Date of review	Publication date	Type of review	Judgements about quality and standards	Reference
Jun-2010	9 Sep 2010	Integrated Quality and Enhancement Review: England	Confidence in the College's management of its responsibilities, as set out in its partnership agreements, for the quality of learning opportunities it offers. - What does this mean? Confidence in the College's management of its responsibilities, as set out in its partnership agreements, for the standards of the awards it offers on behalf of its awarding bodies. - What does this mean? Reliance can be placed on the accuracy and completeness of the information that the College is responsible for publishing about itself and the programmes it delivers. - What does this mean?	ISBN 978 1 8 4979 184 7

Features of good practice	Recommendations for action
In the course of the review, the team identified the following areas of good practice: relocating the higher education provision within an area separate from the further education provision, in which the higher education courses are in close proximity (paragraph 26) effective academic, pastoral and learning support for students that is provided by tutors and the Learning Resources Centre staff (paragraph 33) a well-designed virtual learning environment, which provides access to a wide range of services through its hub, and enhances communication between staff and students (paragraphs 25, 29, 39)	The team also agreed the following areas where it would be desirable for the College to take action to; review the frequency of its Higher Education Forum meetings to ensure its more regular consideration of higher education developmental and operational issues and to rewrite its remit to reflect more fully its expanding role in monitoring and enhancing programme delivery (paragraph 9); review its higher education Quality Assurance Policy and processes to make their operation more transparent and to ensure that the timing of the internal and external quality processes between the College and the University are better aligned (paragraph 10) engage with the University to clarify and formalise the duties and responsibilities of the link tutors, with a view to enhancing further the College's quality assurance processes (paragraph 11) review its procedures for ensuring consistency in the quality and content of written feedback to students on their assessments (paragraph 14).

Features of good practice

Recommendations for action

In the course of the review, the team identified the following areas of good practice:

relocating the higher education provision within an area separate from the further education provision, in which the higher education courses are in close proximity (paragraph 26)
effective academic, pastoral and learning support for students that is provided by tutors and the Learning Resources Centre staff (paragraph 33)
a well-designed virtual learning environment, which provides access to a wide range of services through its hub, and enhances communication between staff and students (paragraphs 25, 29, 39)

The team also agreed the following areas where it would be desirable for the College to take action to;

review the frequency of its Higher Education Forum meetings to ensure its more regular consideration of higher education developmental and operational issues and to rewrite its remit to reflect more fully its expanding role in monitoring and enhancing programme delivery (paragraph 9);
review its higher education Quality Assurance Policy and processes to make their operation more transparent and to ensure that the timing of the internal and external quality processes between the College and the University are better aligned (paragraph 10)
engage with the University to clarify and formalise the duties and responsibilities of the link tutors, with a view to enhancing further the College's quality assurance processes (paragraph 11)
review its procedures for ensuring consistency in the quality and content of written feedback to students on their assessments (paragraph 14).

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