunities available. The accommodation provided is suitable and efficiently managed. Care of students and Leisure opportunities are areas of strength.
Care of under 18s
Criteria Not met Met Strength See
comments N/a
C1 Safeguarding policy
C2 Guidance and training
C3 Publicity
C4 Recruitment materials N/a
C5 Suitability checks N/a
C6 Safety and supervision
C7 Accommodation
C8 Contact arrangements
Comments
C2 Staff at both London schools have had child safeguarding and safer recruitment training, provided by a specialist safeguarding training organisation. C3 Publicity (or other information made available to students, their parents or legal guardians before enrolment) does not at present give an accurate description of the level of care and support given to students under 18¸ but the inspectors were told that the new website to be launched in April 2014 will include this information. C5 All staff (and homestay hosts for under 18s) are required to undergo DBS suitability checks. The Group Leader Agreement for foreign group leaders says it is important they have appropriate police checks. C7 The requirement for a responsible adult (known and vetted by the provider) to be present overnight in homestays is not specifically stated in the London schools’ Hosting Agreement. (All under 18s must stay in homestays.) This criterion’s other requirements are met.
Care of under 18s summary
The provision meets the section standard. There is appropriate provision for the safeguarding of students under the age of 18 within the London schools and in the leisure activities and accommodation provided.
