MEMBERSHIPGUIDE
ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME
www.britishcouncil.in
English Language skills
Developing language skills, especially English
language skills, is fundamental to any education
system that aspires to equip its student with the tools
to succeed. Without the necessary linguistic abilities
to access information or communicate across cultures
or work in an English speaking environment, an
individual’s life opportunities are significantly
diminished.
The English Language Quality Standards Membership
Network provides the platform for the delivery of high
quality English language education. By combining
quality resources with realistic but exacting standards,
the ELQS Membership Network enables member
institutions to create a learning environment in which
their students are able to reach their full potential.
The British Council
The British Council is a leading world authority on the
teaching of English.
We have been involved in the direct teaching of
English for over 70 years. We operate a very
successful global network of teaching centres that
conform to a set of rigorously monitored standards.
In the UK, the British Council runs Accreditation UK,
The United Kingdom’s quality assurance scheme for
university and colleges of further education language
centres, private language schools and international
study centres.
In partnership with national governments around the
world, The British Council delivers large scale teacher
development projects, contributing to language
reform and improved learning outcomes.
We also administer a large range of English language
examinations both on behalf of our UK partner
examining boards and our own language testing
systems.
Together this experience has enabled the British
Council to develop considerable and unique expertise
in teaching, training, assessment, resource
development and quality assurance. No other
organisation, anywhere in the world, has the same
range and depth of experience in English language
teaching.
The English Language Quality Standards
Membership Network
The benefits of joining the ELQS Membership Network
and forming a long-term relationship with the British
Council are many. Membership allows you to:
=� Demonstrate to your stakeholders your clear
commitment to quality through the use of the
Quality Standards marque.
= � Create a platform for continuous improvement.
= � Measure and demonstrate the quality of your
English language programmes of study, the
professional development of your teachers and
the progress of your students against
international norms.
= � Access developmental resources to improve
the quality of what you are doing.
= � Contribute to and become inspired by the
debate around issues of quality in education.
= � Share practice with other member institutions
and contribute to national standards in English
language learning and teaching.
This guide provides you with all the information you
need to join the ELQS Membership Network. As you
will see from the contents, preparation for
membership requires investment of time and
resources; our standards are challenging and our
review process is rigorous. But the benefits to your
students, to your teachers and your institution as a
whole are far-reaching and long-term.
Welcome and I wish you every success in your
continued journey towards excellence.
Rob Lynes
Director, British Council, India
Foreword
English Language skills
Developing language skills, especially English
language skills, is fundamental to any education
system that aspires to equip its student with the tools
to succeed. Without the necessary linguistic abilities
to access information or communicate across cultures
or work in an English speaking environment, an
individual’s life opportunities are significantly
diminished.
The English Language Quality Standards Membership
Network provides the platform for the delivery of high
quality English language education. By combining
quality resources with realistic but exacting standards,
the ELQS Membership Network enables member
institutions to create a learning environment in which
their students are able to reach their full potential.
The British Council
The British Council is a leading world authority on the
teaching of English.
We have been involved in the direct teaching of
English for over 70 years. We operate a very
successful global network of teaching centres that
conform to a set of rigorously monitored standards.
In the UK, the British Council runs Accreditation UK,
The United Kingdom’s quality assurance scheme for
university and colleges of further education language
centres, private language schools and international
study centres.
In partnership with national governments around the
world, The British Council delivers large scale teacher
development projects, contributing to language
reform and improved learning outcomes.
We also administer a large range of English language
examinations both on behalf of our UK partner
examining boards and our own language testing
systems.
Together this experience has enabled the British
Council to develop considerable and unique expertise
in teaching, training, assessment, resource
development and quality assurance. No other
organisation, anywhere in the world, has the same
range and depth of experience in English language
teaching.
The English Language Quality Standards
Membership Network
The benefits of joining the ELQS Membership Network
and forming a long-term relationship with the British
Council are many. Membership allows you to:
=� Demonstrate to your stakeholders your clear
commitment to quality through the use of the
Quality Standards marque.
= � Create a platform for continuous improvement.
= � Measure and demonstrate the quality of your
English language programmes of study, the
professional development of your teachers and
the progress of your students against
international norms.
= � Access developmental resources to improve
the quality of what you are doing.
= � Contribute to and become inspired by the
debate around issues of quality in education.
= � Share practice with other member institutions
and contribute to national standards in English
language learning and teaching.
This guide provides you with all the information you
need to join the ELQS Membership Network. As you
will see from the contents, preparation for
membership requires investment of time and
resources; our standards are challenging and our
review process is rigorous. But the benefits to your
students, to your teachers and your institution as a
whole are far-reaching and long-term.
Welcome and I wish you every success in your
continued journey towards excellence.
Rob Lynes
Director, British Council, India
Foreword
MEMBERSHIPGUIDESECTION ONE:
Overview of the Quality Standards
Programme
The British Council and Quality Assurance
in English language education 5
Debate 5
Resources 5
Resources for teachers and students 5
Quality Improvement Resources 5
The Consultancy Service 5
Quality Standards and Quality Assurance 5
The English Language Quality Standards
Framework 5
The Membership Network 5
Association 5
SECTION TWO:
The English Language Quality Standards
Membership Network
What are the benefits of membership? 7
The Review 7
The Report and Moderation 7
Management of the membership process –
Membership Advisory Group 7
From Interest to Membership 7
SECTION THREE:
The ELQS Membership Network in detail
The English Language Quality Standards
Framework 9
Preparation for membership 10
Quality Improvement Resources 10
The Consultancy Service 11
Annual self declaration 13
Annual declaration 14
The review 15
Preparation for Review 15
Focus on Standard 4 – Teacher observation 16
Focus on Standard 8 - Management systems 17
Focus on Standard 9 - Gathering feedback 18
Documentary evidence 19
Focus Groups 21
Classroom observation 23
The review visit schedule 24
The review visit 25
The review report 26
Report moderation 30
ELQS Membership Network - Rules and
declarations 31
Use of the Quality Standards marque 33
British Council policies and practice 34
Reviewer profile, training and performance
management 36
Appeal and complaints 37
MEMBERSHIPGUIDESECTION ONE:
Overview of the Quality Standards
Programme
The British Council and Quality Assurance
in English language education 5
Debate 5
Resources 5
Resources for teachers and students 5
Quality Improvement Resources 5
The Consultancy Service 5
Quality Standards and Quality Assurance 5
The English Language Quality Standards
Framework 5
The Membership Network 5
Association 5
SECTION TWO:
The English Language Quality Standards
Membership Network
What are the benefits of membership? 7
The Review 7
The Report and Moderation 7
Management of the membership process –
Membership Advisory Group 7
From Interest to Membership 7
SECTION THREE:
The ELQS Membership Network in detail
The English Language Quality Standards
Framework 9
Preparation for membership 10
Quality Improvement Resources 10
The Consultancy Service 11
Annual self declaration 13
Annual declaration 14
The review 15
Preparation for Review 15
Focus on Standard 4 – Teacher observation 16
Focus on Standard 8 - Management systems 17
Focus on Standard 9 - Gathering feedback 18
Documentary evidence 19
Focus Groups 21
Classroom observation 23
The review visit schedule 24
The review visit 25
The review report 26
Report moderation 30
ELQS Membership Network - Rules and
declarations 31
Use of the Quality Standards marque 33
British Council policies and practice 34
Reviewer profile, training and performance
management 36
Appeal and complaints 37
The Quality Standards Programme is a collaborative
initiative designed to help institutions improve the
quality of their English language education
programmes of study.
It focuses on three interrelated elements: debate,
resources and quality standards.
1. The British Council and Quality Assurance
in English language education
The British Council has been involved in the direct
teaching of English for over 70 years. We operate
a very successful network of teaching centres in
almost 50 countries. The British Council assures
the quality of its teaching centres through a
system called TQS (Teaching Quality Standards).
Through Accreditation UK, the British Council
accredits 550 UK language schools, international
study centres and university / FE college
language centres and Home Tuition providers.
2. The Quality Debate
The British Council promotes discussion around
the quality of English language education in India.
It contributes to this debate through networking
events, research and publications.
3. Resources
The British Council makes available resources in
the following areas:
3.1 for teachers and students
� Digital materials for learners. =
Online resources for teachers.=
Online moderated teacher training courses.=
Language proficiency test: Aptis for Teachers.=
3.2 Quality Improvement Resources
These are resources that help institutions reflect
on and develop the quality of what they do in
relation to their English language programmes of
study. They include the India-specific Quality
Standards Framework, a self-diagnostic test and
associated online quality improvement resources.
3.3 Consultancy Service
This is a customised needs-based programme
which includes a diagnostic school visit, guided
action plan and tailored resources and training
pathway.
4. Quality Standards and Quality Assurance
4.1 The Quality Standards Framework
The British Council has developed an India-
specific framework which describes quality in
relation to ten standards and five developmental
stages. The resources for teachers and learners,
the Quality Improvement Resources and the
Consultancy Service outlined above specifically
help institutions to work towards the standards
described in the framework.
4.2 The English Language Quality Standards
Membership Network
Institutions who join the ELQS Membership
Network form a long-term relationship with the
British Council. Membership is achieved by
institutions operating at level 4 of the Quality
Standards Framework, as determined by an on-
site review of their English language programmes
of study.
Membership entitles an institution to demonstrate
its clear commitment to quality through the use of
the British Council’s Quality Standards marque.
For the rules governing the use of the marque see
page 35.
4.3 Association
The British Council is working to support
institutions in establishing a formal association
open to members of the ELQS Membership
Network.
To view the Membership Guide online and for more
information about the English Language Quality
Standards Programme visit
www.britishcouncil.org.in/english-quality-
standards
SECTION ONEOVERVIEW OF THE QUALITY STANDARDS PROGRAMME
English Language Quality StandardsMembership NetworkMember until December 2017
5
The Quality Standards Programme is a collaborative
initiative designed to help institutions improve the
quality of their English language education
programmes of study.
It focuses on three interrelated elements: debate,
resources and quality standards.
1. The British Council and Quality Assurance
in English language education
The British Council has been involved in the direct
teaching of English for over 70 years. We operate
a very successful network of teaching centres in
almost 50 countries. The British Council assures
the quality of its teaching centres through a
system called TQS (Teaching Quality Standards).
Through Accreditation UK, the British Council
accredits 550 UK language schools, international
study centres and university / FE college
language centres and Home Tuition providers.
2. The Quality Debate
The British Council promotes discussion around
the quality of English language education in India.
It contributes to this debate through networking
events, research and publications.
3. Resources
The British Council makes available resources in
the following areas:
3.1 for teachers and students
� Digital materials for learners. =
Online resources for teachers.=
Online moderated teacher training courses.=
Language proficiency test: Aptis for Teachers.=
3.2 Quality Improvement Resources
These are resources that help institutions reflect
on and develop the quality of what they do in
relation to their English language programmes of
study. They include the India-specific Quality
Standards Framework, a self-diagnostic test and
associated online quality improvement resources.
3.3 Consultancy Service
This is a customised needs-based programme
which includes a diagnostic school visit, guided
action plan and tailored resources and training
pathway.
4. Quality Standards and Quality Assurance
4.1 The Quality Standards Framework
The British Council has developed an India-
specific framework which describes quality in
relation to ten standards and five developmental
stages. The resources for teachers and learners,
the Quality Improvement Resources and the
Consultancy Service outlined above specifically
help institutions to work towards the standards
described in the framework.
4.2 The English Language Quality Standards
Membership Network
Institutions who join the ELQS Membership
Network form a long-term relationship with the
British Council. Membership is achieved by
institutions operating at level 4 of the Quality
Standards Framework, as determined by an on-
site review of their English language programmes
of study.
Membership entitles an institution to demonstrate
its clear commitment to quality through the use of
the British Council’s Quality Standards marque.
For the rules governing the use of the marque see
page 35.
4.3 Association
The British Council is working to support
institutions in establishing a formal association
open to members of the ELQS Membership
Network.
To view the Membership Guide online and for more
information about the English Language Quality
Standards Programme visit
www.britishcouncil.org.in/english-quality-
standards
SECTION ONEOVERVIEW OF THE QUALITY STANDARDS PROGRAMME
English Language Quality StandardsMembership NetworkMember until December 2017
5
5. What are the benefits of membership?
� Membership provides a platform for continuous =
improvement.
Membership allows institutions to use the =
Quality Standards marque in relation to their
English language programmes of study.
Members enjoy discounted access to quality =
development resources.
6. The Review
= � The review is external and independent.= It is carried out by two experienced and trained
reviewers, contracted by the British Council.
The reviewers assess an institution’s English =
language programmes of study against the
Quality Standards Framework. They examine
documentary evidence, observe classes and
hold focus groups with teachers, students and
parents.
The review lasts for a maximum of two days, =
depending on the size of the school.
Within two weeks of the review, the reviewers =
compile a report of their findings, which is then
submitted to the moderating committee.
7. The Report and ModerationThe review report is submitted to the Membership
Advisory Group for moderation. The MAG will
consider the validity and the internal coherency
of the report and decide on membership based
on the reviewers’ recommendation.
8. Membership Advisory Group (MAG)The MAG is composed of five senior professionals
from the English medium education sector and is
chaired by the British Council.
9. From Interest to Membership
Step One: Find out about the ELQS
Membership Network
Visit our website and create your profile.=
View the introduction to the ELQS Membership =
Network video on our website.
Look at the Quality Standards Framework.=
Invite us for a meeting and presentation.=
Step Two: Take the self-diagnostic test
Use this online self-assessment tool to evaluate
your institute’s English language programme in its
current form and get a better understanding of
your developmental needs.
Step Three: Invest
Meeting the standards required to join the ELQS
Membership Network will require preparation.
Think carefully about what investment you might
need to reach this level of quality. Contact us and
sign up for our Consultancy Service to receive
expert advice on your pathway to developmental
success. The Consultancy Service is highly
recommended and half the cost is refundable if
membership is achieved.
Step Four: Apply for your review
Once you are ready for your review, contact us
and we will agree with you a date for your review
and identify two reviewers.
Step Five: Prepare for your review
There are a number of important steps that you
need to follow to ensure that your review happens
correctly. Details of these can be found in section
3 of the Membership Guide.
Step Six: Take your review
The review will last for two days and will focus on
documentary evidence, classroom observation
and focus groups with students, parents and
teachers.
Step Seven: Wait for the result of your review
The reviewers will compile a report within two
weeks of the visit. This will be moderated by the
Membership Advisory Group who will decide on
membership based on the reviewers’
recommendation. Institutions must be operating
at level 4 of the Quality Standards Framework to
join the ELQS Membership Network
Step Eight: Enjoy membership benefits
Make use of the Quality Standards marque in
your promotion.
Step Nine: Renew your membership
Members make an annual declaration and are
reviewed once every two years.
SECTION TWOTHE ENGLISH LANGUAGE QUALITY STANDARDS MEMBERSHIP NETWORK
7
5. What are the benefits of membership?
� Membership provides a platform for continuous =
improvement.
Membership allows institutions to use the =
Quality Standards marque in relation to their
English language programmes of study.
Members enjoy discounted access to quality =
development resources.
6. The Review
= � The review is external and independent.= It is carried out by two experienced and trained
reviewers, contracted by the British Council.
The reviewers assess an institution’s English =
language programmes of study against the
Quality Standards Framework. They examine
documentary evidence, observe classes and
hold focus groups with teachers, students and
parents.
The review lasts for a maximum of two days, =
depending on the size of the school.
Within two weeks of the review, the reviewers =
compile a report of their findings, which is then
submitted to the moderating committee.
7. The Report and ModerationThe review report is submitted to the Membership
Advisory Group for moderation. The MAG will
consider the validity and the internal coherency
of the report and decide on membership based
on the reviewers’ recommendation.
8. Membership Advisory Group (MAG)The MAG is composed of five senior professionals
from the English medium education sector and is
chaired by the British Council.
9. From Interest to Membership
Step One: Find out about the ELQS
Membership Network
Visit our website and create your profile.=
View the introduction to the ELQS Membership =
Network video on our website.
Look at the Quality Standards Framework.=
Invite us for a meeting and presentation.=
Step Two: Take the self-diagnostic test
Use this online self-assessment tool to evaluate
your institute’s English language programme in its
current form and get a better understanding of
your developmental needs.
Step Three: Invest
Meeting the standards required to join the ELQS
Membership Network will require preparation.
Think carefully about what investment you might
need to reach this level of quality. Contact us and
sign up for our Consultancy Service to receive
expert advice on your pathway to developmental
success. The Consultancy Service is highly
recommended and half the cost is refundable if
membership is achieved.
Step Four: Apply for your review
Once you are ready for your review, contact us
and we will agree with you a date for your review
and identify two reviewers.
Step Five: Prepare for your review
There are a number of important steps that you
need to follow to ensure that your review happens
correctly. Details of these can be found in section
3 of the Membership Guide.
Step Six: Take your review
The review will last for two days and will focus on
documentary evidence, classroom observation
and focus groups with students, parents and
teachers.
Step Seven: Wait for the result of your review
The reviewers will compile a report within two
weeks of the visit. This will be moderated by the
Membership Advisory Group who will decide on
membership based on the reviewers’
recommendation. Institutions must be operating
at level 4 of the Quality Standards Framework to
join the ELQS Membership Network
Step Eight: Enjoy membership benefits
Make use of the Quality Standards marque in
your promotion.
Step Nine: Renew your membership
Members make an annual declaration and are
reviewed once every two years.
SECTION TWOTHE ENGLISH LANGUAGE QUALITY STANDARDS MEMBERSHIP NETWORK
7
The QSF has been designed specifically by the British
Council, in consultation with institutions involved in
providing English language education programmes of
study in India.
The framework describes quality in relation to ten
standards and five developmental levels.
Member institutions of the ELQS Membership Network
operate at level 4 (Integrated) in all of the ten
standards.
The ten standards cover the following areas:
Programme design
1. Programmes of study are relevant to the age, level
and expressed needs of the students.
2. Reliable and valid assessment (including self-
assessment) is integrated into the programme.
Teachers and teaching
3. Teachers are appropriately qualified and have an
appropriate language level for the teaching of
English.
4. Teachers have appropriate knowledge, skills and
awareness to plan and deliver classes effectively
in line with the programme of study.
5. Teachers benefit from appropriate professional
development opportunities.
Resources for learning
6. Appropriate materials and resources are in use to
meet the needs of the students in reaching the
objectives of the programme.
7. Class size and the layout of the classroom are
appropriate to the needs of the students and the
activities and outcomes planned for the lesson.
Management
8. Transparent and effective management systems
are in use to ensure provision is in line with stated
standards, and to review and develop provision.
9. Relevant feedback is gathered systematically and
used to inform provision.
10. Actual provision matches advertised provision.
The five developmental levels are the following:
Awareness:
The institution shows an awareness of the ways in
which their provision could be developed.
Understanding:
The institution demonstrates an understanding of the
processes needed to develop their provision.
Engaged:
The institution is engaged with the processes of
developing excellence in their provision.
Integrated:
The institution has integrated systems and processes
for ensuring excellence in their provision.
Leadership:
Provision is exemplary and provides leadership to the
sector in the setting of standards.
The English Language Quality Standards Framework is
published as a separate, stand-alone document and
contains a full breakdown of the ten standards in
relation to the five developmental levels.
10. The English Language Quality Standards Framework
SECTION THREETHE MEMBERSHIP NETWORK IN DETAIL
9
The QSF has been designed specifically by the British
Council, in consultation with institutions involved in
providing English language education programmes of
study in India.
The framework describes quality in relation to ten
standards and five developmental levels.
Member institutions of the ELQS Membership Network
operate at level 4 (Integrated) in all of the ten
standards.
The ten standards cover the following areas:
Programme design
1. Programmes of study are relevant to the age, level
and expressed needs of the students.
2. Reliable and valid assessment (including self-
assessment) is integrated into the programme.
Teachers and teaching
3. Teachers are appropriately qualified and have an
appropriate language level for the teaching of
English.
4. Teachers have appropriate knowledge, skills and
awareness to plan and deliver classes effectively
in line with the programme of study.
5. Teachers benefit from appropriate professional
development opportunities.
Resources for learning
6. Appropriate materials and resources are in use to
meet the needs of the students in reaching the
objectives of the programme.
7. Class size and the layout of the classroom are
appropriate to the needs of the students and the
activities and outcomes planned for the lesson.
Management
8. Transparent and effective management systems
are in use to ensure provision is in line with stated
standards, and to review and develop provision.
9. Relevant feedback is gathered systematically and
used to inform provision.
10. Actual provision matches advertised provision.
The five developmental levels are the following:
Awareness:
The institution shows an awareness of the ways in
which their provision could be developed.
Understanding:
The institution demonstrates an understanding of the
processes needed to develop their provision.
Engaged:
The institution is engaged with the processes of
developing excellence in their provision.
Integrated:
The institution has integrated systems and processes
for ensuring excellence in their provision.
Leadership:
Provision is exemplary and provides leadership to the
sector in the setting of standards.
The English Language Quality Standards Framework is
published as a separate, stand-alone document and
contains a full breakdown of the ten standards in
relation to the five developmental levels.
10. The English Language Quality Standards Framework
SECTION THREETHE MEMBERSHIP NETWORK IN DETAIL
9
This part of the Guide provides more detail about what
you will need to do to become a member of the ELQS
Membership Network.
Meeting all ten standards at level 4 (Integrated)
requires a significant amount of preparation.
Based on the assumption that you are fully committed
to reaching the standard required, our advice is to go
through the following steps:
1. Make sure you are completely familiar with the
breakdown of each standard within the Quality
Standards Framework. The framework will inform
the detail of your preparation.
2. Ensure that the members of staff who will be
involved in the preparation for membership are
fully informed, involved and committed.
3. Set a realistic, approximate date for your review in
order to establish a timeframe in which you are
working.
4. Select a member of staff who will be the point of
contact for the British Council and who will
coordinate your preparation.
5. Enrol for the Consultancy Service. This is not
mandatory but it is highly recommended. See
section 11.2 for more details.
6. If you have not enrolled for the Consultancy
Service you will need to identify for yourself the
areas where you are currently not meeting the
standards, establish a time-bound action plan and
select suitable resources from the Quality
Improvement Resources bank to help you. See
section 11.1 for more details.
7. The British Council will identify two reviewers, and
agree with you a date for your review.
8. Once the dates of your review have been fixed,
you should pay the Review Fee (non-refundable)
and Membership Fee (refundable if the review is
unsuccessful).
9. You should now begin your preparation for the
review day itself. See section 15.
Throughout the preparation for membership you
should contact the British Council if you have any
questions or need clarifications on any part of the
process.
These online resources, available on the ELQS
Programme website, are designed to provide you with
an introduction to the requirements of the Quality
Standards Framework.
They should be used in conjunction with the online
self-diagnostic test and the Quality Standards
Framework.
The resources are organised around the ten standards
contained in the Framework.
The main audience for the resources will depend on
how your institution has organised responsibility for
each of the standards contained in the framework.
11. Preparation for membership
11.1 Quality Improvement Resources
The Consultancy Service will help you to prepare for
membership of the English Language Quality
Standards Membership Network.
The service consists of three elements:
1. a diagnostic visit and report.
2. support for the establishment of an action plan.
3. a customised pathway of relevant online
resources.
The diagnostic visit, which lasts for one day, will
provide a thorough report on your school’s provision
in relation to the Quality Standards Framework. It will
highlight the areas where you are meeting the
standards and make recommendations where you are
not.
At the end of the visit we will:
� provide you with an outline report and will =
begin working with you on your action plan and
identifying initial developmental resources.
Within two weeks of the visit we will:
� send you a finalised report and a customised =
pathway of online resources. You should read
this carefully, complete your action plan and
send this to us.
How to enrol
� read Section Three of the Membership Guide =
and familiarise yourself with the requirements
and the processes involved in becoming a
member of the English Language Quality
Standards Membership Network.
look carefully at the Quality Standards =
Framework to familiarise yourself with the
standards required at level 4 (Integrated).
Member institutions must be operating at this
level in every standard in the framework.
� complete the Consultancy Service form and the =
self-diagnostic test. Both are downloadable on
our website.
� send both these documents to the British =
Council along with the Consultancy Service Fee
(50% of the fee is refundable if membership is
achieved).
� the British Council will contact you and arrange =
a date for your diagnostic visit.
The diagnostic visit
For the visit to be as effective as possible, you will
need to prepare carefully.
With reference to 14.1 (Preparation for Review), draw
up a schedule for the consultancy visit.
The morning of the visit will focus on:
� the results of the self-diagnostic test.=
� documentary review. With reference to the =
14.5 (Documentary evidence), you will need to
make available as many of the required
documents as you have currently available.
The afternoon will focus on:
� classroom observation. You should prepare for =
this by referring to 14.7 (Classroom
observation).
� discussion of the consultant’s findings in=
relation to the documentary review and
classroom observation. This discussion will lay
the foundations of the report and action plan.
Diagnostic visit schedule
11.2 Consultancy Service
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Brief introduction to school 30 minutes
Results of self-diagnostic test 30 minutes
Documentary review 1:
Standards 1 - 5 90 minutes
Documentary review 2:
Standards 6 -10 90 minutes
Classroom observation 1:
Primary section 30 minutes
Classroom observation 2:
Secondary section 30 minutes
Classroom observation 3:
Digital resources 30 minutes
Action planning 120 minutes
Round up 30 minutes
Total time 8 hours
1110
This part of the Guide provides more detail about what
you will need to do to become a member of the ELQS
Membership Network.
Meeting all ten standards at level 4 (Integrated)
requires a significant amount of preparation.
Based on the assumption that you are fully committed
to reaching the standard required, our advice is to go
through the following steps:
1. Make sure you are completely familiar with the
breakdown of each standard within the Quality
Standards Framework. The framework will inform
the detail of your preparation.
2. Ensure that the members of staff who will be
involved in the preparation for membership are
fully informed, involved and committed.
3. Set a realistic, approximate date for your review in
order to establish a timeframe in which you are
working.
4. Select a member of staff who will be the point of
contact for the British Council and who will
coordinate your preparation.
5. Enrol for the Consultancy Service. This is not
mandatory but it is highly recommended. See
section 11.2 for more details.
6. If you have not enrolled for the Consultancy
Service you will need to identify for yourself the
areas where you are currently not meeting the
standards, establish a time-bound action plan and
select suitable resources from the Quality
Improvement Resources bank to help you. See
section 11.1 for more details.
7. The British Council will identify two reviewers, and
agree with you a date for your review.
8. Once the dates of your review have been fixed,
you should pay the Review Fee (non-refundable)
and Membership Fee (refundable if the review is
unsuccessful).
9. You should now begin your preparation for the
review day itself. See section 15.
Throughout the preparation for membership you
should contact the British Council if you have any
questions or need clarifications on any part of the
process.
These online resources, available on the ELQS
Programme website, are designed to provide you with
an introduction to the requirements of the Quality
Standards Framework.
They should be used in conjunction with the online
self-diagnostic test and the Quality Standards
Framework.
The resources are organised around the ten standards
contained in the Framework.
The main audience for the resources will depend on
how your institution has organised responsibility for
each of the standards contained in the framework.
11. Preparation for membership
11.1 Quality Improvement Resources
The Consultancy Service will help you to prepare for
membership of the English Language Quality
Standards Membership Network.
The service consists of three elements:
1. a diagnostic visit and report.
2. support for the establishment of an action plan.
3. a customised pathway of relevant online
resources.
The diagnostic visit, which lasts for one day, will
provide a thorough report on your school’s provision
in relation to the Quality Standards Framework. It will
highlight the areas where you are meeting the
standards and make recommendations where you are
not.
At the end of the visit we will:
� provide you with an outline report and will =
begin working with you on your action plan and
identifying initial developmental resources.
Within two weeks of the visit we will:
� send you a finalised report and a customised =
pathway of online resources. You should read
this carefully, complete your action plan and
send this to us.
How to enrol
� read Section Three of the Membership Guide =
and familiarise yourself with the requirements
and the processes involved in becoming a
member of the English Language Quality
Standards Membership Network.
look carefully at the Quality Standards =
Framework to familiarise yourself with the
standards required at level 4 (Integrated).
Member institutions must be operating at this
level in every standard in the framework.
� complete the Consultancy Service form and the =
self-diagnostic test. Both are downloadable on
our website.
� send both these documents to the British =
Council along with the Consultancy Service Fee
(50% of the fee is refundable if membership is
achieved).
� the British Council will contact you and arrange =
a date for your diagnostic visit.
The diagnostic visit
For the visit to be as effective as possible, you will
need to prepare carefully.
With reference to 14.1 (Preparation for Review), draw
up a schedule for the consultancy visit.
The morning of the visit will focus on:
� the results of the self-diagnostic test.=
� documentary review. With reference to the =
14.5 (Documentary evidence), you will need to
make available as many of the required
documents as you have currently available.
The afternoon will focus on:
� classroom observation. You should prepare for =
this by referring to 14.7 (Classroom
observation).
� discussion of the consultant’s findings in=
relation to the documentary review and
classroom observation. This discussion will lay
the foundations of the report and action plan.
Diagnostic visit schedule
11.2 Consultancy Service
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Brief introduction to school 30 minutes
Results of self-diagnostic test 30 minutes
Documentary review 1:
Standards 1 - 5 90 minutes
Documentary review 2:
Standards 6 -10 90 minutes
Classroom observation 1:
Primary section 30 minutes
Classroom observation 2:
Secondary section 30 minutes
Classroom observation 3:
Digital resources 30 minutes
Action planning 120 minutes
Round up 30 minutes
Total time 8 hours
1110
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Action Plan template
The consultant will provide a preliminary assessment
of your English language programmes of study against
the Quality Standards Framework in the form of an
outline action plan.
Final report
The final report is a complete assessment of your
English language programmes of study against each
of the standards in the Quality Standards Framework.
You should use this to complete your action plan
template and begin implementing your action
planning.
Customised pathway of relevant online resources
This is designed to provide you with the necessary
knowledge base, skills and reflection time to prepare
for membership of the ELQS Membership Network. All
the resources are centred around the requirements of
each of the ten standards. They include input texts,
articles & videos and tasks. The resources are self-
access and you are strongly recommended to record
your answers to the tasks and you reflections.
The customised pathway we provide will be based on
the action plan template that we send to you.
Consultants
The consultants are senior English Language Teaching
professionals, trained and contracted by the British
Council.
Terms and conditions
The date of the diagnostic visit cannot be changed
once agreed.
Membership lasts for two years. At the end of two
years, your institution will be reviewed.
At the end of each year of your membership, you need
to:
� make an annual declaration stating that your =
institution continues to operate at level 4
(Integrated) on the Quality Standards Framework.
� signal any significant changes that have taken =
place in relation to your English language
education programmes of study.
� submit any promotional materials you have =
produced within the last year.
The annual declaration has to be made at least a
month before the term of your membership is set to
expire.
12.1 Annual self-declaration
1312
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Action Plan template
The consultant will provide a preliminary assessment
of your English language programmes of study against
the Quality Standards Framework in the form of an
outline action plan.
Final report
The final report is a complete assessment of your
English language programmes of study against each
of the standards in the Quality Standards Framework.
You should use this to complete your action plan
template and begin implementing your action
planning.
Customised pathway of relevant online resources
This is designed to provide you with the necessary
knowledge base, skills and reflection time to prepare
for membership of the ELQS Membership Network. All
the resources are centred around the requirements of
each of the ten standards. They include input texts,
articles & videos and tasks. The resources are self-
access and you are strongly recommended to record
your answers to the tasks and you reflections.
The customised pathway we provide will be based on
the action plan template that we send to you.
Consultants
The consultants are senior English Language Teaching
professionals, trained and contracted by the British
Council.
Terms and conditions
The date of the diagnostic visit cannot be changed
once agreed.
Membership lasts for two years. At the end of two
years, your institution will be reviewed.
At the end of each year of your membership, you need
to:
� make an annual declaration stating that your =
institution continues to operate at level 4
(Integrated) on the Quality Standards Framework.
� signal any significant changes that have taken =
place in relation to your English language
education programmes of study.
� submit any promotional materials you have =
produced within the last year.
The annual declaration has to be made at least a
month before the term of your membership is set to
expire.
12.1 Annual self-declaration
1312
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Once you have paid your review fee and received the
contact details of the two reviewers who will be
carrying out the review, you will have approximately a
month to prepare for the two day visit.
The review is the opportunity for the British Council to
establish whether you are meeting the standards
required to join the ELQS Membership Network.
The reviewers will sample the required documentation,
talk with students, parents and teachers and observe
a cross section of your teachers in the classroom
before coming to their evaluation.
Overall they are interested in establishing whether you
have the systems in place that deliver quality in line
with the Quality Standards Framework consistently
and not just for the days of the review visit.
The review is a ‘snapshot’ of your provision and you
should therefore approach the review in a ‘business as
usual’ manner.
It is your responsibility and in your interests to ensure
that the reviewers have access to all the evidence
they require and that you are able to demonstrate that
you are meeting the required standards at level 4
(Integrated) in all the standards.
One of the reviewers is nominated as the lead
reviewer. The lead reviewer will liaise with you for all
aspects of the preparation.
The review visit schedule
The different elements (and their duration) of the
review visit are fixed but institutions may vary the
timings of each element to suit their operational
needs. An example timetable can be found in 14.8
(The review visit schedule).
Important note about selecting members of the
focus groups
Reviewers cross check different types of evidence.
Institutions should therefore aim to include in the
focus groups:
� teachers who were observed.=
� students from the classes that were observed.=
� parents of the students from the classes that =
were observed.
Reviewers will necessarily include in their sampling of
documentary evidence the documents (syllabus,
assessment tests etc) relevant to the classes they
observed. For example; the reviewers consider
teacher performance, student feedback and syllabus
design in relation to the same student age group.
Final preparatory steps
For this final stage of preparation, institutions should
follow the steps below:
1. If you have enrolled for the Consultancy Service,
check that all the points on the action plan have
been completed.
2. Ensure that all staff who are involved in the visit
are aware of the dates, their responsibilities and
what will happen.
3. Once you have received the draft visit schedule
outline from the lead reviewer, finalise the timings
for each part of the visit schedule. It is your
responsibility to ensure that the visit schedule will
enable the reviewers to consider all the required
evidence. The lead reviewer will help you to do
this.
4. Liaise proactively with the lead reviewer to ensure
that the visit schedule is adequate and that all
logistical arrangements are made.
5. Collate the required documentary evidence, See
14.5 (Documentary evidence) for more details,
and place this in the room set aside for the
reviewers.
6. Ensure that the teachers who will be teaching on
the days of the review are aware that they may be
observed and that they will need to provide two
printed copies of their lesson plan.
7. With reference to 14.6 (Focus Groups) invite the
appropriate individuals to the focus groups.
8. Set aside a room for all the documentary evidence
that can be used as a base for the reviewers.
9. Clearly label the classrooms where teaching will
take place during the classroom observation
sections of the review visit.
10. Go through the review visit checklist. See 15 (The
review visit).
13. The Review
13.1 Preparation for Review
Once agreed, the dates of the review visit cannot be changed.
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
12.2 Annual declaration
Name of institution:
Full address:
Contact number: Website:
Email ID:
Name of Principal:
Contact number of the Principal:
Nominated Point of Contact:
Contact number for nominated Point of Contact:
Email ID for nominated Point of Contact:
Number of students:
Total number of teachers:
Number of specialist teachers of English:
Number of primary school teachers who teach English:
Range of Standards taught:
Examination Board affiliation:
International activity:
Date of start of membership
Date of next review (Y/N)
Please signal below any significant changes that have taken place in relation to your English language education programmes of study over the last year.
DeclarationI confirm that my institution wishes to continue its membership of the British Council’s English Language Quality Standards Membership Network.
I confirm that my institution continues to operate at level 4 (Integrated) on the Quality Standards Framework.
I confirm submission of any promotional materials that I have produced within the last year.
I have read, understood and accept fully the terms and conditions of the English Language Quality Standards Membership Network on behalf of my school or institute.
Signature: ____________________________ Date:
Name: _______________________________ Designation: _______________________
School or Institute: _______________________________________________________
D D M M Y YYY
D D M M Y YYYD D M M Y YYY
The annual declaration form for membership renewal can be downloaded from our
website or can be obtained by writing to us.
SAMPLE
15
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Once you have paid your review fee and received the
contact details of the two reviewers who will be
carrying out the review, you will have approximately a
month to prepare for the two day visit.
The review is the opportunity for the British Council to
establish whether you are meeting the standards
required to join the ELQS Membership Network.
The reviewers will sample the required documentation,
talk with students, parents and teachers and observe
a cross section of your teachers in the classroom
before coming to their evaluation.
Overall they are interested in establishing whether you
have the systems in place that deliver quality in line
with the Quality Standards Framework consistently
and not just for the days of the review visit.
The review is a ‘snapshot’ of your provision and you
should therefore approach the review in a ‘business as
usual’ manner.
It is your responsibility and in your interests to ensure
that the reviewers have access to all the evidence
they require and that you are able to demonstrate that
you are meeting the required standards at level 4
(Integrated) in all the standards.
One of the reviewers is nominated as the lead
reviewer. The lead reviewer will liaise with you for all
aspects of the preparation.
The review visit schedule
The different elements (and their duration) of the
review visit are fixed but institutions may vary the
timings of each element to suit their operational
needs. An example timetable can be found in 14.8
(The review visit schedule).
Important note about selecting members of the
focus groups
Reviewers cross check different types of evidence.
Institutions should therefore aim to include in the
focus groups:
� teachers who were observed.=
� students from the classes that were observed.=
� parents of the students from the classes that =
were observed.
Reviewers will necessarily include in their sampling of
documentary evidence the documents (syllabus,
assessment tests etc) relevant to the classes they
observed. For example; the reviewers consider
teacher performance, student feedback and syllabus
design in relation to the same student age group.
Final preparatory steps
For this final stage of preparation, institutions should
follow the steps below:
1. If you have enrolled for the Consultancy Service,
check that all the points on the action plan have
been completed.
2. Ensure that all staff who are involved in the visit
are aware of the dates, their responsibilities and
what will happen.
3. Once you have received the draft visit schedule
outline from the lead reviewer, finalise the timings
for each part of the visit schedule. It is your
responsibility to ensure that the visit schedule will
enable the reviewers to consider all the required
evidence. The lead reviewer will help you to do
this.
4. Liaise proactively with the lead reviewer to ensure
that the visit schedule is adequate and that all
logistical arrangements are made.
5. Collate the required documentary evidence, See
14.5 (Documentary evidence) for more details,
and place this in the room set aside for the
reviewers.
6. Ensure that the teachers who will be teaching on
the days of the review are aware that they may be
observed and that they will need to provide two
printed copies of their lesson plan.
7. With reference to 14.6 (Focus Groups) invite the
appropriate individuals to the focus groups.
8. Set aside a room for all the documentary evidence
that can be used as a base for the reviewers.
9. Clearly label the classrooms where teaching will
take place during the classroom observation
sections of the review visit.
10. Go through the review visit checklist. See 15 (The
review visit).
13. The Review
13.1 Preparation for Review
Once agreed, the dates of the review visit cannot be changed.
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
12.2 Annual declaration
Name of institution:
Full address:
Contact number: Website:
Email ID:
Name of Principal:
Contact number of the Principal:
Nominated Point of Contact:
Contact number for nominated Point of Contact:
Email ID for nominated Point of Contact:
Number of students:
Total number of teachers:
Number of specialist teachers of English:
Number of primary school teachers who teach English:
Range of Standards taught:
Examination Board affiliation:
International activity:
Date of start of membership
Date of next review (Y/N)
Please signal below any significant changes that have taken place in relation to your English language education programmes of study over the last year.
DeclarationI confirm that my institution wishes to continue its membership of the British Council’s English Language Quality Standards Membership Network.
I confirm that my institution continues to operate at level 4 (Integrated) on the Quality Standards Framework.
I confirm submission of any promotional materials that I have produced within the last year.
I have read, understood and accept fully the terms and conditions of the English Language Quality Standards Membership Network on behalf of my school or institute.
Signature: ____________________________ Date:
Name: _______________________________ Designation: _______________________
School or Institute: _______________________________________________________
D D M M Y YYY
D D M M Y YYYD D M M Y YYY
The annual declaration form for membership renewal can be downloaded from our
website or can be obtained by writing to us.
SAMPLE
15
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Focus on Standard 4 – Teacher observation
Standard 4: Teachers have appropriate knowledge,
skills and awareness to plan and deliver classes
effectively in line with the programme of study.
Level 4: Classes have a clear focus, related to the
programme of study. There is a coherent sequence of
activities. This provides the opportunity for all students
to participate actively in the class and to take part in a
balanced range of appropriate interactions. There is
differentiation within the lesson to address the needs
of specific types of students, especially with regard to
linguistic diversity. Teachers make use of appropriate
materials and classroom resources (including digital),
and employ a range of appropriate techniques.
Teachers are responsive to the group and individuals
to ensure a positive learning atmosphere. They provide
appropriate models of both spoken and written English
and provide appropriate corrective feedback. Teachers
check progress against lesson outcomes. Formal
feedback from students and academic managers
shows that they are satisfied with the way in which
teachers conduct their classes.
Reviewers use the following checklist to record their
assessment in relation to standard 4:
13.2 Focus on Standard 4
1. Lesson plan includes: 1.1 Date Yes / No
1.2 Duration Yes / No
1.3 Student description Yes / No
1.4 Lesson aims / learning outcomes linked to the CEFR Yes / No
1.5 Timetable fit Yes / No
1.6 Stages Yes / No
1.7 Timing Yes / No
1.8 Resources/materials to be used Yes / No
1.9 Interaction types Yes / No
1.10 Assumptions / potential problems Yes / No
2. Lesson 2.1 Was the classroom layout appropriate to the stated
lesson aims? Yes / No
2.2 Were the lesson aims / learning outcomes achieved? Yes / No
2.3 Were the stages of the lesson clear? Yes / No
2.4 Were the teacher’s instructions clear? Yes / No
2.5 Did the lesson contain a balanced variety of activity
types? Yes / No
2.6 Did the lesson contain a balanced variety of
interaction types? Yes / No
2.7 Were the students encouraged to participate actively? Yes / No
2.8 Did the teacher attend to the needs of individual students? Yes / No
2.9 Were the materials selected appropriate in terms of
level, age and interest of the students? Yes / No
2.10 Did the teacher employ a range of appropriate
techniques? Yes / No
2.11 Did the teacher provide appropriate models of spoken
and written English? Yes / No
2.12 Did the teacher provide appropriate corrective feedback? Yes / No
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Focus on Standard 8 - Management systems
Standard 8: Transparent and effective management
systems are in use to ensure provision is in line with
stated standards, and to review and develop provision.
Level 4: There is an explicit rationale for the
management systems in use to ensure provision is in
line with all the standards of the QSF, and to review and
develop provision. Responsibilities are clearly defined.
The systems are reviewed regularly. Formal feedback
gathered from students, teachers and other
stakeholders demonstrates management systems are
effective.
The purpose of management systems is to ensure
effectiveness and provide a platform for continuing
improvement.
Management systems should be formalised and
transparent, define responsibilities and procedures,
and be in use.
There are three hierarchical document types that
support and describe the management systems:
� policy statement or rationale.=
= an organogram.
job descriptions.=
In relation to the Quality Standards Framework there
should be policy statements for:
� teacher qualifications and language proficiency.=
class size and layout.=
= management structure.
feedback and complaints.=
The organogram should include responsibilities for:
� syllabus design and review.=
� assessment mechanisms.=
� teacher recruitment.=
� teacher development.=
� overall management.=
� resources and materials.=
� collecting and using feedback.=
� advertising.=
There should be job descriptions for:
� each individual included in the organogram.=
13.3 Focus on Standard 8
1716
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Focus on Standard 4 – Teacher observation
Standard 4: Teachers have appropriate knowledge,
skills and awareness to plan and deliver classes
effectively in line with the programme of study.
Level 4: Classes have a clear focus, related to the
programme of study. There is a coherent sequence of
activities. This provides the opportunity for all students
to participate actively in the class and to take part in a
balanced range of appropriate interactions. There is
differentiation within the lesson to address the needs
of specific types of students, especially with regard to
linguistic diversity. Teachers make use of appropriate
materials and classroom resources (including digital),
and employ a range of appropriate techniques.
Teachers are responsive to the group and individuals
to ensure a positive learning atmosphere. They provide
appropriate models of both spoken and written English
and provide appropriate corrective feedback. Teachers
check progress against lesson outcomes. Formal
feedback from students and academic managers
shows that they are satisfied with the way in which
teachers conduct their classes.
Reviewers use the following checklist to record their
assessment in relation to standard 4:
13.2 Focus on Standard 4
1. Lesson plan includes: 1.1 Date Yes / No
1.2 Duration Yes / No
1.3 Student description Yes / No
1.4 Lesson aims / learning outcomes linked to the CEFR Yes / No
1.5 Timetable fit Yes / No
1.6 Stages Yes / No
1.7 Timing Yes / No
1.8 Resources/materials to be used Yes / No
1.9 Interaction types Yes / No
1.10 Assumptions / potential problems Yes / No
2. Lesson 2.1 Was the classroom layout appropriate to the stated
lesson aims? Yes / No
2.2 Were the lesson aims / learning outcomes achieved? Yes / No
2.3 Were the stages of the lesson clear? Yes / No
2.4 Were the teacher’s instructions clear? Yes / No
2.5 Did the lesson contain a balanced variety of activity
types? Yes / No
2.6 Did the lesson contain a balanced variety of
interaction types? Yes / No
2.7 Were the students encouraged to participate actively? Yes / No
2.8 Did the teacher attend to the needs of individual students? Yes / No
2.9 Were the materials selected appropriate in terms of
level, age and interest of the students? Yes / No
2.10 Did the teacher employ a range of appropriate
techniques? Yes / No
2.11 Did the teacher provide appropriate models of spoken
and written English? Yes / No
2.12 Did the teacher provide appropriate corrective feedback? Yes / No
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Focus on Standard 8 - Management systems
Standard 8: Transparent and effective management
systems are in use to ensure provision is in line with
stated standards, and to review and develop provision.
Level 4: There is an explicit rationale for the
management systems in use to ensure provision is in
line with all the standards of the QSF, and to review and
develop provision. Responsibilities are clearly defined.
The systems are reviewed regularly. Formal feedback
gathered from students, teachers and other
stakeholders demonstrates management systems are
effective.
The purpose of management systems is to ensure
effectiveness and provide a platform for continuing
improvement.
Management systems should be formalised and
transparent, define responsibilities and procedures,
and be in use.
There are three hierarchical document types that
support and describe the management systems:
� policy statement or rationale.=
= an organogram.
job descriptions.=
In relation to the Quality Standards Framework there
should be policy statements for:
� teacher qualifications and language proficiency.=
class size and layout.=
= management structure.
feedback and complaints.=
The organogram should include responsibilities for:
� syllabus design and review.=
� assessment mechanisms.=
� teacher recruitment.=
� teacher development.=
� overall management.=
� resources and materials.=
� collecting and using feedback.=
� advertising.=
There should be job descriptions for:
� each individual included in the organogram.=
13.3 Focus on Standard 8
1716
Focus on Standard 9 - Gathering Feedback
Standard 9: Relevant feedback is gathered
systematically and used to inform provision.
Level 4: There are transparent, formalised systems in
use for gathering, analysing and acting upon regular
valid feedback from students and a range of other
stakeholders. A formalised rationale is available to
explain the method(s) adopted for the collection and
analysis of the feedback. Responsibilities are clearly
defined. The systems are reviewed regularly. Feedback
is publicly available. Feedback is used to inform a
timebound action plan which covers the following
areas: programmes of study; measuring language
progress; teacher profiles; teacher performance,
professional development opportunities for teachers;
materials and resources; class size and classroom
layout; the management of the English programme.
Responsibility for the gathering of feedback and for
subsequent action is clearly defined. The procedures
are reviewed regularly.
Gathering formal, reliable and representative feedback
and acting upon it is a fundamental aspect of quality
assurance.
The purpose of gathering feedback is to gauge levels
of satisfaction and inform improvement.
The feedback should be aggregated and should feed
into a time-bound development plan centred on the
standards in the framework.
The choice of instrument and methodology used for
gathering and analysing feedback and the design of
the development plan is up to the institution.
In relation to the Quality Standards Framework an
institution should collect formalised feedback from
students on the following:
� syllabus.=
� assessment.=
� teacher competence/performance.=
� resources and materials.=
� class size and layout.=
� management in relation to the English language =
programmes of study.
� opportunities to give feedback.=
� advertising.=
and from teachers on the following:
� professional development opportunities.=
and from parents on the following
� opportunities to give feedback.=
� management in relation to the English language =
programmes of study.
� the extent to which expectations raised in the =
school’s advertising are met.
13.4 Focus on Standard 9
Documentary evidence: Checklist
The following documents need to be provided at the time of the review:
13.5 Documentary evidence
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Standard Evidence required
Standard 1 1.1 Curriculum / syllabus objectives and intended learner outcomes at
Programmes of study each level (mapped against the CEFR).
1.2 Specification of content at each level linked to objectives showing
links to previous level.
1.3 Statement of the type of learning opportunities to be provided at
each level linked to specific objectives.
1.4 Guidance on ways of working with the syllabus to provide for
students with different learning styles / needs.
1.5 Evidence of student feedback / input into the syllabus.
1.6 Evidence of review and development of the syllabus.
1.7 Organogram / job descriptions for people involved in designing and
reviewing the syllabuses.
Standard 2: Assessment 2.1 Initial and final tests.
2.2 Evidence of investigation of the reliability and validity of these tests.
2.3 Evidence of the basis on which links to the CEFR are established.
2.4 Evidence of feedback to students on strengths and weaknesses.
2.5 Guidance to teachers on introducing and working with self-
assessment for students.
2.6 Organogram / job descriptions for people involved in designing and
reviewing tests and the overall assessment system.
2.7 Student feedback in relation to assessment procedures.
3.1 Evidence that the qualifications of teachers
employed have been investigated and verified.
3.2 Publicity or other publicly available statement of policy relating to
qualifications and English language proficiency of teachers.
3.3 Organogram and / or job description to identify who is responsible
for appointing teachers of English.
3.4 Statement of appointment procedures (including interview, references
etc).
3.5 List of current teachers of English with qualifications and level of
English (including details of the test/exam on which this level is
based).
Standard 4: 4.1 Lesson plans to review lesson aims, the fit with the syllabus and work
Teacher performance covered previously, the range of activities, the materials and resources
selected, the extent of differentiation to meet the needs of students
with specific needs / learning styles.
Standard 5: 5.1 Publicity or other documentation to establish information publicly
Teacher development available (within and outside the school) about professional
development opportunities for teachers.
5.2 Plan for professional development for teachers in the current
school year.
Standard 3: Teacher
competence
1918
Focus on Standard 9 - Gathering Feedback
Standard 9: Relevant feedback is gathered
systematically and used to inform provision.
Level 4: There are transparent, formalised systems in
use for gathering, analysing and acting upon regular
valid feedback from students and a range of other
stakeholders. A formalised rationale is available to
explain the method(s) adopted for the collection and
analysis of the feedback. Responsibilities are clearly
defined. The systems are reviewed regularly. Feedback
is publicly available. Feedback is used to inform a
timebound action plan which covers the following
areas: programmes of study; measuring language
progress; teacher profiles; teacher performance,
professional development opportunities for teachers;
materials and resources; class size and classroom
layout; the management of the English programme.
Responsibility for the gathering of feedback and for
subsequent action is clearly defined. The procedures
are reviewed regularly.
Gathering formal, reliable and representative feedback
and acting upon it is a fundamental aspect of quality
assurance.
The purpose of gathering feedback is to gauge levels
of satisfaction and inform improvement.
The feedback should be aggregated and should feed
into a time-bound development plan centred on the
standards in the framework.
The choice of instrument and methodology used for
gathering and analysing feedback and the design of
the development plan is up to the institution.
In relation to the Quality Standards Framework an
institution should collect formalised feedback from
students on the following:
� syllabus.=
� assessment.=
� teacher competence/performance.=
� resources and materials.=
� class size and layout.=
� management in relation to the English language =
programmes of study.
� opportunities to give feedback.=
� advertising.=
and from teachers on the following:
� professional development opportunities.=
and from parents on the following
� opportunities to give feedback.=
� management in relation to the English language =
programmes of study.
� the extent to which expectations raised in the =
school’s advertising are met.
13.4 Focus on Standard 9
Documentary evidence: Checklist
The following documents need to be provided at the time of the review:
13.5 Documentary evidence
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Standard Evidence required
Standard 1 1.1 Curriculum / syllabus objectives and intended learner outcomes at
Programmes of study each level (mapped against the CEFR).
1.2 Specification of content at each level linked to objectives showing
links to previous level.
1.3 Statement of the type of learning opportunities to be provided at
each level linked to specific objectives.
1.4 Guidance on ways of working with the syllabus to provide for
students with different learning styles / needs.
1.5 Evidence of student feedback / input into the syllabus.
1.6 Evidence of review and development of the syllabus.
1.7 Organogram / job descriptions for people involved in designing and
reviewing the syllabuses.
Standard 2: Assessment 2.1 Initial and final tests.
2.2 Evidence of investigation of the reliability and validity of these tests.
2.3 Evidence of the basis on which links to the CEFR are established.
2.4 Evidence of feedback to students on strengths and weaknesses.
2.5 Guidance to teachers on introducing and working with self-
assessment for students.
2.6 Organogram / job descriptions for people involved in designing and
reviewing tests and the overall assessment system.
2.7 Student feedback in relation to assessment procedures.
3.1 Evidence that the qualifications of teachers
employed have been investigated and verified.
3.2 Publicity or other publicly available statement of policy relating to
qualifications and English language proficiency of teachers.
3.3 Organogram and / or job description to identify who is responsible
for appointing teachers of English.
3.4 Statement of appointment procedures (including interview, references
etc).
3.5 List of current teachers of English with qualifications and level of
English (including details of the test/exam on which this level is
based).
Standard 4: 4.1 Lesson plans to review lesson aims, the fit with the syllabus and work
Teacher performance covered previously, the range of activities, the materials and resources
selected, the extent of differentiation to meet the needs of students
with specific needs / learning styles.
Standard 5: 5.1 Publicity or other documentation to establish information publicly
Teacher development available (within and outside the school) about professional
development opportunities for teachers.
5.2 Plan for professional development for teachers in the current
school year.
Standard 3: Teacher
competence
1918
5.3 Organogram / job descriptions for people involved in designing and
reviewing professional development plan.
5.4 Evidence of review of previous plans and of ways in which they have
been refined / developed.
5.5 Evidence of feedback from teachers on the professional development
programme.
Standard 6: 6.1 Academic documentation to see evidence of the basis on which
Resources and materials materials and resources are selected.
6.2 Academic documentation to see evidence of the basis on which
materials and resources are reviewed and updated, linked to feedback
on their use.
6.3 Inventory of resources and materials available in the school.
7.1 Publicity and associated documentation to establish information given
in advance about class size / layout of the classroom.
7.2 Academic policy documentation to see evidence of the basis on which
class size is set.
7.3 Academic documentation to see any guidance given to teachers
about adapting the layout of the classroom for different activities.
Standard 8: Management 8.1 Organogram for managers involved in the ELT provision.
8.2 Job descriptions for managers involved in the ELT provision.
8.3 Rationale for the current management structure.
9.1 Organogram / job descriptions for people involved in designing and
reviewing the collection and analysis of feedback.
9.2 Rationale explaining the methods adopted for the collection and
analysis of feedback.
9.3 Samples of feedback from students and other stakeholders.
9.4 Analyses of feedback.
9.5 Organogram / job descriptions for people involved in designing and
reviewing action plans based on feedback.
9.6 Action plan for following up issues identified through feedback.
9.7 Policy document on dealing with and acting on complaints.
9.8 Organogram / job descriptions for people involved in designing and
reviewing policy on dealing with and acting on complaints.
10.1 Organogram / job descriptions for people involved in designing and
reviewing publicity and other information for potential students and
their parents.
10.2 School brochures, prospectuses etc.
10.3 School website and / or social media sites.
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Cross referencing documents
The following documents may provide evidence
across different standards:
1. Syllabus for each level / standard
2. Student feedback covering:
� syllabus.=
assessment.=
teacher competence/performance.=
resources and materials.=
class size and layout.=
course management.=
opportunities to give feedback.=
advertising.=
3. Organogram detailing responsibilities for:
� syllabus design and review.=
assessment mechanisms.=
teacher recruitment.=
teacher development.=
overall management.=
resources and materials.=
collecting and using feedback.=
advertising.=
4. Advertising covering:
� programmes of study.=
assessment.=
teacher competence/performance.=
teacher development opportunities.=
resources and materials.=
class size and layout.=
course management.=
opportunities to give feedback.=
The purpose of the focus groups is to provide evidence against each standard that will confirm or otherwise
evidence gathered during the classroom observations or the sampling of required documentation.
There should be five participants in each focus group, selected by the school.
The focus group meetings will last one hour each and will be facilitated by the lead reviewer.
The reviewers will move through a series of questions and record the main elements of the discussion as they
relate to the required information.
Focus Groups: Parents
The reviewers will seek the following evidence from parents. The institution should aim to include parents of the
students from the classes that the reviewers observed.
13.6 Focus Groups
Standard Response required
Standard 1: clarify their understanding of the current syllabus and the objectives
Programmes of study their children are working towards.
Standard 2: Assessment establish their views of the assessment system particularly in relation to
feedback on progress.
Standard 4: Teacher establish any feedback from their children about teacher
performance performance.
Standard 6: establish any feedback from their children about materials and
Resources and materials resources.
Standard 7: Class size and layout establish any feedback from their children about class size.
Standard 8: Management establish their view of the effective working of the school.
Standard 9: Feedback establish their satisfaction with opportunities to provide
feedback.
Standard 10: Advertising establish whether information provided (print and digital) before
enrolment is accessible and comprehensive.
Standard 7: Class size
and layout
Standard 9: Feedback
Standard 10: Advertising
NB: Institutions should provide the reviewers with a list of the documents that have been made available.
2120
5.3 Organogram / job descriptions for people involved in designing and
reviewing professional development plan.
5.4 Evidence of review of previous plans and of ways in which they have
been refined / developed.
5.5 Evidence of feedback from teachers on the professional development
programme.
Standard 6: 6.1 Academic documentation to see evidence of the basis on which
Resources and materials materials and resources are selected.
6.2 Academic documentation to see evidence of the basis on which
materials and resources are reviewed and updated, linked to feedback
on their use.
6.3 Inventory of resources and materials available in the school.
7.1 Publicity and associated documentation to establish information given
in advance about class size / layout of the classroom.
7.2 Academic policy documentation to see evidence of the basis on which
class size is set.
7.3 Academic documentation to see any guidance given to teachers
about adapting the layout of the classroom for different activities.
Standard 8: Management 8.1 Organogram for managers involved in the ELT provision.
8.2 Job descriptions for managers involved in the ELT provision.
8.3 Rationale for the current management structure.
9.1 Organogram / job descriptions for people involved in designing and
reviewing the collection and analysis of feedback.
9.2 Rationale explaining the methods adopted for the collection and
analysis of feedback.
9.3 Samples of feedback from students and other stakeholders.
9.4 Analyses of feedback.
9.5 Organogram / job descriptions for people involved in designing and
reviewing action plans based on feedback.
9.6 Action plan for following up issues identified through feedback.
9.7 Policy document on dealing with and acting on complaints.
9.8 Organogram / job descriptions for people involved in designing and
reviewing policy on dealing with and acting on complaints.
10.1 Organogram / job descriptions for people involved in designing and
reviewing publicity and other information for potential students and
their parents.
10.2 School brochures, prospectuses etc.
10.3 School website and / or social media sites.
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Cross referencing documents
The following documents may provide evidence
across different standards:
1. Syllabus for each level / standard
2. Student feedback covering:
� syllabus.=
assessment.=
teacher competence/performance.=
resources and materials.=
class size and layout.=
course management.=
opportunities to give feedback.=
advertising.=
3. Organogram detailing responsibilities for:
� syllabus design and review.=
assessment mechanisms.=
teacher recruitment.=
teacher development.=
overall management.=
resources and materials.=
collecting and using feedback.=
advertising.=
4. Advertising covering:
� programmes of study.=
assessment.=
teacher competence/performance.=
teacher development opportunities.=
resources and materials.=
class size and layout.=
course management.=
opportunities to give feedback.=
The purpose of the focus groups is to provide evidence against each standard that will confirm or otherwise
evidence gathered during the classroom observations or the sampling of required documentation.
There should be five participants in each focus group, selected by the school.
The focus group meetings will last one hour each and will be facilitated by the lead reviewer.
The reviewers will move through a series of questions and record the main elements of the discussion as they
relate to the required information.
Focus Groups: Parents
The reviewers will seek the following evidence from parents. The institution should aim to include parents of the
students from the classes that the reviewers observed.
13.6 Focus Groups
Standard Response required
Standard 1: clarify their understanding of the current syllabus and the objectives
Programmes of study their children are working towards.
Standard 2: Assessment establish their views of the assessment system particularly in relation to
feedback on progress.
Standard 4: Teacher establish any feedback from their children about teacher
performance performance.
Standard 6: establish any feedback from their children about materials and
Resources and materials resources.
Standard 7: Class size and layout establish any feedback from their children about class size.
Standard 8: Management establish their view of the effective working of the school.
Standard 9: Feedback establish their satisfaction with opportunities to provide
feedback.
Standard 10: Advertising establish whether information provided (print and digital) before
enrolment is accessible and comprehensive.
Standard 7: Class size
and layout
Standard 9: Feedback
Standard 10: Advertising
NB: Institutions should provide the reviewers with a list of the documents that have been made available.
2120
Focus Groups: Students
The reviewers will seek the following evidence from students. The school should aim to include students from the
classes observed by the reviewers.
Standard Response required
Standard 1: clarify their understanding of the present syllabus and the objectives
Programmes of study they are working towards.
clarify their input into review and development.
Standard 2: establish their views of the assessment system particularly in
Assessment relation to feedback on progress, and guidance on self-assessment.
Standard 4: establish their satisfaction with the content and conduct of the classes.
students to establish if and how their feedback on the teaching is sought.
Standard 5: establish their views on the impact of the development opportunities
Teacher development undertaken by their teachers.
Standard 6: establish if and how their feedback on materials and resources
Resources and materials is sought.
Standard 7: establish if and how their feedback on the class size / layout of the
Class size and layout classroom is sought
Standard 8: Management establish their view of the effective working of the school.
Standard 9: Feedback establish their satisfaction with opportunities to provide feedback.
Standard 10: Advertising establish whether information provided before enrolment is accessible
and comprehensive.
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Focus Groups: Teachers
The reviewers will seek the following evidence from teachers. The school should aim to include teachers from the
classes observed by the reviewers.
Standard Response required
Standard 1: Programmes of study clarify their understanding of the present syllabus and its role.
describe the guidance they receive on syllabus matters and their input
into review and development.
Standard 2: Assessment establish their views of the assessment system and the guidance and
support they receive – particularly in relation to student self-
assessment.
Standard 3: Teacher qualifications confirm appointment procedures.
confirm they have the required profile.
demonstrate they have the required language proficiency.
Standard 5: establish their views of the professional development opportunities
Teacher development provided.
Standard 6: give views on appropriacy and availability of materials.
Resources and materials
Standard 7: Class size and layout establish if and how their feedback on the class size / layout of the
classroom is sought.
establish if any guidance is given to them about adapting the layout of
the classroom for different activities.
Standard 8: Management establish their view of the effective working of the school.
Standard 9: Feedback establish their satisfaction with opportunities to provide feedback.
The reviewers will form an overall assessment of the
quality of the teaching at the institution by observing a
cross section of teachers.
Teachers will be told in advance that they may be
observed.
There are six teacher observations during the review
visit.
Teachers will be observed for 30 minutes by both
reviewers.
The reviewers will select classes from the range of
English language lessons that are being taught when
the classroom observation section of the review visit
is timetabled.
Classrooms must be clearly labelled with the name of
the teacher, standard, and timing of each lesson
during the classroom observation section of the
review visit.
Teachers should provide two printed copies of their
lesson plan. The lesson plan is part of the assessment.
The reviewers will not participate in the lesson and will
seat themselves at the rear of the classroom on seats
that have been set aside for them.
Reviewers will not provide feedback to the teacher on
his or her performance.
For guidance on what the reviewers expect in relation
to classroom observation, and how the teaching is
assessed please see 14.2 (Focus on standard 4 –
Teacher performance).
13.7 Classroom observation
Teacher performance
2322
Focus Groups: Students
The reviewers will seek the following evidence from students. The school should aim to include students from the
classes observed by the reviewers.
Standard Response required
Standard 1: clarify their understanding of the present syllabus and the objectives
Programmes of study they are working towards.
clarify their input into review and development.
Standard 2: establish their views of the assessment system particularly in
Assessment relation to feedback on progress, and guidance on self-assessment.
Standard 4: establish their satisfaction with the content and conduct of the classes.
students to establish if and how their feedback on the teaching is sought.
Standard 5: establish their views on the impact of the development opportunities
Teacher development undertaken by their teachers.
Standard 6: establish if and how their feedback on materials and resources
Resources and materials is sought.
Standard 7: establish if and how their feedback on the class size / layout of the
Class size and layout classroom is sought
Standard 8: Management establish their view of the effective working of the school.
Standard 9: Feedback establish their satisfaction with opportunities to provide feedback.
Standard 10: Advertising establish whether information provided before enrolment is accessible
and comprehensive.
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Focus Groups: Teachers
The reviewers will seek the following evidence from teachers. The school should aim to include teachers from the
classes observed by the reviewers.
Standard Response required
Standard 1: Programmes of study clarify their understanding of the present syllabus and its role.
describe the guidance they receive on syllabus matters and their input
into review and development.
Standard 2: Assessment establish their views of the assessment system and the guidance and
support they receive – particularly in relation to student self-
assessment.
Standard 3: Teacher qualifications confirm appointment procedures.
confirm they have the required profile.
demonstrate they have the required language proficiency.
Standard 5: establish their views of the professional development opportunities
Teacher development provided.
Standard 6: give views on appropriacy and availability of materials.
Resources and materials
Standard 7: Class size and layout establish if and how their feedback on the class size / layout of the
classroom is sought.
establish if any guidance is given to them about adapting the layout of
the classroom for different activities.
Standard 8: Management establish their view of the effective working of the school.
Standard 9: Feedback establish their satisfaction with opportunities to provide feedback.
The reviewers will form an overall assessment of the
quality of the teaching at the institution by observing a
cross section of teachers.
Teachers will be told in advance that they may be
observed.
There are six teacher observations during the review
visit.
Teachers will be observed for 30 minutes by both
reviewers.
The reviewers will select classes from the range of
English language lessons that are being taught when
the classroom observation section of the review visit
is timetabled.
Classrooms must be clearly labelled with the name of
the teacher, standard, and timing of each lesson
during the classroom observation section of the
review visit.
Teachers should provide two printed copies of their
lesson plan. The lesson plan is part of the assessment.
The reviewers will not participate in the lesson and will
seat themselves at the rear of the classroom on seats
that have been set aside for them.
Reviewers will not provide feedback to the teacher on
his or her performance.
For guidance on what the reviewers expect in relation
to classroom observation, and how the teaching is
assessed please see 14.2 (Focus on standard 4 –
Teacher performance).
13.7 Classroom observation
Teacher performance
2322
The elements (and their duration) of the review visit are fixed but institutions may vary the timing of the elements
to suit their operating context.
Institutions are kindly requested to provide lunch and refreshments for the reviewers.
13.8 Review visit schedule
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Purpose
The purpose of the visit is to assess the school’s
English language programmes of study against the
Quality Standards Framework.
Approach
The approach is based on gathering information from
three different perspectives: documentary review,
classroom observation and focus groups with
teachers, students and parents.
The reviewers are guests in the school but are tasked
to carry out a rigorous and independent assessment.
The reviewers are tasked to assess a range of clearly
defined elements of your provision and nothing else.
It is in your interest to provide as much help and
support to the reviewers as possible so that they are
able to complete their evaluation.
They are interested in assessing a typical day at the
school and aim to cause the minimum amount of
disruption during their visit.
Ideas of hospitality vary from culture to culture and
from person to person. To avoid any
misunderstandings, reviewers are instructed not to
accept gifts of any sort. To do so would be a breach of
their contract with the British Council.
Introductory session
The first session includes:
� Personal introductions.=
� Statement of the purpose and approach of the =
visit.
� a brief question and answer introduction to the =
school that includes information about type of
school (fee paying or free, mixed or single sex), if
the school is part of a group, any affiliations to
examining boards etc, number of students,
number of teachers, number of specialist English
teachers, number of class teachers who teach
English, student teacher ratio, average class size,
catchment area from which the school draws its
students, any international activity, any other
relevant factual details that will help describe the
school for somebody who doesn’t know it.
Discussion of the visit schedule and any last =
minute modifications. Please make sure that you
use the programme briefing at the beginning of
the visit to highlight any unforeseen last minute
changes and keep to the scheduled timings.
Documentary Review
The school should set aside a room for the
documentary review and make the necessary
documents available in a clear and accessible way.
They should provide a list of all the documents that
have been prepared. The member of staff responsible
for the review should be available nearby to provide
the reviewers with any clarifications relating to the
required documents but in general the reviewers
should be left alone to complete this task. The
required documents are detailed in 13.5
(Documentary evidence).
Classroom Observation
The reviewers observe six separate classes for 30
minutes each. The teachers who are teaching during
the allocated time for classroom observation should
be informed in advance that they may be observed
and provide two printed copies of their lesson plan for
the reviewers to guide their observation. The lesson
plans should be placed in the documentary review
room. The reviewers are escorted to the rooms where
the teaching is taking place and then left to carry out
their observations. The classrooms are clearly labelled
with the name of the teacher, the standards being
taught and at what time. Two chairs at the back of the
room are set aside for the reviewers. As the reviewers
enter the classroom, the teacher indicates where the
reviewers should sit but apart from this, the teacher
continues with the lesson without interruption.
Focus groups (5 participants)
The focus groups should take place in the room set
aside for the reviewers. A representative from the
school introduces the participants to the reviewers
and then leaves the room. The meeting is conducted
in a relaxed manner and feedback in relation to the
objectives and areas detailed in 13.6 (Focus groups) is
elicited from each participant.
Roundup session
The round-up session is an opportunity for the
reviewers to confirm what documents they have
considered, what classes they have observed and
what groups of teachers, students and parents they
have spoken to.
The reviewers confirm what the next steps are and the
timeframe in which these next steps take place.
The reviewers do not provide any feedback on the
outcomes of their assessment during the round-up
session. They will not provide any indication as to the
result of the review nor any feedback on their
sampling of the documentary evidence, the
performance of the teachers they have observed or
their focus group meetings.
14. The review visit
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Duration Focus Who
Day 1
30 minutes Introductory session Principal and Head of
Visit schedule briefing English department
2 hours Document review 1. Lesson plan review Reviewers only
15 minutes Break
30 minutes Classroom observation 1 Reviewers only
30 minutes Classroom observation 2 Reviewers only
30 minutes Classroom observation 3 Reviewers only
1 hour Lunch
1 hour Student focus group Reviewers only
15 minutes Break
1 hour Parent focus group Reviewers only
2 hours Document review 2 Reviewers only
Total 8 hours
Day 2
30 minutes Visit schedule briefing Principal and Head of
English department
2 hours Document review 3. Lesson plan review Reviewers only
15 minutes Break
30 minutes Classroom observation 4 Reviewers only
30 minutes Classroom observation 5 Reviewers only
30 minutes Classroom observation 6 Reviewers only
1 hour Lunch
1 hour Teacher focus group Reviewers only
15 minutes Break
1 hour Document review 4 Reviewers only
1hour 30 minutes Report conferral Reviewers only
30 minutes Round-up Principal and Head of
department
Total 8 hours
2524
The elements (and their duration) of the review visit are fixed but institutions may vary the timing of the elements
to suit their operating context.
Institutions are kindly requested to provide lunch and refreshments for the reviewers.
13.8 Review visit schedule
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Purpose
The purpose of the visit is to assess the school’s
English language programmes of study against the
Quality Standards Framework.
Approach
The approach is based on gathering information from
three different perspectives: documentary review,
classroom observation and focus groups with
teachers, students and parents.
The reviewers are guests in the school but are tasked
to carry out a rigorous and independent assessment.
The reviewers are tasked to assess a range of clearly
defined elements of your provision and nothing else.
It is in your interest to provide as much help and
support to the reviewers as possible so that they are
able to complete their evaluation.
They are interested in assessing a typical day at the
school and aim to cause the minimum amount of
disruption during their visit.
Ideas of hospitality vary from culture to culture and
from person to person. To avoid any
misunderstandings, reviewers are instructed not to
accept gifts of any sort. To do so would be a breach of
their contract with the British Council.
Introductory session
The first session includes:
� Personal introductions.=
� Statement of the purpose and approach of the =
visit.
� a brief question and answer introduction to the =
school that includes information about type of
school (fee paying or free, mixed or single sex), if
the school is part of a group, any affiliations to
examining boards etc, number of students,
number of teachers, number of specialist English
teachers, number of class teachers who teach
English, student teacher ratio, average class size,
catchment area from which the school draws its
students, any international activity, any other
relevant factual details that will help describe the
school for somebody who doesn’t know it.
Discussion of the visit schedule and any last =
minute modifications. Please make sure that you
use the programme briefing at the beginning of
the visit to highlight any unforeseen last minute
changes and keep to the scheduled timings.
Documentary Review
The school should set aside a room for the
documentary review and make the necessary
documents available in a clear and accessible way.
They should provide a list of all the documents that
have been prepared. The member of staff responsible
for the review should be available nearby to provide
the reviewers with any clarifications relating to the
required documents but in general the reviewers
should be left alone to complete this task. The
required documents are detailed in 13.5
(Documentary evidence).
Classroom Observation
The reviewers observe six separate classes for 30
minutes each. The teachers who are teaching during
the allocated time for classroom observation should
be informed in advance that they may be observed
and provide two printed copies of their lesson plan for
the reviewers to guide their observation. The lesson
plans should be placed in the documentary review
room. The reviewers are escorted to the rooms where
the teaching is taking place and then left to carry out
their observations. The classrooms are clearly labelled
with the name of the teacher, the standards being
taught and at what time. Two chairs at the back of the
room are set aside for the reviewers. As the reviewers
enter the classroom, the teacher indicates where the
reviewers should sit but apart from this, the teacher
continues with the lesson without interruption.
Focus groups (5 participants)
The focus groups should take place in the room set
aside for the reviewers. A representative from the
school introduces the participants to the reviewers
and then leaves the room. The meeting is conducted
in a relaxed manner and feedback in relation to the
objectives and areas detailed in 13.6 (Focus groups) is
elicited from each participant.
Roundup session
The round-up session is an opportunity for the
reviewers to confirm what documents they have
considered, what classes they have observed and
what groups of teachers, students and parents they
have spoken to.
The reviewers confirm what the next steps are and the
timeframe in which these next steps take place.
The reviewers do not provide any feedback on the
outcomes of their assessment during the round-up
session. They will not provide any indication as to the
result of the review nor any feedback on their
sampling of the documentary evidence, the
performance of the teachers they have observed or
their focus group meetings.
14. The review visit
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Duration Focus Who
Day 1
30 minutes Introductory session Principal and Head of
Visit schedule briefing English department
2 hours Document review 1. Lesson plan review Reviewers only
15 minutes Break
30 minutes Classroom observation 1 Reviewers only
30 minutes Classroom observation 2 Reviewers only
30 minutes Classroom observation 3 Reviewers only
1 hour Lunch
1 hour Student focus group Reviewers only
15 minutes Break
1 hour Parent focus group Reviewers only
2 hours Document review 2 Reviewers only
Total 8 hours
Day 2
30 minutes Visit schedule briefing Principal and Head of
English department
2 hours Document review 3. Lesson plan review Reviewers only
15 minutes Break
30 minutes Classroom observation 4 Reviewers only
30 minutes Classroom observation 5 Reviewers only
30 minutes Classroom observation 6 Reviewers only
1 hour Lunch
1 hour Teacher focus group Reviewers only
15 minutes Break
1 hour Document review 4 Reviewers only
1hour 30 minutes Report conferral Reviewers only
30 minutes Round-up Principal and Head of
department
Total 8 hours
2524
The report provides:
� an introduction to the school. This is a factual =
introduction designed to contextualise the school
for the Membership Advisory Group. The areas to
be covered are described in the template below.
� a record of what documents the reviewers =
considered; what classes they observed; who they
spoke to. This is to ensure that the reviewers were
exposed to the required evidence.
� the reviewers’ narrative and overall assessment =
against each standard of the Quality Standards
Framework.
� any recommendations for improvement.=
The report is finalised within two weeks of the visit and
then sent to the Membership Advisory Group for
moderation.
15. The review report
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
REPORT ON VISIT TO: School A
QUALITY STANDARDS REVIEW
ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME
www.britishcouncil.in
1
3
2
Name of school:
Address of school:
Date of review visit:
Number of students:
Age-range / Grades / Standards:
Number of teachers:
Student:teacher ratio and average class size:
Number of English teachers: Specialist English teachers
Number of English teachers: Primary class teachers teaching English
Affiliation:
School A is a mixed, fee paying school, founded in 1986. It is part of a group of x educational institutions run by the A Educational Society, which
together provide a range of academic and vocational courses for students from pre-school to postgraduate level.
Students at the school visited come from a range of backgrounds. In general parents are educated with a good level of English, but in most cases
English is not the language used at home. Admission to the school follows the usual points system that takes into account Right To Education
legislation. The school has recently started to offer courses based on the CBSE-i to cater for the needs of students who have previously been in
international schools abroad, or who may be moving abroad during their school career.
The school has a strong international orientation and is involved in a wide range of international contact projects. In addition there is a regular
student exchange programme.
Another significant feature of the school is its commitment to integrating IT into the design, preparation, and delivery of courses. An in-house
learning management system has been designed and is being rolled out across the school.
Programme for review visit
The reviewers met with:
Ÿ the principal, and vice-principal.
Ÿ the academic manager for English programmes of study.
Ÿ five students from Standards x, y and z.
Ÿ five specialist English teachers .
Ÿ five parents.
The reviewers considered:
Ÿ organogram
Ÿ syllabuses and lesson plans for Standards x, y and z.
Ÿ lesson plans for lessons observed.
Ÿ tests for levels x, y and z.
Ÿ qualifications profile for the x number of specialist English teachers and y number of primary classroom teachers teaching English.
Ÿ professional development plan for teachers.
Ÿ examples of student feedback.
Ÿ examples of teacher feedback.
Ÿ the school website and prospectus.
The reviewers observed together parts of two Standard x lessons (30 minutes each), standard y lessons (30 minutes each) and standard z lessons
(30 minutes each).
The reviewers held a round-up meeting with the principal, the academic manager of the English department and member of staff responsible for
liaison with the British Council.
2726
The report provides:
� an introduction to the school. This is a factual =
introduction designed to contextualise the school
for the Membership Advisory Group. The areas to
be covered are described in the template below.
� a record of what documents the reviewers =
considered; what classes they observed; who they
spoke to. This is to ensure that the reviewers were
exposed to the required evidence.
� the reviewers’ narrative and overall assessment =
against each standard of the Quality Standards
Framework.
� any recommendations for improvement.=
The report is finalised within two weeks of the visit and
then sent to the Membership Advisory Group for
moderation.
15. The review report
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
REPORT ON VISIT TO: School A
QUALITY STANDARDS REVIEW
ENGLISH LANGUAGE QUALITY STANDARDS PROGRAMME
www.britishcouncil.in
1
3
2
Name of school:
Address of school:
Date of review visit:
Number of students:
Age-range / Grades / Standards:
Number of teachers:
Student:teacher ratio and average class size:
Number of English teachers: Specialist English teachers
Number of English teachers: Primary class teachers teaching English
Affiliation:
School A is a mixed, fee paying school, founded in 1986. It is part of a group of x educational institutions run by the A Educational Society, which
together provide a range of academic and vocational courses for students from pre-school to postgraduate level.
Students at the school visited come from a range of backgrounds. In general parents are educated with a good level of English, but in most cases
English is not the language used at home. Admission to the school follows the usual points system that takes into account Right To Education
legislation. The school has recently started to offer courses based on the CBSE-i to cater for the needs of students who have previously been in
international schools abroad, or who may be moving abroad during their school career.
The school has a strong international orientation and is involved in a wide range of international contact projects. In addition there is a regular
student exchange programme.
Another significant feature of the school is its commitment to integrating IT into the design, preparation, and delivery of courses. An in-house
learning management system has been designed and is being rolled out across the school.
Programme for review visit
The reviewers met with:
Ÿ the principal, and vice-principal.
Ÿ the academic manager for English programmes of study.
Ÿ five students from Standards x, y and z.
Ÿ five specialist English teachers .
Ÿ five parents.
The reviewers considered:
Ÿ organogram
Ÿ syllabuses and lesson plans for Standards x, y and z.
Ÿ lesson plans for lessons observed.
Ÿ tests for levels x, y and z.
Ÿ qualifications profile for the x number of specialist English teachers and y number of primary classroom teachers teaching English.
Ÿ professional development plan for teachers.
Ÿ examples of student feedback.
Ÿ examples of teacher feedback.
Ÿ the school website and prospectus.
The reviewers observed together parts of two Standard x lessons (30 minutes each), standard y lessons (30 minutes each) and standard z lessons
(30 minutes each).
The reviewers held a round-up meeting with the principal, the academic manager of the English department and member of staff responsible for
liaison with the British Council.
2726
7
6
5
4
Feedback on performance in relation to each standard including areas for development
Focus areas Standards Feedback including key areas for development
1. Programmes of study There is an overall structure. Progression between the programmes of study at different levels is are relevant to the age, incorporated informally. At each level the programme of study is based on the needs of the level and needs of the students and is adapted to their age, level and background. The syllabus document focusses on students. relevant content areas. The programme is formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the content of any in- class assessment activities. Responsibility for the design and review of the programme of study is clearly understood. Reviews are carried out on a yearly basis. Regular formal feedback is gathered from students about their engagement with and the usefulness of their programme of study. Discussions with the reviewers demonstrated a high level of satisfaction with the programme of study.
Recommendations: The school could consider:
= �making a formal analysis of student needs;
= �designing the programmes of study around learner outcomes, linked to an external frame of reference (for example, the CEFR);
= �specifying the range of learning opportunities to be provided (learning resources and interaction types).
Programme design Level assessed at:
2. Reliable and valid Students are assessed formally at the end of their programme of study, and at intervals during the assessment (including academic year. Students receive regular feedback on their progress and are informed of their self-assessment) is strengths and weaknesses during the programme of study. Responsibility for the design and review integrated into of the assessment systems is clearly understood. Reviews are carried out on the basis of feedback programme. from students and teachers.
Recommendations: The current assessment system could be developed by:
= �introducing a formal ‘beginning of course’ assessment;
= �linking the outcomes of the assessment to an external framework of reference to indicate the student's level (e.g. the CEFR);
= �formally investigating the validity and reliability of the tests used;
= �developing a systematic programme to introduce students to the idea of self-assessment.
Level assessed at:
Focus areas Standards Feedback including key areas for development
The specialist English teachers have an excellent profile in terms of general educational qualifications.
Recommendations: The school could consider:
=�specifying the qualifications and language competence (in relation to the CEFR) required of all teachers involved in teaching English and making this publicly available.
=�requiring teachers to undergo a formal language proficiency test if they have not already taken one
Classes observed had a clear focus, related to the programme of study. In both classes, online resources had been chosen to support the teaching / learning which were clearly enjoyed by the students. In both classes observed, the teachers provided appropriate models of both spoken and written English. There was some differentiation within the lessons to address the needs of specific types of students. Informal feedback from students to the reviewers showed that they were satisfied with the way in which the teachers conducted the classes. Regular formal feedback is collected from students on the activities they undertake in class and the performance of the teachers.
Recommendations: The school could consider
=�making available development opportunities that would enable teachers to explore ways of working with language elicited from individual students so that it becomes shared with the class and incorporated into their language repertoire.
There is a regular programme of professional development activities. Many of these activities are of a general educational nature, but there is a strand of activities directly related to ELT. Teachers are invited to provide formal feedback on the overall programme and on individual sessions.
Recommendations: The school could consider:
=�establishing a formal, publicly available document describing a policy to promote professional development for ELT teachers.
=�developing systems to ensure a coherent programme of continuing professional development for all teaching staff, mapped against the India specific CPD framework.
3. Teachers have appropriate qualifications and language proficiency for the teaching of English.
Level assessed at:
4. Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme.
Level assessed at:
5. Teachers benefit from appropriate professional development opportunities.
Level assessed at:
Teachers and teaching
Focus areas Standards Feedback including key areas for development
There are management systems in place to review and develop provision. The responsibilities of the principal, the heads of department, and the academic coordinators (one each for years 1-4, 5-8, 9-12) are clearly understood. Feedback on the working of the management systems is gathered from students, teachers, and parents.
Recommendations: None
There are opportunities in place for gathering regular feedback from students, teachers and parents. The results of feedback given to the reviewers demonstrate a very high level of satisfaction.
Recommendations:. The school could consider:
=�formalising responsibility for reviewing and developing the way feedback is collected and analysed
=�formalising the procedures for taking action on the basis of feedback, and for recording this action
Advertising provides outline information on the following aspects of a school’s provision: premises / classroom facilities; programmes of study; measuring student progress. Responsibilities for the production of any promotional materials are understood. Promotional content is reviewed.
Recommendations. The school could consider:
=�including information in their advertising on the following areas: student feedback; teacher profiles; teacher development programmes.
8. Transparent management systems are in place to ensure provision is in line with stated standards, and to review and develop provision.
Level assessed at:
9. Feedback is gathered systematically and used to inform provision.
Level assessed at:
10. Actual provision matches advertised provision.
Level assessed at:
Management
Focus areas Standards Feedback including key areas for development
Core resources for each class are selected by the teacher in collaboration with the Head of Department. Feedback from students is taken into account. New or additional materials /resources are acquired as needed. Students have easy access to a wide range of materials and resources both in and out of the classroom.
Recommendations: The school could consider:
=�providing guidance for students on the use of materials for autonomous learning.
The number of students in the class and the way the classroom is laid out was appropriate for the lesson content and outcomes. The rooms provided space for flexibility of layout and teacher circulation. Students are asked for feedback on the layout of the classrooms.
Recommendations: The school could consider:
=�Making their policy on class size and classroom layout publicly available.
6 Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.
Level assessed at:
7. Class size and the layout of the classroom are appropriate to the needs of the students and the activities planned for the lesson.
Resources for learning
2928
7
6
5
4
Feedback on performance in relation to each standard including areas for development
Focus areas Standards Feedback including key areas for development
1. Programmes of study There is an overall structure. Progression between the programmes of study at different levels is are relevant to the age, incorporated informally. At each level the programme of study is based on the needs of the level and needs of the students and is adapted to their age, level and background. The syllabus document focusses on students. relevant content areas. The programme is formalised and publicly available. Teachers are using the programme of study systematically to inform the content of their lessons and the content of any in- class assessment activities. Responsibility for the design and review of the programme of study is clearly understood. Reviews are carried out on a yearly basis. Regular formal feedback is gathered from students about their engagement with and the usefulness of their programme of study. Discussions with the reviewers demonstrated a high level of satisfaction with the programme of study.
Recommendations: The school could consider:
= �making a formal analysis of student needs;
= �designing the programmes of study around learner outcomes, linked to an external frame of reference (for example, the CEFR);
= �specifying the range of learning opportunities to be provided (learning resources and interaction types).
Programme design Level assessed at:
2. Reliable and valid Students are assessed formally at the end of their programme of study, and at intervals during the assessment (including academic year. Students receive regular feedback on their progress and are informed of their self-assessment) is strengths and weaknesses during the programme of study. Responsibility for the design and review integrated into of the assessment systems is clearly understood. Reviews are carried out on the basis of feedback programme. from students and teachers.
Recommendations: The current assessment system could be developed by:
= �introducing a formal ‘beginning of course’ assessment;
= �linking the outcomes of the assessment to an external framework of reference to indicate the student's level (e.g. the CEFR);
= �formally investigating the validity and reliability of the tests used;
= �developing a systematic programme to introduce students to the idea of self-assessment.
Level assessed at:
Focus areas Standards Feedback including key areas for development
The specialist English teachers have an excellent profile in terms of general educational qualifications.
Recommendations: The school could consider:
=�specifying the qualifications and language competence (in relation to the CEFR) required of all teachers involved in teaching English and making this publicly available.
=�requiring teachers to undergo a formal language proficiency test if they have not already taken one
Classes observed had a clear focus, related to the programme of study. In both classes, online resources had been chosen to support the teaching / learning which were clearly enjoyed by the students. In both classes observed, the teachers provided appropriate models of both spoken and written English. There was some differentiation within the lessons to address the needs of specific types of students. Informal feedback from students to the reviewers showed that they were satisfied with the way in which the teachers conducted the classes. Regular formal feedback is collected from students on the activities they undertake in class and the performance of the teachers.
Recommendations: The school could consider
=�making available development opportunities that would enable teachers to explore ways of working with language elicited from individual students so that it becomes shared with the class and incorporated into their language repertoire.
There is a regular programme of professional development activities. Many of these activities are of a general educational nature, but there is a strand of activities directly related to ELT. Teachers are invited to provide formal feedback on the overall programme and on individual sessions.
Recommendations: The school could consider:
=�establishing a formal, publicly available document describing a policy to promote professional development for ELT teachers.
=�developing systems to ensure a coherent programme of continuing professional development for all teaching staff, mapped against the India specific CPD framework.
3. Teachers have appropriate qualifications and language proficiency for the teaching of English.
Level assessed at:
4. Teachers have appropriate knowledge, skills and awareness to plan and deliver classes effectively in line with the programme.
Level assessed at:
5. Teachers benefit from appropriate professional development opportunities.
Level assessed at:
Teachers and teaching
Focus areas Standards Feedback including key areas for development
There are management systems in place to review and develop provision. The responsibilities of the principal, the heads of department, and the academic coordinators (one each for years 1-4, 5-8, 9-12) are clearly understood. Feedback on the working of the management systems is gathered from students, teachers, and parents.
Recommendations: None
There are opportunities in place for gathering regular feedback from students, teachers and parents. The results of feedback given to the reviewers demonstrate a very high level of satisfaction.
Recommendations:. The school could consider:
=�formalising responsibility for reviewing and developing the way feedback is collected and analysed
=�formalising the procedures for taking action on the basis of feedback, and for recording this action
Advertising provides outline information on the following aspects of a school’s provision: premises / classroom facilities; programmes of study; measuring student progress. Responsibilities for the production of any promotional materials are understood. Promotional content is reviewed.
Recommendations. The school could consider:
=�including information in their advertising on the following areas: student feedback; teacher profiles; teacher development programmes.
8. Transparent management systems are in place to ensure provision is in line with stated standards, and to review and develop provision.
Level assessed at:
9. Feedback is gathered systematically and used to inform provision.
Level assessed at:
10. Actual provision matches advertised provision.
Level assessed at:
Management
Focus areas Standards Feedback including key areas for development
Core resources for each class are selected by the teacher in collaboration with the Head of Department. Feedback from students is taken into account. New or additional materials /resources are acquired as needed. Students have easy access to a wide range of materials and resources both in and out of the classroom.
Recommendations: The school could consider:
=�providing guidance for students on the use of materials for autonomous learning.
The number of students in the class and the way the classroom is laid out was appropriate for the lesson content and outcomes. The rooms provided space for flexibility of layout and teacher circulation. Students are asked for feedback on the layout of the classrooms.
Recommendations: The school could consider:
=�Making their policy on class size and classroom layout publicly available.
6 Appropriate materials and resources are in use to meet the needs of the students in reaching the objectives of the programme.
Level assessed at:
7. Class size and the layout of the classroom are appropriate to the needs of the students and the activities planned for the lesson.
Resources for learning
2928
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
General description
The British Council in India operates and owns a
quality assurance scheme which determines access to
the English Language Quality Standards Membership
Network.
ELQS Membership Network is open to educational
institutions operating in India only.
The focus of the scheme is the quality assurance of
institutions offering English language courses. The
assessment process applies uniquely to the design,
delivery, evaluation and promotion of programmes
whose direct aim is English language improvement.
Membership of the ELQS Membership Network is
granted to institutions who are assessed to be
operating at level 4 (Integrated) of the Quality
Standards Framework.
Assessment is carried out by reviewers contracted by
the British Council. The scope of their assessment and
the standards against which this assessment is made
are laid out in the Membership Guide.
The report compiled by the reviewers following the
review is confidential to the British Council, the
Membership Advisory Group and the institution
subject to the review.
Membership of the Network is conferred by the
Director of the British Council India, on
recommendation received from the Membership
Advisory Group.
Members of the ELQS Membership Network are
entitled to use the Quality Standards marque in line
with the regulations laid out in 19 (Use of the Quality
Standards marque) of this Guide.
Members of the ELQS Membership Network pay an
annual membership fee and complete an annual
declaration form.
Members are subject to a review every two years.
Continued membership is dependent on meeting level
4 standards as set out in the Quality Standards
Framework.
All processes and materials connected with the quality
assurance scheme are the property of the British
Council.
The British Council undertakes any changes to the
quality assurance scheme and the rules relating to the
ELQS Membership Network in consultation with the
membership. The final decision on any such changes
lies with the Director of the British Council, India.
Cancellation of membership
Member institutions may cancel their membership by
informing the British Council in writing. Any fees paid
to the British Council will not be reimbursed.
Member institutions who do not renew their
membership are not entitled to claim membership or
use the Quality Standards marque. If an institution
continues to promote itself as a member of the ELQS
Membership Network after the expiry of their
membership, the British Council may take legal action
against the institution.
Membership may be cancelled by the British Council if
the member institution is found to be in breach of any
of the rules governing entry to or membership of the
ELQS Membership Network. The British Council will
inform the member institution in writing. Membership,
and entitlement to use the Quality Standards marque,
will cease with immediate effect and no fees will be
reimbursed. If the institution in question continues to
promote itself as a member of the ELQS Membership
Network, the British Council may take legal action
against the institution.
Preamble to the declaration
The English Language Quality Standards Membership
Network is run for the benefit of its members. As with
17. ELQS Membership Network - Rules and declarations16. Report moderation
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
After the report is completed it is sent to the
Membership Advisory Group for moderation. This
means that the report is checked for two things:
Validity: The reviewers have assessed and recorded
what they were supposed to assess and record. The
report contains a record of the documents, classroom
teaching and stakeholder opinion that were sampled
and that this sample was relevant and sufficient. The
report also contains a numerical level assessment and
narrative assessment against each standard and that
this narrative is relevant and sufficient to support the
numerical assessment.
Internal coherence: The numerical level assessment
against each standard made by the reviewers is
coherent with their narrative assessment against each
standard. The final assessment is coherent with the
numerical level assessment for each standard.
Decision making
If the MAG agrees that the report is both valid and
internally coherent then they will necessarily follow
the final assessment arrived at by the reviewers and
recommend granting or refusing membership of the
ELQS Network Membership on this basis.
The MAG meets once every two months.
Review and reviewer reliability
It is not the role of the MAG to ensure reliability of the
review. The British Council ensures reliability of the
review through its reviewer training programme and
performance management procedures.
Membership of the MAG
The MAG is made up of five senior professionals from
the English medium education sector in India and is
chaired by the head of the British Council Quality
Standards Team. Members are invited and appointed
by the British Council.
The British Council
On recommendations from the MAG, membership of
the ELQS Membership Network and use of the Quality
Standards marque is granted by the British Council.
Membership may be cancelled by the British Council
at its discretion and without reference to the MAG. In
such circumstances the British Council will provide a
full written rationale to the institution concerned.
3130
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
General description
The British Council in India operates and owns a
quality assurance scheme which determines access to
the English Language Quality Standards Membership
Network.
ELQS Membership Network is open to educational
institutions operating in India only.
The focus of the scheme is the quality assurance of
institutions offering English language courses. The
assessment process applies uniquely to the design,
delivery, evaluation and promotion of programmes
whose direct aim is English language improvement.
Membership of the ELQS Membership Network is
granted to institutions who are assessed to be
operating at level 4 (Integrated) of the Quality
Standards Framework.
Assessment is carried out by reviewers contracted by
the British Council. The scope of their assessment and
the standards against which this assessment is made
are laid out in the Membership Guide.
The report compiled by the reviewers following the
review is confidential to the British Council, the
Membership Advisory Group and the institution
subject to the review.
Membership of the Network is conferred by the
Director of the British Council India, on
recommendation received from the Membership
Advisory Group.
Members of the ELQS Membership Network are
entitled to use the Quality Standards marque in line
with the regulations laid out in 19 (Use of the Quality
Standards marque) of this Guide.
Members of the ELQS Membership Network pay an
annual membership fee and complete an annual
declaration form.
Members are subject to a review every two years.
Continued membership is dependent on meeting level
4 standards as set out in the Quality Standards
Framework.
All processes and materials connected with the quality
assurance scheme are the property of the British
Council.
The British Council undertakes any changes to the
quality assurance scheme and the rules relating to the
ELQS Membership Network in consultation with the
membership. The final decision on any such changes
lies with the Director of the British Council, India.
Cancellation of membership
Member institutions may cancel their membership by
informing the British Council in writing. Any fees paid
to the British Council will not be reimbursed.
Member institutions who do not renew their
membership are not entitled to claim membership or
use the Quality Standards marque. If an institution
continues to promote itself as a member of the ELQS
Membership Network after the expiry of their
membership, the British Council may take legal action
against the institution.
Membership may be cancelled by the British Council if
the member institution is found to be in breach of any
of the rules governing entry to or membership of the
ELQS Membership Network. The British Council will
inform the member institution in writing. Membership,
and entitlement to use the Quality Standards marque,
will cease with immediate effect and no fees will be
reimbursed. If the institution in question continues to
promote itself as a member of the ELQS Membership
Network, the British Council may take legal action
against the institution.
Preamble to the declaration
The English Language Quality Standards Membership
Network is run for the benefit of its members. As with
17. ELQS Membership Network - Rules and declarations16. Report moderation
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
After the report is completed it is sent to the
Membership Advisory Group for moderation. This
means that the report is checked for two things:
Validity: The reviewers have assessed and recorded
what they were supposed to assess and record. The
report contains a record of the documents, classroom
teaching and stakeholder opinion that were sampled
and that this sample was relevant and sufficient. The
report also contains a numerical level assessment and
narrative assessment against each standard and that
this narrative is relevant and sufficient to support the
numerical assessment.
Internal coherence: The numerical level assessment
against each standard made by the reviewers is
coherent with their narrative assessment against each
standard. The final assessment is coherent with the
numerical level assessment for each standard.
Decision making
If the MAG agrees that the report is both valid and
internally coherent then they will necessarily follow
the final assessment arrived at by the reviewers and
recommend granting or refusing membership of the
ELQS Network Membership on this basis.
The MAG meets once every two months.
Review and reviewer reliability
It is not the role of the MAG to ensure reliability of the
review. The British Council ensures reliability of the
review through its reviewer training programme and
performance management procedures.
Membership of the MAG
The MAG is made up of five senior professionals from
the English medium education sector in India and is
chaired by the head of the British Council Quality
Standards Team. Members are invited and appointed
by the British Council.
The British Council
On recommendations from the MAG, membership of
the ELQS Membership Network and use of the Quality
Standards marque is granted by the British Council.
Membership may be cancelled by the British Council
at its discretion and without reference to the MAG. In
such circumstances the British Council will provide a
full written rationale to the institution concerned.
3130
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
The Quality Standards marque and use of the
brand
The value of the ELQS Membership Network relies on
the integrity of the Quality Standards marque. It is
therefore in the interests of member institutions to
adhere to the rules governing its use. It is also in the
interests of member institutions to be part of the
process of monitoring and report any instances of
misuse by individuals or institutions outside of the
ELQS Membership Network. Such instances should be
signalled to the Senior Manager, Quality Standards
Programme.
British Council India has a zero tolerance policy
towards misuse of its brand and acts proactively to
enforce this policy. This document provides guidelines
to member institutions regarding when, where and
how the Quality Standard marque.
Use
You are encouraged to make full use of the marque
and display it in the following clearly defined ways:
� a plaque, visible to anyone entering your =
institution.
� a certificate of ELQS Network Membership, =
displayed appropriately.
� on printed promotional materials, the audience for =
which is prospective students and parents.
� on a printed newsletter, magazine or equivalent, =
the audience for which is existing students and
parents.
� on your website.=
� photographs in your printed promotional material, =
on your newsletter or equivalent, and on your
website that feature your plaque or ELQS Network
Membership certificate, as part of an event.
Correct templates
The British Council will provide you with the all the
necessary versions of the marque for these purposes.
These must not be altered in any way. For printed
promotional materials, for your newsletter or
equivalent and for your website this means that you
may not alter the size, the colour or the font of any
images provided to you by the British Council.
If you would like to use the marque for any
promotional materials that require a differently sized
marque, then you should contact the Quality
Standards Team who will provide you with the correct
image.
Prior to the final production of any promotional
materials or your newsletter or equivalent, you should
submit the design to the British Council.
Misuse
You may not display the marque in any other ways.
These include, but are not limited to, the following:
� business cards.=
� stationery of all kinds.=
� signage - other than what is specified above.=
� certificates - other than what is specified above.=
� promotional items such as t-shirts, coffee mug etc.=
Agency
A member institution may not in any way devolve use
of the Quality Standards marque to institutions who
are not members of the English Language Quality
Standards Membership Network, including institutions
from the same group as the member institution.
Compliance
British Council India takes instances of misuse of its
brand extremely seriously. We will ask you to remove
any unauthorised display of the marque within a
timeframe to be agreed at the discretion of the British
Council. Failure to comply will lead to the cancellation
of your membership of the ELQS Membership Network
and you will be barred from all further association with
the British Council.
Continued non-compliance may result in legal action
being taken against you.
Monitoring
As part of the monitoring process, we ask member
institutions to signal any instances of misuse of the
Quality Standards marque by institutions or individuals
outside of the ELQS Membership Network to the
British Council.
18. Use of the Quality Standards marque
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
most membership schemes, the ELQS Membership
Network has entry requirements and rules governing
the conduct of its members. It is in the interests of
the member institutions to ensure that they protect
the integrity of the ELQS Membership Network by
satisfying these entry requirements fairly and by
abiding by the membership rules. It is in the
interests of the members to ensure that in general
their conduct does not bring the ELQS Membership
Network into disrepute.
Declaration
Review
I did not knowingly withhold any information
pertinent to the assessment of my institution.
I did not attempt to influence unethically the
reviewer or any member of British Council staff or
any member of the Membership Advisory Group in
relation to satisfying the entry requirements of the
ELQS Membership Network.
I agree that if any defect or deficiency is found by
the British Council in the information relating to my
institution prior or subsequent to the signing of this
declaration, then membership may be deferred or
cancelled by British Council.
Membership
I confirm that membership of the English Language
Quality Standards Membership Network pertains
only to:
(insert institute name and address)
That was subject to review:
(insert date)
I will not seek to suggest that membership pertains
to any institution, including institutions that belong
to the same group or chain, other than the one
mentioned above.
I undertake to make every effort to continue to
meet level 4 (Integrated) in each of the ten
standards of the Quality Standards Framework for
the duration of my membership.
I undertake to inform the British Council of any
changes to my institution that might have a
significant impact on the quality and scope of the
English language education programmes of study at
my institution.
I undertake to pay the membership fee and
complete the annual self-declaration form.
I undertake to undergo a review two years from the
commencement of my membership, and every
subsequent two years, if I wish to continue as a
member of the ELQS Membership Network.
I have read, understood and agree to abide by the
rules governing the use of the Quality Standards
marque. (see 18 - Use of the Quality Standards
marque).
I have read and understood British Council policy as
it relates to Child Protection, Equal Opportunity and
Diversity, Anti-Bribery and Corruption, Privacy and
Confidentiality. (See 19 - British Council policies)
I agree not to place the contents of my review
report, or any parts thereof, in the public domain.
I have read, understood and agree to the conditions
relating to the cancellation of my membership, both
at my own request and at the instigation of the
British Council and understand that I will not be
reimbursed any fees I have paid to the British
Council.
I have read, understood and agree to abide by the
rules relating to the end of my membership period
should I chose not to renew my membership.
I undertake not to engage in any activity that will
bring the ELQS Membership Network or the British
Council into disrepute.
I confirm that the British Council shall not be liable
for any claim on the institution of which I am
principal of any kind arising as a result of, or in
relation to the membership of the ELQS Membership
Network or any concern arising out of such
membership, in any manner whatsoever.
I undertake that the institution of which I am
principal is compliant with all applicable laws, rules,
regulations and by-laws and with all orders, decrees,
policies and directives issued by applicable
governmental authorities.
I understand and agree that the British Council has
the right to cancel my membership if I am found to
be in breach of any of the above.
The membership declaration form can be downloaded from our website or can be
obtained by writing to us.
3332
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
The Quality Standards marque and use of the
brand
The value of the ELQS Membership Network relies on
the integrity of the Quality Standards marque. It is
therefore in the interests of member institutions to
adhere to the rules governing its use. It is also in the
interests of member institutions to be part of the
process of monitoring and report any instances of
misuse by individuals or institutions outside of the
ELQS Membership Network. Such instances should be
signalled to the Senior Manager, Quality Standards
Programme.
British Council India has a zero tolerance policy
towards misuse of its brand and acts proactively to
enforce this policy. This document provides guidelines
to member institutions regarding when, where and
how the Quality Standard marque.
Use
You are encouraged to make full use of the marque
and display it in the following clearly defined ways:
� a plaque, visible to anyone entering your =
institution.
� a certificate of ELQS Network Membership, =
displayed appropriately.
� on printed promotional materials, the audience for =
which is prospective students and parents.
� on a printed newsletter, magazine or equivalent, =
the audience for which is existing students and
parents.
� on your website.=
� photographs in your printed promotional material, =
on your newsletter or equivalent, and on your
website that feature your plaque or ELQS Network
Membership certificate, as part of an event.
Correct templates
The British Council will provide you with the all the
necessary versions of the marque for these purposes.
These must not be altered in any way. For printed
promotional materials, for your newsletter or
equivalent and for your website this means that you
may not alter the size, the colour or the font of any
images provided to you by the British Council.
If you would like to use the marque for any
promotional materials that require a differently sized
marque, then you should contact the Quality
Standards Team who will provide you with the correct
image.
Prior to the final production of any promotional
materials or your newsletter or equivalent, you should
submit the design to the British Council.
Misuse
You may not display the marque in any other ways.
These include, but are not limited to, the following:
� business cards.=
� stationery of all kinds.=
� signage - other than what is specified above.=
� certificates - other than what is specified above.=
� promotional items such as t-shirts, coffee mug etc.=
Agency
A member institution may not in any way devolve use
of the Quality Standards marque to institutions who
are not members of the English Language Quality
Standards Membership Network, including institutions
from the same group as the member institution.
Compliance
British Council India takes instances of misuse of its
brand extremely seriously. We will ask you to remove
any unauthorised display of the marque within a
timeframe to be agreed at the discretion of the British
Council. Failure to comply will lead to the cancellation
of your membership of the ELQS Membership Network
and you will be barred from all further association with
the British Council.
Continued non-compliance may result in legal action
being taken against you.
Monitoring
As part of the monitoring process, we ask member
institutions to signal any instances of misuse of the
Quality Standards marque by institutions or individuals
outside of the ELQS Membership Network to the
British Council.
18. Use of the Quality Standards marque
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
most membership schemes, the ELQS Membership
Network has entry requirements and rules governing
the conduct of its members. It is in the interests of
the member institutions to ensure that they protect
the integrity of the ELQS Membership Network by
satisfying these entry requirements fairly and by
abiding by the membership rules. It is in the
interests of the members to ensure that in general
their conduct does not bring the ELQS Membership
Network into disrepute.
Declaration
Review
I did not knowingly withhold any information
pertinent to the assessment of my institution.
I did not attempt to influence unethically the
reviewer or any member of British Council staff or
any member of the Membership Advisory Group in
relation to satisfying the entry requirements of the
ELQS Membership Network.
I agree that if any defect or deficiency is found by
the British Council in the information relating to my
institution prior or subsequent to the signing of this
declaration, then membership may be deferred or
cancelled by British Council.
Membership
I confirm that membership of the English Language
Quality Standards Membership Network pertains
only to:
(insert institute name and address)
That was subject to review:
(insert date)
I will not seek to suggest that membership pertains
to any institution, including institutions that belong
to the same group or chain, other than the one
mentioned above.
I undertake to make every effort to continue to
meet level 4 (Integrated) in each of the ten
standards of the Quality Standards Framework for
the duration of my membership.
I undertake to inform the British Council of any
changes to my institution that might have a
significant impact on the quality and scope of the
English language education programmes of study at
my institution.
I undertake to pay the membership fee and
complete the annual self-declaration form.
I undertake to undergo a review two years from the
commencement of my membership, and every
subsequent two years, if I wish to continue as a
member of the ELQS Membership Network.
I have read, understood and agree to abide by the
rules governing the use of the Quality Standards
marque. (see 18 - Use of the Quality Standards
marque).
I have read and understood British Council policy as
it relates to Child Protection, Equal Opportunity and
Diversity, Anti-Bribery and Corruption, Privacy and
Confidentiality. (See 19 - British Council policies)
I agree not to place the contents of my review
report, or any parts thereof, in the public domain.
I have read, understood and agree to the conditions
relating to the cancellation of my membership, both
at my own request and at the instigation of the
British Council and understand that I will not be
reimbursed any fees I have paid to the British
Council.
I have read, understood and agree to abide by the
rules relating to the end of my membership period
should I chose not to renew my membership.
I undertake not to engage in any activity that will
bring the ELQS Membership Network or the British
Council into disrepute.
I confirm that the British Council shall not be liable
for any claim on the institution of which I am
principal of any kind arising as a result of, or in
relation to the membership of the ELQS Membership
Network or any concern arising out of such
membership, in any manner whatsoever.
I undertake that the institution of which I am
principal is compliant with all applicable laws, rules,
regulations and by-laws and with all orders, decrees,
policies and directives issued by applicable
governmental authorities.
I understand and agree that the British Council has
the right to cancel my membership if I am found to
be in breach of any of the above.
The membership declaration form can be downloaded from our website or can be
obtained by writing to us.
3332
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
in our recruitment, selection and other processes.
� ensuring action that promotes equality of =
opportunity, including conducting equality
screening and impact assessments of policies and
functions and progressing diversity action plans.
� treating individuals with whom we work fairly and =
with dignity and respect.
� playing our part in removing barriers and =
redressing imbalances caused by inequality and
discrimination.
Reviewers contribute to and abide by the British
Council’s policy and practice in the area of Equal
opportunities and diversity.
4. Confidentiality and data protection
The British Council is committed to ensuring that
personal information is protected and managed in
accordance with UK law, international good practice
and individuals’ rights. We collect and use personal
information in order to help us offer individuals
appropriate information, products and services.
When asking people for their personal information, the
British Council is committed to the following:
� explaining why we need personal information and =
only asking for the information we need.
� protecting the information we are given and =
making sure that only those who need access are
able to do so.
� only sharing the information within the British =
Council and with other organisations where such
sharing is necessary or where we have the
individual’s consent.
We also undertake to:
� adopt and maintain a procedure which allows =
people to request access to the personal
information we hold on them and which allows
them to complain where they believe we have
mishandled their information in some way.
� not keep personal information for longer than =
necessary.
� take measures to protect the rights and freedoms =
of individuals whose personal information may be
transferred to countries with differing data
protection laws.
Reviewers are required to contribute and abide by
British Council policies and practices in the area of
confidentiality and data protection.
Any information that a reviewer accesses during the
review which is outside the scope of the review is
confidential to the institution.
The review report is confidential to the institution
being reviewed, the Membership Advisory Group and
the British Council.
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
1. Anti-corruption and bribery
The British Council has zero tolerance towards fraud,
bribery and corruption and has an obligation to
prevent the organisation and its staff from being
exposed to these risks.
To achieve this, the organisation will comply with all
legal and regulatory requirements relevant to
countering bribery and corruption, including the UK
Bribery Act 2010.
Gifts, such as cash or presents, and hospitality, such
as meals, hotels, invitations to arts and sporting
events, may be bribes under the Bribery Act when
they are given or received with the intention of
influencing business decisions.
Under the Bribery Act it is an offence to offer,
promise, give a bribe to or accept from another
person where there is the intention to bring about or
reward improper performance of a function or activity
or where there is the knowledge that the acceptance
of the bribe itself constitutes such improper
performance.
Both British Council staff and reviewers are aware that
any breaches of the Bribery Act may render them and
the British Council liable to prosecution. It may also
exclude the British Council from tendering for public
contracts and could damage the organisation’s
reputation. If they fail to comply with the requirements
to declare interests and any gifts or hospitality
received or given, or are found to have abused their
position they may be liable to disciplinary and/or legal
action.
This policy applies to all operations of the British
Council worldwide.
2. Child Protection
The British Council believes that all children have
potential and that every child matters - everywhere in
the world. The British Council affirms the position that
all children have the right to be protected from all
forms of abuse as set out in article 19, UNCRC, 1989.
We believe good child protection requires everyone to
take responsibility. We recognise that the care and
welfare of children is paramount and that all children
have the right to equal protection from all types of
harm or abuse.
The British Council recognises that we have a
fundamental duty of care towards all of the children
we engage with, including a duty to protect them from
abuse. We achieve this through compliance with UK
child protection laws and relevant laws in each of the
countries we operate in, as well as by adherence to
the United Nations Convention on the Rights of the
Child (UNCRC) 1989.
British Council reviewers contribute to and abide by
the British Council’s policy and practice in the area of
child protection.
Prior to employment by the British Council, reviewers
are required to undergo a vetting procedure that will
determine if there is any reason for them to be barred
from working in a regulated activity.
Reviewers are required to successfully complete a
training session relating to child protection.
During the course of a review visit, if a reviewer has
cause for concern over the treatment of a minor, he or
she will report the matter to the principal of the
school. The reviewer will only intervene directly if the
incident is clearly endangering the physical safety of
the child.
Any concerns over child protection a reviewer may
have as a result of his or her review visit, will be
communicated to the relevant member of staff at the
British Council.
3. Equal opportunity and diversity
The British Council is committed to ensuring that there
is no unjustified discrimination in the recruitment,
retention, training and development of staff on the
basis of age, disability, gender including transgender,
HIV/AIDS status, marital status including civil
partnerships, pregnancy and maternity, political
opinion, race/ethnicity, religion and belief, sexual
orientation, socioeconomic background, spent
convictions, trade union activity or membership, work
pattern and on the basis of having or not having
dependants or any non-relevant grounds.
We aim to abide by and promote equality legislation
by following both the letter and the spirit of legislation
to try to avoid unjustified discrimination, recognising
that discrimination is a barrier to equality of
opportunity, inclusion and human rights.
We also require that clients, customers, partners and
suppliers are aware of this policy and operate
consistently with it.
The British Council is committed to:
� understanding, valuing and working with diversity =
to enable fair and full participation in our work.
� ensuring that there is no unjustified discrimination =
19. British Council policies and practice
3534
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
in our recruitment, selection and other processes.
� ensuring action that promotes equality of =
opportunity, including conducting equality
screening and impact assessments of policies and
functions and progressing diversity action plans.
� treating individuals with whom we work fairly and =
with dignity and respect.
� playing our part in removing barriers and =
redressing imbalances caused by inequality and
discrimination.
Reviewers contribute to and abide by the British
Council’s policy and practice in the area of Equal
opportunities and diversity.
4. Confidentiality and data protection
The British Council is committed to ensuring that
personal information is protected and managed in
accordance with UK law, international good practice
and individuals’ rights. We collect and use personal
information in order to help us offer individuals
appropriate information, products and services.
When asking people for their personal information, the
British Council is committed to the following:
� explaining why we need personal information and =
only asking for the information we need.
� protecting the information we are given and =
making sure that only those who need access are
able to do so.
� only sharing the information within the British =
Council and with other organisations where such
sharing is necessary or where we have the
individual’s consent.
We also undertake to:
� adopt and maintain a procedure which allows =
people to request access to the personal
information we hold on them and which allows
them to complain where they believe we have
mishandled their information in some way.
� not keep personal information for longer than =
necessary.
� take measures to protect the rights and freedoms =
of individuals whose personal information may be
transferred to countries with differing data
protection laws.
Reviewers are required to contribute and abide by
British Council policies and practices in the area of
confidentiality and data protection.
Any information that a reviewer accesses during the
review which is outside the scope of the review is
confidential to the institution.
The review report is confidential to the institution
being reviewed, the Membership Advisory Group and
the British Council.
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
1. Anti-corruption and bribery
The British Council has zero tolerance towards fraud,
bribery and corruption and has an obligation to
prevent the organisation and its staff from being
exposed to these risks.
To achieve this, the organisation will comply with all
legal and regulatory requirements relevant to
countering bribery and corruption, including the UK
Bribery Act 2010.
Gifts, such as cash or presents, and hospitality, such
as meals, hotels, invitations to arts and sporting
events, may be bribes under the Bribery Act when
they are given or received with the intention of
influencing business decisions.
Under the Bribery Act it is an offence to offer,
promise, give a bribe to or accept from another
person where there is the intention to bring about or
reward improper performance of a function or activity
or where there is the knowledge that the acceptance
of the bribe itself constitutes such improper
performance.
Both British Council staff and reviewers are aware that
any breaches of the Bribery Act may render them and
the British Council liable to prosecution. It may also
exclude the British Council from tendering for public
contracts and could damage the organisation’s
reputation. If they fail to comply with the requirements
to declare interests and any gifts or hospitality
received or given, or are found to have abused their
position they may be liable to disciplinary and/or legal
action.
This policy applies to all operations of the British
Council worldwide.
2. Child Protection
The British Council believes that all children have
potential and that every child matters - everywhere in
the world. The British Council affirms the position that
all children have the right to be protected from all
forms of abuse as set out in article 19, UNCRC, 1989.
We believe good child protection requires everyone to
take responsibility. We recognise that the care and
welfare of children is paramount and that all children
have the right to equal protection from all types of
harm or abuse.
The British Council recognises that we have a
fundamental duty of care towards all of the children
we engage with, including a duty to protect them from
abuse. We achieve this through compliance with UK
child protection laws and relevant laws in each of the
countries we operate in, as well as by adherence to
the United Nations Convention on the Rights of the
Child (UNCRC) 1989.
British Council reviewers contribute to and abide by
the British Council’s policy and practice in the area of
child protection.
Prior to employment by the British Council, reviewers
are required to undergo a vetting procedure that will
determine if there is any reason for them to be barred
from working in a regulated activity.
Reviewers are required to successfully complete a
training session relating to child protection.
During the course of a review visit, if a reviewer has
cause for concern over the treatment of a minor, he or
she will report the matter to the principal of the
school. The reviewer will only intervene directly if the
incident is clearly endangering the physical safety of
the child.
Any concerns over child protection a reviewer may
have as a result of his or her review visit, will be
communicated to the relevant member of staff at the
British Council.
3. Equal opportunity and diversity
The British Council is committed to ensuring that there
is no unjustified discrimination in the recruitment,
retention, training and development of staff on the
basis of age, disability, gender including transgender,
HIV/AIDS status, marital status including civil
partnerships, pregnancy and maternity, political
opinion, race/ethnicity, religion and belief, sexual
orientation, socioeconomic background, spent
convictions, trade union activity or membership, work
pattern and on the basis of having or not having
dependants or any non-relevant grounds.
We aim to abide by and promote equality legislation
by following both the letter and the spirit of legislation
to try to avoid unjustified discrimination, recognising
that discrimination is a barrier to equality of
opportunity, inclusion and human rights.
We also require that clients, customers, partners and
suppliers are aware of this policy and operate
consistently with it.
The British Council is committed to:
� understanding, valuing and working with diversity =
to enable fair and full participation in our work.
� ensuring that there is no unjustified discrimination =
19. British Council policies and practice
3534
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Appeal
Institutions may appeal in writing to the head of the
Quality Standards Team, against the recommendation
of the MAG. There are only two grounds for appeal:
� the review was not carried out in line with ELQS =
Membership Network procedures.
� the report was not moderated in line with ELQS =
Membership Network procedures.
If, on investigation, the head of the Quality Standards
Team concludes that the appeal is justified on the
grounds that the review was not carried out in line
with ELQS Membership Network procedures, then a
second review will be organised under the direct
supervision of the head of the Quality Standards Team.
The costs of the second review will be borne by the
British Council.
If, on investigation, the head of the Quality Standards
Team concludes that the appeal is justified on the
grounds that the report was not moderated in line
with ELQS Membership Network procedures, then the
report will be moderated again at the next meeting of
the MAG.
In either case the decision of the head of the Quality
Standards Team is final. No further correspondence
will be entered into and no further appeal will be
considered.
There is an appeal fee of ` 50,000.
Complaints
Institutions may make use of the review feedback
form, downloadable from our website, to signal a
concern they may have relating to the review of their
institution.
An institution who has a concern over the
performance of the British Council in relation to the
English Language Quality Standards Membership
Network should contact the British Council in writing.
In both cases institutions should contact the Senior
Manager, Quality Standards Programme who will reply
within two weeks of receipt.
21. Appeal and complaints
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Purpose of job
To assess and report on an institution’s English
language programmes of study against the Quality
Standards Framework, through the examination of
documentary evidence, observation of classes and
focus groups with teachers, students and parents.
Responsibilities and main duties
Reviewers have four main duties:
1. Pre-review visit:
� submit details of their availability to the British =
Council.
� make all necessary logistical arrangements for =
travel relating to the review visit.
� review all the necessary pre-review =
documentation.
� (when nominated as lead reviewer) establish a =
review visit schedule in liaison with the institution
to be reviewed.
2. Review visit
� conduct the review visit in line with the standards =
required by the British Council and laid down in
the Reviewer Manual.
3. Post review visit
� compile and submit a report of their findings =
within two weeks of the review visit, in line with the
standards required by the British Council and laid
down in the Reviewer Manual.
� submit all fees and expenses claims relating to the =
visit to the British Council within two weeks of the
review visit.
4. Training
� attend an induction programme and all =
subsequent training sessions organised by the
British Council.
Profile
Reviewers are appointed at the discretion of the
British Council. They will normally have the following
profile:
Behaviours Working together (level 2)
Connecting with others (level 2)
Skills and Communication skills (level 2)
Knowledge
Monitoring, evaluation and
reporting skills (level 2)
Computer skills (level 1)
Language skills (C2)
Experience Senior professional with 10 years
ELT experience
10 years experience of English
medium education at the primary
and/or secondary level
Qualifications Graduate
MA/Med in ELT or a related
discipline
Training and performance management
Reviewers are trained to assess standards in line with
the Quality Standards Framework.
Expectations about their conduct are laid out in the
Reviewer Manual.
The performance of reviewers is managed by the
Senior Reviewer in line with British Council standards.
Regular performance reviews are held, taking into
account feedback from institutions who have
undergone review and from the Membership Advisory
Group.
Feedback from Institutions following their review
In order to monitor the performance of the reviewers
and improve our levels of service, institutions are
invited to complete a downloadable feedback form
which is available on our website.
20. Reviewer profile, training and performance management
3736
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Appeal
Institutions may appeal in writing to the head of the
Quality Standards Team, against the recommendation
of the MAG. There are only two grounds for appeal:
� the review was not carried out in line with ELQS =
Membership Network procedures.
� the report was not moderated in line with ELQS =
Membership Network procedures.
If, on investigation, the head of the Quality Standards
Team concludes that the appeal is justified on the
grounds that the review was not carried out in line
with ELQS Membership Network procedures, then a
second review will be organised under the direct
supervision of the head of the Quality Standards Team.
The costs of the second review will be borne by the
British Council.
If, on investigation, the head of the Quality Standards
Team concludes that the appeal is justified on the
grounds that the report was not moderated in line
with ELQS Membership Network procedures, then the
report will be moderated again at the next meeting of
the MAG.
In either case the decision of the head of the Quality
Standards Team is final. No further correspondence
will be entered into and no further appeal will be
considered.
There is an appeal fee of ` 50,000.
Complaints
Institutions may make use of the review feedback
form, downloadable from our website, to signal a
concern they may have relating to the review of their
institution.
An institution who has a concern over the
performance of the British Council in relation to the
English Language Quality Standards Membership
Network should contact the British Council in writing.
In both cases institutions should contact the Senior
Manager, Quality Standards Programme who will reply
within two weeks of receipt.
21. Appeal and complaints
SECTION THREE: THE MEMBERSHIP NETWORK IN DETAIL
Purpose of job
To assess and report on an institution’s English
language programmes of study against the Quality
Standards Framework, through the examination of
documentary evidence, observation of classes and
focus groups with teachers, students and parents.
Responsibilities and main duties
Reviewers have four main duties:
1. Pre-review visit:
� submit details of their availability to the British =
Council.
� make all necessary logistical arrangements for =
travel relating to the review visit.
� review all the necessary pre-review =
documentation.
� (when nominated as lead reviewer) establish a =
review visit schedule in liaison with the institution
to be reviewed.
2. Review visit
� conduct the review visit in line with the standards =
required by the British Council and laid down in
the Reviewer Manual.
3. Post review visit
� compile and submit a report of their findings =
within two weeks of the review visit, in line with the
standards required by the British Council and laid
down in the Reviewer Manual.
� submit all fees and expenses claims relating to the =
visit to the British Council within two weeks of the
review visit.
4. Training
� attend an induction programme and all =
subsequent training sessions organised by the
British Council.
Profile
Reviewers are appointed at the discretion of the
British Council. They will normally have the following
profile:
Behaviours Working together (level 2)
Connecting with others (level 2)
Skills and Communication skills (level 2)
Knowledge
Monitoring, evaluation and
reporting skills (level 2)
Computer skills (level 1)
Language skills (C2)
Experience Senior professional with 10 years
ELT experience
10 years experience of English
medium education at the primary
and/or secondary level
Qualifications Graduate
MA/Med in ELT or a related
discipline
Training and performance management
Reviewers are trained to assess standards in line with
the Quality Standards Framework.
Expectations about their conduct are laid out in the
Reviewer Manual.
The performance of reviewers is managed by the
Senior Reviewer in line with British Council standards.
Regular performance reviews are held, taking into
account feedback from institutions who have
undergone review and from the Membership Advisory
Group.
Feedback from Institutions following their review
In order to monitor the performance of the reviewers
and improve our levels of service, institutions are
invited to complete a downloadable feedback form
which is available on our website.
20. Reviewer profile, training and performance management
3736
www.britishcouncil.in
For more information contact:
British Council
17 Kasturba Gandhi Marg
New Delhi 110 001
Telephone (toll-free): 1800 102 4353
Email: [email protected]
© British Council 2014
“The British Council believes that all children have potential and that every child matters - everywhere in the world. The British Council affirms the position that all children have the right to be protected from all forms of abuse as set out in article 19, UNCRC, 1989” The English language centre is committed to the British Council policy of Equal Opportunity and Diversity. The British Council is the United Kingdom’s international organisation for cultural relations and educational opportunities. A registered charity: 209131 (England and Wales) SC037733 (Scotland).