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Listen to Self Assessment and QUIP Audio (2023/24) by Sarah Reynolds-Golding MP3 song. Self Assessment and QUIP Audio (2023/24) song from Sarah Reynolds-Golding is available on Audio.com. The duration of song is 18:37. This high-quality MP3 track has 543.997 kbps bitrate and was uploaded on 16 Jan 2024. Stream and download Self Assessment and QUIP Audio (2023/24) by Sarah Reynolds-Golding for free on Audio.com – your ultimate destination for MP3 music.
The recording is about the university's plan to improve the quality of education and student outcomes in their apprenticeship provision. They aim to implement a peer observation process to improve teaching quality and collect evidence independently. They also want to improve employee support and awareness of apprenticeships and ensure timely progress reviews. They will analyze data on marginalized groups and ensure consistency of the curriculum across all departments. They want to focus on career development for apprentices and ensure the curriculum meets the needs of learners and employers. They will also improve the quality of progress reviews and feedback for students. They aim to formalize destination and progression data and consider grade trajectory for postgraduate students. They want to engage employers and line managers to understand the impact of the pandemic on students. They will encourage students to engage in wider opportunities and social action projects. They also want Mae'r recordio audio hwn yn ei dylunio i roi cyd-destun ar gyfer cynllun cymhwysedd y Prifysgol Prifysgol Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cyn Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun Cynllun C The first section is fixed within student experience and under quality of education and it's to continue the introduction of the peer observation process and that's to improve the evidence of quality of teaching learning across all of our apprenticeship provision. That requires the departments to really drive the peer observation process and its evidence collection independently away from the apprenticeship unit and that is led by the department and the managers within that department. The next section then is under student outcomes and links to leadership and management and this is really to continue our work around employee support and awareness of the apprenticeship provision, the progress and the target setting that moves alongside that and we've already made a lot of work around that. We've got really strong links with our industry partners. We need to continue with the timely progress of our tripartite reviews. We need to ensure that the quality and the quantity of them are as best as we possibly can make them and the adaptations and the updates to the tripartite template once completed will go a long way in satisfying all of the evidence requirements within that review. The next action which is within overall effectiveness is the student and under student outcomes is under leadership and management and it is that visibility and transparency of learner achievement and the polar quintiles and any deprivation postcodes that we have linked to our learners. This really will give us transparency in our results, our result profiles. Apprenticeship provision sits within our access and participation plans and it's important that we get to see if we do have any gaps in our achievement. Part of the January work within the quip is to look at data associated with marginalized groups and that data has been shared with the programme leads for their cohorts and we will be doing some further work around interrogating that data in the coming months. The next action within overall effectiveness links under student experience and under leadership and management again and it's that continuation of standardization and consistency of the offer that we provide across all of our departments. As we grow and we have more programmes coming online it will require that real robustness around policies and processes to ensure that we get that consistency of engagement across the board. The outstanding criteria links really with systemic and widespread and to move into that arena of outstanding territory we do need to have consistency of engagement across the board. The final action within overall effectiveness links in with student outcomes and is within the personal development area and this is to look at our careers development for the apprenticeship provision. We've moved a long way in terms of the implementation of effective careers guidance. This does link in again with the previous action around consistency across the board with the new programmes coming on online. We've done some work in regards to mapping our careers programme in health sciences to the benchmarks around careers guidance and that is with the careers lead within that team. We need to then look at further engagement with our colleagues in POD and also with new programme areas within the School of Business and Society. Within the quality of education judgment and linked in with intent we have two actions under student outcomes. One is making sure that our curriculum offer meets the needs of learners and employers and that's having an agile curriculum and that is to ensure that our students are having an agile curriculum and not being fearful about making changes to programmes. Obviously in line with what our regulators require but making sure that we have sufficiency in flexibility and adaptivity whether that's really at a very granular level within modules and to ensure that we address any social disadvantage. The second is to consider the breadth of offer and that really is linked with our growth as aligned with our growth strategy for apprenticeships sitting within access and participation. The actions still within quality of education that sit within implementation link in with our progress reviews so ensuring the quality of our progress reviews and meetings with employers are timely and also the quality of them and that links in with the updates to Pebble Path and the completion of that documentation. The next is looking at feedback so again we need to think about consistency and quality of feedback and real tangible areas that we're identifying where students can make improvements. Remember within implementation and Q of E we do need to show that progress of development over time and be assuring ourselves that students are achieving the best possible outcomes and they're having opportunity to move to that next grade banding and next higher levels of achievement. Within implementation we do have the peer observation process as mentioned earlier and that really is something that does need to be placed as high priority for all academics and the recording of that. It's only when we have a volume of peer observation process and peer observation evidence alongside the session visit activity and the learning walk activity that we will be moving within the realms of outstanding around implementation and that links in with continuing the implementation of the quality assurance approach which was approached which was rolled out in September and checking that members of staff are current and specialists in their module delivery that they have on their timetables. Finally within implementation and quality of education and the student experience we have access to a range of additionalities and so where we do have additional modules options for students we should be making sure that broadened offer of curriculum enriches the lives of all of the apprentices and not just a discrete number due to starting points. Finally with under QAV and under impact we have two actions that align to student outcomes. This is really continuing our work around the formalisation of destination and progression data which we have made great headway on and also thinking about grade trajectory for students on postgraduate programmes and linking in with student outcomes. We then move into behaviours and attitudes where we have two actions, one which is related to student outcomes which is around getting the support of employers and line managers to understand the impact of the pandemic on students and how they might be able to respond to the impact of the pandemic and how they might be able to respond to the impact of the pandemic. This is really quite a broad action and it's something to pick up at the next cycle of partnership meetings for internal and external employers. So we do need to remember that we do have programmes where we are the employer and we deliver apprenticeship training and we deliver apprenticeship training and we deliver apprenticeship training and we deliver apprenticeship training So we do need to remember that we do have programmes where we are the employer and we deliver apprenticeships for our own staff. But it's thinking about the encouragement of a regional and national level and getting students to engage in wider opportunities away from the university. And finally then it's about student experience and to move to outstanding territory within behaviours and attitudes. We need to think about the social good that students are engaging within. And so we're thinking about opportunities to engage in social action projects which are away from the academic programme and also opportunities to engage in community learning and volunteering opportunities across the wider university. And you'll see from inspection reports where providers in universities have been identified as having outstanding practice. This is something really that sets them apart where they have students engaging in social and voluntary activities within their communities and bringing that benefit to their local communities. Within the personal development agenda we have two actions which link within student experience and this is continuing to strengthen our relationships with our disability services colleagues to ensure that no barriers to achievement exist and are mitigated and supporting our students which have learning disabilities. And also in addition to that something that came up during our recent Ofsted inspection was looking at undergraduate support for students with needing skill support for English where we have that in place for our postgraduate students. Again it's that consistency across the board looking at where we can utilise the capacity that we already have to service a very few number of students that are on undergraduate programmes who may require and benefit from English skill support. The final judgement then is within leadership and management and there are a number of different actions which are linked within that judgement area. Under student outcomes then we need to continue to strengthen our collaborative practice across departments and really that is work that has been undertaken and been going on for a number of months since apprenticeship provision was started at the university. And really that does develop over time so the policies and the processes are being strengthened continuously and every new scenario that we discover and we approach we identify nuances where we may need to think about slight deviations, slight adaptation to interpretation for our apprenticeship students. And obviously we need to think about the capacity and the understanding that goes alongside that and I think monitoring board really supports that greater understanding at a higher level to enable that to be then drilled down more operationally through colleagues who are in the delivery aspects. Alongside that work then and under student outcomes again it's to try and continue our work of developing a culture of widening participation and embedding the nature of apprenticeships within the culture at the university. And we recognise that apprenticeship sits within access and participation and strategically it is identified at that very high level as areas of work and servicing a public good, that's where apprenticeship sits. Continuing under student outcomes then we need to consider our work as the end point assessment organisation and we are doing lots of work in regards to the policies and the processes that sit underneath that role as the EPAO. So for our programmes where we deliver the end point assessment albeit through an assessment board or through a separate practical assessment we have to have robust external quality assurance processes that meet the demands of our regulator the OFS and most recently the OFS has published its criteria around expectations and we could well have some engagement around a readiness check for OFS. Last but one and under student outcomes we have the implementation of our learner management system which has been approved and will be shortly rolled out. We'll be using an Apten platform which really has been developed for apprenticeship provision. So it's dedicated to the needs and that functionality of the system and the data implementation that's needed for apprenticeships. That's going to be rolled out ASAP and the apprenticeship unit will be heavily involved in moving data from our manual tracking systems on Google into the LMS system. We're hoping that we'll have much clearer visibility, transparency around data and the ability to generate reports through that system will help with the automation of a number of different key activities which will help meet our statutory compliance data returns. Finally under student outcomes we're going to be phasing out our subcontracting arrangements for our English and Maths provision. So you may well be aware that from September the sole programme which allows students to enrol without Level 2 English and Maths has amended its entry criteria and we are managing that provision and the exit of those students and the completion of those students who are yet to achieve their English and Maths which are in very very small numbers now. Alongside the audio I will share the detail of the quality improvement plan. It's really important that you have that visibility of the context of it and you can see the progress that we're making towards each of those actions and the strategic priority of the actions as well. Of course if you have any questions please do not hesitate to contact me and I'm happy to talk through individual actions with key people as they perceive those actions to align directly with them. Each of the actions will have an owner and that person is responsible for reporting to monitoring board the progress of those actions and what traction we're making to meet it in completion. A number of the actions do require some cultural and systemic changes across the university particularly areas that align to behaviours and attitudes and personal development and they will take some time. But we have identified that we would like to move towards a self-assessment grade of outstanding for our leadership and management and our quality of education. And the actions that are identified under those areas it's critical that we meet those actions to be able to self-assess next September as outstanding for those two key judgements. Okay, thank you.
