Learner Involvement
Strategy
Achieving Excellence
through the Learner Voice:
For the Learners - By the
Learners
“our learners are at the heart of everything
we do”
“mae ein dysgwyr yn ganolog I bopeth a
wnawn”
Compiled by: Jennie Dowsell
Reviewed by: Learner Voice Steering
Group
Issued: September 2016
Next Review: August 2017
Version: 02
Introduction
1.0 Background
Coleg Gwent is committed to developing its campuses and Community Education as
learning communities where learners are treated as equal partners in the shaping of
their learning experience. The College realises that the full value of learner
involvement requires a co-ordinated approach across the College to tackling barriers
as perceived by learners, and unlocking their potential to help drive improvements.
From September 2011, responsibility for the effective operation, review and
evaluation of the Learner Involvement Strategy was transferred to the Coleg Gwent
Students’ Union. In order to ensure a co-ordinated approach to this, the Students’
Union established a Learner Voice sub-committee made up of the Designated
Governor for the Learner Voice, the VP (Curriculum and Quality), the Director of
Learner Services & Support, the Manager (Learner Experience, 8-12 representative
learners, and a staff member.
2.0 The College vision for learner involvement includes:




Actively involving all staff and learners in the identification of activities, which they
feel will provide learners with opportunities to be equal partners in the shaping of
their learning experience and to provide both parties with the skills required to
effectively participate within this process.
Developing a culture where all learners are motivated to give constructive
feedback, where they see their feedback is taken seriously, and where teachers
have the skills to encourage and respond positively to feedback.
Fostering an inclusive culture where no individuals or groups of learners are left
out and where the principles of equality and diversity inform all learner
involvement activity.
A College-wide Continuous Professional Development (CPD) programme that
prioritises the support that staff need to seek and respond effectively to learner
views.
3.0 Involving Learners in Formal Representation
3.1 Class Representatives
At the beginning of the academic year each class will elect at least one class
representative during a specially designed tutorial session. These representatives
will then be invited to a training session that has been designed to assist and support
them in their role, e.g. ensuring that class representatives carry forward a mandate
from their class and represent the classes’ views. Online versions of training
sessions and materials will be made available to those who are not able to attend
training sessions.
All Class Representatives will be provided with a Class Rep Guide, which will include
their Dos and Don’ts, a step-guide to reporting any issues, important contacts, and
details of all the mechanisms/meetings that are provided for reporting any
comments, ideas or issues.
Class representatives will then be invited along to the following College led campusbased meetings:
 College Learner Panels
 School Forums
 Focus Groups
And the following Students’ Union led campus-based meetings:
 Campus Student Parliaments
 Union General Meeting
Class Representatives will also be invited to take part in a College Certificate to
reward them for the effort that they put into the role.
3.2 Students’ Union
All Coleg Gwent learners will become members on enrolment unless they wish to opt
out. A directly elected President leads the Students’ Union. The President will be line
managed by the Manager (Learner Experience). There is an annually elected
membership in line with the Students’ Union Constitution. Officers of each of the
Campus Unions will be provided with a private space (with telephone/internet
connection and e-mail access) in order to conduct their work, and these officers will
be directly responsible for looking after this space. Officers will also be provided with
training to ensure that they can fulfil their roles as officers, e.g. Safeguarding and
Diversity training, and a full Induction programme.
3.3 Student Governors and Community Partnerships
There will be two Student Governors, elected from the overall student body. The two
Governors will be elected annually in line with the Constitution of the Coleg Gwent
Students’ Union, one serving an Academic year term and the other serving a
Calendar year term. The Governors will continue to be supported in their role by the
Manager (Learner Experience). Governors will also be provided with training to
ensure that they can effectively fulfil their roles, and the Board and the college will
constantly review, with the Student Governors, the training that is provided to them.
Each campus will have spaces for two student representatives at their Community
Partnerships. One will be elected from the overall student body and, where possible,
one will be elected through the Students’ Union. These Partnership members will be
supported by campus management and Coleg Gwent Students’ Union.
Student Governors will be required to submit a Learner Voice report to the
Corporation 3 times a year and Student members of the Community Partnerships will
be required to submit a Learner Voice report twice a year.
3.4 Student Membership of College Boards, Committees and Groups
Officers of the Coleg Gwent Students’ Union will act as student representatives at
the following College meetings:






Campus Health & Safety Committees
Energy & Environmental Management Group
Diversity Steering Group
Safeguarding Committee
Transport Consortium Meeting
Catering Provider Meeting
Students’ Union Officers will also provide learner representation at other College
meetings as and when required, e.g. Catering Supplier Presentations, focus groups,
etc.
3.5 Learner Voice Review Day
At the end of the academic year the Students’ Union will operate a Learner Voice
Review Day on each campus, where all the Learner Voice Representatives (i.e.
Students’ Union Officers, Class Representatives and Student Governors) will be
invited to attend. The event will enable the participants to select a topic or theme as
a main focus for the day.
3.6 Cash4Change
The Students’ Union conducts a “Bidding Process” called “Cash for Change” where all
learners are able to submit bids for sums of money per campus to be allocated to
materials/equipment/other expenditure for a community project or Enrichment activity
that will improve the college environment, benefit the local community, and develops
learners’ skills and experiences. These projects must be included in an aspect of their
academic studies and/or enrichment. They will present this bid to a panel of judges
made up of learners and relevant staff members. The panel will decide who has been
successful based on the strength of the bids and presentations.
3.7 Community Education Forum
Community Education learners will be able to pick their own representatives for the
year and will be consulted with and listened to on an ad hoc basis. The representatives
will also be invited to take part in a Cross-County Coleg Gwent Community Education
forum once a year, where they can feed into plans for next year and feedback on any
issues or new initiatives.
3.8 Support for learners to attend meetings
The Students’ Union and the College will support learners to participate fully in
meetings. This includes:
 The provision of enablers for those learners who have a difficulty
participating in meetings due to a disability.
 Students’ Union Officers, Student Governors and Class Representatives
should be allowed reasonable access to meetings/training events where
their attendance is required
 There is a policy to allow learners to leave lessons for Learner Voice
activities where reasonable
 Childcare and travel costs can be reimbursed
 Learners will not lose any grant payments if they are elected to attend
meetings.
The College and the Learner Involvement Sub-Committee will work together to:
 Ensure there is a clear structure of meetings with a calendar of dates
created in advance of the academic year
 Ensure that Class Representative training is reviewed every year and best
fits the needs of the learners
 Ensure there is clear communication to Class Reps, using their chosen
method, using the Learner Portal and using Social Media, e.g. Facebook
Group
 Ensure that Students’ Union officers are trained and inducted so that they
can best fulfil their roles, including having regular development sessions
 Ensure there is a budget available for Students’ Union and Learner Voice
and ensure that it is spent effectively to help to increase election turnout,
raise the awareness of the Students’ Union, enrich the lives of learners,
and ensure that it functions to the best of its ability
 Ensure there is a noticeboard in each academic area of each campus that
is dedicated to Learner Voice communications/information and that
learners can negotiate the prime locations with campus management
 Ensure that Learner Voice activities adhere to the Students’ Union Safe
Space and Zero Tolerance policies
 Ensure learners are involved in reviewing the Learner Involvement
Strategy through the Learner Involvement Sub-Committee and the Learner
Voice Review Days
 Treat any information given at forums etc sensitively and keep comments
as anonymous as possible
 The minutes and action plans arising from these meetings are posted on
the Learner Portal
 Reward Learner Voice representatives (i.e. Students’ Union Officers,
Class Representatives and Student Governors) with the opportunity to
complete a College Certificate in Learner Voice.
4.0 Involving Learners in Broader Feedback and Communication
4.1 Questionnaires
The College currently uses both online and paper survey questionnaires to evaluate
existing provision, twice a year.
HE learners are formally involved in the National Student Survey, which is
conducting externally and all data collected is published online and sent to the
college to inform our planning strategies.
Learner views also emerge through the College’s Complaints Procedure, via
VocalEyes and through informal conversations with tutors.
Heads of School are required to provide feedback, in conjunction with the Students’
Union, about three ‘top tackles’ that came out of the Questionnaires, and to publicise
any actions taken.
4.2 Online Feedback systems
The College has a “Buzz the Boss” service for learners to directly contact the
Principal with any issue that is sensitive, difficult or has not been resolved through
normal channels. This service can be anonymous or not, and replies are always
given.
There is also a college run online reporting system for some of the college’s
externally provided services, such as the Canteen and the Transport system. This
service can also be anonymous or not, and replies are always given within a set
deadline.
From November ‘14 there is an online feedback/discussion platform exclusively for
learners, called VocalEyes. Learners can access this platform through Moodle and
can make suggestions for improvements to the College. Learners can share ideas
and rate them out of 5. The Students’ Union then take these ideas and suggestions
and take them to the relevant people who can act on them. The discussion thread is
then closed with a positive or ‘learning’ outcome.
The College and the Learner Involvement Sub-Committee will work together to:
 Ensure there is a regular and effective feedback strategy to include
posters, noticeboards, websites and the use of more up to date
communication technologies, such as videos and text messaging
 The College and the Students’ Union follow the Feedback Chart which
outlines the strategy with which feedback on outcomes of learners’
comments/concerns are communicated.
 Include sections on Learner Voice and Enrichment in the Student
Newspaper.
 Ensure that the College Learner Panel meetings will comprise of not more
than 60% full-time learners, with the remaining 40% made up of
representatives from the following groups: 14-16 learners; HE, PT and
WBL’s, depending on availability.
 Ensure that hard to reach groups, such as part-time and WBL’s, and those
with learning difficulties, have access to Learner Voice mechanisms,
particularly online systems such as VocalEyes
 Ensure campus based noticeboards are utilised and kept up to date
5.0 Developing Learner Involvement – Teaching and Learning
Personalised learning, making learners co-creators of their learning, requires an
ongoing and constructive dialogue with learners. For this to be achieved learners
need to develop the confidence and skills to understand and manage their own
learning needs. Learners who understand how they learn best will be able to take a
more active role in managing their learning.
5.1 Involving learners in the planning for their success
The College currently has a system for 1:2:1 tutorial session, where learners and
tutors review and complete an electronic Individual Learning Plan (eILP), which sets
out the learner’s long-term learning aims. Regular reviews focus on shorter-term
targets, and actions designed to facilitate successful achievement of those targets.
Coleg Gwent has devised a bespoke eILP system called ACE, which was created in
consultation with staff and learners.
5.2 Involving learners in Enrichment
Enrichment plays a crucial role in developing the confidence, independence and
motivation of learners.
The College has launched their CGExtra Enrichment program and will support
learners’ input into enrichment activities that take place on campuses and in tutorial
sessions, and provide funding where a need is proven, using Cash4Change.
5.3 Involving learners in quality improvement
College led learner feedback on teaching and learning is currently sought through
questionnaires, College Learner Panel meetings, School Forum meetings and focus
groups, and this feedback feeds into the Self-Assessment Reports.
The College and the Learner Involvement Sub-Committee will work together to:
 Ensure that learners review and provide feedback on the ACE system on
an annual basis.
 Actively involve learners in the College’s self-assessment process, and
ensure the direct involvement of learners in the annual course review by
inviting learner representatives to the meeting where the course review is
developed.
 Involve learners in “testing” judgements in the College’s SAR (SelfAssessment Report), by inviting them to corroborate or challenge the
strengths or weaknesses identified in a draft learning area SAR. The
review team should minute any agreed actions that are required and feed
them back to the respective curriculum manager.
 Develop and practice the skills needed to question and scrutinize the
learning experience in a way that leads to fruitful dialogue rather than
conflict through the medium of Class Representative training.
 Develop a shared understanding of the learning process. To explore
collectively what is considered to be a good lesson and why, and
share/discuss this with our learners. This would include the importance of
regular feedback, participation and active learning. This will be discussed
at the College Learner Panel meetings and also the School Forum
meetings, e.g. “What do you consider to be a good lesson, and why?”
 Involve learners in observations of teaching and learning, e.g. the
observers will ask views of learners in the same way that Estyn inspectors
would.
 Promote the opportunity for the active involvement of learners in the
appointment of teaching and support staff and managers. The College
Recruitment policy states that all staff vacancies which involve contact with
learners (e.g. teachers, Heads of School and Student Services Advisors)
should involve some input from learners
 Require all course teams to maintain evidence of the use of learner
feedback to improve performance and to embed this into Business
Planning.
 To provide an opportunity for Class Representatives, Union Officers and
other learners to contribute to Enrichment by putting on activities and/or
workshops, or by setting up clubs/societies.
 To support and encourage learners to get involved in Diversity and to have
a say in how the College promotes equal opportunity; this includes the
Students’ Union organising a Diversity event
 Seek the views of learners on the College’s Enrichment program, through
College questionnaires and an item on the School Forum agendas
6.0 Developing Learner Involvement – creating the culture
It is essential that learner involvement is recognised as an integral element of
College strategy. The strategic responsibility for the Learner Involvement Strategy
lies with the Vice Principal (Curriculum & Quality), and from 2013-14, Learner Voice
is embedded into the College Quality Strategy.
The Director of Learner Services & Support will work with the Manager (Learner
Experience) and the President of the Students’ Union, to ensure that learner
involvement engages with processes across the College.
In developing this culture, the College recognises that relationships between
teaching staff and learners will alter as we move towards achieving the College
vision for learner involvement (refer to 2.0 above). Staff and learners will require
support and training to facilitate this shift, and to ensure that it leads to genuine
improvement to our learner’s experience and outcomes.
The College has a designated Governor with responsibility for ‘Learner Voice.’
There is a Learner Voice Award at the Celebrating Excellence Awards, to celebrate a
member of staff or team who has/have engaged well with the Students’ Union and
Class Representatives.
The College and the Learner Involvement Sub-Committee will work together to:
 Ensure Students’ Union officers are involved in Staff INSET, to educate
staff on how Learner Voice and the Students’ Union can best support
tutors
 Publicise the Learner Involvement Strategy using “learner-friendly” posters
 Use the National Occupational Standards for Learner Voice Practitioners
to embed learner voice into the job roles of key staff members
 Create an Award on each campus to celebrate the outstanding
performance of a Student Representative
 Ensure that any social space provided by the College is respected by
learners with the support of the Students’ Union
7.0 Developing Learner Involvement – evaluating and reporting on
the impact
7.1 Evaluating
It is important for the College to be clear about how it will measure the impact of its
Learner Involvement Strategy. Two methods will be adopted:
Outcome measures are measures of the wider impact of learner involvement, i.e.
are learner’s views and involvement actually making a difference?
 Developments which have been influenced by learner involvement
 Services or processes which have been improved as a result of learner
involvement
Process measures are measures of whether or not we are successfully involving
learners, i.e.:
 Participation and involvement: are learners actually taking up opportunities
provided, and how many?
 Inclusion: are diverse groups of learners taking up opportunities equally?
 Reporting back: is the impact of learner’s views and involvement being
communicated to learners?
 Satisfaction with process: are learners themselves satisfied with the
processes in which they are being involved?
Other measures, against which this Strategy will be assessed, include:
 The content of self-assessment and performance improvement actions
can be linked directly to documented learner views.
 Learner involvement activities lead to clear and well publicised lists of
action items, which are then implemented.
 The College can demonstrate how learner feedback is used to identify and
spread good practice.
 The performance of Learner Voice representatives compared to the rest of
the learner population (collected via EBS reporting).
 The perception of Learner Voice representatives on the impact of their
‘voice’ and the benefits of Learner Voice on their skills set (collected via a
Learner Voice Questionnaire).
7.2 Reporting
A report on the outcomes of the Learner Involvement Strategy from each academic
year will be produced by the Learner Involvement Coordinator to the October Board
meeting of the following Academic year.
An updated copy of the Learner Involvement Strategy will be compiled by the Learner
Involvement Sub-Committee and Learner Voice Coordinator, based on the final review
meeting of the LIS sub-committee. This report will go to the October Corporation
meeting, for note.