Education
Commissioning
for Quality
Health Education East Midlands
Workforce, Education and Quality 2015
HEEM are seeking to improve how the national
frameworks are implemented locally as part of
developing a robust quality assurance process
across all stakeholders involved in the delivery
of education and learning.
Education Commissioning for Quality
Introduction
Health Education East Midlands (HEEM) have undertaken a review
of how the contracts held with Higher Education Institutes (HEIs) are
monitored, reviewed and managed as part of the on-going quality
assurance process.
Education Commissioning for Quality (ECQ) remains in place as one
of the national quality assurance frameworks and the expectation
is that it will continue to be used as the quality baseline for the
foreseeable future. HEEM is seeking to improve how the national
frameworks are implemented locally as part of developing a robust
quality assurance process across all stakeholders involved in the
delivery of education and learning.
The following paper identifies how each ECQ domain will be
measured and provides indicative examples of what evidence may
be used to quality assure and improve the education experience
for learners and help ensure patient safety.
This work has been influenced by;
•Education Development and Commissioning Managers
and local Workforce Development Leads undertaking
a review of the quality assurance processes currently
in place and their effectiveness
•The East Midlands Multi-professional Quality Standards for
local training and education providers
•Feedback from local service providers and HEI colleagues
on the effectiveness of quality assurance processes currently
in place
•Quality processes from Health Education East of England
and Health Education West Midlands
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03
Education Commissioning for Quality
Introduction
The framework includes:
Theme
A short statement identifying how HEEM describes what the purpose of the particular ECQ domain is.
ECQ Domain
As identified within the current national ECQ framework. The domains
cover Recruitment (2 descriptors), Learning in the University (2 descriptors),
Learning in the Practice Setting (5 descriptors), Outputs (2 descriptors),
Commitment and Transparency (3 descriptors).
Standards
Identification of how the domains and descriptors will be measured within
the new framework.
Sources of evidence
What could be expected to be either produced, reviewed or discussed as a
means of identifying and agreeing whether standards have adequately and
sufficiently been met.
As the new framework is
implemented, the standards will
be reviewed, amended and added
to with particular regard to :
•Consistency and appropriateness of the
language used
•Clarity of meaning and relevance to the
particular ECQ domain
•Completeness, to ensure no key standards
that are missing
•Evidence required to fully and effectively
measure the range of standards identified.
Colleagues from HEIs, Service
and HEEM will be encouraged
to provide feedback from their
on-going experience of using the
new framework.
04
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Education Commissioning for Quality
Domains - R1
Theme: High calibre individuals with the right values, behaviours and attitudes are
recruited onto HEEM commissioned programmes
R1 Recruitment
A representative sample of senior staff from providers of NHS commissioned services, service users and carers carry
out a stock-take of the recruitment and selection policy and processes, and mutually agree any actions with the HEI
annually. There is a current recruitment and selection plan, showing actions and the outcomes of these actions. As a
minimum this plan should include the following topics:
1) support for widening access
2) promotion of equality and diversity
3) ensuring candidates’ compatibility with core NHS and professional values.
Can you demonstrate that:
A
Implementation of recruitment strategy is monitored and reviewed
annually by service communities to identify good practice and
alignment with NHS values
Information and data that
you might use to evidence
the above:
•HEI and School Recruitment Strategy
/ HEI and School
B
Common recruitment activities and requirements are shared across all
NHS commissioned programmes and supported with an increasing
evidence base of meeting service needs for graduates
•Compliance with processes and
procedures to ensure only students
eligible to embark on NHS funded
programmes are recruited.
C
Students identified as potentially requiring support to successfully
graduate are identified during the recruitment and induction processes
and suitable support provided as required
•Widening Participation strategy
D
Service colleagues, patients and carers are engaged and involved in
relevant aspects of the recruitment and selection process and the
impact of their involvement can be evidenced
•Recruitment and enrolment statistics
•Stakeholders’ involvement in the
recruitment process review and their feedback
•Profile of recruited students
E
Website information for NHS commissioned programmes is regularly
monitored and reviewed to reflect NHS requirements
•Annual review, evaluation and
improvement plan for recruitment,
selection and enrolment processes
F
Widening participation strategy is monitored and reviewed annually,
effectively implemented and impacts on the profile of recruited cohorts
•Support processes in place for
students, their implementation and outcome
G
Equality and diversity activities ensure active recruitment from areas that
have, to date, been underrepresented
•Compliance with the HEE Values
Based Recruitment Toolkit
•Engagement of Service
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05
Education Commissioning for Quality
Domains - R2
Theme: Recruit and enrol the number of students to meet our identified supply
needs and commissioning requirements
R2 Recruitment
Variance between commissioned numbers and actual students recruited per programme (%). Numerical targets for red, amber and green ratings setting tolerances for both under and over-recruitment, as determined by the commissioner.
Targets to be set for each profession to take account of baseline assessment, local workforce priorities and the need for stretch.
Can you demonstrate that:
Information and data that
you might use to evidence
the above:
A
Students enrolled on commissioned programmes and cohort match the
agreed commissioned numbers
B
Where over recruitment occurs, processes have been reviewed and
altered so strategies are put in place to improve this position
•Historical data of application,
recruitment and enrolment statistics
C
Where under recruitment occurs, an action plan is developed and
implemented to improve the recruitment of suitable students
•Stakeholders involvement in
developing and delivering marketing
and recruitment activities
D
Processes are in place to ensure that HEEM is kept up to date with
robust data and information relating to offers and enrolment for
commissioned programmes
•Recruitment and enrolment statistics
A representative sample of senior staff
from providers of NHS commissioned
services, service users and carers mutually
take stock, review and agree with the
HEI action required, to ensure that
course content is suitable for ensuring a
workforce that is fit for purpose.
06
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Education Commissioning for Quality
Domains - A1
Theme: Students are exposed to and challenged by a curriculum that is current,
reflects best practice and enriches the learner and patient experience
A1 Learning in the University
A representative sample of senior staff from providers of NHS commissioned services, service users and carers mutually take stock, review and agree with the HEI action required, to ensure that course content is suitable for
ensuring a workforce that is fit for purpose. As a minimum, this plan should include the following topics:
1) linking the curriculum with the NHS aspiration for the professional workforce to be practitioners,
partners and leaders
2) support for inter-professional learning
3) management of concerns about the curriculum raised formally by employers.
Can you demonstrate that:
A
Feedback from a range of stakeholders (service providers, service users,
carers and students) is regularly and consistently sought and utilised to
review the quality and appropriateness of course content B
Curricula are reviewed annually taking into account feedback from
professional, regulatory and statutory bodies
C
Processes are in place to ensure that concerns raised by stakeholders
regarding the continuing suitability of course content can be reviewed
and agreed changes implemented in a timely manner
Information and data that
you might use to evidence
the above:
•QAA reports / Regulatory Body
reports
•Quality improvement logs / Quality
enhancement reports / Module
enhancement plans
•Innovations in curriculum design
•Reflection of local Transformation
Plan needs within curriculum design
D
Engagement with and feedback from learners, service users and service
providers regularly impacts directly on curricula development
•NHS Constitution requirements
embedded
E
Course content and curricula reflects the requirements of regulatory
bodies to ensure that successful graduates are fit for purpose
•Learner feedback forums / End of
module evaluations /Structured
discussions with learners
F
Course content and curricula reflects the requirements of service
providers and users to ensure that successful graduates continue to be fit for purpose and practice
G
H
•Teaching observation reports (peer observations)
•Moderation reports
•Programme enhancement plans
Inter-professional learning opportunities are sought and included within
curricula development
Students are familiar with service improvement theory and application
and can demonstrate their contribution to service improvement thinking
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•Service user forum group reports
•Inter-professional learning evaluation
and development
•Output from Curriculum Boards
07
Education Commissioning for Quality
Domains - A2
Theme: The curriculum is innovatively delivered to engage students in effective
academic learning and clinical practice, supporting them to consistently deliver
high quality care
A2 Learning in the University
A representative sample of senior staff from providers of NHS commissioned services, service users and carers
mutually reviews and agrees with the HEI, any actions required to ensure that course delivery and learning
resources are suitable, for ensuring a workforce that is fit for purpose.
As a minimum this should include :
1) any updates required to include innovative approaches to patient care and treatment
2) any updates required to include innovative approaches to teaching and assessment
3) management of concerns raised formally by students and/or the local NHS
4) suitable learning resources.
Can you demonstrate that:
A
B
C
D
Methods of delivering theoretical and practical elements of the curricula
are regularly reviewed and evaluated to ensure they are fit for purpose
Learning resources are suitable and are used effectively to support and
enhance teaching and learning
Best use is made of simulation and technology based learning to
enhance teaching and learning
Information and data that
you might use to evidence
the above:
•QAA reports / Regulatory Body
reports
•Action taken to ensure staff
involved in delivery of curriculum
have updated their skills
•Quality enhancement reports
Opportunities are taken to develop and implement new and innovative
ways of delivering teaching and learning to enhance the curricula and
student experience
•HEI/Service publicity materials
highlighting best practice and how
this is being shared
•Learner feedback
E
Staff involved in delivering teaching and learning are able to
demonstrate their skills and knowledge remain up to date both
academically and clinically
F
Staff involved in delivering academic and clinical skills are suitably
qualified and supported as teachers and lecturers
G
Communication processes across programmes and with service
providers are in place to share good practice and innovation with regard to teaching and learning
08
•Contribution to HEEM groups QI –
learners as leader
•Specific T&L awards accolades from – e.g Institute for Learning
(IFL), Higher Education Academy
(HEA), LSIS
•Teaching observation reports (could
be peer observations)
•Moderation reports
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
Education Commissioning for Quality
Can you demonstrate that:
H
Training and learning delivery provides stretch opportunities for students to develop their personal and professional skills and knowledge
I
Effective processes are in place to enable students and service staff to
formally raise concerns regarding teaching and learning provision
J
Effective processes are in place to ensure agreed actions to improve
delivery of teaching and learning are implemented within an agreed timeframe
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
Staff involved in
delivering teaching
and learning are able
to demonstrate their
skills and knowledge
remain up to date
both academically
and clinically.
09
Education Commissioning for Quality
Domains - P1
Theme: Partnership agreements with service providers are in place and are actively
being used to drive up improvements in practice placement provision
N.B. the metric will be interpreted flexibly for small organisations
P1 Learning in the Practice Setting
The core placement indicators (please see Partnership Agreement (annex J) of the ECQ) are reviewed at a defined
frequency and the review confirms that either there are no risks, or that risks are being managed effectively. The
frequency will be as set by PSRB requirements or once every five years as a minimum, whichever is the more frequent, with the following exceptions where annual review is required: 1) placements providing more than 10% of the total placement volume for that programme in the contract year.
2) organisations where the HEI has raised formal concerns about placement performance with HEEM
Information and data that
you might use to evidence
the above:
Can you demonstrate that:
A
B
C
Partnership agreements have been developed and agreed with service providers and HEEM to meet the needs of each commissioned programme
•Signed HEEM approved partnership
agreement as required for significant
placement provider
Partnership agreements are in place with every NHS Trust and have
been signed off by the nominated representative for the Trust
Partnership agreements are in place with other non-NHS placements
providers where there is significant practice placement activity and have
been signed off by the nominated representative for the organisation
D
Small organisations that provide practice placements are aware of and
meet the requirements identified within the partnership agreements
which support effective practice placements
E
Partnership agreements are regularly reviewed and updated as agreed
with HEEM
F
Effective and robust processes are in place to identify the placement
activity required across each commissioned programme
G
Effective, robust and timely processes are in place to allocate students to appropriate practice placements which meet the required learning outcomes
10
•Processes for identification, approval and allocation of practice placements
•Communication processes at
all appropriate levels including
escalation processes
•Representative sample of quality audit visits/ student
placement evaluations
•Agreed action plan to manage
identified concerns, issues and risks
•Membership of and activities from
locality placement capacity planning
groups/forums.
•Practice placement committee
membership / minutes / actions /
outcomes and reviews
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Education Commissioning for Quality
Can you demonstrate that:
H
Processes are in place to monitor placement capacity and identify
where capacity available does not meet the required level of practice
placement demand
I
Effective communications processes and relationships exist with
placement providers in order to manage and resolve practice placement concerns, issues and risks
J
Effective processes are in place to monitor and report to relevant
stakeholders, concerns raised with regard to patients safety
K
Effective processes are in place to ensure practice placements report all
serious untoward incidents (SUIs) involving students
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
Small organisations
that provide practice
placements are
aware of and meet
the requirements
identified within
the partnership
agreements which
support effective
practice placements.
11
Education Commissioning for Quality
Domains - P2
Theme: Mentor/supervisory programmes and skills training are delivering a
consistent skills set to meet service needs for training and assessing the future
workforce across all commissioned education programmes
P2 Learning in the Practice Setting
A representative sample of senior staff from providers of NHS commissioned services from within the Local Health
Community confirms that all staff involved in placement learning and assessment have access to educational resources including, where relevant, formal training programmes to enable them to support student learning and
assessment effectively.
Information and data that
you might use to evidence
the above:
Can you demonstrate that:
A
Mentor/supervisor databases are complete, up to date and accurate
B
Mentor/supervisor standards are consistent across educational /
professional settings
•Mentor / Supervisor Database
•Attendance of mentors on mentor
update programmes
C
Mentors/supervisors are supported to manage their role and
responsibilities as mentors and supervisors
D
There are a range of tools available to HEI and Service provider staff to
enable them to effectively support students on placement
E
F
Senior service leads and placement mentors and supervisors access
available resources
Resources are regularly monitored and evaluated to improve the
effectiveness and utilisation of them
G
Partnership agreements are in place and up to date with significant
placement providers
H
Implementations of partnership agreements are actively monitored
and reviewed with agreed action plans in place to ensure continual
improvement.
12
•Processes for signing off students on
practice placement
– successful
– unsuccessful
•Signed partnership agreements are
in place
•Regular monitoring and amendment
of partnership agreements to ensure
they remain effective
•NMC and other regulatory body
reports
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
Education Commissioning for Quality
Domains - P3
Theme: Students perform as expected on placement and effective and timely process
are in place to resolve any issues when students do not meet expected standards
P3 Learning in the Practice Setting
A representative sample of senior staff from providers of NHS commissioned services from within the Local Health
Community confirm that any concerns about the fitness for placement of students are being responded to, in line
with processes and timeframes mutually agreed by the HEI, and the placement provider, and the placement provider
and HEIs work in partnership to resolve any issues.
Can you demonstrate that:
A
B
C
D
Clear, robust processes are in place to effectively resolve issues when
concerns are raised regarding a student’s performance or behaviour
whilst on placement
All placement provider staff with a responsibility and involvement in
supporting or assessing a student on placement are aware of the policies that are in place and their responsibilities with regard to the policy
Prior to placement, students are aware of the expectations placed on
them whilst on placement and the processes that will be followed
should there be a concern regarding their performance or behaviour
Any concerns regarding the performance or behaviour of a student
whilst on placement are raised following the agreed procedures and
within the expected timeframes
E
Processes within the HEI are enabled to effectively deal with any
concerns raised within a timely manner
F
Where required, agreed processes are in place to conduct effective and
timely fitness to practice panels
G
Regular summary reports and feedback are provided to placement
providers and HEEM with regard to the outcomes of concerns raised
regarding students’ performance and behaviour
H
Those with an identified responsibility in implementing the policy and
procedures relating to raising concerns regarding students’ performance
or behaviour are regularly updated to ensure the policy is being
implemented effectively
I
Policies and processes are regularly reviewed and amended as required
to reflect learning and best practice
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Information and data that
you might use to evidence
the above:
•Agreed induction programme and
delivery processes for students prior
to placement
•Systems to monitor and manage
student progress on placement
•Policy and processes to raise
concerns / Actions taken and
outcome from concerns raised
•Process for providing placement
providers with student evaluations
of placement experience
•Evidence of agreed reports being
provided to placement providers
within agreed timeframes
•Dissemination of student feedback
to senior management within Trust / organisations.
•Frequency of Fitness to practice
policy, number of students involved
and summary of outcomes
•Confirmation of service provider involvement and level of representation on Fitness to
Practice panels
13
Education Commissioning for Quality
Domains - P4
Theme: Confirmation that the relevant clearance processes and checks have been
undertaken to ensure patient safety prior to students starting clinical placements
P4 Learning in the Practice Setting
A representative sample of senior staff from providers of NHS commissioned services from within the Local Health
Community confirm that Disclosure and Barring Service (DBS) and occupational health checks, and any resultant
actions, are carried out by the HEI in accordance with mutually agreed processes.
Information and data that
you might use to evidence
the above:
Can you demonstrate that:
A
Effective processes are in place to ensure all required checks and
clearances are undertaken in line with agreed timescales
B
Placement providers are adequately represented and involved in
decision making where any concerns regarding clearances are raised
•Process in place to undertake
required checks and clearances
(including timeframes)
C
Each placement provider representative is formally supported by their
organisation to make decisions on behalf of that organisation
•Processes to deal with any issues that arise and how these are handled.
D
Effective processes are in place to review and monitor that students
continue to meet the requirements of DBS, occupational health and
other agreed standards
E
•Reports on audits undertaken and
actions proposed and implemented
•Minutes of meeting to discuss issues
and the decision taken
Quality assurance processes are in place and regularly audited,
evaluated and developed to ensure that clearances are conducted safely
and appropriately in line with agreed standards
•Confirmation of service
representatives and the
contributions made
Effective processes are in place
to review and monitor that
students continue to meet
the requirements of DBS,
occupational health and other
agreed standards.
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Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
Education Commissioning for Quality
Domains - P5
Theme: Students are effectively prepared and skilled to safely contribute to patient
care and maximise their placement experiences with regard to personal and
professional development
P5 Learning in the University
A representative sample of senior staff from providers of NHS commissioned services from within the Local Health
Community confirm that students starting placements demonstrate basic skills, knowledge and professional
behaviours as mutually agreed with the HEI.
Can you demonstrate that:
A
B
Agreement has been reached between the HEI, placement providers
and HEEM on the expected basic skills, knowledge and professional
behaviours required from students whilst on practice placements.
Students are effectively prepared and supported to meet and
demonstrate the required standards
Information and data that
you might use to evidence
the above:
•Agreement on required basic skills, knowledge and
professional behaviours
•Records demonstrating all students
meet the standards as agreed
C
Feedback is obtained, collated and reviewed from mentors, supervisors,
placement facilitators and patients with regard to student performance
and behaviour whilst on practice placements
D
Placement provider staff who support students on placement are aware
of the expected basic skills, knowledge and professional behaviours
required from students whilst on practice placements
E
Students are encouraged and enabled to provide feedback on their
experiences within a practice placement environment
•Process in place if this core
performance indicator has not been met (including timeframe)
F
Standards required of students and the delivery methods used to prepare
them are regularly monitored, reviewed and amended to ensure students
continue to meet standards required
•The level of involvement from
service representatives in preparing
the students
G
Action is taken that is timely, effective and appropriate and feedback
provided where concerns are raised regarding a student’s suitability for a
practice placement
H
Feedback on student performance and behaviour is collated and used to
drive development and improvement in how students are prepared for
clinical placement
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•Formal statement from each
placement provider that this core performance indicator has
been met.
•Feedback from placement provider
evaluations in regards to this core
performance indicator.
•Action plans to develop and improve students with regard
to basic skills, knowledge and
professional behaviours
15
Education Commissioning for Quality
Domains - O1
Theme: Ensure commissioned programmes deliver the supply of new staff that we
require and attrition per cohort is reduced
O1 Outputs
Attrition as a % for the programme. Numerical targets for red, amber and green ratings. Targets to be set for
each profession to take account of baseline assessment, local workforce priorities and the need for stretch.
Information and data that
you might use to evidence
the above:
Can you demonstrate that:
A
Attrition is within required targets
B
Agreed information is reported to HEEM in a timely and accurate manner
C
Student change (movements) forms are accurately completed and sent
to HEEM in line with agreed SOPs and time frames
D
E
•Attrition % per cohort (as per
agreed formula)
Processes are in place and followed to support students in difficulty and
minimise the number of students who withdraw from programmes
Processes are in place to monitor and review reasons for attrition both within individual programmes and across the range of
commissioned programmes
•Review and evaluation of attrition across cohorts /
commissioned programmes
•Action plans to continually improve
attrition from all programmes
•Planned and implemented actions
to reduce attrition
•National student survey
F
Measures are developed and implemented to improve retention of students
G
Where appropriate students who are intending to leave a commissioned
programme are supported to consider alternative NHS careers that
capitalise on the investment in skills, knowledge and experience
developed to date
16
•Action taken to support students in difficulty
•Feedback from student
representatives
•Quality improvement reports and plans
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
Education Commissioning for Quality
Domains - O2
Theme: Highest number of students starting the programme successfully complete
within the expected timeframe
O2 Outputs
Percentage of students commissioned who complete on time, i.e. within one month of the end of the
programme. Numerical targets for red, amber and green ratings. Targets to be set for each profession to take
account of baseline assessment, local workforce priorities and the need for stretch.
Can you demonstrate that:
A
Agreed information is reported to HEEM in a timely and accurate manner
B
Details of those that complete at and after the relevant Academic
Board is provided to HEEM
Information and data that
you might use to evidence
the above:
•Regular data returns to HEEM
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
•Annual report for each programme
17
Education Commissioning for Quality
Domains - C1
Theme: The outcomes from reviews carried out by external bodies is reported to
HEEM within the agreed timeframes
C1 Commitment and transparency
HEI confirms over the course of the year it has reported in writing any weaknesses identified by
relevant reviews eg PSRB, QAA or internal reviews within 2 weeks of verbal feedback, or as soon as
possible and in any case within 3 working days of receipt of the written report, whichever is soonest.
In addition, the HEI is able to confirm that an action plan has been, or is being developed in partnership with
placement providers. Or the HEI is able to confirm that no weaknesses were identified by any form of review over
the previous year.
Information and data that
you might use to evidence
the above:
Can you demonstrate that:
A
HEEM has been informed of all external reviews planned to be
undertaken over a rolling three year period
•External reports and reviews
B
HEEM is provided with copies of relevant external feedback and reports
within the required timescale
C
All relevant stakeholders have been engaged throughout the review process
•Evidence of how specific issues
came to light
•Minutes of meetings to demonstrate
stakeholder engagement
•Action plans
D
Areas requiring improvement and development have been fully
discussed at all required meetings
E
Relevant stakeholders are fully engaged in the development of action
plans and reports
F
Actions are completed or actual progress is being made at the
appropriate pace on any actions identified as a result of recent or
previous reports
G
Relationship audits have been carried out between the HEI and any stakeholders where issues have been raised as a result of external reports
H
Lessons learnt and actions taken are disseminated across programmes
in order to support wider improvements
18
•Details of progress against action plans
•Relationship audits
•Research to demonstrate learning
from issues
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
Education Commissioning for Quality
Domains - C2
Theme: HEEM is listening to their learners and ensuring their feedback drives
changes and improvements
C2 Commitment and transparency
The HEI collects student feedback through the National Student Survey and other appropriate means, such that an
audit trail showing resultant action plans and service improvements can be demonstrated. Action plans and collated
student feedback for each cohort must be available on request and should cover the following topics as a minimum:
1) course and content delivery
2) adequacy of preparation for placements
3) placement learning experiences
4) feedback to students
Can you demonstrate that:
A
The outputs from National Student Survey and other evaluation tools are
used to develop the enhancement plan/business plan
B
Students are encouraged to complete the National Student Survey and
other internal processes for evaluating their experience
C
Processes to collect and evaluate student feedback have been identified
and agreed to cover course and content delivery, preparation for
placements and placement learning experiences
Information and data that
you might use to evidence
the above:
•HEI league table results /NSS results
D
E
Students are encouraged to engage in and complete student evaluations at all agreed stages for the academic and clinical experiences
within their programme
The student voice is effectively incorporated into all relevant programme
quality assurance and management meetings
F
The outcome of student evaluations are communicated with students,
HEEM and other relevant stakeholders within an agreed timeframe
G
Changes have been effectively implemented as a result of the feedback received
H
Implementation and outcomes of actions agreed are monitored and
evaluated to ensure desired improvements are achieved.
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
•Student evaluation feedback and
collated reports
•Student involvement in quality
assurance processes and
programme management
•Development and implementation
of action plans/business plan
•Direct feedback from students
•Changes to programme design and/or delivery as a result of student feedback
•Changes to service improvements as
a result of student feedback
19
Education Commissioning for Quality
Domains - C3
Theme: Information provided is timely, accurate, meaningful and drives improvement
C3 Commitment and transparency
Contract performance returns and other routine data returns are produced on time and meet the criteria specified.
Information and data that
you might use to evidence
the above:
Can you demonstrate that:
A
Data requirements and reporting processes have been identified and
agreed with HEEM
B
Agreed data and information is provided within the agreed timescales,
is accurate and provided in the agreed manner
•Actual data returns
C
Information from agreed performance returns is utilised to continuously
improve performance both within individual programmes and across
the commissioned provisions
•Stakeholders reports on views
•Action plans as a result of data analysis
•Changes made to make
improvements in data accuracy and outcome
•IG compliance
20
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Education Commissioning for Quality
Colleagues from HEIs, Service
and HEEM will be encouraged
to provide feedback from their
on-going experience of using the
new framework.
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
21
FEBRUARY
STEP 1
2
Meeting Preparation
Quarter 4 Meeting with HEIs:
4 Weeks – HEIs contacted
2 Weeks – Pre Meet
1 Week – Send packs out
• Outstanding issues from previous quarter
• C1
• Review evidence, agree ratings and produce
action plan
• Sign off ECQ for previous year
• Strategic overview and action plan for following year
• Triennial review process established if applicable
Education Commissioning
managers to review evidence
and focus questions
MARCH
APRIL
JANUARY
HEEM – Q3 Report for
Governing Body
• O1, O2, P1-5
• Q3 Quality Report
12
JANUARY
Quarter 3 Meeting with HEIs:
• Outstanding issues from
previous quarter
• O1, O2, P1-5
• Review evidence, agree ratings
and produce action plan
Timeline for:
Quarterly
Contract Review
Meetings
Part of the Health Education East Midlands
Approach to Quality
11
9
DECEMBER
Meeting Preparation
Education Commissioning
managers to review evidence
and focus questions
10
22
NOVEMBER
4 Weeks – HEIs contacted
2 Weeks – Pre Meet
1 Week – Send packs out
HEEM – Q2 Report for Governing Body
• A1, A2, C3
• Q2 Quality Report
OCTOBER
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
3
4
Meeting Preparation
• C1
• Triennial Review outline plan
• Q4 Report
• HEEM Annual Quality Report for previous
financial year
4 Weeks – HEIs contacted
2 Weeks – Pre Meet
1 Week – Send packs out
MAY
HEEM – Q4 Report for Governing Body
Education Commissioning
managers to review evidence
and focus questions
APRIL
JUNE
5
Quarter 1 Meeting with HEIs:
• Outstanding issues from
previous quarter
• R1, R2, C2
• Review evidence, agree ratings
and produce action plan
JULY
6
HEEM – Q1 Report for
Governing Body
• R1, R2, C2
• Q1 Quality Report
JULY
8
7
Meeting Preparation
• Outstanding issues from previous quarter
• A1, A2, C3
• Review evidence, agree ratings and
produce action plan
4 Weeks – HEIs contacted
2 Weeks – Pre Meet
1 Week – Send packs out
OCTOBER
Health Education East Midlands | www.em.hee.nhs.uk | @EastMidsLETB
Education Commissioning
managers to review evidence
and focus questions
AUGUST
Quarter 2 Meeting with HEIs:
SEPTEMBER
23
Health Education East Midlands
Produced by Health Education East Midlands
January 2015
www.em.hee.nhs.uk
Twitter: @EastMidsLETB
Email: [email protected]
Health Education East Midlands,
1 Mere Way, Ruddington Fields Business Park, Ruddington, Nottingham, NG11 6JS
Tel: 0115 823 3300