Key Issues and Activities
In line with the continuing growth in membership, Landex has recently increased its staff to allow closer working relationships with a wide range of other membership organisations, and provide a rapid response to the challenges faced by member colleges and universities.
This allows us to help members achieve the highest standards of teaching, learning and student experience.
Our activity in key areas of our strategic plan continues, and in particular:
Each year members make significant progress towards our goal, of at least good quality teaching, learning and assessment being delivered in all Landex colleges and universities.
Peer review, linked to structured improvement plans, continues to be our main method of effectively sharing good practice and forming shared views of the required standards.
Landex colleges have freely and willingly shared performance data and this has been used to more accurately identify high and less well performing areas in member colleges, and to support action planning for improvement.
Landex delivers its quality improvement activity through visits to member institutions by a Landex quality officer accompanied by a senior member of staff from another Landex college. This activity is directed towards:
To further support members, significant volumes of data and case students are collected both nationally and from Landex colleges. Once analysed these provide a range of additional ideas for improvement.
Although there were relatively few curriculum level inspections in the last round of inspections, the trend observed in previous inspection rounds, where land based provision was judged consistently higher quality in member colleges, than in the rest of the sector was repeated. This reinforced the pattern that emerged in the previous Ofsted cycles (between 2001 & 2005 and between 2005 & 2009).
Confidence in college management was expressed in every one of the Landex colleges that received either an ‘Institutional Audit’ (higher education institutions) or an ‘Integrated Quality and Enhancement Review’ (Further Education Colleges with Higher Education provision) of the quality of learning and for the standards of awards that they offer on behalf of awarding bodies.
Under the HER/QAA process introduced in 2013, Landex member Colleges performed on-average much better than the rest of the sector, with the proportion of ‘commended’ judgements being very impressive.
There is evidence that land based provision is best where the college places a clear strategic emphasis on offering a range of provision, supported by good and extensive practical resources, together with a commitment to continual quality improvement.
A Self-improvement/Regulation Model
Regular discussions, consultations and considered debate takes place to adapt the Landex Quality Improvement Strategy and develop it in a way which will accelerate improvement towards a position where members entitled to use the Landex logo will be identified with high quality provision in all its manifestations. The ambition being to reflect the strap-line: Land Based Colleges Aspiring to Excellence.