Pearson College Review by the Quality Assurance Agency for Higher Education (“QAA”).

We have undergone a monitoring visit by the Quality Assurance Agency for Higher Education (QAA) and are awaiting publication of it's final report.

We were one of the first institutions to undergo the QAA’s Higher Education Review (Plus) review method. The overall aim of the Review is to let students and the wider public know if a Higher Education provider meets the expectations of the sector for:

• Setting and/or maintaining academic standards
• Providing learning opportunities
• Providing information
• Enhancing the quality of students’ learning opportunities.

The Review is carried out by peer reviewers, including staff and students from other Higher Education providers, leading to a report published on the QAA website. You can read the latest QAA review for Pearson College London.

Below, you’ll find the action plan we’ve developed in response to the report, which identified our areas of good practice, affirmed our ongoing activities and made recommendations for where we could improve.

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Recommendation, Affirmation or Good Practice

Original Action Identified

Progress/ implementation since last QAA Visit

Monitoring/ Evaluation

Impact/ enhancements

The role of the Degree Concept Teams in developing new programmes

(Expectation B1)

Continue to monitor and enhance the effectiveness of these teams.

Following from the enhanced format for DCTs, trials of pedagogy implemented and resulted in a series of studio projects.

Evaluation at end of each Studio Project.

Evaluation of
Studio Project 1 identified need to explore assessment in more detail resulting in Studio Project 2.  Evaluation of Studio Project 2 identified need to explore the concept with 18 year olds – a new demographic for Escape Studios and resulted in Project 3.

Survey of DCT members after programme has been validated (to be discussed at Review and Enhancement Committee).

Ultimate evaluation will be through the evaluation of the effectiveness of the programmes themselves which commence delivery in Sept 16.

To be determined by the individual actions and enhancements identified.

Embed within its quality assurance procedures a structured opportunity for dialogue between staff and students

(Expectation B5)

In addition to the mechanisms currently in place for dialogue between staff and students (Student Association feedback, individual student feedback, co-creators) develop and implement (in consultation with students) a process which gives structured opportunities for student representatives to engage in dialogue with staff, the outcomes of such dialogue to feed into the academic committee structure.

Following the introduction of the staff-student liaison committee (consisting of elected student representatives) prior to the last monitoring visit, this committee has now been embedded into the College.


SSLC minutes considered at Review and Enhancement Committee.

Questions on effectiveness of student feedback mechanisms added to end of year student survey for AY 1516.

“You said, we did” shows changes made as a result of SSLC.

SSLC also provides a forum for consultation with students as well as receiving feedback from them.

Change in role of co-creators allowing them to concentrate on research projects which will contribute to the learning, teaching and assessment strategy of the College, rather than acting as “representatives”.


Clarify the purposes and operation of the peer observation process

(Expectation B3).

Develop a guide to peer observation (following consultation with staff and students). This to include a statement of the rationale for and purpose of peer observation. Appropriate staff training to be provided.

Following the introduction, before the last monitoring visit, of the peer observation policy (which is written as a guide to the process), the policy continues to be implemented and staff to receive training on this at induction.

Review and Enhancement Committee

Action plan by each school based on results of peer observation.

Questionnaire to staff on the effectiveness of the policy and analysis of the results of this.

Analysis of student feedback on teaching in APMR.

Changes in teaching practice – see evaluation of the process as a result of staff questionnaire.  
Adopt a systematic approach in the identification and provision of learningresources (Expectation B4). 

Academic Planning Committee to develop, and Academic Board to approve, a procedure which provides a systematic approach to the provision of learning resources ensuring that this commences at programme development stage and ensures proactivity (in addition to responding to feedback) throughout the life of a programme

Following the approval of the procedure for identifying learning resources this has been communicated to staff and students and a new role of Vice-Principal (Operations) has been created

The report affirms the actions being taken to integrate Escape Studios into the College's processesand procedures (Expectation A3).  Integration to continue in accordance with existing action plan.  Academic Planning committee to monitor and identify potential enhancements.

Much of the integration work had been completed at the time of the last monitoring visit.

From the start of the 2015-16 Academic Year all staff development activities have been cross school (ie Business School and Escape)

HR processes have also now been integrated.

Monitoring and evaluation of each area of operation of Escape Studios is now integrated into the overall Pearson College London committee structure.

A review of progress on completion of integration to be undertaken by Academic Planning Committee (April 16) prior to undergraduate students commencing studies in September 2016.

Sharing of good practice (see above under DCTs/signature pedagogy and the Apprenticeship challenge

Alignment of the peer observation process (see above) and overall evaluation of the process.

Escape Studios undergraduate students to be located at Shepherd’s Bush with the Business School students (as a result of over-arching view of learning resources)

Joint staff development activities.

Escape staff benefit from overall policy regarding staff development eg 3 members of Academic Staff are being sponsored to undertake a PgCert in HE.