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Quality Assurance is an area of excellence because there is a very broad range of procedures for consulting and obtaining feedback on performance, involving students and staff at all levels, followed by communication of steps taken to act on feedback. Examples of such procedures include a mix of formal and informal systems, regular focus groups, student meetings or class representatives. The Language Centre takes a very proactive and attentive approach to feedback. There is evidence of exceptionally well-organized systems for recording and analysing feedback results and excellent use is made of these results to drive improvements in services. An exceptional level of commitment to improving quality across all services is apparent among all staff.

Communication with Staff is an area of excellence because information about the institutional structure, its missions and strategic aims is exceptionally well-disseminated and staff felt well-informed. There is an exceptionally effective mix and level of formal and informal communication in the Centre, and there are regular opportunities and established mechanisms for all staff to contribute their opinions and ideas for the development and operation of the Centre.

Communication with Students and Clients is excellent because the Centre has taken every step to keep external clients informed of all aspects of their work. The communication between the Centre and parents is excellent.

Course Design and Supporting Systems are excellent because there is evidence of exceptional attention paid to coherence in course design and of the positive impact of this on course delivery and assessment in terms of the high re-enrolment rates, the student/client feedback ratings and the very impressive Cambridge Assessment Examination results. The Centre has very clear descriptions of the learning programmes, intended learning outcomes and associated evaluation, all bench-marked to the CEFR. These descriptions match the pedagogical philosophy of the centre. This is made clear to staff and students. There is a welldeveloped system of support (induction, PCs, academic administration systems, teacher’s handbook) to ensure the Centre’s educational objectives are being met and teachers have a clear idea of what is expected of them.

Teaching and Learning
The following aspects of Teaching and Learning are excellent:

• systems for identifying students’ needs and planning and reviewing their learning
• a range of creative ways of extending learning outside the classroom through projects and self-study
  assignments
• learner-centred and interactive teaching and an encouraging manner
•  some effective adaptation of course materials to suit particular groups
• good use of technology via breakout rooms, chat boxes, online tools such as Kahoot!, Wonderwall
•  advice and practice of learning-to-learn techniques and study skills to promote student responsibility
  for learning

Assessment and Certification is an area of excellence because

• a team of appropriately qualified and experienced assessment specialists establishes testing procedures and oversees all test design and production;
• appropriate training is given to those responsible for designing assessment instruments and procedures, whether formal or informal (including classroom interaction), and to those administering the assessment;
• placement assessment is used systematically to diagnose students’ needs and provide clear information to students on their level, strengths and weaknesses and potential progress;
• all four language skills are tested, using CEFR – related criteria and providing accurate CEFR levels;
• a broad range of assessment techniques is used, combining standardised tests, exams, informal assessment, etc. The institution’s assessment procedures:
• include CEFR descriptor referenced continuous assessment procedures, which are subject to regular standardisation training
• elicit appropriate samples of speech and writing from all students
• include specific assessment activities for spoken interaction (pair/small group), spoken production (mini-presentations) and written production (homework)
• award grades in relation to CEFR-related criteria

To ensure consistency and reliability of judgments of CEFR level, adequate moderation techniques are being applied, such as inter-subjective techniques:

• double-marking: Assessment by at least two trained staff of a structured sample of student performances
• standardising judgements before starting to assess students, by getting all staff to agree CEFR grades for certain benchmark performances (official or local samples) before assessing individually

Academic Resources are excellent because the Centre has chosen good relevant material for their teaching context appropriate to the learner’s needs and interests, appreciated by both staff and students. This is supplemented by considerable material stored online again appreciated by staff and students. The Centre has an outstandingly good system for the continuous maintenance, review and upgrading of its range of resources which involves teachers and academic management, to ensure relevance and topicality and continued alignment to course objectives. There is

• creative use of the internet and/or other multimedia to provide variety and topicality of teaching and learning materials
• reference material on methodology, professional journals and other resources, which promote professional knowledge and development. These are relevant, up-to-date and reflect staff needs and the strategic objectives of the Centre.
• a wide range of well-designed self-study resources, related to course content, which foster learner independence and is appreciated by students.

   

Student Services are excellent because there is an exceptional level of focus on providing a comfortable and enjoyable student experience in a culture of customer care.The range and quality of advice and information available to students (and their parents or guardians and other stakeholders) is exceptional, including documentation, interactive websites, etc. Exceptional attention is paid to students’ safety and welfare to ensure they are safeguarded at all times.

Staff Profile and Development is an area of excellence because there is a shared culture of continual improvement and development of teaching. Professional performance and development reviews and/or appraisal procedures are exceptionally thorough, systematic and supportive of professional and career development. There is

• a high proportion of staff with an above basic level of competence and experience
• a rich programme of in-house training, with input from outside trainers and involvement of the institution’s own staff
• an exceptionally well-planned approach to continuous professional development which benefits individual staff as well as the institution.

A mix of some, or all, of the following different types of observation is used to foster the professional development of teachers:

• individual development observation by academic managers and peers
• peer observation to share best practice
• documented self-observation and reflection

The institution is supportive towards staff undertaking additional training or professional development by for instance

• allowing flexible working hours and/or covering staff during absence for training, attendance at conferences etc.
• providing a degree of financial support for training, attendance at conferences etc.

Staff Employment Terms are excellent because the institution offers an excellent package of terms and conditions, safeguarding staff security and assuring staff welfare. There are opportunities for permanent or continuous employment for a significant proportion of staff, and for promotion and career progression. Where freelance/casual/hourly paid staff are employed, hourly rates of pay include additional benefits over and above statutory requirements.