Raising Standards in FE by Deborah Seed

Skills for Life Raising Standards A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision

Further Education Colleges

Published by the Quality Improvement Agency www.qia.org.uk Registered with the Charity Commissioners To request additional copies of this publication please contact: QIA Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Email: qia@prolog.uk.com Fax: 0845 60 333 60 Textphone: 0845 60 555 60 © Quality Improvement Agency for Lifelong Learning (QIA) 2008 You are welcome to copy this publication for internal use within your organisation. Otherwise, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without prior written permission of the copyright owner. Further information: For further information about the issues discussed in this publication please contact: Quality Improvement Agency Friars House Manor House Drive Coventry CV1 2TE Tel: 0870 1620 632 Fax: 0870 1620 633

Raising Standards

A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision

Further Education Colleges

Contents Foreword How to Use this Guide Introduction

2 4 6

Achievement and Standards 1. How well do learners achieve?

The Quality of Provision 2. How effective are teaching, training and learning?

3. How well do programmes and activities meet the needs and interests of learners?

4. How well are learners guided and supported?

Leadership and Management 5. How effective are leadership and management in raising achievement and supporting all learners?

103

The Further Education College Context What Skills for Life provision in the FE college context should include What an adult learner can expect What a learning organisation for learners in FE college context should provide Help for providers preparing for self-assessment and inspection

128

Acknowledgements

136

References

138

Glossary

139

128 129 129

Foreword Whatever type of education or training you offer, the drive for excellence has to be at the core of your operation. Andrew Thomson, Chief Executive, Quality Improvement Agency Welcome to the updated and refreshed version of the Raising Standards Guides. Produced previously by the DfES Skills for Life Strategy Unit, the Guides are now the responsibility of QIA, the agency established to accelerate the capacity of the learning and skills sector to pursue excellence through self-improvement. The Guides contribute to our improvement strategy, Pursuing Excellence, at the heart of which is better teaching, better learning and greater success for learners. Our endeavour is to spark fresh enthusiasm for innovation and excellence, wherever learning is taking place. We are leading the challenge to those of you involved in teaching, learning and training to lift your performance and implement the Government’s reforms for learning and skills. The Guides may come to you through the QIA Skills for Life Improvement Programme and we hope will prove to be a valuable tool. They have been designed to help you as teachers, trainers and managers to improve the quality of your work with learners in literacy, numeracy and language. Much has been achieved since the launch of Skills for Life in 2001: 1.75 million learners have achieved a first Skills for Life qualification and 4.7 million have undertaken Skills for Life programmes. However, much still remains to be done, and Skills for Life continues to be a key government priority. Lord Leitch’s recent review of skills, Prosperity for All in the Global Economy: World-class skills, confirmed the UK’s serious skills deficit and the need to treble current achievement rates in basic skills. He called for more investment in training and more demand-led provision with employers’ needs being given greater priority. Ambitious targets to be achieved by 2020 were described in his review and confirmed in the government’s response World Class Skills: Implementing the Leitch Review of Skills in England, published in late 2007:

• • • • 2

95 per cent of adults to have functional literacy and numeracy skills more than 90 per cent of adults to be qualified to at least Level 2 1.9 million more people achieving Level 3 40 per cent of adults to be qualified at Level 4 and above. Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

The Leitch review reiterated the link between vocational excellence and competence in Skills for Life. Evidence from research confirms that learner achievement is enhanced when Skills for Life is taught within a vocational setting. To this end, there is a growing shift to more personally tailored programmes to match the needs of individual learners, and a continued emphasis on embedding good practice across the whole organisation. We hope the Raising Standards Guides, which are based on the Common Inspection Framework will help you look at what you need to do to achieve success with your learners, how you can go about it and how you will know you have succeeded. Teachers, trainers and managers often know what they have to do but are not always sure how to tackle change. Each contextual Guide in the series of thirteen helps to bridge the gap between understanding generic advice on improving quality and taking effective action in the learning context or setting that is specific to you. The growing emphasis on self-regulation and quality management will see you taking greater responsibility for knowing your own organisation’s strengths, weaknesses and areas for development. The updated Guides reflect the importance of self-improvement, with materials to help you prepare for self-assessment, annual assessment visits and the introduction of the Framework for Excellence in 2008. The Guides are about supporting you as you raise standards and quality by becoming more critical and creative in developing self-supported quality improvements. The Guides form part of a wider armoury of tools and materials to help you with self-improvement. We have provided updated links to valuable tools and website resources, such as the Skills for Life Health Check, available through the Skills for Life Improvement Programme. Acquiring and improving Skills for Life makes a real difference to the lives of learners, as the case studies in these Guides illustrate over and over again. We know that more people need to have the opportunity to play their part in contributing to economic prosperity and social justice. The power to change things for the better lies in your hands. We aim to support you in creating a better learning and skills sector for learners, employers, communities, society and the economy. I recommend these Guides to you.

Jenny Burnette Director, Strategic Reform and Development

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

How to Use this Guide The purpose of this Guide is to help practitioners and managers interpret the Common Inspection Framework for Inspecting Education and Training for the particular circumstances of their work. We have divided the Guide into five sections, each one corresponding to a question from the Common Inspection Framework (CIF). Those five sections are then further divided into five sub-sections, to take the reader from the general terms of the Common Inspection Framework and what that means, to the highly specific context described by this Guide. We hope you will use this Guide to move from your understanding of the general principles set out in the Common Inspection Framework to the practical context of your work. In particular, we hope that the sections that describe how to achieve and recognise success will help you to interpret the Common Inspection Framework for your own setting, and so to achieve success across your organisation. The five sections attached to each question are as follows.

CIF Question (table)

What success in this area means (table)

A: How to achieve success in this area

B: What success in this area looks like

C: How success in this area is recognised

Presented as the first column in the table

Presented as the second column in the table

Discussion of what you can do in your context to achieve success, including sample material

Cameos of successful practice, using real learners in real contexts

Extracts from inspection reports that illustrate effective practice

The flowchart opposite shows how to move from the generic terms of the Common Inspection Framework to the highly specific nature of the context of this Guide. Studying the flowchart will help you to use this Guide, looking at what you have to do to achieve success, how you can do it, and how you will know that you have succeeded.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

Figure 1: How to use this Guide COMMON INSPECTION FRAMEWORK – GENERIC ADVICE FOR ALL CONTEXTS Generic

One Common Inspection Framework (CIF) question for each of the five sections. Each question is set out in the first column of the table.

COMMON INSPECTION FRAMEWORK – WHAT DOES IT MEAN? What does this question mean for learners in the FE college context? See the second column of the table for what each CIF question means in your context.

A: HOW TO ACHIEVE SUCCESS How do I make changes to meet the requirements of this question in the FE college context? See the sections headed ‘How to achieve success’ for how to meet the requirements of each CIF question.

B:WHAT IS SUCCESS? What does success look like in the FE college context? See the sections headed ‘What is success?’ for how you will know you have succeeded in relation to each CIF question.

Specific

C: HOW IS SUCCESS RECOGNISED? How is success recognised and reported on at inspection in the FE college context? See the sections headed ‘How is success recognised?’ for what inspection reports say about each CIF question.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

Introduction In addition to the richness and breadth of their provision, further education colleges, together with the adult learning sector, form a vital element in the drive to raise the level of skills and qualifications among the working population. … The evidence of inspection in 2006/07 indicates that colleges are rising to the challenges identified by the Leitch Review and are focusing increasingly on improving their responsiveness to employer demands. The Annual Report of Her Majesty’s Chief Inspector 2006/07 (Ofsted, 2007) CURRENT ISSUES IN SKILLS FOR LIFE PROVISION IN FE COLLEGES Staff in colleges know that language and number skills underpin all other areas of achievement and are crucial to raising standards. Improved literacy, numeracy and ESOL provision is vital to address the tasks originally set for colleges by Success for All and will continue to be critical to colleges’ ability to meet the expectations of the Framework for Excellence. The Skills for Life Strategy is also important to wider government goals for social inclusion, raised achievement and improved economic competitiveness and participation. Foundation skills for sustainable employment are at the heart of the Skills Strategy. Improved core or generic skills are at the heart of 14–19 reform. We know that the literacy and numeracy skills gap is wider in the UK than in other developed countries. Those with low levels of language and number skills are at much higher risk of unemployment. Difficulties with literacy, numeracy and language (ESOL) are also a barrier to active community participation and are clearly linked to other kinds of disadvantage. Recognising these links, the Government continues to make a significant investment in Skills for Life, although the successful achievement of many of the strategy’s original targets has meant that the pace of growth is slowing and, in some areas, moving into reverse. In some regions, changes in priorities and emphasis by providers, and under direction from the LSC, are starting to see funding switched to other groups of learners, particularly those in the workplace. Under the Train to Gain programme, Skills for Life training provision will be available in a stand-alone form, as well as embedded within Level 2, depending on which model works best for the employer and employee. In line with the ambition outlined in World Class Skills, Skills for Life will be available at all levels. Promotional campaigns have raised demand. The new learning and teaching infrastructure has raised the capacity of further education (FE) colleges to meet this demand. Colleges have shown that they can raise standards and increase learner achievement, but there is still a long way to go. This Guide is designed to support colleges to meet the challenges set out in the Skills Strategy and 14–19 reform through improved Skills for Life practice. New changes to the Skills for Life landscape are in sight, too, many of them taking shape in the wider context of FE programmes. Providers will need to be thoroughly involved in the delivery of several key 6

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

innovations and will need to show how these are informing their Skills for Life strategies. Four areas for concerted attention are:

•

Personalisation: This reform should play to the strengths of effective Skills for Life providers, refocusing curriculum delivery on the needs of the individual and involving them more and more deeply in the planning and delivery of learning.

•

Employer engagement: Even before the World Class Skills report, published at the end of 2007, the need to target the learning needs of employed people in partnership with their employers was a priority for many colleges. The need for effective workplace delivery arrangements will be of primary importance to many colleges.

•

Self-improvement: FE providers are moving to a new regime of quality management combining proportionate inspection arrangements with far-reaching duties of selfregulation, placing increasing demands on providers to know their strengths and weaknesses intimately and plan clearly to address them.

•

Recognition and recording of progress and achievement (RARPA): This initiative again has much that will feel familiar to Skills for Life practitioners, involving a detailed and regularly reviewed approach to target-setting.

It will also be important for providers to ready themselves for the changes to standards emanating from the 2005 14–19 Education and Skills Act which will ultimately replace existing curriculum specifications with new functional skills standards. These are available on the QCA website (www.qca.org.uk/qca_6066.aspx ). Skills for Life practitioners in FE have shown repeatedly that they can deliver challenging national targets. In the midst of ongoing change, this Guide aims to help practitioners further reflect on and improve what they do. For Skills for Life practitioners and managers, a critical source for effective development will be the Quality Improvement Agency (QIA, at www.qia.org.uk) and its programmes and services, one of which is, the Skills for Life Improvement Programme (www.sflip.org.uk). Other agencies have significantly grown in their contribution to the sector, such as the National Research and Development Centre (www.nrdc.org.uk). Although the separate Adult Learning Inspectorate has now become part of Ofsted, its good practice website survives at QIA's Excellence Gateway (http://excellence.qia.org.uk). The Skills for Life strategy is relevant to all post-16 learners working to improve their literacy, numeracy and ESOL skills. This includes:

• •

learners at all levels and ages up to and including Level 2

•

those preparing for GCSE Mathematics or English

all those studying Key Skills in Communication and Application of Number, whether on discrete courses or as part of a vocational programme

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

• • •

those receiving additional learning support for literacy, numeracy or language (ESOL)

•

workplace literacy, numeracy and language learners and all those developing their language and number skills through workforce development or work-based learning

•

literacy, numeracy, language (ESOL) and key skills learners in a range of community settings, including e-learning opportunities.

learners with learning difficulties and/or disabilities all those working on language and number up to Level 2, whether through embedded or discrete provision and as full- or part-time learners

THE SCOPE OF THIS GUIDE This Guide is designed to help providers achieve excellence in their literacy, numeracy and ESOL provision for learners in FE colleges. By taking each of the five questions of the Common Inspection Framework for Inspecting Education and Training in turn, it is designed to help providers interpret the requirements of the Common Inspection Framework and the adult basic skills curricula for provision in communication, reading, writing and numeracy. In particular, it focuses providers’ attention on strategies for managing in an increasingly self-regulated quality environment in which inspections will be proportionate to the risks to standards posed by different colleges. The task of managing improvement internally will fall even more noticeably to the practitioner teams and their managers; there will be support from organisations such as QIA, but the principal tools for enhancement will be in the hands of the sector itself. The Guide also sets out the characteristics of best practice in literacy, numeracy and ESOL provision, in particular by drawing on real examples. The examples are designed to give staff in colleges practical help and ideas for improving their literacy, numeracy and ESOL provision. We wanted this series of guides to offer practical help to providers and practitioners – a ‘How to’ guide that would really focus on what works. For that reason, as well as providing sample materials that can be adapted for different learning environments, the guides illustrate what success might look like. For example, how do we know when a learner has made an important new step in their learning? What might be the outcomes of a successful initial assessment? The short descriptions of the progress made by real learners in real situations help to answer such questions. Finally, the guides all highlight comments from inspectors on this area of work in inspection reports and other documents. These extracts are included to help readers gain an insight into how Ofsted evaluates and reports on this context for learning. WHAT IS SUCCESS IN THE FE COLLEGE CONTEXT? A whole organisation approach to Skills for Life places the literacy, language and numeracy entitlement of learners at the heart of all provision. Led by senior management and with the support of managers and staff at all levels across the organisation, the approach embeds 8

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

Skills for Life into all existing – and new – systems and management processes to implement a vision and strategy for Skills for Life. This includes embedding Skills for Life into teaching and learning programmes across the curriculum range and at all levels. Success in literacy, numeracy and ESOL provision is based on a whole organisation approach which integrates:

•

a strategic commitment to seek out and meet all local learning needs and to provide flexible opportunities for language and number development

•

college-wide recognition that Skills for Life are the foundation of learner success, and a shared responsibility for effective provision

•

a coherent structure that pulls together all the different elements of Skills for Life within a common framework of standards and core processes

•

a senior management post to lead and coordinate the offer and to guard and raise shared standards

•

attention to individual learning need informed by diagnostic assessment, clear targetsetting and regular reviews of progress

•

hard evidence that language and number skills are embedded in engaging, often vocational, contexts and that staff and strategies are developed to resource this

•

creative approaches to growing new teaching teams and to improving the effectiveness of all those delivering and supporting Skills for Life

•

a focus on learner outcomes, effective monitoring of progress and clear systems for measuring and reporting on the ‘distance travelled’

•

quality measures that ensure that all learners are well-served, problems are quickly addressed and all teams are supported to improve

•

realistic and honest self-assessment that clearly identifies areas for improvement and focuses actions and resources on rectifying any shortcomings.

There are many instances of good and effective practice in FE colleges, but there is still work to do. Many colleges still need to:

• •

reach out to new groups of learners and build the partnerships that will trigger their learning

•

support and train teachers in vocational and other curriculum areas to recognise Skills for Life needs and work with specialists to provide embedded opportunities for skills development

•

ensure that all learners have flexible opportunities to achieve Skills for Life or key skills qualifications

train, qualify and support all those contributing to the Skills for Life offer and make sure that good practice is shared and built upon

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

•

provide and prepare for secure and relevant progression opportunities for all learners yet to achieve at Level 2

•

establish coherent strategies for the full range of Skills for Life learning taking place across the college, including embedded provision

•

map out their routes into the workplace to ensure effective delivery to all employed learners and a full service to employers

•

be open about the nature of the challenge faced in developing Skills for Life as a whole organisation issue and show that plans are firmly in place to make progress in achieving this.

Although there have been clear improvements in FE-based Skills for Life provision – the Chief Inspector’s report for 2004/05 noted distinct improvements – much is still to be done. The proportion of unsatisfactory Skills for Life grades was more than twice that across all areas of learning and the proportion of good or better teaching grades was lower in the 2004/05 report. Ofsted inspectors found that targets were not sufficiently clear or specific and were often not understood by learners. They found continuing weaknesses in the monitoring of progress. The coordination of practice across the Skills for Life offer is reported as often being weak. Much of this echoes the original Ofsted and ALI survey of Skills for Life (Literacy, Numeracy and English for Speakers of Other Languages: A survey of current practice in post-16 and adult provision), published in 2003. This found that initial and diagnostic assessment outcomes were not well used. This contributed to poor individual learning plans (ILPs), unclear targets and ineffective progress reviews. Management responsibility was often not clear, quality assurance systems were inadequate and there was no clear focus on learner outcomes. By late 2005, when the follow-up survey (Skills for Life in Colleges: One year on) was published, limited progress had been made and Ofsted found that the Skills for Life offer was unsatisfactory in one in five colleges, while nearly one in three ESOL programmes were in a similar state. This was the last thematic survey to be published for literacy, numeracy and ESOL, but, since then, further progress has been made and, by 2005, the proportion of unsatisfactory ESOL provision had fallen to one-fifth. We have every opportunity to improve. The FE sector now has many outstanding colleges which show how we can successfully manage and deliver Skills for Life. There are more agencies tasked with supporting improvement in the sector and a clearer focus of resources on the challenges faced by teachers, managers and support staff. Some of the work of effective providers is captured in the ‘What is success?’ and ‘How is success recognised?’ sections of this Guide. These colleges work in different contexts, serving different communities and they work in different ways. But there are some shared messages, both clear and convincing, from which we can all learn.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

Literacy, numeracy and ESOL provision in the FE college context offers a crucial second chance – and not just for adults. Ali Hussain and Simran Hakkim have only just left school but their college course is already reshaping their futures. I really didn’t enjoy school – I didn’t find it very interesting or anything. College is much more fun because I understand the subjects more clearly. English and Maths make more sense and I understand it more. I just did a punctuation exercise and everything was right – that didn’t happen in school. It’s quite serious at college – I’m on a tracking sheet so I have to come on time. I’m doing ok and I want to do travel and tourism next. I just never did the work in school. I didn’t really go to Maths – I just did not go. I enrolled in college at the last minute. Since I’ve come here I’ve been attending – I’ve had enough of all that bunking. I was a failure at school and I don’t want to be a failure again. Here I do the work, I know I’ve done it. I feel relieved that I can do something. These are learners who need and deserve the best that we can provide.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

ACHIEVEMENT AND STANDARDS 1. How well do learners achieve?

HOW WELL DO LEARNERS ACHIEVE?

1: HOW WELL DO LEARNERS ACHIEVE? Effective practice that secures continuous improvement is evidenced by:

• •

learners’success in achieving challenging targets, including qualifications and personal learning goals

• •

the standards of learners’work in relation to their learning goals

improving achievement trends over time and clear action to address any equality gaps or significant variations in performance between groups of learners

learners’progress relative to their prior attainment and potential

and, where appropriate, by:

•

the acquisition of skills that enhance employability, effectiveness at work and personal prosperity

•

the development of skills that contribute to the social and economic well-being of the learner and extend their opportunities for active citizenship

• • • •

the behaviour of learners the attendance of learners the extent to which learners adopt safe practices and a healthy lifestyle learners’ spiritual, moral, social and cultural development.

Supporting evidence could include:

• • • •

achievement of Skills for Life and key skill qualifications positive learner achievements relative to national benchmarks the relative performance of different groups of learners (by age, mode, gender, ethnicity etc) and records of actions taken to remedy any equality gaps

• •

demonstrated learner progress relative to initially assessed starting point

•

improvements in literacy, numeracy and language skills which contribute to success on a learner’s vocational or other main programme

• •

the use of challenging and realistic targets

• 14

learner achievements, improving trends over time and progress against college targets

clear evidence of distance travelled or added value (including a RARPA-based approach where relevant)

individual records and learning plans showing progress towards individual goals and measured against the national standards records showing the contribution made to the local and national Skills for Life targets

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

•

regular progress review records monitoring performance against the individual learning plan

• •

interviews with learners that show ownership of targets and understanding of progress individual or group signs of growing confidence, independent learning skills and personal skills

•

punctuality, attendance and retention records, and systems to deal with poor levels of participation

•

the positive impact of learning support and literacy, numeracy and ESOL skills learning on wider achievement

•

learner destinations and progression records that show learners are meeting their goals.

IN EFFECTIVE SELF-ASSESSMENT, SUCCESS IN ADULT LITERACY, NUMERACY ACHIEVEMENT IS EVALUATED BY THE EXTENT AND ESOL PROVISION IN THE FE COLLEGE TO WHICH… CONTEXT MEANS… 1.1

results and retention rates compare well with local and national averages.

1.1.1 retention and achievement rates for Skills for Life and key skills qualifications are better than similar colleges when compared against national benchmarks. 1.1.2 retention and achievement rates in Skills for Life and key skills qualifications are improving year-on-year.

1.2

trends in performance over time show continuous improvement or the maintenance of very high standards.

1.2.1 individual learning plans (ILPs) demonstrate that learners are achieving their personal targets. 1.2.2 ILPs for learners studying literacy, numeracy and ESOL are mapped to the national Skills for Life standards. 1.2.3 ILPs for learners studying across the curriculum reflect their language, literacy and numeracy development needs. 1.2.4 substantial and growing numbers of learners gain Skills for Life and key skills qualifications.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

IN EFFECTIVE SELF-ASSESSMENT, SUCCESS IN ADULT LITERACY, NUMERACY ACHIEVEMENT IS EVALUATED BY THE EXTENT AND ESOL PROVISION IN THE FE COLLEGE TO WHICH… CONTEXT MEANS… 1.3

the analysis of added value indicates that learners make at least the progress expected of them.

1.3.1 initial assessment collects information about learner attainment at the start of the course, and this is mapped to the national standards. 1.3.2 individual progress is measured against this initial baseline to record individual learning gains or distance travelled. 1.3.3 learners receiving additional support on mainstream courses have higher than average retention and achievement outcomes.

1.4

standards are consistently high across the provider’s work.

1.4.1 achievement and progression are good across all areas of Skills for Life provision. 1.4.2 planning, coordination, resourcing, training and quality assurance are designed to keep standards consistent and to ensure that all learners across the offer have the same opportunities to succeed. 1.4.3 regular performance reviews inform the next target-setting cycle and drive continuous improvement. 1.4.4 identification of areas for improvement is accurate and based on robust evidence.

1.5

challenging learning goals and targets are achieved.

1.5.1 clear improvement targets are set for individuals, courses and the college. 1.5.2 individual targets agreed with learners in the ILPs are realistic and represent real progress towards their learning goals.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

IN EFFECTIVE SELF-ASSESSMENT, SUCCESS IN ADULT LITERACY, NUMERACY ACHIEVEMENT IS EVALUATED BY THE EXTENT AND ESOL PROVISION IN THE FE COLLEGE TO WHICH… CONTEXT MEANS… 1.5

continued

1.5.3 performance against targets is systematically reviewed. 1.5.4 performance targets are regularly met.

IN EFFECTIVE SELF-ASSESSMENT, SUCCESS IN ADULT LITERACY, NUMERACY ACHIEVEMENT IS EVALUATED BY THE EXTENT AND ESOL PROVISION IN THE FE COLLEGE TO WHICH LEARNERS… CONTEXT MEANS… 1.6

make significant progress towards fulfilling their goals and potential.

1.6.1 targets in learners’ ILPs for literacy, numeracy and ESOL are realistic, achievable and carefully planned to help learners achieve their personal ambitions. 1.6.2 the ILP stays with the learner so that it can be updated as progress is made. 1.6.3 there is clear evidence of learners’ progress in achieving the targets set in their ILPs. 1.6.4 learners receive learning support and key skills teaching that is closely tied to the demands of their main programmes and this has a positive impact on their progress.

1.7

are prepared for effective participation in the workplace and in the community.

1.7.1 teachers embed learning in meaningful, vocational tasks to support learning in literacy, numeracy and ESOL. 1.7.2 learners are encouraged to apply skills learned in new and relevant contexts.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

IN EFFECTIVE SELF-ASSESSMENT, SUCCESS IN ADULT LITERACY, NUMERACY ACHIEVEMENT IS EVALUATED BY THE EXTENT AND ESOL PROVISION IN THE FE COLLEGE TO WHICH LEARNERS… CONTEXT MEANS… 1.7

continued

1.7.3 progression opportunities and routes are clear where relevant, and ILPs include targets for personal development and employability where relevant. 1.7.4 learners understand and develop the language and number skills they need to achieve their career and personal ambitions.

1.8

progress to relevant further or higher education, training or employment.

1.8.1 the college records sound information about learner destinations that shows that learners move on and achieve their personal goals through the targets set in their ILPs. 1.8.2 the college has robust systems in place for providing consistent basic and key skills support as learners progress through the college. 1.8.3 progression from first-rung provision is carefully tracked to demonstrate that learners continue to build their skills and gain qualifications at Level 2 and beyond.

1.9

reach appropriate levels in basic and/or key skills consistent with their main programmes of study or training.

1.9.1 all learners have an opportunity to gain Skills for Life or key skills qualifications. 1.9.2 learners speak positively about the impact that basic and/or key skills learning has had on their main programme. 1.9.3 key skills development is relevant and timely and shows how particular skills fit into the main programme and support learner success.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

IN EFFECTIVE SELF-ASSESSMENT, SUCCESS IN ADULT LITERACY, NUMERACY ACHIEVEMENT IS EVALUATED BY THE EXTENT AND ESOL PROVISION IN THE FE COLLEGE TO WHICH LEARNERS… CONTEXT MEANS… 1.9

continued

1.9.4 course teams carry out a language and number skills audit of vocational programmes to identify the skills that learners need to succeed on particular programmes. 1.9.5 course entry requirements reflect the language and number skills that learners need to succeed on the course. 1.9.6 course placement decisions ensure there is a good fit between the learner and their chosen programme. 1.9.7 opportunities for embedded skills development are well designed and timely.

1.10 develop the skills of critical evaluation, research and analysis.

1.10.1 learners are involved in developing their ILPs and learner self-assessment is used to agree and review targets. 1.10.2 the process of negotiating and reviewing ILPs encourages ownership of the targets and a commitment to progress, within a well-managed and evolving personalised learning culture.

1.11

develop the attitudes and skills necessary to maintain lifelong learning, including the capacity to work independently and collaboratively.

1.11.1 the experiences and skills that learners bring, and the views and judgements they express, are valued and used throughout their learning programme. 1.11.2 learners can describe their progress and see value in it. 1.11.3 learners are encouraged to explore their learning styles and preferences and to develop self-reliance.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

IN EFFECTIVE SELF-ASSESSMENT, SUCCESS IN ADULT LITERACY, NUMERACY ACHIEVEMENT IS EVALUATED BY THE EXTENT AND ESOL PROVISION IN THE FE COLLEGE TO WHICH LEARNERS… CONTEXT MEANS… 1.11

continued

1.11.4 learners have opportunities to work together and to learn from one another. 1.11.5 learners are involved in the planning, delivery and review of their learning and make a contribution to the management of their progress.

1.12 attend regularly and are punctual.

1.12.1 high standards for punctuality and attendance are highlighted at induction. 1.12.2 all courses have systems for recording and following up attendance issues that are suited to their learners. 1.12.3 lateness is challenged, sensitively but consistently. 1.12.4 poor attendance is followed up promptly, for example, in tutorials and/or with parents. 1.12.5 guidance and support is available to learners who have problems with punctuality and attendance.

1A: HOW TO ACHIEVE SUCCESS WITH LEARNER ACHIEVEMENT Monitoring achievement Gathering reliable information on learners’ achievements should underpin providers’ planning processes. This information is crucial to charting progress and showing trends over time. Successful providers can evidence progress and positive trends in achievement and retention rates across the college. They relate learner achievements in Skills for Life and key skills qualifications to national benchmarks, and examine what contribution the achievements are making to local and national Skills for Life targets. Course teams can demonstrate good learner outcomes by: 20

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

• •

recruiting new learners, particularly from under-represented groups

•

minimising drop-out and delivering active retention strategies for target groups of learners

•

demonstrating progress against individual learning plans (ILPs) that:

ensuring accurate guidance decisions at entry so that placement is onto a course suited to the learner’s needs

are relevant to personal learning goals

use initial assessment to build on existing skills and meet priority needs

are mapped to the national standards for literacy, numeracy and ESOL

are SMART and say exactly what the learner plans to do and the progress they have made

•

providing flexible opportunities for all learners to gain Skills for Life or key skills qualifications and to agree individual qualification targets related to their personal starting points and progress

•

progressing learners from first-rung provision through to qualifications at Level 2 and beyond.

In monitoring the success of programmes in raising learner achievement, course teams should:

• •

review and agree a range of achievements appropriate to each group of learners agree annual recruitment, retention and achievement targets that take account of: -

individual learning goals

previous performance

college and local LSC targets

•

calculate the percentage of learners who successfully complete and achieve their target qualification

•

examine the ways that retention and achievement contribute to this success rate and identify priorities for improvement

•

compare these outcomes against: -

individual learning goals

success, retention and achievement targets for the programme

national and local benchmarks where available

college benchmarks where relevant.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

Demonstrating distance travelled Any measure of achievement should take account of individual learning gain or the distance a learner travels over time. The new measures of success introduced by Success for All provide approaches to analysing success for all learners, with RARPA the most relevant for Skills for Life providers. These strategies will be further enhanced by the introduction of the Framework for Excellence in 2008; this will measure success in very specific ways and require colleges to report on their effectiveness across a balanced scorecard of indicators. Where value-added scales are used, baseline measurement is simpler for younger learners who have recently left school. For the national qualifications that a young person might go on to study, there is statistical evidence that shows the progress each learner might be expected to achieve during their programme. Anything extra is ‘added value’. There are no similar statistical measures for literacy, numeracy and ESOL skills, but the national standards do provide an agreed form of measurement. By plotting achievements at the start and end of a course against the levels and elements of the core curricula, a common way of measuring attainment is established. This means individual progress can be compared within and between programmes. Measuring added value can help to spotlight particularly effective practice or areas in need of improvement. To measure added value effectively, course teams should:

• •

use initial assessment mapped to the core curricula

•

agree individual learning targets for the ILP that will take the learner to higher levels of skill

• • • • •

record achievement using regular progress reviews mapped to the core curricula

record the starting point for each learner: the skills they demonstrate through initial assessment

record each learner’s end point: the skills they demonstrate through final assessment compare progress between individuals and across programmes identify and investigate any particularly strong or poor progress use investigation outcomes to plan improvements.

Developing the ILP The main tool driving the achievement of each learner is the individual learning plan (ILP). The ILP drives the learner’s progress through a development cycle (Figure 1), and achievement is evidenced by progress against it.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

Figure 1. Development cycle of the ILP.

This process needs to be well planned and include firm evidence of the learner’s contribution; occasional, unstructured conversations about progress will not be adequate and a wellmanaged programme will be able to evidence an organised and planned cycle of dialogues building towards clearly recorded achievement. The achievements recorded against the targets in the ILP should be accredited using qualifications mapped to the national standards for literacy, numeracy and ESOL. The ILP needs to be a ‘live’ document. It will take time to agree and it needs to be regularly reviewed and updated. Effective ILPs provide a consistent framework for learning and progress throughout the learner’s time at the college and take them through different levels and types of provision. The ILP sets out key actions to be taken at different stages of the learner’s programme. The learner needs to be an active partner throughout the process. ILPs have long been a feature of Skills for Life provision and many of the support materials associated with the early development of the national strategy remain useful today. For example, the Planning Learning and Recording Achievement pack (available from www.dfes.gov.uk/readwriteplus) provides guidance for ILP development. In addition, relevant sections of the Quality Improvement Agency’s Skills for Life Improvement Programme website (www.sflip.org.uk) and the National Research and Development Centre’s (www.nrdc.org.uk) publications will provide up-to-date insight into the developmental thinking about best use of ILPs. Course placement Most learners should have an interview and some assessment of their language and number skills before a decision is taken about the course or learning programme that would best fit their needs. This provides initial information about what the learner wants to do in the future, what they can already do well and the things they most want to improve. There may also be information from a previous provider, such as a school or feeder course, about previous learning experience and achievements. If the learner is following a vocational or other main programme,

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

there should be an audit or clear statement of the language and number skills needed for success on this course. All of this should be captured for the ILP. Induction and diagnostic assessment Effective teaching of literacy, numeracy and ESOL starts by being clear about individual needs and goals. College staff must know the learner’s main strengths and weaknesses before work begins. The learner needs to be fully involved at every stage. The diagnostic work at induction is a critical first step. Such work is not a single activity and could include:

•

a college-wide language and number test mapped to the core curricula, such as the Skills for Life diagnostic assessment

• • • •

programme-based diagnostic assessment

• •

self-assessment information about the learner’s learning history and preferred learning style(s) close observation of course activities to get a sense of how a learner performs, but also, by discussion or observation, a record of which activities they most enjoy and those which feel less comfortable for them paying particular attention to signs that the learner has a specific difficulty such as dyslexia induction assignments.

By the end of induction, you should have a clear idea of:

• • • • • • • • • • •

any specific issues arising from the individual’s learning history the learner’s personal learning goals, including their qualification and career goals learning goals for the current learning programme(s) the particular contexts or tasks which the learner will find relevant and engaging language and number tasks where the learner already feels confident a profile of current performance against the national literacy and numeracy standards language and number tasks where the learner would most like to improve ways in which the learner prefers to learn specific learning targets for the first few weeks the action the learner needs to take to meet these short-term targets any particular support needed to meet the targets.

The development of targets in the ILP is fundamental to learner achievement. The starting point for setting challenging, realistic and relevant learning targets is a careful audit of the literacy, numeracy and language skills needed for success on learners’ main programmes. In FE colleges, 24

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

targets set for improving learners’ literacy, numeracy and ESOL skills are carefully designed to contribute to their success in their vocational or main programmes.

Short-term targets need to take the learner, step-by-step, towards their longer-term goals. These ILP targets need to be SMART, meaning:

• • • •

Specific – they say exactly what the learner needs to do

•

Timed – they have deadlines.

Measurable – the learner can prove that he or she has reached the target Achievable – they build on current skills to take the learner to the next level Relevant – they take the learner further towards their personal goals, including vocational goals

A SMART target might be ‘I will be able to use upper and lower case correctly in my child observation reports by the end of March’ – not simply ‘improve my writing’. The learner’s personal goals and the demands of their main programme or their progression aims will suggest the areas in which they most need to improve. Diagnostic assessment outcomes will describe the specific skills learners have at the start of their programme. Mapping current skills against the core curricula can suggest achievable targets for improvement at the next level. An engineering learner, for example, may need to use a technical workbook. He or she may already be able to ‘identify the main points and ideas, and predict words from context’ (curriculum reference Rt4/E3). But to use the index to find particular information in the workbook, there is a need to ‘use organisational and structural features to locate information’ (curriculum reference Rt4/L1). The SMART target agreed with the learner in this case might be to ‘use the index to find information in X book by half-term’. Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

As well as recording the targets agreed with the learner in the ILP, it is also important to record the actions that have been agreed to meet the target. This might include a log of the resources the learner will use and a list of the people who can help. All members of the course team, including those providing individual support, should know and use the learner’s ILP and robust arrangements for sharing ILP targets among the members of a course team will need to be in place. Progress review Each ILP should include an agreed review date. It helps to be flexible about review dates, shortening or extending the planning and review period depending on how often you see the learner and the amount of support and guidance each learner needs. The learner is a full partner in the review process and is prompted to consider:

• • • • • • • • • •

was my plan realistic and challenging? did I meet my targets? what do I need to improve? what have I found helpful? what difficulties do I face? what should my new targets be? when should I finish them? what resources can I use? who can help? how will I know I’m on track?

Learners at Levels 1 and 2 might be asked to complete a self-assessment sheet; at Entry and Preentry Levels, self-assessment might be through discussion. Learners need plenty of opportunity to assess and reflect on their own performance and that of their peers. If this is built in to class activity, learners will find it easier and more natural to be fully involved in progress reviews. The progress review needs to take account of:

• • • •

records of learning activity evidence of achievement against the targets the learner’s self-assessment, whether formally recorded or simply discussed progress reports from other members of the course team, including those delivering any vocational or main programme that the learner is following.

It is important to ask whether the progress made has genuinely taken the learner nearer to their long-term learning goals and personal objectives. You are not monitoring progress for its own sake. You need to work with the learner to check the relevance of new skills to the achievement of their personal goals. Progress must be meaningful to the learner. 26

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

The outcome of the progress review will inform the agreement of new targets for the next period and the updating of the ILP. If the learner is not making the expected progress, this is an opportunity to look at and discuss:

• • • •

the match between the targets and the longer-term learning goals the way the learner prefers to work the need for further support any obstacles that are slowing or preventing progress.

Planning and preparing for progression The ILP will be related to the learner’s progression goals from the start, and these progression goals will become more focused as the learner approaches their achievement. Individual targets related to progression are also likely to become more specific. College teams may find it useful to produce progression maps for curriculum areas that highlight potential next steps and further study for which learners are being prepared. Progression mapping should start with community-based provision and provision at Entry and Pre-entry Levels. Progression goals will vary at different stages of the learner’s development, and learners in FE colleges may be at very different stages. This means that course teams must design learning programmes to make sure the learner can move successfully to the next stage and that each learner has the language and number skills he or she needs to progress.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

Evidencing achievement At the end of the programme, a good ILP provides a summative assessment of the learner’s achievements. This will:

•

give evidence of progress against the targets

•

provide a starting point for continued learning

•

measure ‘value added’ against the learner’s starting point.

Achievements should always be accredited unless there are very specific reasons for not doing this. However, in literacy, numeracy and ESOL provision, accreditation is unlikely to capture the full range of learner achievement. The ILP is therefore an opportunity to record additional, ‘soft’ or unaccredited achievement. For example, some targets set during the programme may have focused on improving punctuality. The summative assessment will record the learner’s final performance on timekeeping as part of the distance travelled. The summative assessment is also important for recording evidence of the effectiveness of the programme and is a valuable tool for evaluating the college provision. If one learner or one group makes significantly more or less progress than the others, course teams need to work out why, and what is going on. Finally, the ILP is used to ensure continuity for learners who progress, either at the same college or with another provider, so the same ILP is updated and stays with the learner. That way, learners continue to build on the skills they have acquired. Accreditation As suggested above, it is unlikely that accreditation will reflect the full range of learner achievement, but recognised accreditation is still very important to most learners. Qualifications are often the passport to progression – employers and admissions tutors will want this kind of achievement. There is also a great deal of personal satisfaction and pride for many learners in gaining qualifications. In planning learning programmes, course teams and tutors need to choose the qualifications that best fit the learners and to give them a choice of qualifications wherever possible.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

The Skills for Life qualifications offer a nationally recognised way to accredit achievements in literacy, numeracy and ESOL. There are a number of awarding bodies (listed at www.dfes.gov.uk/readwriteplus) that offer these qualifications. All learners need to take the national tests to qualify at Levels 1 or 2 but Entry Level qualifications offer a choice of portfolio-based routes to achievement. Choice should take account of the learners’ preferences for the style of assessment, the nature of the programme and the time available to develop portfolios. Learners who have been successful in the national literacy or numeracy test may find a key skill qualification, including the requirement for portfolio evidence of applied skills, offers a further stimulating challenge and an opportunity for continued skill development. A critical part of the choice in colleges is likely to be the relevance of the assessment tasks, especially for vocational learners. At Levels 1 and 2, most learners will be preparing for key skills accreditation. Some individual learners, however, may not be ready for the full key skills award. You may have a mix of key skills and Skills for Life qualification targets within a single group. The choice of accreditation is an important part of curriculum planning and the more choice you can pass on to the individual learner, the better.

1B: WHAT IS ‘SUCCESS’ IN LEARNER ACHIEVEMENT? For many Skills for Life learners, a literacy, numeracy or ESOL qualification may be the first time they have gained nationally recognised accreditation. It is a crucial first step and, for many learners, it can be a turning point, as in the example below. Achieving for the first time One college works in an area with high levels of disadvantage and where school leaver attainment is almost 20 per cent below the national average. Many learners arrive at the college with a history of exam failure, but the Skills for Life teams see this as a spur to ensuring that learners achieve this time around. This provider believes that they have an additional responsibility to qualify these learners. As the senior manager says,‘We don’t do non-accredited’. Entry competence and initial progress are carefully assessed and then every learner signs a Curriculum Entitlement Agreement that sets out their target qualifications. Each agreement is based on the individual and there is flexibility about the choice of Skills for Life or key skill qualification and the target level. The agreement is also signed by the personal tutor and the relevant Skills for Life teachers. Progress and outcomes are carefully tracked and there is a clear focus on these targets throughout the learning programme. This provider’s success rates are consistently above relevant benchmarks, and there is improvement each year. A picture of performance A very large college has made significant improvements in the success achieved by all its Skills for Life learners, including a dramatic increase in key skill achievement. Key skills provision is led by a specialist team in each school, who are also responsible for additional learning support and any discrete literacy and numeracy learning. Every single learner portfolio is moderated within the school and a sample moderation is also led by the Cross-College Key Skills Manager. An in-year audit reports Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

on key skill developments within each school and ensures that any issues of concern are quickly addressed. This means that there is a clear and accurate picture of team performance and of the progress of individual learners. As well as providing for a good learning experience, this means that there is a clear and accurate picture of team performance and of the progress of individual learners. As well as providing for a good learning experience, this means that decisions about the target qualifications of learners are well-informed and matched to each individual. Added value One college has developed an added value system that learners find motivating and easy to grasp. This system calculates a numerical value for the progress made in skill development that is matched to movement through the levels of the core curricula. It also attaches a numerical value to the attitude taken to learning and to the associated learning behaviours, such as attendance. The system manages to combine these hard and soft outcomes in a simple way that helps learners to see their progress holistically. This is reviewed regularly and recorded on their ILPs. Effective personal learning targets must be clear and relevant to the learner. Many learners find the business of target-setting challenging and need to be supported to develop targets that are meaningful. It may be important to narrow the targets as learners approach their long-term goals, as the following example shows. Amir’s targets Amir is a 17-year-old ESOL learner who started with a broad learning goal to ‘work with children’. As the programme progressed, he agreed targets for understanding the National Qualifications Framework and researching the opportunities for vocational learning. By the time he was approaching the end of the programme, Amir had agreed a specific target to ‘apply for the GNVQ Foundation course in Health and Social Care’ and to ‘prepare for an interview in July’. These targets require particular writing, speaking and listening skills that were mapped to the ESOL curriculum. The targets and the required skills are clearly logged in Amir’s ILP. For all learners, achievement is supported by accurate self-assessment. In one college, practice in assessing their classmates is a motivating factor that also helps learners to assess their own progress accurately. Peer assessment On one course, peer assessment during a spoken presentation requires learners to complete an observer checklist. They report on performance against criteria such as ‘uses too many fillers’ or ‘sums up’. The observer reports are collated to give a group assessment of current performance. This is then used to set individual improvement targets. The observer checklist can also be used to support learners working at different levels. For example, learners working at earlier levels of the Listening curriculum are asked to concentrate on one or two straightforward areas of reporting such as ‘asks questions’ or ‘interrupts others’.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

Number and language skills are both critical to success on Craft and other vocational courses. Achievement is likely to rise when learners take greater control of the learning process. One provider has found that learners may be helped to succeed by tools that aid critical and reflective learning. A learning diary Each member of a group of ESOL learners keeps a learning diary, which they complete each week and share with their tutors. In the diary, they reflect on recent learning experiences and tasks and explore their own learning preferences, things they need to work on and areas where they need help. The diary is also part of a learning conversation with the tutor that doesn’t always arrive at neat conclusions but can draw out issues that wouldn’t otherwise surface.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

1C: HOW IS SUCCESS IN LEARNER ACHIEVEMENT RECOGNISED? The following extracts from inspection reports illustrate effective practice in learner achievement. Students' achievements are very good. In 2002/03, retention and pass rates on all ESOL and EFL courses leading to nationally recognised qualifications were significantly above the national averages. Retention and pass rates on literacy and numeracy courses are excellent. Students make good progress in lessons. The achievement of individual targets is good. Staff–student ratios provide a supportive learning environment which enables progression and the achievement of personal goals. Students are highly motivated, gain in confidence and self-esteem and are productively involved in their learning. Newcastle College Retention rates are high and are well above the national averages for similar colleges. Students work successfully towards their individual learning targets and can enter for external qualifications. Students make very good progress in lessons. Attainment is good or better in three-quarters of lessons. Achievement of national qualifications is excellent. In 2002/03, almost 3,000 students achieved a City and Guilds 3792 qualification in literacy or numeracy at Entry Level, Level 1 or Level 2. Significant numbers of students have successfully completed the new national tests in literacy and numeracy. The pass rate for key skills communication and application of number at Levels 1 and 2 is more than twice the national average. The college makes a significant contribution to local LSC targets for Skills for Life improvement. Students at all levels share a strong sense that they are making good progress. Knowsley Community College The college's internal value added system provides a very useful tool for monitoring and measuring the progress of each student towards their individual goals. It is understood and valued by students and teachers. It enables students to see the progress they are making more clearly and this boosts their confidence and motivation. It is a model of good practice and generates a detailed record of individual students' progress. One student on an adult Skills for Life course has been attending college for two years. In that time, she has improved her skills in letter writing and form filling, achieved her first qualification and improved her confidence to such a degree that she recently successfully stood for election as president of the students' union. Knowsley Community College

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

There is very good achievement on all programmes. In 2003/04, all students receiving literacy and numeracy support achieved their main qualification. There are very high pass rates on accredited courses. Most accredited courses show an improving trend in the number of students obtaining passes. Retention rates on all nationally recognised accredited courses are very high. The retention rate on the college certificate in literacy course is high and improving. Students on discrete and support courses make very good progress and achieve above the level which might be expected. For example, students assessed at Entry Level 2 who found basic multiplication difficult at the beginning of the course are now able to read accurately detailed numerical scales requiring calculations based on counting in multiples of 25. New students assessed at Level 1 contribute confidently and openly in discussions around a variety of complex text types. South Downs College Retention rates on most courses have risen significantly in the last two years to at, or just below, the national averages. Pass rates on most courses and at all levels have been high and consistently above the national averages for the past two years. Retention and pass rates of students who received additional learning support in 2003/04 were higher than the college averages at most levels for students aged 16 to 18 and adults. Both adults and students aged 16 to 18 are well motivated and quickly develop increased confidence in using literacy and numeracy skills. Southwark College Most pass rates are very good. At key skills level 1, the pass rate for communication has been significantly above the national average for the three years to 2003. For application of number, the pass rate was well above the national average for two out of the three years to 2003. Students' achievements on discrete literacy and numeracy courses are good, and improving. In 2002 and 2003, pass rates for spelling skills were 100 per cent. Students attending additional support lessons make very good improvements in social skills and personal skills as well as achieving well in literacy and numeracy. Adult students gain in confidence and self-esteem, whilst students receiving support in key skills lessons take a high level of responsibility for their own learning and make very good progress in working together in groups. South Cheshire College

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO LEARNERS ACHIEVE?

The retention rate of 93 per cent for learners receiving additional support is higher than the overall college retention rate. Bridgwater College Additional support is highly effective. Learners on Skills for Life courses and those who receive additional support for literacy, numeracy or dyslexia perform well. Many learners said that they valued the support highly and felt they would not successfully complete the course without such extra help. Learners who had received additional support displayed their new skills in a wide range of vocational lessons.

Following comprehensive, extended initial assessment, all learners work to suitably detailed individual learning plans. Teachers monitor learners’ progress. Attendance at lessons is good and overall retention is high. Learners work hard in lessons and most are successful in achieving their learning goals. Stoke-on-Trent College

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

THE QUALITY OF PROVISION 2. How effective are teaching, training and learning?

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

2: HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING? Effective practice that secures continuous improvement is evidenced by:

•

how well teaching, training and resources are used to meet individuals’ needs and course or programme requirements

• •

the suitability and rigour of assessment in planning and monitoring learners’ progress the diagnosis of, and provision for, additional learning needs

and, where appropriate, by:

•

the involvement of parents and carers in their children’s learning and development.

Supporting evidence could include:

• • • • • • • •

a whole organisation approach (WOA) to Skills for Life policy and strategy document a clear Skills for Life training plan and a high level of participation in training events effective and extensive use of Skills for Life qualifications high numbers of staff qualified or working towards accreditation at Levels 2 to 5 (in accordance with the Further Education and Teachers Continuing Professional Development Register (England) Regulations 2007 records of lesson observations showing successful teaching and evidence of learning planning documents that take account of national standards and individual needs lesson plans showing flexible and differentiated teaching strategies the use of initial and diagnostic assessment outcomes to set individual targets and plan learning

•

teachers’ use of differentiated and accessible learning resources that promote inclusivity and reflect learner diversity

•

effective use by teachers of ICT in classes to support differentiation and to stimulate interest in learning activities that teach literacy, numeracy and ESOL

•

individual learning plans with SMART targets that are clearly related to diagnostic and formative assessment

•

interviews with learners who are fully partners in the development of their individual learning plans and can describe how the targets take them towards their wider learning goals

•

records of regular and careful progress reviews and a schedule of updates for individual learning plans

• • •

the use of stimulating learning materials that promote diversity full participation of learners with disabilities or particular needs marking and feedback that recognise achievement and signpost improvement Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

• • •

the development of skills, fully evidenced through the ILP and the learners’ portfolio of work increased understanding of learners’ progress in individual lessons interviews with learners who are clear about their learning goals, understand the progress they have made and know what they need to do to improve

•

interviews with specialist and mainstream practitioners who communicate well and show a clear grasp of the use of initial and formative assessment to support effective learning

• • •

records of observation of assessment and feedback which signpost further improvement planning across teams and programmes to coordinate assessment and feedback practice the use of inclusive assessment strategies that allow all learners to demonstrate their achievements

•

clear systems for internal verification and records that support their use and improving practice

•

positive external verification records and records of effective action taken to tackle any issues of concern

•

progress reports to parents or carers and employers, as appropriate.

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH TEACHERS…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

2.1

2.1.1 all teachers involved in developing language and number skills make effective use of the Skills for Life learning infrastructure including the core curricula, initial and diagnostic assessment processes and Access for All.

show knowledge, technical competence and up-to-date expertise at a level consistent with effective teaching and training on the course or programme.

2.1.2 there is a clear plan to ensure that all specialist teachers achieve specialist qualifications at Level 5 and that specialist Level 3 and Level 2 qualifications are effectively used to develop capacity across the college. 2.1.3 there is an ongoing professional development programme to update all staff members involved in delivering Skills for Life and to ensure that materials and teaching tools are used effectively. Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH TEACHERS…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

2.1

2.1.4 staff supporting literacy, numeracy and ESOL provision as part of a vocational team or within guidance or support teams have been trained to understand the needs of literacy, numeracy and ESOL learners.

continued

2.1.5 all teachers have received training in developing and reviewing individual learning plans (ILPs) and in negotiating SMART targets. 2.1.6 the college offers regular staff development in areas such as inclusive learning strategies, differentiation and response to learning styles that are particularly relevant to literacy, numeracy and ESOL learners. 2.1.7 Skills for Life teachers have opportunities to work alongside vocational specialists and agree materials and strategies that support embedded skill development.

2.2

use initial assessment to provide an accurate basis on which to plan an appropriate programme of work.

2.2.1 effective arrangements are in place to match programmes to learners during the entry process. 2.2.2 there is a clear procedure for initial and diagnostic assessment that maps learner strengths and needs against the core curricula. 2.2.3 diagnostic assessment outcomes and personal learning goals are used to develop the ILP. 2.2.4 ILPs build on the outcomes of thorough diagnostic assessment and provide a step-by-step route to the achievement of the learner’s personal learning goals.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH TEACHERS…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

2.2

2.2.5 individual learning progress is tracked against attainment at entry and the evaluation and review of learning programmes is informed by the distance that learners travel.

continued

2.2.6 learning styles are assessed where relevant and the results of the assessment are used to develop individually tailored learning strategies.

2.3

plan effectively with clear objectives that all learners understand.

2.3.1 teachers ensure that learners always understand what they are doing and why. 2.3.2 ILPs take account of:

• •

individual interests and aspirations

•

individual support needs and learning preferences

•

skills needed for success and any other programme of study.

strengths and learning needs identified through diagnostic and self-assessment

2.3.3 ILPs and targets use the national literacy and numeracy standards and the core curricula to frame clear statements of achievement and measures of progress. 2.3.4 learners are actively involved in planning and reviewing their learning. They can explain their learning targets and describe the progress they have made. 2.3.5 vocational and other main course induction programmes offer a clear introduction to basic and/or key skills Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH TEACHERS… 2.3

continued

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS… in literacy, numeracy and language as an integral part of the course. 2.3.6 vocational and other main course timetables have Skills for Life embedded into the teaching and learning at all levels.

2.4

use forms of assessment that are suitable for the courses and programmes being followed.

2.4.1 core curricula are used to assess and inform skill development. 2.4.2 integrated assessment tasks are used to support embedded skill development. 2.4.3 progress is measured against the learner’s personal goals and ILP targets. 2.4.4 wherever possible, assessment tasks are relevant and engaging to the learners. 2.4.5 alternatives to written evidence such as tape recordings, photographs, videos, witness statements and oral questioning are used for assessment where appropriate. 2.4.6 learners are well prepared for summative assessment tasks and, where necessary, are clearly supported to develop the skills of portfolio development.

2.5

use methods and styles of teaching and training that are consistent with the aims of their programmes and learners’ personal objectives and learning preferences.

2.5.1 teaching and learning strategies are adapted to suit the profile of needs and styles assessed across the group. 2.5.2 teaching and learning activities are differentiated to meet the needs and objectives of individual learners within the group.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH TEACHERS…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

2.5

2.5.3 learning activities and resources are mapped to the core curricula and designed to help learners reach the relevant national standards.

continued

2.5.4 there is a good range of learning activities. 2.5.5 the language and number skills needed on particular vocational programmes are analysed in a skills audit and are used to agree relevant individual learning targets. 2.5.6 embedded skill development helps learners to understand and build on the links between literacy, numeracy and language and wider skills and to recognise relevant contexts for the application of new skills.

2.6

ensure that learners use learning resources that are appropriate for effective independent study.

2.6.1 teachers use ICT and resource-based learning materials to support Skills for Life learning. 2.6.2 learners are encouraged and motivated to act autonomously as learners. 2.6.3 learners have easy and flexible access to the resources and the support they need for effective independent study. 2.6.4 learning resources are appropriate and engaging and reflect the experiences and aspirations of a diverse range of learners. 2.6.5 teachers match learning resources to an array of individual learning styles.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH TEACHERS…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

2.6

2.6.6 learning resources are differentiated and can support activities matched to individual learning targets in the ILP and different levels of achievement.

continued

2.6.7 learning resources enable learners to meet the national standards for literacy, numeracy and ESOL and are mapped to the core curricula.

2.7

carry out regular assessments that are fair, accurate and used effectively to plan and evaluate an appropriate programme of work and inform learners of their progress.

2.7.1 there are agreed regular progress review dates for ILPs where progress towards personal targets is assessed and targets are updated. 2.7.2 learners are fully involved in the progress review and updating of their ILPs. 2.7.3 individual learning targets are SMART: learners know exactly what they need to do, how they can prove the target has been reached and when they need to do it by. 2.7.4 individual assignments use clear marking and assessment criteria that tell learners exactly what they need to do and how they can improve.

2.8

challenge and inspire learners.

2.8.1 teachers have high expectations of their learners and design activities that are stimulating and stretching. 2.8.2 individual learning targets are agreed, reviewed and updated to ensure that learners are stretched as well as supported.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH TEACHERS…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

2.8

2.8.3 there are extension activities and other forms of additional input for learners who can be stretched further.

continued

2.8.4 learners are excited by their achievements and by the opportunities that are opened up by their new skills. 2.8.5 learners are encouraged to tackle personal obstacles to learning and to envision their success.

2.9

set, use and mark assignments and other tasks in a way that helps learners to progress.

2.9.1 the criteria against which assignments and other tasks are assessed is made explicit to learners. 2.9.2 learners’ understanding of the criteria is checked to make sure they understand what is expected of them. 2.9.3 assignment outcomes are mapped to the core curricula for literacy, numeracy and ESOL. 2.9.4 individual learning targets are SMART and learners are clear how their progress will be measured. 2.9.5 feedback always signposts improvement. 2.9.6 support arrangements focus on developing learners’ ability to complete tasks, rather than completing work for them.

2.10 work with learners to develop individual 2.10.1 ILPs take account of: learning plans informed by initial personal learning goals assessment that are reviewed and updated regularly. the demands of any vocational programme the learner is following

• •

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH TEACHERS… 2.10 continued

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

•

diagnostic assessment outcomes and prior achievments at entry

•

the national standards for literacy, numeracy and ESOL.

2.10.2 ILPs identify negotiated targets that set out exactly what the learner is expected to do and offer a clear basis for agreed review. 2.10.3 ILPs include effective records of activity and progress. 2.10.4 ILPs include clear review dates at which progress is monitored and targets are updated. 2.10.5 learners can explain what they need to do and how they are doing, using their own ILP to structure and direct their learning wherever possible.

2.11

use materials and teaching methods that promote equality of opportunity.

2.11.1 learning activities and resources reflect the diversity of learner groups and make effective use of the different experiences that learners bring. 2.11.2 learning materials avoid the use of stereotypes and recognise the contributions made by different groups and cultures. 2.11.3 teachers have strategies to make activities accessible to learners with particular cognitive, sensory or mobility needs and can produce resources in different formats and at different levels.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH TEACHERS…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

2.11

continued

2.11.4 course evaluation and teacher selfassessment take full account of any equality gaps.

2.12

promote good working relationships that foster learning.

2.12.1 learners are clear about their rights and responsibilities. 2.12.2 expectations of the learner, and the expectations that they should have of teachers and other college staff, are explicit and clear. 2.12.3 each learner has a personal tutor who can help the learner to manage their own learning well and to sort out any difficulties or obstacles to effective learning. 2.12.4 all teachers understand the particular and individual needs of the learners they teach. 2.12.5 teachers understand individual needs and provide appropriate support. 2.12.6 teaching teams work well together and there is evidence of regular liaison between main programme and support teams, for example, in the minutes of meetings. 2.12.7 Skills for Life and vocational teachers work together to ensure that all learning is informed by a clear understanding of individual needs and aspirations and that there are good opportunities for embedded literacy, numeracy and language skill development.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH LEARNERS…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS LEARNERS…

2.13 acquire new knowledge and skills, while developing in confidence and selfknowledge about how they are progressing and what they need to do to improve.

2.13.1 know what they are doing and why. 2.13.2 understand and are closely involved in setting, reviewing and updating their individual learning targets. 2.13.3 understand when a new learning point is introduced, and have their understanding checked by teachers through questioning, practice and feedback. 2.13.4 become increasingly skilled in identifying and planning to reach their own targets. 2.13.5 can describe the progress they have made and give evidence of their achievements. 2.13.6 are encouraged to use their skills in new contexts and settings.

2.14

have their achievements towards learning goals recognised, recorded and accredited.

2.14.1 make good use of all opportunities for evidencing and recording their achievements. 2.14.2 are guided and supported to produce portfolios that fully reflect their achievements. 2.14.3 have their achievements in literacy, numeracy and ESOL carefully recorded across a range of activities.

2.15

apply effort to succeed with their work, work productively and make effective use of their time.

2.15.1 are set relevant and motivating tasks which are clearly related to their personal interests and aspirations. 2.15.2 are always stretched and challenged to improve their performance.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH LEARNERS…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS LEARNERS…

2.15

2.15.3 are fully engaged in group activities during classwork sessions and are encouraged to participate in collaborative learning.

continued

2.15.4 are supported, encouraged and praised. 2.15.5 recognise and understand clear and consistent boundaries for behaviour which are firmly reinforced by all staff.

2.16

are stimulated and show interest in their work

2.16.1 can see that learning targets and group activities are clearly linked to their personal learning goals and interests. 2.16.2 are active partners in the learning process. 2.16.3 take increasing responsibility for their own learning. 2.16.4 can clearly see the application of their learning in a vocational, work-related other context.

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH THE LEARNING PROVIDER…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS THE LEARNING PROVIDER…

2.17 uses assessment information, including the analysis of the performance of different groups of learners, to guide course and programme development.

2.17.1 ensures that all teaching teams have clear targets for learner success and fully understand the performance standards they are expected to meet.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH THE LEARNING PROVIDER…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS THE LEARNING PROVIDER…

2.17 continued

2.17.2 provides accurate and timely information about learner outcomes and trains all staff to use this information to improve their performance. 2.17.3 ensures that each course team undertakes regular reviews of learning outcomes on their programme. 2.17.4 compares progress reviews with previous performance and national benchmarks, where available. 2.17.5 ensures that course teams for each programme undertake an equality analysis of learner outcomes to compare the performance of different groups of learners. 2.17.6 notes any fall in performance, poor relative performance or identified equality gaps and feeds this into the programme review for improvements to be agreed and actioned. 2.17.7 analyses the impact of support arrangements and adjusts them to maximise their impact on progress.

2.18

ensures that assessment, verification and moderation procedures follow regulatory body requirements.

2.18.1 has clear and well-used internal verification and moderation procedures that are communicated widely. 2.18.2 receives positive external verification and moderation reports. 2.18.3 where issues of concern have been identified, deals with these promptly and effectively.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

IN EFFECTIVE SELF-ASSESSMENT,TEACHING, TRAINING AND LEARNING ARE EVALUATED BY THE EXTENT TO WHICH THE LEARNING PROVIDER…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS THE LEARNING PROVIDER…

2.19

2.19.1 produces regular reports for parents or carers on the progress of learners under 19, except where this is known not to be in the best interests of the learner.

regularly and clearly informs those with legitimate interest, such as employers or parents, about learners’ progress.

2.19.2 sends regular progress reports to employers who are sponsoring employees on programmes or courses.

2A: HOW TO ACHIEVE SUCCESS IN TEACHING, TRAINING AND LEARNING Developing the teaching team Skills for Life managers face an ongoing challenge to raise teaching standards and enhance the extent and pace of learning. The most successful focus much of their effort on the improving the quality of teaching and learning through activities such as:

• • •

well-designed staff induction programmes and teacher guidance

• • • •

peer and mentor observation and feedback

mentoring and support from expert practitioners a regular lesson observation cycle with feedback on every teacher’s ability to recognise and respond to Skills for Life needs

regular opportunities to share skills and effective practice project-based developments to trial new teaching approaches and delivery methods active and targeted interventions for teachers identified as delivering teaching that is below the required standard.

Professional development is key to raising teaching standards. FE colleges usually have large and diverse teams responsible for teaching literacy, numeracy and language, delivering key skills and providing additional learning support. FE colleges need to be mindful of the fact that the structure of professional qualifications has changed. Lifelong Learning UK (LLUK) has published new professional standards for teachers, tutors and trainers in the further education (FE) sector and draft national occupational standards for learning support practitioners. LLUK has also published documents setting out how the new professional standards apply to the teaching of English (literacy and ESOL) and mathematics. See the LLUK website: www.lifelonglearninguk.org for details. Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

LLUK has distinguished between the full and the associate teacher role. There are now requirements for initial teacher training (ITT) and continuing professional development (CPD) for these roles. All new entrants are now expected to gain a Level 3 or Level 4 award in Preparing to Teach in the Lifelong Learning Sector (PTLLS). New entrants who aim to be in the full teacher role then need to gain the Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS), which contains the ‘minimum core’: teachers’ knowledge, understanding and personal skills in literacy/language, numeracy and ICT. Those in an associate role need to gain a Level 3 or 4 Certificate in Teaching in the Lifelong Learning Sector (CTLLS) in which teachers are required also to focus on their personal skills in literacy/language, numeracy and ICT. Already, Skills for Life managers are supporting large teams, including many vocational specialists, with new responsibilities for language and number development. Inducting, training and resourcing these teams are a challenge. A good starting point for colleges planning staff development activities is the training provided through the Skills for Life strategy. Skills for Life Professional Development Centres offer a range of short course and tailored training and prepare teachers and support staff for the specialist Skills for Life qualifications at Levels 2 to 5. These training opportunities (see www.sflip.org.uk for further information) extend beyond the teaching team itself and support a whole-college response to Skills for Life. For example, front-line teams will often be the first to meet learners and they need to be trained to understand and meet their needs. This understanding, and a grasp of the learning processes that underpin an effective response, will be needed by a range of teams within the college – marketing, business development, quality – if the Skills for Life offer is to be effectively delivered.

The Skills for Life Professional Development Centre at Lewisham College. Each member of staff involved in teaching literacy, numeracy and ESOL skills should agree a personal development plan that offers a range of development activities related to the 50

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Skills for Life strategy. Any such plans should derive from feedback on the quality of the teachers’ practice and how well they are able to lead learning. Links with other arrangements such as observation feedback and appraisal will be critical to ensuring the relevance and accuracy of the development plan. Professional training, both accredited and unaccredited, needs to be offered at different levels and should include those teaching and those supporting learning. For all those colleges that have significant local literacy, numeracy and ESOL skills needs – and that is most colleges – this should be a key professional development priority. The planning and resourcing of professional development need to recognise this priority. Successful colleges will have a long-term, costed Skills for Life training plan that is framed by clear information about individual development needs, strategic priorities, improvement targets and areas of growth. Successful colleges also plan staff training in order to meet the particular learning needs in their communities. One college, for example, works with the local community and hospital-based mental health trust teams to provide linked services for those with mental health problems. Staff are trained to recognise and respond to the needs of these learners. ESOL staff working with refugees have also received training on trauma and its effects. New colleagues and those new to teaching literacy, numeracy and ESOL need particular support. A mentoring system is a good way of offering this. An established member of the teaching team could mentor new colleagues during their first year. Colleges may need to arrange some reductions in student contact time for mentors and mentees to allow time for them to work together. It is usual to offer more time at the beginning of the mentoring scheme, tapered during the year as the new teacher settles in. Most colleges have seen an expansion of their Skills for Life offer and have not been able to recruit the experienced and qualified teachers they need. Effective providers have usually grown their own. This has huge implications for professional development as it requires a clear framework to develop and support new colleagues. In most cases there is a planned progression from a support role to a teaching role and from supported teaching, for example in an on-site team, to more self-reliant roles, such as outreach delivery. If the process is wellmanaged it can be enormously successful. New teachers are recruited from local communities and often bring prior learning and work experience which is relevant and motivating to Skills for Life learners. Securing the learning ‘fit’ Effective learning in literacy, numeracy and ESOL:

• • • •

involves the learner makes sense to the learner and is recognised as something they need to learn fits with other learning takes the learner nearer to their goals.

Achieving this can be a real challenge for teachers or trainers when learners don’t see themselves as coming to college to work on their literacy, numeracy and language skills. Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Learners who think they’ve left all that behind and who want to concentrate on their vocational studies need to see the relevance of literacy, numeracy and ESOL provision for them. A further challenge for teachers and trainers is likely to be the range of literacy, numeracy and language skills within a single vocational group. In many groups, learners will have come from very different backgrounds and have varied prior experiences. They will have different learning histories, different learning needs and different learning styles. Both of these issues are about learning fit. Firstly, the learning needs to fit the vocational interests and goals of the group of learners. This means resources and activities must be accessible and engaging to particular learners. Secondly, the learning needs to fit the needs, goals and preferences of the individuals within the group. Often that means adapting resources accessible and engaging to particular learners. Secondly, the learning needs to fit the needs, goals and preferences of the individuals within the group. Often that means adapting resources to suit individual needs, but it can mean adapting them to suit a whole group. For some groups, that ‘fit’ means rethinking the way in which information is communicated and learning is acquired. This is often referred to as ‘embedding’, where the Skills for Life curriculum is subordinated to a vocational or other learning outcome, but underpins the success of the main programme by enhancing learners’ capacity to succeed. It is a particularly challenging strategy, especially when delivered on a whole organisation scale. This approach is the subject of much recent research and some particularly useful publications have come from the National Research and Development Centre (www.nrdc.org.uk) in recent years. These are just some of the many ways of improving the fit between the learner and their programme. The following section discusses just two in more detail: an audit of literacy, numeracy and language skills, and the use of differentiated teaching. Carrying out a skills audit An audit of literacy, numeracy and language skills pinpoints the specific level and type of skill needed to succeed on a particular programme. It looks at all the ways learners have to use literacy, numeracy and language skills to follow the programme by examining:

• • •

course handouts and worksheets

• • • • • •

the use of specialist terminology

textbooks and any standard reference books the use of specialist formats for presenting text or numbers, for example, reports, statistical tables, case studies, account ledgers etc

common teaching strategies, for example, lecture, practical demonstration, simulation the ways in which learners are expected to record learning points in class private study tasks group learning activities assignment tasks, assignment criteria and feedback Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

•

other assessment tasks, for example, portfolio management, multiple-choice exam.

An audit recognises that literacy, numeracy and language skills are needed to make good use of all these learning experiences. The skills demanded of learners during the programme may need to be:

• • •

demonstrated at entry before the learner joins the programme taught to those with some skills gaps through additional support, or taught to the whole group before or alongside the vocational activity that requires the skill.

The results of the audit should be used to:

• •

map literacy, numeracy and language skills to relevant activities on the main programme identify naturally occurring opportunities for developing and assessing literacy, numeracy and language skills through vocational activities

•

develop teaching strategies and learning resources that support embedded development of literacy, numeracy and language skills

•

plan integrated assignments that will allow learners to demonstrate achievement in vocational skills as well as literacy, numeracy and language

• •

enable staff teams to develop relevant practice and explore new approaches to learning focus the additional support given in order to allow timely development of the skills needed for particular activities on the programme.

Photo courtesy of ©Istockphoto.com

Daniel is studying Sport and Leisure. ‘We have been trying to improve reflexes from a standing position. The exercises all use quite a lot of maths, as we have to work out the best of the three attempts. Then we have to work out the averages. We have to submit our results and compare with others. We work out the reasons for the differences.’ An audit underpins effective joint planning and practical teamwork between teachers of literacy, numeracy and ESOL and vocational specialists. It must go beyond a simple referencing of vocational learning activities against the core curricula. This can have little impact on teaching and even less on learning. The audit must identify ways in which vocational learning activities can be designed to build as well as practise literacy, numeracy and language skills. Learning activities such as: Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

• • • •

childcare learners writing child observation and accident reports construction learners researching technical specifications and trade brochures hairdressing learners making up a dye formula or calculating a discount performing arts learners budgeting a performance and estimating ticket sales

can be designed to highlight the required language and number skills and develop these in a relevant and focused way. A literacy, numeracy and language audit is unlikely to prompt only a one-way dialogue where literacy, numeracy and ESOL specialists simply fit their work around the vocational learning. By working with literacy, numeracy and ESOL colleagues, vocational staff may use the audit to change their practice. An audit can also prompt a review of:

• • • • •

the entry criteria and entry assessment for the programme initial and diagnostic assessment the reading level, layout and presentation of handouts and worksheets the range of teaching strategies assignment design.

The audit can also ensure a better fit between the literacy, numeracy and language skills of the learners and the way these skills are taught and assessed on the programme. Varying learning activities People learn in different ways and a variety of approach is needed with any group of learners. Skills for Life learners in particular, because they may have negative memories of traditional teaching, need variety. All course teams should draw on a range of learning activities including:

• • • • • • • • • • 54

whole-group teaching demonstration and exposition problem-solving and discovery learning the use of case studies, role play and simulation games, quizzes and puzzles individual and pairwork workshop learning groupwork the use of different media including ICT and interactive resources independent and resource-based learning

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

• • •

individual coaching skills practice and rote learning integrated support within vocational provision.

Learners work together on a team task. Differentiation to meet individual needs Variety needs to go beyond the use of different activities for the group as a whole and should offer differentiated inputs for particular individuals. Initial assessment and the subsequent ILP have a fundamental role to play in differentiated teaching. Initial assessment outcomes will give information about the learner’s preferred learning style. The targets used in the ILP will take these preferences into account to plan activities and tasks that are relevant for that learner. Where learning takes place in groups or as a shared activity, separate tasks can be differentiated to meet the abilities of individual learners. This can lead to the innovative and productive use of differentiated learning that is valuable to learners at all levels of ability by, for example:

• •

the use of learning resources at more than one level of difficulty

•

groupwork with similar ability groups where the activity is simplified for some groups and extended for others

groupwork with mixed-ability groups where more advanced learners are providing peer support to their fellow learners

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

•

group tasks with built-in support for some learners, for example, some learners could write a report independently while others complete a prepared format

• • •

in-class support for individuals or small groups extension activities for stronger learners discovery learning and research activities that allow each learner to work at their own pace and level.

Differentiation also needs to take account of different learning styles. The aim is to help learners acquire the skills and confidence to learn in different ways, but it will help if they start to think about the way that learning feels most natural for them. For those who don’t see themselves as successful learners, it helps to know there’s no right or wrong way to learn. Successful teachers find out about their learners’ preferred styles by talking to them, watching them or using simple self-assessment tests. Self-assessment tests can be found on several websites (see for example www.support4learning.org.uk). Effective teachers also adapt their teaching styles to cater for the different learning styles in the group. Traditional learning usually suits the verbal learner, who is happy to listen to instruction or information and the sequential learner who is comfortable to take things in step-by-step. But many learners find it easier to take information from pictures or diagrams. Some need to see the big picture, not the small steps. Some will understand what is heard or read, but many more will need to be active and doing before it sinks in.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Visual learners need to be shown not told. Colour, size and shape can be used to emphasise written information. Diagrams, mind maps, pictures and cartoons will all have more impact. Auditory learners make good use of verbal instruction, class discussion and listening to their colleagues. They usually like to talk as well as listen and explaining things in their own words will help learning. Kinaesthetic learners are those who learn best when they’re active and doing. They will enjoy opportunities for hands-on learning: case studies, simulations, experiments and practical work. It may also help them to turn information from one form into another, such as turning a written handout into a table, using information from a demonstration to prepare a diagram or putting a spoken explanation into their own words. Finally, all teachers need to check that the learning fit is relevant to the learner’s main programme and that it will help them achieve their learning goals. Success on the main programme and progress against the targets set in the ILP are essential indicators of course, but remember that learners are often the best judges of learning fit, and their opinions count. Effective practice ensures that the learner is closely involved in planning and reviewing what is learnt. As personalised learning establishes itself as a regular aspect of college development, teachers will need to become increasingly proficient in involving learners directly in the management of their learning and college strategies for making this happen will be key. Using e-learning resources Learners need access to a wide range of resources to participate fully in learning assessment and the life of the college. Colleges are increasingly recognising that one resource with great potential for successful literacy, numeracy and ESOL provision is e-learning. Most colleges are actively developing e-learning resources, but sometimes literacy, numeracy and ESOL learners are among the last to see the benefits. While there are particular challenges in using ICT with learners who have literacy, numeracy and ESOL needs, there are also very good reasons for using e-learning. These include:

•

the negative memories some literacy, numeracy and ESOL learners have of school. For older learners, ICT is a new medium without these associations

•

use of a keyboard can remove anxieties about handwriting and help overcome any motor difficulties inhibiting the learner

•

younger learners may be confident and competent ICT users, whatever their level of skill in literacy, numeracy and ESOL

• • • • •

surveys suggest that literacy, numeracy and ESOL learners want to learn through ICT e-learning activities are suited to differentiated learning e-learning can provide the learner with instant feedback routine tasks, such as cloze, can be far more fun online simulations mean that literacy, numeracy and ESOL skills can be embedded in a wider range of activities

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

• •

the use of ICT to present work means that all learners can achieve a professional finish many learners find it easier to manage their portfolio and learning resources if these are online.

All literacy, numeracy and ESOL learners should have some opportunities for e-learning alongside other activities. E-learning does not mean abandoning the learner to the machine. It can be an opportunity to adjust the task to the individual learner and to provide more tailored support. Teachers of literacy, numeracy and ESOL can help by planning activities that use e-learning to:

• • • • • •

motivate, engage and challenge learners support differentiated learning apply skills to new contexts reinforce learning help learners to manage their learning help learners develop independent learning skills.

ICT resources should also be used to help manage learning, for example, by:

• • • • •

analysing initial assessment outcomes to give a college-wide profile of needs analysing individual initial assessment outcomes to suggest individual learning targets for the ILP recording and monitoring individual support plans providing flexible access to external assessment tracking internal progression for first-rung learners.

Many colleges now have or are developing their own virtual learning environment (VLE). This offers flexible learning by allowing learners access to the VLE from home, during private study at college or during class activities. Each learner should be able to manage his or her learning through the calendar, task list and personal folders. E-learning certainly does not need to be an isolated or isolating activity. Used effectively, VLEs give access to e-mail, chat rooms and space for teamwork, and actively encourage both independent learning and collaboration. More information on the use of e-learning to teach literacy, numeracy and ESOL can be found in the companion guide Raising Standards: A contextual guide to support success in literacy, numeracy and ESOL: E-learning.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Alan Howes, ICT Champion says, ‘I hold training sessions and help teachers to get the best out of Blackboard - an E learning management system used to promote innovative curriculum development. Everyone learns in a different way and this extends the range of possibilities. It is real inclusive learning. The classroom gives a multimedia-rich way of learning. Those who want to repeat again and again can do so, others want to repeat steps or move on more quickly. It allows independence – the learner can go away and learn where, how and when they want.’ Assessment Assessment is an integral part of learning, and Skills for Life teams are constantly alert to skills development in order to make decisions about individual learning targets and additional support. Colleges with effective literacy, numeracy and ESOL provision make good use of opportunities to assess language and number skills through meaningful activities. When learners are clear about why they need good language and number skills, and they see the difference that improved skills can make to vocational tasks, they are motivated to perform at their best. Where assessment shows poor or falling performance by a course group, individuals or a specific group of learners, this must trigger planned and effective action. College Skills for Life teams know that poor performance on vocational courses is often rooted in language and number difficulties, and this may well be where action needs to be taken. Assessment outcomes should be a tool for improvement. This means the learner needs to understand what the assessment outcome means and that significant outcomes need to be shared across the teaching team.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Feedback that supports learning All learners need to understand exactly how they will be assessed and how their achievement will be recorded. Learners who are preparing for external accreditation need to know exactly what will be involved. This is an important aspect of induction. The first assignment of the programme is a good opportunity to clarify what learners need to do, how their work will be judged, what standards will be used in assessment and marking and what feedback they can expect. If they are preparing for a qualification, they need to know the standards they will be expected to reach and how their achievement will be demonstrated. On most courses, learners can expect regular assessments during the programme and they should have plenty of notice of assessments to help them plan and prepare to do their best. Assignment planning and design Where learners are following a structured programme that is internally assessed, each course team needs to agree a calendar of assessments that is sensibly sequenced throughout the programme’s duration. It is also useful to have a common marking code so that learners are clear that a tense error, for example, will always be indicated in the same way. There should also be a common format for assignment design that:

• • • • •

says exactly what learners need to do lists the evidence they will need to provide gives the criteria against which the assignment will be assessed gives a deadline for handing the assignment in and says when it will be returned tells the learner about any opportunities to re-do an assignment that does not reach the required standards.

The college needs to support teachers in the design of assignments through training, mentoring and its internal verification or moderation processes. The college also needs to have a policy about the kind of support a learner can be given while working on an assignment. This is particularly important for colleagues providing additional support to individual learners or small groups. Assignments can provide a very focused and motivating context for skills development, but the work must be the learner’s own.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Feedback and progress reviews Course teams need to make sure that learners understand the feedback they receive. This can mean adapting feedback for specific groups of learners. All feedback must signpost improvement. It needs to tell the learner exactly what they need to change or develop. Feedback should:

• • • • • • •

show how well the learner has done, using the agreed criteria explain the outcomes against the criteria make positive comments before criticisms be given promptly tell learners how they can improve give guidance in the areas learners need to rehearse take account of particular learning difficulties and/or disabilities and any special requirements or circumstances.

Each assignment will contribute towards the achievement recorded on the learner’s ILP and be part of the evidence that is considered at the regular review of progress against the ILP. The progress review meeting should put this into a wider context and also ask:

•

are the interim achievements on the programme taking the learner nearer to their longterm learning goals?

• • • • • • •

what is the learner’s view of his or her progress? does the learner’s self-assessment match the views of the teaching team? if not, why not? what is the learner finding easy and difficult? what help has proved useful to the learner? which resources were useful, and which less so? what new targets should be set?

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Feeding back to other stakeholders For younger learners, parents or carers also need to be informed. Their involvement can reinforce the work done by the teaching team. In effective provision, parents or carers receive regular reports on the learners’ progress review. They are invited to parents’ evenings, and are alerted to any concerns where appropriate and where this is in the best interests of the learner. Some literacy, numeracy and ESOL learners, including young asylum seekers, are less likely than other learners to have a parent at home. The course team should still report progress to elder siblings, hostel key workers, the Leaving Care team, social workers etc. It is also necessary to be aware of cases, including actual or potential parental violence, where the interests of the learner would not be served by sending out reports. Where literacy, numeracy and language learners are sponsored by their employers or, as is increasingly the case, learning in the workplace, employers will also need feedback about progress. It will be helpful to agree the level and type of progress reporting before the programme begins. This allows teachers to manage sensitive and confidential issues and to make the feedback process transparent to learners.

2B: WHAT IS ‘SUCCESS’ IN TEACHING, TRAINING AND LEARNING? Growing your own Skills for Life professionals One college has a particularly strong record of developing its own literacy and numeracy learners to become Skills for Life professionals. The current Skills for Life Section Head is a former numeracy learner who returned to college when her son was starting school. Having left school herself with no qualifications, she worked up to an Access course, left for HE, rejoined the college as an outreach worker and then trained to teach. Several members of her team have taken the same or similar routes. Most colleges that recruit people without any teaching background start them out in support roles. This might mean new recruits working as a learning assistant or learning facilitator. They develop in post, test their aptitude and interest through their experience and are trained and qualified to take on teaching roles, as in the example below. Development through local links One college has been able to develop teachers from a pool of volunteers. Another advertises learning support posts in the courses section of the local paper and recruits people who are looking to retrain. Another third college has developed strong links with local universities offering PGCEs. It has been able to interest graduates who had not considered a career in Skills for Life. Inducting and updating team members Within successful provision, managers ensure that every member of the team is well briefed and supported. Meetings are not always the best way to do this when everyone is working to a different timetable. An example of an innovative way of keeping staff informed is given below. 62

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Each person joining the Key Skill delivery team receives induction training and a CD entitled ‘Teaching Key Skills’. The CD offers a good practice guide to:

• • • • • •

teaching and learning strategies for key skills integrating and embedding key skills evaluation of key skill resources assignment development initial, portfolio and external assessment internal verification and moderation arrangements.

It also includes:

• • • • •

external guidance and support material relating to basic and key skills college-based support staff development opportunities a guide to resources and an assignment bank progress-tracking documents.

This reinforces the regular staff development programme for the Key Skills team which has recently included Portfolio Building and Action Planning, Designing Assessment Material, Assessing and Feedback and Test Preparation Training. There are also curriculum-specific training sessions which focus on integration and vocational relevance. A second CD on ‘Teaching Basic Skills’ is in development. Embedded learning One college has appointed a manager to lead the development of embedded Skills for Life learning. She has held regular training sessions with groups of vocational staff, especially those working in Construction and Hospitality. This has supported Skills for Life and Hospitality staff in looking at the literacy, numeracy and language skills needed for Food Service NVQs. These skills include:

•

speaking and listening skills needed for different types of customer interaction, managing the restaurant, effective teamwork etc

•

reading and writing skills needed for menu planning and promotion, stock audits, compliance with health and safety requirements etc

•

number skills needed for portion control, pricing, cash-taking etc.

They have worked together to redesign lesson plans, teaching strategies and learning resources to enable learners to acquire new language and number skills while working on vocational tasks.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

One college uses the following simple form to carry out a language and number skills audit of vocational programmes. LANGUAGE AND NUMBER SKILLS PROGRAMME AUDIT

SOURCE

EXAMPLES

SKILLS

CURRICULUM REF

•

• • • • • •

• • •

course handouts and work sheets Example: workpacks

•

textbooks and standard reference books Example: technical specifications and trade brochures used by construction learners

•

use of specialist formats for presenting text or numbers Example: child observation and accident reports written by childcare learners

•

specialist terminology

• • •

•

common teaching strategies

• • • • • •

Example: lecture, practical demonstration, simulation

•

ways in which learners are expected to record learning points in class Example: note-taking

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

SOURCE

EXAMPLES

SKILLS

CURRICULUM REF

•

• • •

group learning activities Example: case study, team tasks

•

realistic work environment or placement activities Example: hairdressing learners making up a dye formula or calculating a discount

•

private study tasks and work carried out without direct supervision

• • •

•

course-based assessment tasks

• • •

Example: question sheets, assignment tasks and feedback on performance

•

final assessment tasks Example: portfolio management, knowledge tests, multiple-choice exam

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Delivering Skills for Life through vocational programmes One college has reorganised full-time vocational programmes at Level 1 to deal with the high level of literacy, numeracy and language needs of local young people. The Ladders programme offers an integrated package of vocational skills, language and number development and work placement. This fundamental redesign required joint training of vocational and Skills for Life staff, joint planning and some team teaching. Additional hours were attached to old vocational courses and all vocational staff were trained to use the core curricula to review schemes of work and learning materials. Several vocational lecturers are now completing the Level 3 Skills for Life qualification to support embedded skills development. Most learners sit their national tests at Easter, although some have qualification targets at Entry 3. This leaves the summer term to focus on preparation for Level 2 vocational study. Ladders has both grown significantly and improved learner success as is demonstrated in Table 1. An Entry-level programme allowing learners to sample a range of vocational options is now being developed. Table 1: Retention and achievement on the Ladders programme 16–18 Level 1 Long 2002/03

2003/04

2004/05

2005/06

Starts excluding transfers

363

782

824

851

Ladders retention rate (%)

National retention rate

Ladders achievement rate – all completers (%)

National achievement rate – all completers (%)

Meaningful activities for assessment Assessment as part of a relevant context can be effective and very motivating for students. Sport and Leisure learners are assessed through organised fitness activities for groups of children from local primary schools. This is used as an opportunity to develop and assess speaking and listening skills in a relevant and often challenging context. Learners also supervise the college fitness centre and work with customers to develop individual fitness plans. The personal health assessments undertaken at the beginning of this process are used to provide evidence of achievements in numeracy.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

Photo courtesy of ©Istockphoto.com

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Fitness measurements are plotted to develop the individual fitness plan. Joint action to improve outcomes The retention and achievement rates of a group of NVQ learners did not reach the agreed targets. Some members of minority ethnic groups had particularly low achievement rates. The course team worked with managers and the quality team to decide what could be done to improve learner outcomes. Literacy, numeracy and ESOL development and tutoring were agreed as the areas that needed strengthening. A literacy and numeracy workshop was created in the vocational area and staff received training. The course team was reinforced with literacy, numeracy and ESOL specialists, and as a result, the learning resources and activities used were revised. All the learners were prepared for Skills for Life accreditation. The result was an improvement in learning outcomes for the learners in this group. Adapting materials thoughtfully can make all the difference for learners with learning difficulties and/or disabilities. This applies both to materials that are produced for learners to understand, and to the facilities that learners have available for expressing themselves, as in the two examples below. Giving learners a voice Catering learners who have progressed from discrete provision for learners with learning difficulties run a popular café within the college. There are routine procedures that they must follow to meet food hygiene and customer service requirements. Each procedure has been drawn so that learners have a visual instruction sheet. This is displayed on the wall of the work area. It gives a visual reminder of what learners must do and is accessible to all.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

A group of learners with learning difficulties was concerned about an incident they witnessed in the canteen. They wanted to raise their concern with the Principal but several learners did not have the use of written language. The group composed their letter using symbols that they could all understand. The letter was later sent by the Principal to all staff. Tasks that are realistic and meaningful might also be used with learners who are resistant to or lack confidence in learning, as in this example with ESOL learners. Bilingual learners A group of 16–18-year-old ESOL learners participated in a college Drug Week and listened to talks from community-based drug advice agencies. They studied a range of drug information targeted at young people. They used their research to produce their own bilingual drug leaflets giving advice in English and their community languages for a target audience of young people. The styles and formats used by the learners were particularly attractive and informative. Achievement does not always need to be evidenced through written assignments, and learners should receive credit for achievement that is demonstrated in other ways. Reaching vulnerable learners Vulnerable young people on a programme for people with disrupted or troubled backgrounds made a video with the local Teenage Mental Health Project. The video looked at ways of dealing with difficult personal situations, such as finishing with your boy- or girlfriend or raising the issue of using a condom. The learners were highly motivated to talk about the different ways of handling these situations. They acted out their preferred solution, and the resulting video was used as evidence of their speaking and listening skills. A virtual learning environment The virtual learning environment (VLE) used in the college to support key skills development provides each learner with:

• • • • •

a folder of resources for each key skill announcements, including reminders of assignment due dates and key skill exams copies of key skill assignments and worksheets dedicated areas to support key skill team tasks a record of individual progress.

Some of the resources are designed in college and some are imported from dedicated learning sites such as the National Learning Network (NLN) (www.nln.ac.uk), generic sites (www.bbc.co.uk/education) or sites that are particularly relevant to the learner’s vocational area. The NLN, for example, has a report-writing activity at Level 1 that is both simple and engaging. The choice of materials to stimulate learning is huge, and the quality very high. Teachers adapt the materials to make sure that:

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

• • • • • •

activities match learners’ targets for literacy, numeracy and ESOL learning outcomes are clear and explicit activities are clearly signposted so the learner can follow through step-by-step learning is presented in manageable chunks there are frequent checks on learning and progress learners receive feedback on their tasks.

The team is aware how easily younger learners in particular communicate through text and chat. The team plans to set up online tutoring and support services. The ICT Champion is a member of the team and she is training colleagues to get the best from the VLE.

2C: HOW IS SUCCESS IN TEACHING, TRAINING AND LEARNING RECOGNISED? The following extracts from inspection reports illustrate effective practice in teaching, training and learning. Much of the teaching and learning is good or better. There is no unsatisfactory teaching. Most lesson plans and schemes of work are detailed and thorough. A wide range of teaching methods and learning resources is used. ESOL students work productively in pairs and small groups, benefiting from opportunities to share and debate ideas and correct each other's language and grammar. The use of real objects enables students to practise language structures, extend their vocabulary and develop an understanding of concepts. For example, in a literacy lesson, students used adhesive labels to build up a pictogram in a clear and visual way. Newcastle College Written work is marked promptly and accurately. Teachers' comments are encouraging and constructive. The assessment and monitoring of students' progress is very good. Diagnostic assessment is undertaken for all students and is used effectively to identify students' levels of attainment. […] Students' individual needs are assessed regularly, achievements carefully recorded, and individual targets identified and updated in order to inform teaching plans and students' progression. Manchester College of Arts and Technology

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Teaching and learning in literacy and numeracy lessons are consistently very good. Teachers develop very detailed lesson plans which identify clear learning objectives for each student. Each student has an individual learning plan with a programme of work derived initially from a thorough diagnostic assessment. Learning plans are clear and detailed, with challenging individual goals. All learning targets are mapped to the national standards. […] Most lessons include an excellent range of student activities, with groupwork, paired exercises and individual work used effectively by teachers to enable students to achieve their learning goals. The preferred learning styles of the students are taken into account in planning lessons. In one lesson, the teacher used a PowerPoint presentation to give a good visual example of fractions. Knowsley Community College Initial assessment and support systems for students on courses at Level 2 and below are very good. Diagnostic assessment of students on Skills for Life courses is effective and leads to well-written targets on individual learning plans. A strong, well-qualified team of tutors effectively manages the process of initial assessment and additional support. Students receiving additional support have the opportunity to achieve certification through the national tests. Knowsley Community College Most teaching is very good and some is outstanding. Lessons are well planned and effective in meeting the specific identified needs of individual students. Students learn well from activities closely linked to their interests and needs. Teachers make high demands on students whilst being supportive. Individual needs are met effectively through good use of activities to meet the needs of different learning styles. Small groupwork and individual work is well organised and combined with whole-class teaching. Students learn well from each other and acquire skills which they apply in their college courses and everyday life. Lessons are conducted at a brisk pace and students demonstrate enthusiasm and actively engage in their learning. South Downs College There is excellent use of assessment to support and motivate students. Students agree clear and specific learning targets which are recorded in detailed individual records. Teachers make particularly good use of initial and diagnostic information to select appropriate teaching methods and teaching is explicitly linked to the achievement of the identified individual targets. Students demonstrate a clear understanding of how tasks completed in lessons relate to the progress they are making towards achieving learning targets. South Downs College 70

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Lessons are well planned and supported by schemes of work which take account of the core curriculum standards. In the best lessons, the pace and range of activities are good. For example, teachers use electronic whiteboards and computers during lessons to illustrate spelling patterns, word formation and to show video clips to stimulate discussion. In most lessons, teachers take every opportunity to extend students' vocabulary. Teachers give clear explanations of more difficult concepts and help students to develop skills for independent study. Southwark College Most teaching is very good and some is outstanding. Lessons are well planned and effective in meeting the specific identified needs of individual students. Students learn well from activities closely linked to their interests and needs. Teachers make high demands on students whilst being supportive. Individual needs are met effectively through good use of activities to meet the needs of different learning styles. Small groupwork and individual work is well organised and combined with whole-class teaching. Students learn well from each other and acquire skills which they apply in their college courses and everyday life. Lessons are conducted at a brisk pace and students demonstrate enthusiasm and actively engage in their learning. South Downs College Teaching and learning are very good. Key skills lessons are particularly well planned. The pace is lively and skills are linked effectively to the vocational area. Students are motivated and enthusiastic and work productively. A wide variety of teaching methods is used. Learning mentors play an integral part in each lesson. Assignments are linked to key skills lessons, with topics and themes relevant to the students' vocational area. There is very good access to ICT within the college. In a communication lesson, students evaluated their own presentations. They identified that use of a software presentation package had helped them to organise their ideas and deliver a clear message. South Cheshire College Teachers have high expectations of learners. They support learners in building their confidence to undertake new tasks. In the best lessons, teachers and support assistants praise the achievements of learners, but also challenge them to make choices or to explain their understanding. South Cheshire College

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE TEACHING, TRAINING AND LEARNING?

Additional support is outstanding and enables students to achieve very well in key skills and in other areas of learning. Support is delivered in a sensitive and flexible way, taking account of preferred learning styles. Staff plan together to meet the needs of students with different abilities. Support staff prepare adapted materials and provide pastoral support. South Cheshire College Teachers are well qualified and trained. Some 40 teachers are undertaking specialist Level 4 training in literacy or numeracy. ESOL teachers bring with them a rich variety of experience of teaching and work in other contexts. Resources are excellent. Good resources are used effectively in most lessons. Newcastle College Resources for the teaching of literacy and numeracy are very good, both at the main college sites and at community venues. Literacy and numeracy courses are timetabled in good classroom accommodation as well as in the excellent and well-equipped learning resource bases which are used for drop-in workshops for adult Skills for Life students. These are equipped with computers with Internet access and appropriate learning programmes, together with practical mathematics equipment and well-designed worksheets. Teachers integrate the use of computers effectively and students are encouraged to use the wide range of software available. The team of full-time, well-qualified teachers is highly committed and provides very effective support to students. Skills for Life champions, trained and mentored by the Skills for Life coordinator, have responsibility for improving the capability of vocational course teams to provide literacy and numeracy support. Knowsley Community College

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

THE QUALITY OF PROVISION

Photo courtesy of ©Istockphoto.com

3. How well do programmes and activities meet the needs and interests of learners?

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

3: HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS? Effective practice that secures continuous improvement is evidenced by:

•

the extent to which courses or programmes match learners’ aspirations and potential, building on prior attainment and experience

•

how far programmes or the curriculum meet external requirements and are responsive to local circumstances

and, where appropriate, by:

• •

the extent to which employers’ needs are met the extent to which enrichment activities and/or extended services contribute to learners’ enjoyment and achievement.

Supporting evidence could include:

• • • •

planning documents which match provision to known local need innovative programmes targeted at under-represented learners with literacy, numeracy and ESOL needs flexible delivery methods that enable learner choice comprehensive initial assessment procedures that identify the full range of literacy, numeracy and ESOL learning need among learners

•

planning and delivery systems that meet the full range of literacy, numeracy and ESOL learning need among learners

•

induction and learning activities that build on the experience and understanding that learners bring

•

embedded literacy, numeracy and ESOL provision that is vocationally relevant and based on an audit of vocational course skill demands

•

partnership activities that promote literacy, numeracy and ESOL provision to new groups of learners

•

partnerships with schools, voluntary and community organisations and employers that generate new opportunities for literacy, numeracy and ESOL development

•

partnerships with employers that relate Skills for Life learning to the demands of the workplace and develop the skills of employees

•

a widening participation strategy that recognises the importance of literacy, numeracy and ESOL provision in extending successful participation to all

•

marketing activities that target prospective literacy, numeracy and ESOL learners and aim to attract new learners Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

•

promotional materials that highlight the literacy, numeracy and ESOL support available to all college learners

•

information, advice and guidance activities that are tailored to prospective literacy, numeracy and ESOL learners

• •

progression from first-rung provision that shows learners are achieving their goals engaged and interested learners who are both challenged and supported.

IN EFFECTIVE SELF-ASSESSMENT, HOW FAR SUCCESS IN ADULT LITERACY, NUMERACY LEARNERS’ NEEDS AND INTERESTS ARE AND ESOL PROVISION IN THE FE COLLEGE MET IS EVALUATED BY THE EXTENT TO CONTEXT MEANS… WHICH… 3.1

learners have access to an appropriate range of courses or programmes and, where appropriate, achieve suitable qualifications.

3.1.1 there are effective mechanisms to identify local needs including an active partnership network. 3.1.2 colleges demonstrate active strategies to engage under-represented groups of learners. 3.1.3 there are comprehensive initial assessment procedures, which identify the full range of literacy, numeracy and ESOL learning need among learners. 3.1.4 all learners have opportunities to develop their literacy, numeracy and ESOL skills either through discrete provision or as an integral part of their main programme. 3.1.5 an audit of the language and number skills required for success on vocational and academic courses is used to plan for relevant skills development. 3.1.6 all learners following substantial programmes have the opportunity to prepare for Skills for Life or key skills qualifications. 3.1.7 there is a wide range of literacy, numeracy and ESOL learning opportunities – full time, part time and in the evenings; on-site, in the workplace and community-based; embedded and discrete.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

the curriculum or an individual programme of work is planned and managed effectively to provide coherence and progression.

3.2.1 the core curricula are used as a common planning and delivery tool for discrete programmes, embedded literacy, numeracy and language, key skills and additional learning support. 3.2.2 all staff teaching or supporting a learning programme understand the literacy, numeracy and ESOL needs of the learners and use appropriate teaching and support strategies. 3.2.3 all staff teaching or supporting a particular learner understand and contribute to the development and achievement of that learner’s individual learning plan (ILP). 3.2.4 there is clarity about the language and number demands of vocational or other learning programmes and about the ways that learners will be enabled to meet these. 3.2.5 learning resources are accessible and easily used by learners to extend their own learning. 3.2.6 learners actively contribute to the learning process and influence targetsetting and evaluation processes.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

the curriculum or programmes of work are socially inclusive, ensuring equality of access and opportunities for learners.

3.3.1 learning activities build on the diversity of experience and understanding that learners bring. 3.3.2 learning is inclusive and responds to diverse individual learning needs. 3.3.3 learning managers are alert to particular needs that may impact on learning such as religious observation or caring commitments. 3.3.4 learners in all curriculum areas have the same entitlement to basic or key skills development and to additional support with literacy, numeracy and ESOL.

3.4

3.5

learners have the opportunity to broaden their experience and enhance their personal development through a suitable variety of enrichment activities.

3.4.1 enrichment activities allow learners to develop and apply their skills in new contexts and through new roles.

programmes of work take account of community and employer needs.

3.5.1 Skills for Life teams work with employers and community organisations to identify the precise literacy, numeracy and language needs arising from their activities.

3.4.2 enrichment activities provide opportunities for learners to develop their personal effectiveness and selfreliance alongside literacy, numeracy and ESOL skills.

3.5.2 there are well-developed mechanisms for identifying particular employee or employer literacy, numeracy and language needs and for planning programmes to meet these.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

continued

3.5.3 appropriate and tailored literacy, numeracy and language and key skill programmes are offered in the workplace and community settings. 3.5.4 programmes are developed and evaluated with community and employer partners.

3.6

legal requirements in relation to religious education and collective worship are fulfilled where they apply.

3.6.1 the college provides for the faith needs of learners, including a room for prayer and reflection.

3.7

multi-site provision and resources are effectively integrated to give a coherent programme of learning.

3.7.1 where learners work across sites or are engaged in off-site activities, such as work placements, activities are carefully logged and tracked in their ILPs.

3A: HOW TO ACHIEVE SUCCESS IN MEETING THE NEEDS AND INTERESTS OF LEARNERS Skills for Life teams are often leading the challenge to attract new and under-represented groups of learners. It is well-known that those who have done well in the education system are most likely to continue learning throughout their lives, and that those who have not may want to avoid learning in adult life. Engaging hard-to-reach learners is likely to mean working with partners and intermediaries. The direct appeal, however attractive and well-targeted the marketing, is not always going to be effective. Colleges need to work with and through other organisations, such as community groups, employers and support agencies that have established a relationship with potential learners, and in contexts in which improving language and number skills seems worthwhile. Partnership working can present plenty of difficulties. Partners have different priorities. They plan and work to different timescales. They find it hard to understand college funding systems. Working in partnership can be both messy and risky, and many community groups do not 78

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

operate the same kinds of planning, record-keeping and quality assurance regimes that colleges have developed. Perhaps most importantly, college teams need to tailor their Skills for Life offer to the needs of each community group, employer or service. This requires teams to be sensitive, flexible and resourceful. Bringing learning to the community and building the community into learning Outreach literacy, numeracy and ESOL provision should be taught in a range of community locations. What these are will depend on the nature of the local community. One college includes among its partners:

• • • • • • • • •

alcohol recovery projects carers’ associations community centres Foyers for young homeless museums supermarkets refugee centres primary schools young mothers’ projects.

Successful providers build partnerships with organisations that are already working with groups under-represented in the college. Opportunities to use their skills in community placements can motivate learners to reach new levels of achievement. This may be particularly relevant for younger learners. Those who have seen themselves as a failure at school can blossom through the chance to contribute. One example of community placement is the Millennium Volunteer programme, which operates countrywide and supports thousands of young people who are working in community settings. Some successful examples appear in Section 3B of this Guide. Millennium Volunteer schemes have good support systems in place, meaning colleges can use them to extend the opportunities for younger learners without taking on all the work of managing the programmes. Such placements are often the trigger to language work and communication skills in particular. They also enable learners to develop and demonstrate the generic skills that all employers want, such as punctuality, initiative and team-working. So community volunteering can also be very helpful in allowing learners to meet their broader progression goals.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

Engaging employers Meeting employer needs is perhaps the biggest challenge currently facing FE providers. In many colleges, enterprise and business-link units are not well connected to the college’s literacy, numeracy and ESOL teams. Yet the skills strategy prioritises the national need for ‘foundation skills for sustainable employment’ and improved employee skills in literacy and, especially, numeracy. Of the 7 million adults with skills needs, half are in employment. As industries evolve, and as individuals get older, those without literacy, numeracy and ESOL skills are increasingly vulnerable. The literacy and numeracy skills gap may be costing business and Government £10 billion a year, and it can cost individual workers their livelihood. An inclusive and responsive literacy, numeracy and ESOL offer needs to include the specific skills required in the workplace. Colleges that are building up their experience of workplace provision might want to start with their own employees and those of companies to which they outsource services. The Government‘s drive to raise the national skill profile means that there is now a range of people who will work with colleges to engage employers and tackle Skills for Life needs. Initiatives include:

• • • •

brokerage schemes run by local LSCs and some other local partnerships Train to Gain and other funding programmes designed to draw learning and skills provision into the workplace. Although largely targeted at achievement at Level 2, the opportunities to embed Skills for Life learning are significant and should be part of colleges’ employer engagement strategies union learning representatives and Skills for Life advocates Move On regional advisers.

You may also find opportunities to work with or through:

• • •

sector skills councils the Investors in People programme public sector organisations, including primary care and hospital trusts and your local council.

Effective partnerships with employers start by getting agreement that there is a learning need. College staff who are teaching literacy, numeracy and ESOL know the range and sophistication of the coping strategies developed by those with literacy and numeracy difficulties. Many do much more than get by and they can be very effective in an established role. This means that the skills that are needed will only be revealed indirectly: a reluctance to train, go for promotion or use new procedures or technologies. The skills gap will still hit profits through inflexible practice, poor communication and high wastage. Employers need to be convinced of the business case for investment in training. Train to Gain provision offers an opportunity for raising awareness of these essential skill needs in the workforce. Employers may be persuaded to recognise the need but they will not see the 80

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

value of literacy, numeracy and language learning unless it is tailored to their business. Each workforce, and each work role within it, will use language and number skills in a particular way. These vary according to the type of business, the technical tasks undertaken, the interaction with customers, the reporting systems and so on. An off-the-shelf literacy, numeracy and ESOL programme won’t have the impact an employer would be right to expect. The starting point must be a job and task analysis that pinpoints the language and number demands of the role and the contexts in which the skills will be applied. Staff in colleges have plenty of guidance and expertise to draw on here:

• • •

their own experience in conducting course language and number skill audits college-based experience of training needs analysis the training tools in the Skills for Life Employer Toolkit.

Once the training needs of the company have been agreed, delivery models also need to be flexible. Individual employees may also want to learn in different ways. Colleges can offer:

•

dedicated literacy, numeracy and ESOL programmes with a workplace focus, for example, dealing with customer complaints and stock audits

•

integrated programmes that teach literacy, numeracy and language skills alongside technical training, for example, induction to a new work role or process

•

company-based learning centres providing drop-in support and e-learning resources, including learndirect

•

training for supervisors or workplace mentors to teach them to provide peer support.

Whatever model is decided upon, there need to be agreed learning outcomes for the programme as a whole and individual learning plans that frame each employee’s route to these outcomes. Some programmes may require college staff to be flexible, for example by going out to the workplace and fitting in with unsocial working hours, and provision needs to be made for these circumstances.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

3B: WHAT IS ‘SUCCESS’ IN MEETING THE NEEDS AND INTERESTS OF LEARNERS? Keeping it in the family A college with a longstanding and very successful partnership with the local LEA has worked with it to develop a highly effective family literacy scheme. The parents and children work independently but they also work together and parents in particular are very interested in the ways that their children are developing through the scheme. Teachers have therefore developed a joint ILP that belongs to the family rather than to the individual child or adult. This recognises the ways that families will work together to support individual progress. Parents are very pleased to be closely involved with the improvements made by their children. The teaching team has also found the adults to be increasingly ambitious for their own learning. They are happy, for example, to make reading books with their children – but they want to settle down to serious study when they’re on their own. Taking learning to the learner People in the Travellers’ community can be particularly hard to reach. One college has linked up with its local Sure Start team and drives up to the caravan park in a double-decker bus to offer learning alongside play facilities. Skills for Life learning has to fit with personal aspirations. There is a tradition of casual, seasonal work that doesn’t demand literacy and numeracy skills. Many young men are happy to continue to work in this way so the team hooked many of them into learning through their need to pass the driving theory test. In a different context, many offenders embark on learning while in prison but don’t continue on release. One inner-city probation service worked with the local college to make sure learners could pick up where they left off and continue to progress. Although distance and travel were not a problem, they found these learners were very reluctant to study in the college itself. They didn’t feel ready to take that step. The college simply moved the learning into the probation office where everyone felt much more comfortable. Some of the learners now spend some time in the college itself but still work with the original group. In a third case, a Community Learning Programme was developed in conjunction with the Youth Service and targeted at vulnerable and disaffected young people not in education, training or employment. Most have disrupted schooling and would not go near a mainstream course. Literacy and numeracy skills are embedded in personal development activities and delivered in a local pub. Volunteer schemes offer real opportunities for Skills for Life learners to apply and build their developing skills, as in the following examples. Building learning into real lives Dimitri is a 17-year-old ESOL learner originally from Kosova. He has achieved his Millennium Volunteer award through 200+ hours of working with the Police Community Liaison team. Sandra is an 18-year-old learner who is improving her literacy, numeracy and language skills on a Level 1 vocational programme. Through the Millennium Volunteer programme, she helps pupils at her local primary school with their reading. She has received a day’s training with a local organisation called Reading Together. 82

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

Shazia is a 21-year-old learner who has dyslexia. She is studying on a discrete literacy, numeracy and language skills course at her local college. Recently, Shazia volunteered to help in a local school for children with special needs. Reaching learners at the workplace Construction sites in London are employing an increasing number of workers from Eastern Europe. The poor language skills of these workers are a risk to health and safety and are certainly a barrier to promotion. One college’s Trade Union Studies Centre is working with unions and construction companies to provide ESOL course activities that focus on reading and writing for health and safety purposes and on speaking and listening for workplace interaction. An important part of the workplace interaction element is about tackling racism and this has been built into the course. Employers are not the only potential partners for colleges setting up workplace programmes for literacy, numeracy and ESOL, as the following example shows. Reaching learners through their union The Union Learning Fund provides government money to support workplace learning. Union learning representatives advise and encourage their colleagues to take up learning opportunities. One Trade Union Studies Centre based at a college works with union learning representatives from the Civil Service union, PCS. The Baseline course was developed in partnership with the PCS for cleaners and security staff at the Natural History Museum. It uses form-filling and simple reportwriting tasks that are actually required of workers at the museum to develop their literacy skills. Laptops are provided and learners also use some of the learndirect literacy modules. Learners find that their studies are highly relevant and that they help them with day-to-day tasks. Adapting the college workforce to meet wider workforce needs One college has appointed three Skills for Life Workforce Development Coordinators to work alongside their established employer training wing. These are people who come from a customer service or project management background rather than teaching. They bring a range of partnershipbuilding and liaison skills and are able to open doors and make the first ‘pitch’. They work closely with Skills for Life specialists and are trained to help employers understand their workforce Skills for Life needs and all the ways that businesses and employees can benefit from training. The college offers tailored training and ready-made programmes from help with stocktaking to preparation for NVQ. Almost one-third of the Skills for Life offer is now delivered on employer premises. Planning ahead Another college has recently appointed a Workplace Skills for Life Manager. This new postholder will take on an existing portfolio of employer-based work. Much of this is working with very small employers in fast-changing and sometimes vulnerable employment sectors. The college has found a high level of Skills for Life needs in the companies it partners through Train to Gain. It recognises that this is an important growth area and feels it is investing for the future.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

3C: HOW IS SUCCESS IN MEETING THE NEEDS AND INTERESTS OF LEARNERS RECOGNISED? The following extracts from inspection reports illustrate effective practice in meeting the needs and interests of learners. Adult literacy and numeracy classes take place in schools, community centres and shopping malls. Some classes meet the needs of particular groups, including the Travellers' community. Family learning is based in local primary schools. The college also works in partnership with local employers. Very good teaching and learning were observed in an aluminium smelting factory. Employees are supported to attend lessons for literacy using ICT, during their shifts or as overtime. The small group of men and women were totally absorbed in the activity of using publishing software to make a greetings card. The uninspiring environment did not deter them and they worked collaboratively, making suggestions and helping each other. South Cheshire College The college has created a wide range of opportunities for adults to access Skills for Life courses. In addition to the provision at the college’s main sites, students can develop their literacy and numeracy skills at a large number of community outreach centres: through family literacy programmes, in several learning shops in local towns and through courses delivered on employers' premises. However, evening class provision is very limited. The college is proactive in seeking to engage hard-to-reach adults. An innovative ‘hit squad’ delivers short taster courses in the community. Schemes of work for pre-vocational courses and leisure courses within the adult and community education college have been mapped to Skills for Life standards. Students' literacy and numeracy skills are assessed on entry to these courses and support is given where appropriate. Knowsley Community College The college's commitment to widen and develop the curriculum has helped students to progress onto mainstream courses. This has resulted in effective collaborative teaching and planning between vocational staff in, for example, beauty therapy, business and catering, and ESOL staff. In one excellent pedicure lesson for ESOL students, excellent opportunities were provided both to learn about foot care problems and to develop language skills and widen vocabulary. Newcastle College

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

There are very effective and successful links with local communities and employers to encourage new students into learning. Lessons are established in local settings near to where people live or where they work in response to employer and employee needs. For example, parents and carers learn in family literacy lessons at their children's school. Lessons set up with the support of local employers help students develop their writing skills for work. For example, care workers develop their report writing skills to help them record better care plans. South Downs College The range of courses at different levels and at different times is very good and meets the needs of the local community. There is a good choice of courses with vocational options such as beauty therapy, digital photography, business, first aid, and ’first steps’ in childcare. These courses combine vocational aspects and language teaching to enable students to progress to higher levels of study. Courses are well designed to appeal to students who have not attended college before. Home tuition by volunteers trained by the college is available for those students who are unable to attend classes because of, for example, disabilities or childcare difficulties. City and Islington College The curriculum area has been very successful in developing partnerships with the local schools and the borough council. Learners have access to excellent resources. A van and driver takes laptop computers to different sites and provides technical support when required.. Bolton Community College There are strong links with local schools and other partners. There are very wellestablished links with the local press, resulting in regular newspaper articles on learners’ achievements. Imaginative projects have been initiated with local employers to teach Skills for Life in the workplace. Evesham and Malvern Hills College Efforts are made to make learning relevant. In a community school location, the learners, all parents of children at the school, had produced interesting and welldesigned poetry and cookery booklets to share with their children. North East Worcestershire College

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL DO PROGRAMMES AND ACTIVITIES MEET THE NEEDS AND INTERESTS OF LEARNERS?

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

THE QUALITY OF PROVISION 4. How well are learners guided and supported?

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

4: HOW WELL ARE LEARNERS GUIDED AND SUPPORTED? Effective practice that secures continuous improvement is evidenced by:

•

the care, advice, guidance and other support provided to safeguard learners’ welfare, promote their personal development and help them achieve high standards

•

the quality and accessibility of information, advice and guidance to learners in relation to courses and programmes and, where applicable, career progression

•

the extent to which the provision contributes to learners’ capacity to stay safe and be healthy.

Supporting evidence could include:

•

policies, plans, procedures and organisation charts that set out a coherent and learnercentred framework for the management and development of all support services

• •

clearly stated learner entitlements relating to Skills for Life learning opportunities information about a range of local literacy, numeracy and ESOL provision that is comprehensive, accurate, current and accessible

•

welcoming, accessible advice and guidance that is well informed and sensitive to the needs of literacy, numeracy and ESOL learners

•

the availability of information, advice and guidance in alternative formats and community languages

•

admission and course placement procedures that ensure a good fit between the literacy, numeracy and language skills of applicants and the language and number demands of courses

•

guidance to tutors (such as a Tutor Handbook) and records of tutor training (including induction for new tutors) that set out clearly the way in which the literacy, numeracy and language needs of learners will be identified and met

• •

performance management and quality assurance systems for tutoring anticipatory arrangements for the delivery of support, placing support staff within course teams in recognition that certain courses will attract higher numbers of learners with support needs

•

support arrangements with the capacity to meet the Skills for Life learning needs of learners with a variety of disabilities and sensory impairments and evidence of their impact

•

induction arrangements that highlight opportunities for learners to develop their literacy, numeracy and language skills

•

induction activities that profile learning goals, preferences, strengths and needs, including literacy, numeracy and language skills, to inform individual learning plans

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

•

records of skills checks, diagnostic and referral systems that show that learners who need additional support receive it promptly and that progress is systematically monitored

•

liaison records showing that teachers on support and main programmes work closely together to ensure that support is relevant and effective

•

clear procedures for managing attendance and punctuality and records of effective intervention where problems arise

•

career and progression guidance, including that provided by the local careers service, that meets needs of literacy, numeracy and ESOL learners using appropriately trained staff and guidance resources that are accessible and appropriate for literacy, numeracy and ESOL learners

•

the use of work experience to develop and evidence achievement in literacy, numeracy and ESOL

•

guidance and counselling staff trained to meet the particular needs of literacy, numeracy and ESOL learners

•

personal support records that show that services are well-used by literacy, numeracy and ESOL learners

•

partnership agreements and relationships with external support agencies that are sensitive to the needs of literacy, numeracy and ESOL learners.

IN EFFECTIVE SELF-ASSESSMENT, THE QUALITY OF GUIDANCE AND SUPPORT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

4.1

4.1.1 the role of the personal tutor is well defined and tutors help learners make effective use of college support services.

support arrangements are planned and managed coherently.

4.1.2 support is well publicised and easily accessible. 4.1.3 learners are clear about the services available to them. 4.1.4 promotional and induction materials take account of the needs of literacy, numeracy and ESOL learners. 4.1.5 literacy, numeracy and ESOL learners have easy access to support services and find them welcoming. Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

IN EFFECTIVE SELF-ASSESSMENT, THE QUALITY OF GUIDANCE AND SUPPORT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

4.1

4.1.6 support staff are trained to meet the particular needs of literacy, numeracy and ESOL learners.

continued

4.1.7 there are clear referral and follow-up procedures for support services. 4.1.8 services are designed to encourage learners to disclose particular needs and to have confidence that information will only be used to design effective programmes of support. 4.1.9 liaison between the course team and those providing ongoing support is regular and systematic. 4.1.10 support services work closely with other agencies and share appropriate information to provide a network of support. 4.1.11 where possible, support services are externally quality assured. 4.1.12 support staff are appropriately qualified and their roles and responsibilities are clearly defined.

4.2

impartial guidance enables learners to choose the course or programme which is right for them.

4.2.1 learners receive accurate and timely information about all local opportunities to improve their literacy, numeracy or ESOL skills. 4.2.2 learners are able to have a confidential interview to discuss their learning needs, career and progression goals and any individual circumstances that might affect their choice of programme.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

IN EFFECTIVE SELF-ASSESSMENT, THE QUALITY OF GUIDANCE AND SUPPORT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

4.2

4.2.3 staff providing educational guidance understand the national standards and their relationship to types and levels of provision.

continued

4.2.4 staff providing educational guidance understand the particular needs of ESOL learners and the equivalence of qualifications gained in the learner’s country of origin.

4.3

careers education and guidance are effective in guiding learners towards opportunities available to them when they have completed their studies or training.

4.3.1 there is a clear focus on progression on all literacy, numeracy and ESOL programmes. 4.3.2 progression goals are clearly identified in individual learning plans (ILPs) and progression is considered in agreeing learners’ targets. 4.3.3 progression rates and destinations for Skills for Life learners are measured and used to influence programme planning. 4.3.4 literacy, numeracy and ESOL learners are well informed about opportunities for further study and employment. 4.3.5 the college’s service level agreement with the local careers service ensures that the needs of literacy, numeracy and ESOL learners will be met by appropriately trained staff.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

IN EFFECTIVE SELF-ASSESSMENT, THE QUALITY OF GUIDANCE AND SUPPORT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

4.4

4.4.1 expectations about punctuality and attendance are made clear to learners at induction.

procedures are in place for recognising poor punctuality, non-attendance and poor performance early and for taking appropriate action.

4.4.2 there are effective systems for reporting and tracking poor punctuality, attendance and performance. 4.4.3 poor punctuality and attendance and other issues of concern are promptly followed up with the learner and with the parents or carers of younger learners.

4.5

induction programmes enable learners to settle into their programmes quickly, to understand their rights and responsibilities and the demands of the course or programme.

4.5.1 induction helps learners understand and use the course, college, peer and personal resources available to support their learning. 4.5.2 induction makes clear what the college expects of the learner and what they can expect of the college and its staff. 4.5.3 induction presents learners with opportunities to contribute to college life and become involved in a wide range of enriching and challenging activities to which they can apply their skills as they develop.

4.6

individual learning needs are accurately 4.6.1 schools, families and other interested diagnosed and learners receive effective parties are used to help determine additional support throughout their support needs on entry. studies or training. 4.6.2 initial assessment provides an accurate assessment of learning needs and, where necessary, triggers a prompt referral to additional support.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

IN EFFECTIVE SELF-ASSESSMENT, THE QUALITY OF GUIDANCE AND SUPPORT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

4.6

4.6.3 clear referral and self-referral systems encourage early identification of learners needing support.

continued

4.6.4 support needs are anticipated and preparation made for incoming cohorts of learners with a high likelihood of need for additional arrangements. 4.6.5 support is offered promptly to all those learners identified as needing it. 4.6.6 learners understand why they are receiving support, agree the support plan and can describe their progress and its benefits. 4.6.7 additional learning support is flexibly delivered and provides a planned and structured programme of skills development that is linked to the demands of the main programme and to the core curricula. 4.6.8 there is systematic liaison between teachers on the main programme and those providing additional support. They work closely to develop, review and update the ILP and to monitor progress.

4.7

learners have effective personal support to help them complete their course or programme, including access to specialist support services.

4.7.1 each learner has a tutor who is clear about his or her responsibilities and the help and support that can be made available to the learner. 4.7.2 learners make use of a range of services dealing with personal, financial and practical obstacles to learning.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

IN EFFECTIVE SELF-ASSESSMENT, THE QUALITY OF GUIDANCE AND SUPPORT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

4.7

continued

4.7.3 guidance services meet Guidance Accreditation Board standards and staff are trained to meet the particular needs of literacy, numeracy and ESOL learners.

4.8

guidance and support are sensitive to equality of opportunity.

4.8.1 staff providing programme information and educational guidance have access to interpreting services as needed. 4.8.2 learners with disabilities or particular needs have access to appropriate support from initial interview onwards.

4.9

partnerships with other providers and relevant agencies involved in advice and guidance are effective.

4.9.1 college-based services work with external partners to meet a wide range of learner needs. 4.9.2 the college can help learners to access a range of specialist external support. 4.9.2 formal agreements with external partners ensure that the needs of literacy, numeracy and ESOL learners are known and met.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

4A: HOW TO ACHIEVE SUCCESS IN GUIDANCE AND SUPPORT In the best practice, effective guidance and support systems are tied to the curriculum, and course teams are fully aware of what is available. This means:

•

support services anticipate incoming support needs and work closely with course teams to adapt and prepare provision for new cohorts of learners

•

there are clear and well-used communication channels between the support services and teaching teams

•

support services are well briefed and regularly updated about teaching and curriculum developments

•

support services are clear about particular learner needs and they meet these sensitively and effectively

•

tutors and course teams know exactly what kinds of support their learners would benefit from and how they can access it

•

the process for tutors and course teams to refer learners for support is clear and well known to all

• •

course tutors receive regular reports about learner progress

• •

support services work well together and learners are not passed between different providers support services measure their success against learner outcomes support services collect and analyse learner and tutor feedback in order to evaluate their service.

Cross-college support teams (based, for example, in information, counselling or learning centres) should consider the following principles when guiding and supporting literacy, numeracy and ESOL learners:

•

there are clear responsibilities within the team for liaising with literacy, numeracy and ESOL teaching teams

•

there is good awareness of the level of literacy, numeracy and ESOL need in the college and in the local community

•

there is good awareness of the Skills for Life strategy and the national standards for literacy, numeracy and ESOL

•

team members have received appropriate accredited training through the specialist Skills for Life qualifications

•

staff are clear about the way the service can help learners to meet the standards, for example, by providing information about relevant learning opportunities, loaning laptops to dyslexic learners or offering software mapped to the numeracy curriculum Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

•

opportunities to develop Skills for Life are adaptable for learners with disabilities and/or sensory impairments

• •

publicity about the service is accessible to literacy, numeracy and ESOL learners

•

there are staffed learning centres dedicated to language and number development and they include different modes of provision, including workshops, key skill centres, support zones etc

•

relevant staff training is in place that is tailored to the particular needs of dyslexic learners, bilingual learners and those with learning difficulties and/or disabilities

•

link staff are offered the opportunity to study specialist literacy, numeracy and ESOL qualifications at Levels 2 or 3

• •

accommodation is appropriate and includes, for example, confidential interview rooms

•

links are made to a wide range of external services that are relevant to literacy, numeracy and ESOL learners, including, for example, refugee support groups or publishers of literacy, numeracy and ESOL materials

•

the take-up of support by literacy, numeracy and ESOL learners is systematically and regularly evaluated

•

learning outcomes for learners receiving literacy, numeracy and ESOL support are measured

•

the views of literacy, numeracy and ESOL learners and their teachers are collected and analysed in order to deliver continuous improvements to the support service.

service systems, for example, library catalogues or guidance booking systems, can be accessed by literacy, numeracy and ESOL learners or they are given appropriate support to help them use these facilities

resources are available to meet the needs of literacy, numeracy and ESOL learners and includes, for example, Entry Level book stock

Attracting new learners Outreach information, advice and guidance (IAG) services for literacy, numeracy and ESOL opportunities need to be targeted at under-represented groups and provided in a variety of locations. These will differ according to the nature and needs of the local community. Increasingly, colleges are finding that they can best reach new learners by working through intermediaries and partners. This might mean employing specialist outreach workers or developing a close working relationship with partners who are already well linked into particular local communities.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

Photo courtesy of ©Istockphoto.com

Another useful link is the union learning representatives who support a huge range of workers, many with literacy, numeracy and language needs. Union learning representatives are often well-informed about the national Skills for Life strategy and its implication for the workplace. This means they are able to advise on learning opportunities and career progression for members who want to improve their literacy, numeracy or ESOL skills.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

Identifying particular needs All colleges need clear processes for supporting learners with disabilities. Many people with disabilities and/or sensory impairments have Skills for Life learning needs, often compounded by their disability. Support work for learners with these requirements should not focus merely on their disability, but on effective strategies for accelerating their learning. Partnership work with disability agencies, schools and families should focus on preparations for transition into college life and ensure support is available as the learner arrives in the college. Applicants should be invited to tell the college about any disability or particular learning need and be offered ongoing opportunities to disclose support needs. Applicants need clear and easy opportunities to identify the kind of support they need at interview or during assessment. There needs to be good communication and liaison between the admissions tutor or equivalent and course teams. Learners must also be confident that information about their support needs will be used only to ensure that these needs are met. Training for teaching and support staff should enable them to anticipate particular needs so that the applicant can be sure that appropriate support will be in place when their programme begins. A support plan should be negotiated with the learner. Preferably, a named coordinator will provide specialist support and will help the course team to adapt the provision to meet the needs of the learner. The learner’s support should be tracked throughout their time at college. There will also need to be ongoing opportunities to trigger support for those who did not disclose a need at application or entry. The right start Successful providers know that every literacy, numeracy and ESOL learner needs to get off to a good start in their learning. They provide a clear framework for induction, which includes:

• • • • •

an agreed statement about the purpose and nature of induction

•

an understanding of the college’s responsibilities to the learner – and the learner’s responsibilities to the college

•

a survey to check learners’ views of induction.

a toolkit of college-wide resources and support that teachers can use to support learners activities that teachers can tailor to individual learners according to their level of ability a procedure and resources to use with late enrolees a checklist which learners complete and sign to show that the induction objectives have been met

All induction resources need to be adapted for learners at the earlier levels of the literacy, numeracy and ESOL curriculum. Successful providers also see induction as an opportunity to get learners writing and thinking about their personal learning goals.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

Tackling poor timekeeping Work-ready skills overlap with personal skills and it is important to monitor punctuality and attendance, and to tackle any problems as soon as they arise. These kinds of issue, along with other behavioural challenges, may well be the focus for target-setting within the learner’s ILP. Effective support for learners includes the use of attendance and punctuality procedures that log lateness or non-attendance. These should fit the needs of particular groups of learners. Peer support Wherever possible, learners should be trained and resourced to provide support to each other. Peer support is mutually beneficial, both for learners who take responsibility for helping their classmates, and for the learners who are assisted in this way. Peer support can take a number of different forms, including mentoring, ‘study buddying’, help at college open days from existing learners and personal one-to-one support. Planning for the future Career and progression planning itself can help learners develop their literacy, numeracy and ESOL skills through activities such as:

• • • • • • • •

researching jobs and training opportunities looking at labour market trends interviewing employers and employees presenting their findings making applications preparing for mock interviews assessing themselves against the entry criteria assembling evidence to show that they meet the entry criteria.

Support through partnership Every college will have formal partnerships with support agencies such as careers services. Successful providers ensure that the partnership agreements with such agencies specify the nature and level of support that will be provided to literacy, numeracy and ESOL learners with particular needs. They develop additional productive partnerships with targeted agencies such as refugee groups, health teams or specialist projects to enable the college to reach vulnerable and excluded groups and to offer support which recognises and meets the particular needs of such groups.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

4B: WHAT IS ‘SUCCESS’ IN GUIDANCE AND SUPPORT? Close liaison between support and teaching staff means a prompt response to problems. Working together Subject tutors on a 16–18 programme were aware that one of their learners was displaying some unusual behaviour but were taken by surprise when this developed into a disturbing incident in class. They spoke to the Guidance Officer, who agreed liaison procedures to contact the GP and Community Mental Health Team to ensure that the learner received the right medical support. The college is in regular contact with the learner’s mental health worker and provides material for private study in preparation for the learner’s planned return to college. The other learners in the group were thrown by the incident and they received support from the Guidance team to talk it through and deal with the issues the incident had provoked for them. Learning support for specific learner needs such as dyslexia require the coordination of several strands of support, as in the following example. Joined-up dyslexia support All teaching and support staff receive dyslexia awareness training so they are able to spot learners who might need support in this area. Teachers are given a prompt sheet with indicators that trigger a dyslexia referral and are confident of making referrals. The college also runs an accredited Adult Dyslexia Support course to train both its own and external tutors. The college publicises its dyslexia support in appropriate venues to learners who can self-identify. During enrolment week, enrolment rooms are leafleted with a ‘Do you think you might be dyslexic?’ leaflet, and a helpdesk is open throughout enrolment to give advice and further guidance. The college’s Managing Dyslexia course, publicised through the community, is often a route into other college provision. All applicants who reveal dyslexia needs are invited to a two-day Preparation for Study programme before the start of their course. They are also offered a one-to-one programme with a dyslexia support tutor. On-programme, learners with dyslexia are strongly supported by the different services within the college. Dyslexic learners can borrow laptops loaded with voice recognition and Text Help assistive software from the learning centres. There is a Dyslexia Support Group facilitated by a member of the guidance staff. The college also runs Brain Gym classes to promote left/right brain coordination through exercise. Stimulating interest in learning Learners new to an Introduction to Computing course take part in activities designed to stimulate thinking about their aims and ambitions. Each learner completes a Personal Language History, beginning with a group discussion about the learners’ different language backgrounds. Each learner then goes on to produces an illustrated and word-processed report about their own language heritage. Many are of a very high quality. 100

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

Learners also write a letter to an old school friend, telling them about their hopes and first impressions on starting college. They are encouraged to reminisce about school experiences, and to say what will be different this time. Research skills are developed when each learner is asked to write a simple report about the Learning Centre, explaining what’s there, who can help, how you find things and what facilities are available. This also helps them identify the new skills they want to develop. These examples show how an innovative approach that learners will respond to can help to improve attendance and punctuality. Tackling low attendance and poor punctuality Teachers on fashion courses have found appropriate ways of tackling low attendance and poor punctuality. Strategies include:

• • •

sending out fashion postcards to learners with poor attendance celebrating the achievement of learners with 100 per cent attendance at the end of each term having an annual award for good attendance and punctuality.

The strategy has seen improved attendance rates among fashion students. ‘Blitz Week’ A course for under-19s has a ‘Blitz Week’ when tutors feel standards of attendance and punctuality are slipping. Letters go out to parents and learners before the week begins, reporting and commenting on punctuality, attendance and behaviour. Learners are warned that the Student Charter will be vigorously enforced during the week, and the college’s usual red card system is reinforced. Those learners with a red card have a corner cut off if they are late, if their mobile goes off in class, if they fail to ring in to explain absence or if they forget essential learning resources. Learners know that a red card with no corners will result in disciplinary action. That stage has yet to be reached during a Blitz Week. Peer support Support does not only come from the professionals: sometimes the most powerful support comes from fellow students. Support services can be key to making this happen. At one college, learners provide support to their peers through a number of roles, including:

• •

Enrolment Buddies – offering basic translation in community languages

• • •

Study Buddies – passing on their skills, for example in ICT

Welcome Teamers – supporting induction by showing potential and new learners around the college

Millennium Volunteers – supporting whole-college projects and links with other agencies Peer Mentors – giving personal support and dealing with individual and group barriers to success. Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

101

HOW WELL ARE LEARNERS GUIDED AND SUPPORTED?

4C: HOW IS SUCCESS IN GUIDANCE AND SUPPORT RECOGNISED? The following extracts from inspection reports illustrate effective practice in guidance and support. Students are provided with outstanding support and guidance. Signers, specialist dyslexia support and many other learning support services help literacy and numeracy students to participate fully in lessons. Community-based students are well supported to engage and continue in learning through the effective help of outreach staff, who provide good pre-course and post-course support. Support is provided with sensitivity and helps many adult students to take part in learning for the first time since leaving school. For example, students who do not have the confidence to join a group for lessons are provided with one-to-one support until their confidence has increased sufficiently to join the teaching group. All community-based students are invited to college via a free minibus to visit the gym, hairdressing and beauty courses and other college facilities; many make use of this facility. In 2003/04, 50 per cent of students progressed onto other courses, went into employment, gained promotion or changed their career. There are examples of students who have progressed to HE. South Downs College Guidance and support for students are outstanding. Students benefit greatly from the personal support they receive in lessons and individual tutorials. They speak highly of the attention they get. The results of the monitoring of the impact of the support students receive indicate that those students who receive support are more likely to be retained and achieve their target qualification. Newcastle College The range of provision is good and provides for a diverse range of students. Courses are available for students with various disabilities such as mental health and the profoundly deaf. There is collaborative provision with social services, the health service and schools. Southwark College Effective initial advice, guidance and support ensure that students are placed on courses at the right level. Admissions staff have a thorough knowledge of the curriculum offer. Students value the initial assessment process and the advice they receive before starting their course. Advice and guidance systems are organised efficiently. Students receive a high level of support from their teachers. Students' punctuality and attendance are routinely monitored. Regular tutorials are effective in helping students to overcome personal barriers to learning. City and Islington College 102

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

LEADERSHIP AND MANAGEMENT 5. How effective are leadership and management in raising achievement and supporting all learners?

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

5: HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS? Effective practice that secures continuous improvement is evidenced by:

•

the rigour and quality of the whole organisation approach to Skills for Life policy and strategy document which places the literacy language and numeracy entitlement of all learners, including staff, at the heart of all provision

•

the effectiveness with which performance is monitored and improved through quality assurance and self-assessment

•

how effectively leaders and managers at all levels set clear direction leading to improvement, and promote high-quality care, education and training

•

how well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential

• • •

the adequacy and suitability of staff the adequacy and suitability of specialist equipment, learning resources and accommodation how effectively and efficiently resources are deployed to achieve value for money

and, where appropriate, by:

•

the effectiveness of the links with other providers, services, employers and other organisations to promote the integration of care

•

the extent to which governors and other supervisory boards discharge their responsibilities.

Supporting evidence could include:

•

policy and strategy documents that set out clear frameworks for meeting the Skills for Life targets

•

operational and development plans that specify how the college will meet the Skills for Life targets

•

a cycle of clear and integrated target-setting at every level and monitoring reports concerning the Skills for Life targets

•

clarity in the scope of literacy, numeracy and ESOL provision resulting from an audit, and management arrangements that reflect this scope

•

organisational structures that show clear and coherent management of Skills for Life provision

•

a statement of learner entitlement to Skills for Life support and evidence that this entitlement is met

•

comprehensive and accurate management information about Skills for Life learners and their achievements

104

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

•

a quality assurance policy and clear procedures that address the needs of all Skills for Life learners

•

honest self-assessment reports and robust action plans that accurately assess the quality of Skills for Life provision and drive continuous improvement

•

comprehensive staff development plans, records and reports that make good use of national training initiatives and enable all relevant course teams to deliver and support the core curricula through staff training and development where required

•

resourcing plans for Skills for Life provision, including the use of accessible ICT resources that support independent learning skills

•

costed plans for learning centre resources that support practical, specialist and realistic work environments for teaching Skills for Life and that support differentiated teaching and different learning styles

•

evidence of convenient and accessible locations for learning, including private interview rooms, with consistency between the standard for Skills for Life learners and other college learners

• •

performance analyses of Skills for Life provision that are linked to resource investment

• •

records of governing body, senior management and academic board meetings concerning the college’s response to the Skills for Life strategy and the participation and progress of Skills for Life learners equality policies, procedures and plans that are accessible and relevant to Skills for Life learners records of college improvement actions arising from complaints and appeals from Skills for Life learners

•

interviews with managers who are well informed about and committed to the Skills for Life strategy and targets

•

interviews with staff who are well i informed about the Skills for Life strategy and trained, resourced and supported to meet its targets

•

interviews with Skills for Life learners who can describe the progress they have made and the benefits of their learning.

Peter Mayhew Smith, Vice Principal, Quality and Curriculum, prepares for a session in the Skills for Life Professional Development Centre.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

105

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.1

5.1.1 senior managers know about the whole organisation approach to Skills for Life strategy and documentation and its implications for the work of the college and this is reflected in all strategic and operational plans.

clear direction is given through strategic objectives, targets and values that are fully understood by staff, including subcontractors and workplacement providers.

5.1.2 there is a learner entitlement to literacy, numeracy and ESOL and/or key skill development and accreditation. 5.1.3 the college has undertaken a scan or audit to identify all the areas of provision that are part of its Skills for Life offer. 5.1.4 there is a designated senior post with responsibility for leading and coordinating all college activities that contribute to the Skills for Life strategy and its implementation. 5.1.5 there is a literacy, numeracy and ESOL strategy, which sets a clear framework and direction for all provision. 5.1.6 there are agreed literacy, numeracy and ESOL targets for participation, retention, achievement and for qualification at programme and college level. 5.1.7 there is a development plan for literacy, numeracy and ESOL provision. 5.1.8 there is a training plan for literacy, numeracy and ESOL provision. 5.1.9 all staff are aware of the college’s commitment to meet the literacy, numeracy and ESOL needs of its learners.

106

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.1

continued

5.1.10 all staff understand how the literacy, numeracy and ESOL strategy fits with the national Skills for Life strategy, the college’s strategic plan and their own role in the college.

5.2

demanding targets for retention, achievement, progression and employment are set and met.

5.2.1 there are targets for the participation, retention and achievement of:

•

learners on discrete literacy, numeracy and ESOL programmes

•

learners developing literacy, numeracy and ESOL skills through vocational or other programmes

•

learners receiving additional support for literacy, numeracy or ESOL, and

•

progression from first-rung literacy, numeracy and ESOL programmes.

5.2.2 there are clear systems for measuring progress against targets and planning improvements. 5.2.3 retention and achievement rates in literacy, numeracy and ESOL exceed national benchmarks for comparable colleges, where these are available. 5.2.4 attendance and punctuality are monitored and reported on, with clear interventions used to address areas of concern.

5.3

the quality assurance arrangements are systematic and informed by the views of all interested parties.

5.3.1 there are agreed quality criteria, which apply across the literacy, numeracy and ESOL offer.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

107

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.3

5.3.2 college quality assurance procedures and guidelines support lesson observation and internal inspection.

continued

5.3.3 internal verification and moderation arrangements are consistent and rigorous. 5.3.4 regular course evaluation processes lead to the agreement of an action plan to drive improvement. 5.3.5 there are clear and well-used systems for obtaining learner feedback and using this to evaluate and develop programmes. 5.3.6 there are effective systems for obtaining feedback from parents, community partners, employers and other stakeholders.

5.4

rigorous self-assessment leads to identified priorities and challenging targets for improvement.

5.4.1 the annual self-assessment report builds from an evaluation of Skills for Life provision in every curriculum area to a holistic assessment of the college’s response to Skills for Life. 5.4.2 the self-assessment process is evidencebased and compares learner outcomes with previous performance and external benchmarks. 5.4.3 the self-assessment process looks at progress made since the last selfassessment. 5.4.4 agreed data are used for learner outcomes. 5.4.5 all available inspection evidence, both internal and external, is used in the selfassessment process.

108

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.4

5.4.6 moderator, internal verifier and external verifier reports form evidence for selfassessment judgements.

continued

5.4.7 learner feedback is an important part of the self-assessment process. 5.4.8 the self-assessment report is verified at all stages of its development. 5.4.9 the self-assessment report leads to a SMART action plan for improvement that is communicated to and owned by all staff.

5.5

demanding targets for retention, achievement, progression and employment are set and met.

5.5.1 managers responsible for literacy, numeracy and ESOL provision and for the wider curriculum planning process are well informed about the funding streams available to support literacy, numeracy and ESOL learning. 5.5.2 resource management enables available funding to be deployed in the best interests of literacy, numeracy and ESOL learners. 5.5.3 a well-planned and creative approach to external project funding provides opportunities to innovate and test new approaches to Skills for Life delivery.

5.6

there are explicit aims, values and strategies promoting equality for all, and these are reflected in the provider’s work.

5.6.1 the college’s values and ethos promote equality and are known to all learners and staff. 5.6.2 equality of opportunity is embedded in all policies, practices, decision-making and evaluation processes.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

109

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.6

5.6.3 equalities issues are explicitly addressed within the self-assessment process.

continued

5.6.4 the college acts effectively to address under-representation of particular groups of learners or staff. 5.6.5 all staff are clear about standards and strategies to meet diverse learner needs and are equipped to respond effectively. 5.6.6 there are effective arrangements to identify and meet the literacy, numeracy and language needs of all learners whatever their mode, location or area of learning. 5.6.7 there are well-understood and well-used procedures for challenging discrimination, harassment and unacceptable behaviour. 5.6.8 rigorous monitoring aims to identify and act on equality gaps. 5.6.9 robust systems exist for evaluating the impacts of providers’ decisions on a full range of equalities groups.

5.7

there are enough qualified and experienced teaching, training and support staff to match the demands of programmes and the range of learners.

5.7.1 there are effective strategies for tackling workforce needs and developing capacity to support the Skills for Life offer. 5.7.2 staff teaching on Skills for Life programmes and staff who are supporting literacy, numeracy and ESOL delivery have specialist qualifications at national standards or are working towards such qualifications.

110

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.7

5.7.3 the ongoing professional development programme is relevant to the needs of literacy, numeracy, ESOL and key skills learners and addresses areas such as:

continued

• • • • • •

initial assessment negotiating SMART learning targets inclusive learning strategies differentiated teaching and learning diagnosing and responding to learning styles engaging challenging learners.

5.7.4 training enables staff to meet the needs of particular groups of learners following literacy, numeracy and ESOL programmes, such as those with mental ill health.

5.8

demanding targets for retention, achievement, progression and employment are set and met.

5.8.1 all staff, including part-time staff, who are involved in delivering literacy, numeracy, ESOL and key skills have regular training and development opportunities to update and improve their skills. 5.8.2 there is a regular cycle of lesson observation which identifies effective practice and areas for improvement. This feeds into appraisal and/or professional development planning.

5.9

staff understand and are fully involved in the organisation’s quality assurance arrangements.

5.9.1 clear and well-understood standards are shared across all parts of the Skills for Life offer.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

111

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.9

5.9.2 staff understand the quality criteria against which all Skills for Life provision will be evaluated and know how to demonstrate that these criteria have been met.

continued

5.9.3 staff understand how to evidence nonaccredited as well as accredited achievement. 5.9.4 moderation and internal verification arrangements are clearly aligned with college-wide processes 5.9.5 specialist literacy, numeracy, ESOL and key skills teachers act as internal inspectors or contribute to this process. 5.9.6 strong and effective practice is clearly identified and shared.

5.10 there are enough qualified and experienced teaching, training and support staff to match the demands of programmes and the range of learners.

5.10.1 the information needs of managers and other staff are met and management information is used effectively to the benefit of learners. 5.10.2 there are easily available and agreed data about:

112

•

recruitment to the full range of literacy, numeracy and ESOL programmes

•

retention rates for learners across the full range of literacy, numeracy and ESOL programmes

•

accredited literacy, numeracy and ESOL and key skill achievement

•

non-accredited literacy, numeracy and ESOL achievement, as evidenced by progress against individual learning plans (ILPs)

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH… 5.10

continued

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

•

retention and achievement rates for learners receiving additional support for literacy, numeracy and ESOL

•

internal progression of Entry Level and Level 1 learners

•

planned destinations of literacy, numeracy and ESOL learners

•

patterns of recruitment, retention and achievement by age, race, gender and disability.

5.10.3 data are used conscientiously by practitioner teams to understand trends and identify appropriate focal points for improvement.

5.11

performance management, staff appraisal and review are effective in improving the quality of provision.

5.11.1 staff appraisal, review and development processes support staff in meeting the national standards for teaching or supporting literacy, numeracy and ESOL skills and in training to deliver the core curricula. 5.11.2 staff appraisal, review and development processes encourage all staff teaching or supporting learners at Level 2 or below to receive training and development in literacy, numeracy and ESOL. 5.11.3 appraisal and review processes highlight the shared responsibility of all teachers for prompt identification of and planned response to the literacy, numeracy and language needs of all learners.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

113

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.12

5.12.1 literacy, numeracy and ESOL provision is effectively resourced to support learner achievement.

efficient and effective use is made of resources.

5.12.2 there is a designated budget or budgets to deliver literacy, numeracy and ESOL programmes. 5.12.3 the use of resources is evaluated within the self-assessment process to assess the impact on achievement and value for money.

5.13

there are enough qualified and experienced teaching, training and support staff to match the demands of programmes and the range of learners.

5.13.1 learning environments and resources are accessible to learners with mobility needs and sensory impairments. 5.13.2 resources are available in alternative formats and staff receive guidance and training in adapting learning materials and teaching strategies to suit the needs of learners. 5.13.3 assistive technologies, study aids and specialist support are provided for learners with particular needs. 5.13.4 assistive technologies are used to enable learners with particular needs to participate in learning and assessment to the best of their ability. 5.13.5 all staff are aware of and use a clear procedure for providing specialist support to disabled learners. 5.13.6 there is a prompt and supportive response to the disclosure of particular needs.

114

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.14

5.14.1 ICT resources are used to deliver, support and manage literacy, numeracy and ESOL learning.

5.15

specialist equipment and materials are used, including facilities which are relevant to the workplace and meet current industrial standards.

accommodation provides a suitable setting for good teaching, training and learning and support for learners.

5.14.2 realistic work environments and specialist industrial equipment are used to:

•

highlight the ways in which literacy, numeracy and language skills underpin performance in the workplace

•

help learners apply the skills learned in new and relevant contexts

•

motivate learners and link learning in literacy, numeracy and language to learners’ vocational interests.

5.15.1 accommodation for literacy, numeracy and ESOL learners at least matches the standard of accommodation for other learners. 5.15.2 learning environments provide for a wide range of learning activities, including moveable furniture and the use of a range of teaching and learning aids. 5.15.3 accommodation is accessible to all, welcoming and attractive, and displays celebrate learner achievements and interests. 5.15.4 suitable spaces are provided for one-toone work, enabling confidential interviews and personal support sessions.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

115

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

IN EFFECTIVE SELF-ASSESSMENT, THE EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT IS EVALUATED BY THE EXTENT TO WHICH…

SUCCESS IN ADULT LITERACY, NUMERACY AND ESOL PROVISION IN THE FE COLLEGE CONTEXT MEANS…

5.16 learners work in a safe and healthy environment.

5.16.1 safe learner policies and procedures recognise the particular needs of literacy, numeracy and ESOL learners. 5.16.2 safety and hazard notices and risk assessments are appropriate for the level of ability of learners.

5.17

there are effective procedures for dealing with appeals and complaints.

5.17.1 the college academic appeals and learner complaints procedures are accessible to all learners including those following programmes of literacy, numeracy and ESOL. 5.17.2 complaints are recognised as valuable learner feedback and used to inform improvement planning.

5.18 the ‘best value’ principles of comparison, challenges, consultation and competition are applied in securing resources and services.

5.18.1 there is a clear process for reviewing resource inputs and learner outcomes across the college’s literacy, numeracy and ESOL offer. 5.18.2 resource reviews highlight the most and least efficient and effective areas of practice and inform future planning. 5.18.2 college teams remain alert to effective and efficient practice elsewhere in the sector and beyond.

5.19 governors or other supervisory boards effectively oversee the provider’s strategic direction, and regularly monitor the quality of provision and their own performance.

116

5.19.1 governors understand the Skills for Life strategy, the college’s planned response and the impact this has in shaping college strategy, setting college targets and steering the use of college resources.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

5A: HOW TO ACHIEVE SUCCESS IN LEADERSHIP AND MANAGEMENT Effective leadership is critical to effective learning. FE is the largest provider of Skills for Life and, in inspection terms, the most successful. However, there are still concerns about how far FE leaders are making a positive difference for Skills for Life learners. In 2003/04, 8 per cent of Ofsted-inspected colleges were judged to have outstanding leadership and management. Yet only 4 per cent had outstanding literacy and numeracy provision, and only 5 per cent had outstanding ESOL provision. Foundation programmes were judged to have the highest proportion of unsatisfactory and poor teaching. Progress against this picture has been steady, if slow: by 2004/05 (according to the Chief Inspector’s report for that year), levels of poor performance had dropped significantly and greater amounts of outstanding provision were being recognised. Since then, the trend has continued to be positive, but much more effort is needed for Skills for Life to achieve full parity of quality with other curriculum areas. Skills for Life has been an area of rapid growth and management capacity has been stretched. However, growing numbers of colleges are showing how it can be done and what it takes to build success. There are colleges working in challenging environments which have, nevertheless, been judged outstanding both as Skills for Life providers and in their leadership and management. What issues do leadership teams need to address? In September 2003, Ofsted published a review of literacy, numeracy and language. A number of concerns raised in this report were relevant to FE management, including:

• • • • • • • • • •

failure to allocate clear responsibility for Skills for Life provision weak initial and diagnostic assessment poor use of assessment outcomes to plan learning unclear targets for learners ineffective progress reviews weak links to vocational curricula underdeveloped teachers poor quality assurance inconsistent standards and little sharing of best practice insufficient measurement of learner outcomes.

Many of these difficulties were beginning to show signs of improvement when Ofsted revisited these findings in its report Skills for Life in Colleges: one year on, published in 2005, but many challenges remain. This is truer still since the advent of self-regulation and increasing intolerance of ‘coasting’ provision graded ‘satisfactory’.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

117

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

What are the priorities for improvement? The messages from the review reflect those in two later publications, Why Colleges Succeed and Why Colleges Fail (Ofsted, November 2004). In particular, all three carry messages about the need for:

• • •

absolute clarity about what needs to be done effective strategies to improve teaching and learning rigorous quality assurance and a focus on learner outcomes.

These are probably the three areas that are most essential to leading improvement of the Skills for Life offer. Priorities for successful planning, management of learning and quality improvement are suggested below. Clarity about what needs to be done Clarity about what needs to be done means:

118

•

planning and partnership arrangements that ensure the college has sound information about the range of local needs including skills gaps for local employers

•

comprehensive systems of initial assessment that give a full and clear picture of Skills for Life needs among all the college’s learners

•

an assessment of how Skills for Life fits with the college mission and of how effective Skills for Life practice can help the college realise its strategic goals

•

a structure that identifies a strong senior lead for all parts of the college’s Skills for Life work including discrete and community-based literacy, numeracy and language, embedded literacy, numeracy and language, key skills and additional learning support

•

a thorough evaluation of current practice across all areas of Skills for Life to identify what works well and what needs to improve

•

a Skills for Life strategy that sets out what the college wants to achieve, prioritises areas for development, says exactly what will happen, and when, and how progress will be measured

•

an audit of the language and number skills that underpin success in vocational programmes and other substantial areas of the college’s offer

• •

clear Skills for Life targets and development priorities for each area of learning

•

up-to-date knowledge of national and regional developments, the range of resources available to support institutional development, new initiatives and emerging priorities.

a review of whole-college systems and processes to ensure that these are working to support the Skills for Life strategy and that, for example, accommodation and human resources plans do support Skills for Life objectives

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

Effective strategies to improve teaching and learning Effective strategies to improve teaching and learning are likely to include:

•

imaginative approaches to recruiting and training up new Skills for Life staff and a strategy for growing your own

•

a continuing professional development (CPD) plan to: -

raise awareness of Skills for Life issues among all staff teams

enable all those delivering learning to recognise language and number skill needs

support teachers across the curriculum to embed the development of these skills

qualify and continuously update specialist teachers

•

structured opportunities for skill sharing across literacy, numeracy, ESOL and key skills teams to build on the range of expertise and experience available

•

a shared framework for each stage of the learning process: initial assessment, targetsetting, progress reviews and recording achievement

•

shared tools and clear guidance for each stage of the learning process including initial and diagnostic assessment, target-setting and progress reviews

•

partnership planning and ongoing liaison with vocational teams to ensure Skills for Life learning is relevant and skill development is embedded

•

flexible delivery models that are designed to fit the particular needs of different areas of learning and groups of learners

•

opportunities for ongoing evaluation and feedback to teachers such as mentoring or peer observation

•

well-defined systems for formal assessment of teaching and learning, through lesson observation and internal inspection, that highlight the need for an effective response to language and number skill needs

•

a commitment to accredit all learners through qualifications that meet individual needs and to evaluate all delivery models against these learner outcomes

•

the involvement of learners in the planning and evaluation of their learning.

Rigorous quality assurance Rigorous quality assurance is likely to include:

•

agreed standards and a clear learner entitlement shared across all parts of the Skills for Life offer

•

performance indicators that measure progress towards Skills for Life strategic objectives

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

119

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

• •

challenging Skills for Life targets for each curriculum area and for the college as a whole data systems that enable everyone involved in Skills for Life activities to check regularly what progress is being made and to act to remove any barriers to progress

•

a lesson observation programme that evaluates the identification of and response to language and number skill needs across the college

•

practice audits that check on key learning processes, such as diagnostic assessment or progress reviews, and ensure that standards are high and consistent

•

learner feedback arrangements that enable all Skills for Life learners to contribute their experience

•

a self-assessment process that requires staff and teams in all areas of learning to evaluate their response to Skills for Life learner needs and their contribution to the Skills for Life targets

•

a teacher appraisal system that supports individuals to assess and strengthen their response to learners’ Skills for Life needs

•

a well-resourced CPD programme that prepares staff to gain specialist qualifications, meet new strategic priorities and deliver planned improvements.

Managing the scope of Skills for Life provision The Skills for Life strategy should have prompted colleges to redefine their structures and procedures. The scope of the Skills for Life offer is much wider than the Skills for Life offer of the past. A coherent and effective leadership response needs absolute clarity about the scope of the Skills for Life offer and its impact across the college’s provision. This needs to inform:

• • • • • • • •

strategic thinking programme planning target-setting resourcing professional development management information systems quality monitoring and performance review development and improvement planning.

In particular, all colleges will need to review their management arrangements to ensure coherence across discrete and embedded literacy, numeracy and ESOL, key skills and additional learning support. The simplest and most effective solution is a single senior post with responsibility for this area of the college’s work. Where there is more than one line of management involved, there needs to be a clear framework for coherence in planning, delivery 120

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

and evaluation. The management arrangements also need to take account of other areas of provision, such as Entry to Employment (E2E), where language and number skill development – and accreditation – are fundamental. Colleges need to conduct an audit of the areas of work that make up the college’s Skills for Life offer. The audit should look at the way diverse provision is resourced and taught, as well as examining learner outcomes and team performance for this area. There may be wide discrepancies in resourcing and in performance. Managers need to pull all this together to ensure a coherent response to challenging targets. Clarity in the management of literacy, numeracy and ESOL needs to be backed by the following principles.

•

The governing body is well informed about the college’s Skills for Life strategy and its progress towards the Skills for Life targets. The governing body could include a Skills for Life champion or a governor with a particular watching brief.

•

The college’s commitment to meeting the language and number needs of its learners is well known and clearly understood by all staff.

•

The college has a strong commitment to and strategy for reaching potential learners in the wider community and for improving literacy, numeracy and language skills in the local workforce.

•

The senior management team champions the college’s Skills for Life strategy and integrates Skills for Life targets into all planning, resourcing and performance review processes.

•

Curriculum managers recognise the contribution of language and number skills development to learner success and they take joint ownership of the Skills for Life targets.

•

Teams responsible for teaching literacy, numeracy and ESOL provision or for offering support in this area are trained, resourced and supported to provide effective learning and to help make continuous improvements in this provision.

In successful provision, all members of staff know and own the targets they are expected to achieve. Staff benefit from accurate, timely and accessible information about performance against target. Best practice allows each member of staff to call up current participation, retention and achievement data from their desktop. Data are provided at programme, curriculum area and college levels. Managers are supported by the active involvement of teaching teams in data checking. Regular performance review meetings are used to examine progress against the targets. Any mismatch between programmes or areas of provision are investigated promptly. The outcome of any review feeds into self-assessment, further training and improvement planning.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

121

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

5B: WHAT IS ‘SUCCESS’ IN LEADERSHIP AND MANAGEMENT? Curriculum support One highly successful college has brought together discrete and embedded literacy and numeracy, key skills and additional learning support under the umbrella of Curriculum Support. Although the college is organised into three very different sub-colleges – the Adult and Community College, the Sixth Form College and the Skills and Enterprise College – the process of curriculum support is shared. There are strong ties to vocational and academic delivery. Each of the three college centres is represented on the Curriculum Support Management Committee by the Director or Deputy. A very detailed Curriculum Support Implementation Plan is agreed annually with each Section Head by the Deputy Director of Student Services and signed off by the Deputy Principal. The approach to curriculum support may vary to fit with particular curriculum needs, but all sections are expected to meet the agreed standards and reach high levels of learner achievement. During induction, learners are diagnostically assessed and, in discussion with Skills for Life specialists, Section Heads use the outcomes to inform course placement. A common ILP is used for literacy, numeracy, key skills, additional learning support and E2E. At the beginning of their second term, learners review their progress and complete a Curriculum Entitlement Agreement that sets out their target Skills for Life qualifications. This Agreement is negotiated with their English, number and ICT teachers and their personal tutor. Target accreditation will be matched to individual learners and may be literacy, numeracy or key skills. All learners are working towards qualifications. There is also a value-added system that tracks soft as well as hard learning gain for each individual. Rigorous performance evaluation is central to the way the college works and quality processes reflect the centrality of Skills for Life. Generic processes such as lecturer self-assessment, teaching and learning observation and learner feedback each address language and number development and reinforce college messages about the contribution of Skills for Life to effective learning. Restructuring Skills for Life Another highly successful college is reaping the benefits of a fundamental restructuring of its Skills for Life leadership and activities. The college recognised the critical impact of literacy, numeracy and language skills on learner success across the offer and appointed a senior manager to lead on key and Skills for Life and additional learning support. The Director of Access to Learning sits on the Executive and leads the range of Skills for Life activities across the college: discrete and outreach literacy and numeracy, ESOL, supported learning, additional learning support and key skills. This clear overview of all Skills for Life programmes is considered essential to drive up quality. It was decided to pull together these responsibilities at every level. Specialist teams were set up in each of the schools to deliver key skills, literacy and numeracy learning support and – where they were offered – discrete 122

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

literacy and numeracy programmes and GCSE English and Maths. Each team leader took responsibility for: initial and diagnostic assessment

• • • • • • • •

ILPs for Skills for Life and additional learning support delivery of underpinning key skills, literacy and numeracy, additional learning support, Skills for Life, GCSE Maths and English, and some dyslexia support developing and maintaining a bank of learning resources checking or writing key skills assignments helping to assess key skills work and supporting portfolio development preparing learners for key skills, literacy or numeracy tests internal moderation and quality control.

These team leaders are responsible for the specialist teams in vocational schools. They are managed within each school but coordinated centrally by the Key Skills Manager who works very closely with the manager responsible for literacy and numeracy. The Key Skills Manager and the ESOL manager report to the Director of Access to Learning. Although some members of school teams have a vocational specialism, there was an early decision that they should not have mixed job descriptions or teaching responsibilities. All their work is concerned with Skills for Life whether delivered as key skills, additional learning support, literacy, numeracy or GCSE Maths or English. Each of the vocational schools has clear targets for Skills for Life achievement. Members of the specialist Skills for Life teams work to standard job descriptions but they are line-managed within the schools. The school has discretion about the shape of the team, such as the balance of lecturers to learning support officers, within the agreed resource. Each school has a key skill resource centre to support contextualised delivery. The leaders of these school teams meet every week with the crosscollege Skills for Life managers. Although the specialist teams belong to their host schools, this team coordinates practice and unifies standards across the eight schools. There is also a regular termly meeting for vocational school managers to review Skills for Life progress across their schools. Managing the Skills for Life offer A third Beacon college manages its Skills for Life offer through the Faculty for Foundation Studies, delivering supported learning, ESOL, basic and key skills and Skills for Life professional development. This is one of just three faculties and has a large team of around 105 full-time equivalent staff. In addition, the Key Skills and Skills Upgrade teams lead and support broader teams within the vocational schools. The mission of the faculty is ‘to build excellent Skills for Life learning into as many student pathways as we can’. This aspiration relies on flexibility and partnership. There is no single model of planning and delivery as this depends on the needs and aspirations of the individual and demands and practices of any main learning programme. The faculty aims to maintain shared Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

123

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

demands and practices of any main learning programme. The faculty aims to maintain shared standards through core processes but to have the flexibility to make learning relevant and responsive. The college sees literacy, numeracy and language as the building blocks of success for all learners and believes that the success of Skills for Life rests on the contribution of vocational, academic and support teams and the shared responsibility for meeting learners’ need. The Skills for Life Strategy Group includes all key managers including both vice-principals, the directors of each faculty, and those who lead planning and quality teams. Extensive training and development have helped to devolve responsibility across the college. Every vocational school and student support service sets out its Skills for Life remit, provision and resources in the college’s Skills for Life Handbook. The college has established a very successful professional development centre and offers extensive training to colleagues from across the college. Staff from all areas of learning are explicitly required to judge how well the Skills for Life needs of their learners have been recognised and met through the criteria that frame the course annual review and the self-assessment process.

5C: HOW IS SUCCESS IN LEADERSHIP AND MANAGEMENT RECOGNISED? The following extracts from inspection reports illustrate effective practice in leadership and management. Leadership and management are excellent. They provide clear direction and thorough planning and impact positively on the quality of the provision. Roles and responsibilities are clearly allocated and coordination of the provision is effective. Coordination of literacy and numeracy across the college, for example, is very good. Good practice in one area is shared supportively with others. Team meetings are held regularly, are well attended and contribute to raising standards. There is a strong commitment and good access to regular staff development leading to consistently good teaching. Team teaching, mentoring and lesson observation are well established and, together with rigorously implemented quality assurance procedures have led to improvements in teaching and learning. The self-assessment report accurately identified the strengths and weaknesses of the provision. Action plans to address weaknesses are implemented energetically. Challenging recruitment targets for literacy and numeracy provision have been achieved. The close monitoring of students' attendance and punctuality has led to significant improvements in retention rates, particularly for students of ESOL. Newcastle College

124

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

5 Leadership and management are very good. There are clear and effective structures for the coordination of both Skills for Life courses and additional learning support. All teaching and learning support staff are involved in implementing highly effective quality assurance procedures. Staff appraisal links strongly to improvements in teaching and learning. The dissemination of good practice is excellent. Individual learning plans motivate students and the monitoring of progress against targets is exceptional. Southwark College Leadership and management are outstanding. There is a clear management focus on improving students' achievements and teaching and learning. There is an extensive and well-structured lesson observation system for full-time and part-time staff which is clearly linked to appraisal and staff training. Quality assurance, including selfassessment, is rigorous and has been successful in bringing about improvements to students' achievements. The mentoring scheme for new staff is effective in allowing teachers to develop their skills and share expertise. South Downs College Strong leadership is provided by senior managers. Additional literacy and numeracy support is also well managed. All staff, including part-time and agency staff, are managed and supported well. There is effective teamwork among staff. Comprehensive quality assurance procedures have contributed significantly to raising retention and pass rates and bringing about improvements in teaching and learning. Managers conduct regular audits of classroom suitability, the completion of individual learning plans and course documentation. Course reviews make good use of data on attendance, retention and pass rates. Information from the regular student questionnaires is also considered and a student representative attends most reviews. Self-assessment in literacy and numeracy and learning support is rigorous and action plans are closely followed and monitored to measure improvement. Equality of opportunity is promoted effectively through lessons and tutorials. Southwark College There is a positive culture, with mutual sharing of good practice. Additional support for literacy and numeracy in lessons is organised effectively and helps students to achieve well. The effectiveness of literacy and numeracy additional support is monitored rigorously to measure its impact. South Cheshire College

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

125

HOW EFFECTIVE ARE LEADERSHIP AND MANAGEMENT IN RAISING ACHIEVEMENT AND SUPPORTING ALL LEARNERS?

5 The effective coordination and management of community provision enables the college to respond effectively to local needs and college requirements. Quality circles meet termly; all staff are involved in moderation and the sharing of good practice. Park Lane College All courses are evaluated by the teaching teams, who take into account the responses to learner questionnaires, and retention and achievement data. These evaluations form the basis of the annual self-assessment report. Realistic action plans are regularly reviewed, and have resulted in significant improvements. Richmond Adult and Community College Regular course reviews focus on the needs of learners, target-setting, progress and achievement. Lesson observations are used to identify further training needs for staff. Good use is made of a range of funding sources to enhance learning opportunities. Teachers and managers have comprehensive information about learners’ retention rates, progress and achievement. Truro College

126

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

THE FURTHER EDUCATION COLLEGE CONTEXT

What Skills for Life Provision in the FE College Context Should Include Learning in literacy, numeracy and ESOL in the FE college context should be underpinned by:

• • • • • • •

the national standards for literacy, numeracy and ESOL the core curricula for literacy, numeracy and ESOL, with a curriculum framework for learners with learning difficulties and/or disabilities a skills check tool a common approach to initial assessment diagnostic assessment transferable and shared ILP frameworks appropriate learning materials.

What an Adult Learner Can Expect An adult learner receiving tuition in literacy, numeracy and ESOL in the FE college context should expect:

128

• • • • •

expert teaching from a well qualified specialist teacher

• • • • •

full involvement in planning and reviewing their learning

good advice on how to improve their skills a report resulting from their diagnostic assessment an individual learning plan a programme of learning relating to the national standards and matching their aims and aspirations

feedback and support on their progress flexible forms of learning which suit their needs and preferences a range of opportunities to acquire nationally recognised qualifications expert and impartial advice on progression routes to other education, training or employment opportunities.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

What a Learning Organisation for Learners in the FE College Context Should Provide All providers of literacy, numeracy and ESOL in an FE college context must:

•

prepare and undertake an annual self-assessment that informs their plans to address weaknesses and secure continuous improvement

•

monitor, recognise and record all learner progress through non-externally accredited achievement as well as through national qualifications

•

raise the level of competence of all teachers of literacy, numeracy and ESOL by offering opportunities for continuing professional development and access to programmes of training that lead to nationally recognised qualifications.

The Quality Improvement Agency (QIA) is committed to maximising quality improvement in all areas of Skills for Life.

Help for Providers Preparing for Self-assessment and Inspection WHY SELF-ASSESS? Colleges self-assess to arrive at an agreed statement of what they do well and what needs to improve. This allows them to plan to get better by building on what is already strong and tackling the things that need to be changed or developed. In particular the self-assessment report will show how the college is doing in terms of its development plan and its headline targets, including those related to Skills for Life. If the self-assessment report enables the college to prepare an effective quality improvement plan, then it works. This is the most important way in which the self-assessment report will be used, but it is not the only way. Self-assessment plays a fundamental part in inspection, particularly in its effect on how well the college addresses its own improvement priorities. Each college receives an annual assessment visit from an HMI inspector to look at changes in college performance and check that these are recognised in the self-assessment report. So the accuracy of the college’s own evaluation of its teaching and learning is particularly important. The LSC will make a similar assessment at its annual planning review in the early part of each year. If the college is not seen to be making a reliable and accurate assessment of its performance, or is making poor progress in its improvement plans, this will be seen as a risk. PREPARING FOR SELF-ASSESSMENT All college staff are used to a high degree of change and new initiatives, but the introduction of Skills for Life means this is particularly true for staff teaching literacy, numeracy and ESOL. In

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

129

many colleges, both the scope and the nature of the literacy, numeracy, ESOL, additional learning support and key skills offer are changing rapidly. The self-assessment process is especially important to see where the college has got to and where it is going next. Self-assessment is also important for assessing how well the Skills for Life offer is integrated with the rest of the college’s work, and whether the relationship is as close as it needs to be. Each college has its own selfassessment framework, but the ideas below are designed to help that process. Self-assessment needs to:

• • • •

involve all those who contribute to the offer

• • • • • • • • •

gain agreement about other areas of key evidence

start with course teams before building up to programme and college level allow preparation and time to collect and sift the evidence collect accurate, up-to-date, comprehensive and agreed data about learner participation and success

focus on strengths and areas for improvement focus on teaching and learning focus on learners’ experiences recognise and record the progress that has been made show a willingness to be self-critical decide a grade: outstanding, good, satisfactory or inadequate be verified to ensure that it is accurate, consistent and reliable result in an action plan that delivers improvement.

The first step in self-assessing college Skills for Life provision is to be sure that your judgements include the full scope of that provision. This will include all language or number development at Level 2 or below. This is a substantial part of the offer for most colleges. The effectiveness of your Skills for Life offer, key skills in particular, will need to be evaluated under area 14, Preparation for Life and Work, and under each of the other areas of learning in which language and number skills, embedded or discrete, are delivered. A second essential step towards self-assessment is to establish the ‘quality hallmarks’ that will apply to all Skills for Life provision in the college. These will give consistency to the internal processes that monitor quality and ultimately feed into the self-assessment process. The following example suggests one possible framework for this.

130

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

SAMPLE FRAMEWORK FOR THE SELF-ASSESSMENT PROCESS The quality hallmarks agreed by one college as relevant to all areas of Skills for Life delivery are: When joining, every learner should have:

• • • • • • •

appropriate information, advice and guidance accessible provision informed transition a profile of personal goals initial assessment of needs agreed priorities and transparent feedback a negotiated ILP.

On programme, every learner should have:

• • • • • • • • • • •

skills delivered through relevant contexts and content trained teachers structured opportunities for skills development regular recorded progress reviews an ILP that is reviewed and updated in light of the progress review differentiated resources to meet individual needs relevant and engaging resources appropriate use of ICT access to specialist guidance specialist support for particular learning requirements regular opportunities to feed back.

On leaving, every learner should have:

• • • •

accreditation of achievement a summative record of their progress informed and recorded progression planning an invitation to feed back in a way that informs the course review.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

131

The format of the self-assessment report should be planned so that all areas are covered. A comprehensive list would be:

•

a description of the context in which you are working and the self-assessment processes you have used

• • •

a summary of progress since the previous self-assessment

•

an assessment of particular strengths and areas for improvement against the five questions of the Common Inspection Framework

• •

a clear statement of the evidence used

a summary of key strengths and areas for improvement a summary of learner participation and outcomes, with year-on-year comparisons if available

a SMART improvement action plan including training and development needs.

ASSEMBLING THE EVIDENCE The Common Inspection Framework and the suggested checklists in the tables used in this Guide should be used to prompt self-assessment judgements. It is important that judgements are supported by evidence. Essential evidence sources include:

• •

132

the verified recruitment, retention, achievement and learner success data for the year trends in recruitment, retention, achievement and success rates and progress against targets

•

analysis of learner participation and outcomes to identify equality gaps and records of action taken to address any significant variations in performance

•

initial and diagnostic assessment outcomes and records of action taken to meet identified need

• • •

ILPs and the outcome of any formal ILP progress reviews

• • • • •

the lesson observation profile

evidence of the quality of teaching and learning including lesson observation grades additional support outcomes including the speed of referrals and the progress and outcomes for learners receiving support

moderator and external verifier reports learner feedback, including the results of learner satisfaction surveys and focus groups staff qualifications and training records the previous self-assessment report and progress against the action plan it contains.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

STAGES OF SELF-ASSESSMENT Self-assessment reports should include an outline of the process used to arrive at the final report and how this then informs improvement planning. The essential stages in the self-assessment process are:

• • •

course self-assessment report produced by the course team

•

programme, school or department self-assessment verified by senior curriculum or quality managers

• •

college self-assessment report produced by the senior management or quality team

course self-assessment verified by curriculum managers programme, school or department self-assessment report produced by the management team

college self-assessment report verified by the college’s governing body or its quality and standards committee

•

quality improvement plan agreed to address identified areas of weakness and build on college strengths

•

the final college self-assessment report updated as required and sent to the LSC partnership team

•

progress against the quality improvement plan reported and used to inform the next selfassessment cycle.

The self-assessment process itself should be evaluated to ensure that it is:

•

informed and inclusive and takes account of the views of all interested parties including staff, learners, employers and community partners

•

evidence-based with judgements grounded in clear and accurate data about learner outcomes and other areas of performance

•

comprehensive, with evaluations relevant to every aspect of the Common Inspection Framework

•

focused on the learner and concerned to evaluate all aspects of performance against their impact on learners’ experience and outcomes

•

self-critical and used to drive improvement.

ENSURING A WHOLE-COLLEGE ASSESSMENT OF THE SKILLS FOR LIFE OFFER Skills for Life learners are likely to be based within all areas of learning and the self-assessment report should reflect this. The report for each area of learning or curriculum cluster should include an evaluation of:

•

learner success in Skills for Life or key skills qualifications Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

133

•

the effectiveness of embedded learning in literacy, numeracy and language, key skill and additional learning support

•

the extent to which learning met the literacy, numeracy and language needs of learners, for example as identified through initial assessment or through embedded provision

•

the effectiveness of tutorial and other guidance and support in enabling learners to meet their literacy, numeracy and language needs

•

the effectiveness of curriculum managers in ensuring that learners receive appropriate and high-quality literacy, numeracy and language opportunities and that these were effectively integrated with main learning.

TIPS FOR SELF-ASSESSMENT Do

134

•

Be honest: you are responsible for the judgements you make and responsible for doing something about them.

•

Make sure you leave time to consult, collect evidence, evaluate, reflect, share and check your judgements, plan to improve – you don’t fit all that into an afternoon.

•

Involve all the colleagues who work on your team(s) or contribute to your programme(s) – you need to get a full and rounded picture of how you are doing.

•

Ensure that colleagues understand the purpose of self-assessment – it’s not about blame, it’s about getting better.

• •

Make sure you have consulted learners and have kept records and evidence of their views. Consult with stakeholders, such as employers, community partners, tutors from key courses to which your learners progress. How do they think you are doing?

• •

Be sure you have complete, current and validated data.

•

Know exactly how you can provide evidence of every individual strength or area for improvement.

•

Use clear and specific evidence sources – numbers are a good source, as long as they are accurate and drawn from a reliable source.

• •

Only use evidence if you know exactly what the evidence is and where to find it.

•

Make areas for improvement specific – if it’s not specific, you can’t do anything to improve it.

Think about all the different sources of evidence you might use to make your assessment (go back to the suggestions under each key question in this Guide).

Decide exactly which key question your strength or area for improvement relates to and then use it once.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

• •

Focus on the things you have the power to change. Say exactly what you plan to do about an area for improvement. Make sure your planned actions are SMART. This means you need to be sure that: -

you can get it done

you’ll know when you’ve done it

you’ll know whether it’s been done on time

it really is going to deal with the improvement issue you’ve identified.

•

Make sure the action you plan will really make a difference and, preferably, turn an area for improvement into a future strength.

•

Ask whether the action plan really represents the kind of things you think you should be doing. This is a good check on the value of the process.

•

Check the match between the strengths and areas for improvement you’ve listed and the grade you’ve given.

•

Talk your final draft through with a critical friend – someone that you trust to ask awkward questions.

•

Make sure your team(s) shares the final judgements – and the responsibility for doing something about them.

•

Feed back to learners, partners and stakeholders so that they know your key judgements and what you’re planning to do to make things better.

Don’t

• • • • •

Include something as a strength if it would be expected in any provider. Repeat the same strength or area for improvement under several key questions. Include a strength for which you have no evidence. Simply restate an area for improvement positively in your action plan. For example ‘raise achievement’ is not an action for dealing with poor achievement. Decide on your grade without weighing up the strengths and areas for improvement you have listed.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

135

Acknowledgements It would be impossible to name everyone who has contributed to the writing and production of this Guide. However, the following deserve a special mention. We are grateful to the learners whose details speak of their involvement in, and contribution to the Skills for Life agenda. We also thank the staff, tutors and trainers who contributed in developing the Guide. They are Keith Etheridge, Angela Hunt, Peter Mayhew-Smith, Ian Morrow and Anne Pilcher. This Guide has benefited from the expert advice and help of the following organisations and individuals Samara Branker, Colin Booth, Mandy Burt, Lyn Eaton, Hilary Gwilliam, Liz Hannah, Janice Heyworth,Mary-Lynne Jones, Lisa Karlsen, Lucy King, Peter Mayhew-Smith, Sally Petch, Terry Porter, Penny Piggott, Linda Samways, Tom Rowbottom, JaneWilson and JennyWilson. CfBT Education Trust and Merillie Vaughan-Huxley OBE assisted QIA in the production of these guides. WRITER BIOGRAPHY Wendy Forrest began teaching basic skills in Hackney in the 1970s. She has since worked as a curriculum and senior manager in a number of inner London colleges. She currently works independently but is pleased to remain a ‘companion’ of Lewisham College where she worked for many years. Peter Mayhew-Smith, who is Vice Principal, Quality and Curriculum of Lewisham College, and who has been a Skills for Life practitioner for 20 years, updated this Guide for the 2008 edition.

136

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

THE RAISING STANDARDS SERIES A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Community-based Adult Learning A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: E-learning A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Embedded Learning A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Family Learning A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Further Education Colleges A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Jobcentre Plus A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: The Secure Estate for Young People Aged 15–17 A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Learners with Learning Difficulties and/or Disabilities A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Offenders Supervised in the Community by the National Probation Service A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Prisons A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Voluntary and Community Sector A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Work-based Learning A Contextual Guide to Support Success in Literacy, Numeracy and ESOL Provision: Young Offender Institutions for Young Adults Aged 18–21

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

137

References ALI (2005) Annual Report of the Chief Inspector 2004-05, Coventry: ALI. ALI and Ofsted (2003) Literacy, numeracy and English for speakers of other languages: a survey of current practice in post-16 and adult provision, HMI 1367, London: Ofsted. DIUS (2007) World Class Skills: Implementing the Leitch Review of Skills in England, London: TSO. Leitch, S. (2006) Prosperity for All in the Global Economy: World-class skills, London: HM Treasury. Available at: http://www.hm-treasury.gov.uk/media/6/4/leitch_finalreport051206.pdf Ofsted (2004) Why Colleges Fail, HMI 2408, London: Ofsted. Available at: www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=3758 Ofsted (2004) Why Colleges Succeed, HMI 2409, London: Ofsted. Available at: www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.displayfile&id=3759&type=pdf Ofsted (2005) Skills for Life in Colleges: One year on, HMI 2458, London: Ofsted. Available at: www.ofsted.gov.uk/assets/4018.doc Ofsted (2007) The Annual Report of Her Majesty’s Chief Inspector 2006/07: TSO. Available at: www.ofsted.gov.uk/publications/annualreport0607

138

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

GLOSSARY Achievement

This does not necessarily mean the achievement of qualifications. It includes measurable improvement and progression in literacy, numeracy and for language skills in vocational, academic, social and personal contexts.

Adults

In education, adults include all learners after the age of 16; outside education, 18 is often taken as the benchmark age for adulthood, since it is the legal age of majority. 14–19 year olds are often referred to as ‘young people’.

Appropriate

Describes a text, word, utterance, style, method or choice that is suitable for its intended audience, form or purpose.‘Appropriate’ incorporates the idea that different contexts require different treatments and is in this respect to be differentiated from ‘correct’, which is associated more with the right grammatical formulation of an expression, or the ‘right’ choice or response, etc.

Assessment

Means collecting information in order to make decisions. Assessment should provide the information required to build and maintain a profile of the learner. This will enable teachers and trainers to establish and review both the learner’s requirements and the learning opportunities that can be provided for him or her. It will also provide feedback to the learner on his or her progress.

Assessment, planning and review (APR)

The process by which educational plans for young people are put into place and regularly monitored.

Assistant

An assistant is likely to be the person providing additional training or teaching in literacy, numeracy and/or ESOL support.

Basic skills

A shorthand to describe the skills which are the focus of the Skills for Life strategy, now often referred to as: ‘language, literacy and numeracy’.

Capacity

The availability of opportunities for Skills for Life learning. The term ‘building capacity’ is used in relation to recruiting, training and retaining a sufficient number of teachers, specialist supporters and learner supporters in order to be able to meet the needs of learners.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

139

Common Inspection Framework

Sets out the principles applicable to the inspections of post-16 nonhigher education and training that meet the requirements under Part III of the Learning and Skills Act 2000. Inspections are carried out by the Office for Standards in Education, Children's Services and Skills (Ofsted). The CIF also includes the more specific evaluation requirements that apply to the inspection of individual providers of education and training. The requirements reflect the principles and the general requirements of the Act for Her Majesty’s Chief Inspector (HMCI) to keep the Secretary of State informed about:

• • •

the quality of education and training; the standards achieved by those receiving that education and training; and whether financial resources made available to those providing that education and training are managed efficiently and used in a way that provides value for money.

The specific requirements for other types of inspections will be guided by the principles in the CIF insofar as they are appropriate. Context

The non-linguistic situation in which spoken or written language is used, and in which the learner is operating.

Curriculum

A planned approach to learning made up of identified activities.

Curriculum framework

A document that sets out the entitlement to learning against which clear and detailed steps can be planned to enable learners to progress in a structured way.

Disability

The Disability Discrimination Act 1995 defines a disabled person as someone who has a physical or mental impairment that has a substantial and long-term adverse effect on his or her ability to carry out normal day-to-day activities.

Discrete literacy numeracy and ESOL provision

Where literacy, numeracy and ESOL is the main learning programme, literacy, numeracy and ESOL provision is described as ‘discrete’ (as opposed to embedded or integrated).

Embedded literacy, numeracy and ESOL

Embedded teaching and learning combines the development of literacy, language and numeracy with vocational and other skills. The skills acquired provide learners with the confidence, competence and motivation necessary for them to succeed in qualifications, in life and at work.

140

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

English for speakers of other languages (ESOL)

The ability to understand and employ English language in daily activities at home, at work and in the community to achieve one’s goals, and to develop one’s knowledge and potential.

Feedback

The ongoing reaction given by an audience to those communicating, which helps them evaluate the success of their communication. Feedback may be verbal or non-verbal (e.g. through facial expressions or action).

Indicators

• •

The specific learning outcomes towards which a learner will work. The skills, knowledge and understanding that a learner will not only have acquired but also be capable of using and applying when he or she has been assessed to have achieved these outcomes.

Indicators do not prescribe delivery or dictate the activities a learner will be doing. Individual learning plan

The negotiated output of initial assessment, setting out what the learner plans to learn, by when, the ways he or she will undertake the learning and the resources required to bring the plan into action.

Initial assessment

This may include initial skills check to identify whether learners require additional support. It may also include diagnostic assessment to identify the specific areas of literacy, numeracy and ESOL learners need to work on to achieve their main learning goal.

Key skills

Literacy, numeracy and/or language learning concentrates on developing skills, knowledge and understanding, whereas key skills concentrates on their application. The key skills are Communication, Application of Number, ICT, Improving Own Learning and Performance, Working with Others, and Problem Solving.

Learner

In relation to the literacy, numeracy and ESOL curricula, a learner is anyone over 16 undergoing a programme of education or training in any context.

Learner supporters

People trained to Level 2 of the new National Qualifications Framework. They may act as mentors, help to identify potential Skills for Life learners and ‘sign-post’ them to literacy, numeracy and language programmes. They may also support learners in the classroom under the direction of the specialist teacher. They may not paid for this work, although they may be professionals in another area, for example health visitors or librarians.

Learning infrastructure

The term describes the Skills for Life framework for delivering adult literacy, language and numeracy learning programmes.

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

141

The key elements are:

•

national standards for adult literacy and numeracy, upon which all learning programmes are based

•

the adult literacy core curriculum, adult numeracy core curriculum, adult ESOL core curriculum and the pre-entry curriculum framework

•

the Access for All guidance manual that supports teachers in meeting the needs of learners with learning difficulties and/or disabilities

•

skills check, initial and diagnostic assessment materials for adult literacy, language and numeracy

• •

systems for developing individual learning plans (ILPs)

•

national qualifications for adult literacy, language and numeracy, including the national literacy and numeracy tests, and systems for making these qualifications more accessible.

systems for recording learner progress and reporting learner achievements

Learning objectives

Literacy, numeracy and/or language qualifications and other learning objectives that enhance learners’ employment and career prospects.

Learning support

In relation to the literacy, numeracy and ESOL curricula, is the support provided to anyone over 16 undergoing a programme of education or training in any context.

Literacy, numeracy and language

The ability to read, write and speak in English and to use mathematics at a level necessary to function at work and in society in general.

Literacy

The ability to understand and employ printed information in daily activities at home, at work and in the community to achieve one’s goals, and to develop one’s knowledge and potential.

Literacy, numeracy and/or ESOL support

Learning that forms part of the learner’s main learning programme. This could be offered on an individual or group basis in separate sessions or as part of the mainstream learning. It may include additional support for learners with specific learning difficulties.

Medium

The way in which language is transmitted from one person, or an agency, to another. The three basic media of language are phonic (speech), graphic (writing) and signing (sign language for hearing-impaired people). The term is also used to denote the means of communication (e.g. television, telephone, film, radio, computer, press).

142

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

Mentor

A person providing additional support and guidance.

Milestones

Significant points along the continuum in this curriculum framework that have relevance to assessing a learner’s attainment; that help identify the learner’s literacy and numeracy skills at the most appropriate of these points.

National Qualifications Framework

The list of qualifications that have been accredited by the Qualifications and Curriculum Authority (QCA) in England, Wales and Northern Ireland. Qualifications are organised into three categories – general, vocationrelated/vocational and occupational – and assigned to one of six levels (according to degree of knowledge, skills and understanding, autonomy, analysis and creative thinking within the qualification). The NQF is being replaced by the Qualifications and Credit Framework.

Numeracy

The ability to understand and employ numerical information in daily activities at home, at work and in the community to achieve one’s goals, and to develop one’s knowledge and potential.

Personalisation or personalised learning

An approach to public service delivery intended to maximise the benefit to and satisfaction of the individual. Applied to education, this involves intensive involvement of the learner in planning, organising and evaluating their learning.

Progression

The distance a learner travels from starting his or her learning journey to arriving at a situation where that learning can be applied in a highly prized environment, such as paid or voluntary employment, or for a purpose that the learner values highly. Note that the QIA-funded project on progressing, persisting and achieving in adult learning confirms that adults learners’ progression is often lateral, pursued as interest takes them, as opposed to vertical through a hierarchically organised body of knowledge.

Qualifications Framework for teachers of literacy, numeracy and ESOL

Changes for initial teacher training in the Learning and Skills sector are now in place since September 2007. These are set out in a document called Equipping our Teachers for the Future. Summary of Reforms A new award of Qualified Teacher Learning and Skills (QTLS) at a minimum of Level 5 An introductory award for all teachers and trainers at the start of their careers at a minimum of Level 3 QTLS to be achieved within five years of enrolling on the introductory module

• • •

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

143

• • • • •

Training to combine a mixture of taught and practical elements including additional support to new teachers in the workplace Training to include initial assessment leading to an individual learning plan, the accreditation of prior learning and experience, Skills for Life support, specialist mentoring in the workplace and effective feedback on at least eight teaching observations Registration with a professional body for teachers, the Institute for Learning, at the start of training (see www.ifl.ac.uk for more information) A threshold licence to practice on successful completion of the introductory award and full licence to practice on achieving QTLS status A professional development record maintained throughout training will, on qualification, become a continuing professional development record used for regular renewal of licence to practice.

Personal development skills

Key skills and skills that enhance learners’ employment prospects.

Progression

The measurable improvement or development in learning or teaching that a learner or teacher has achieved.

Provider

Any organisation providing education and training.

Self-assessment

The regulatory regime whereby colleges evaluate their own effectiveness and make judgements about their own ability to improve and develop themselves.

Skills for Life

In March 2001 the Government published Skills for Life, the national strategy for improving adult literacy and numeracy skills.

Subject specifications

Definitions of the knowledge, personal skills and understanding required by teachers and those who support teaching and learning in adult literacy and numeracy programmes.

Whole Organisation Approach

Strategic support to help you position the needs of learners in Literacy, Language and Numeracy (LLN) at the heart of your organisation’s activities through adopting a whole organisation approach.

144

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

ACRONYMS APR

Assessment, planning and review

CPD

Continuing professional development

DCSF

Department for Children, Schools and Families

DfES

Department for Education and Skills

DIUS

Department for Innovation, Universities and Skills

E2E

Entry to Employment

ESOL

English for speakers of other languages

FfE

Framework for Excellence

IAG

Information, advice and guidance

ICT

Information and communications technology

ILP

Individual learning plan

LSC

Learning and Skills Council

NQF

National Qualifications Framework (being replaced by the Qualifications and Credit Framework)

NRDC

National Research and Development Centre

Ofsted

Office for Standards in Education, Children’s Services and Skills

QIA

Quality Improvement Agency

SAR

Self Assessment Report

SMART

Specific Measurable Attainable Realistic Timely

Ufi/learndirect

University for Industry

Delivering Skills for Life: the national strategy for improving adult literacy and numeracy skills

145

The Skills for Life Improvement Programme is delivered on behalf of the Quality Improvement Agency by CfBT Education Trust and partners

Published by the Quality Improvement Agency www.qia.org.uk Registered with the Charity Commissioners To request additional copies of this publication please contact QIA Publications, quoting code SFLFEC: QIA Publications PO Box 5050 Sherwood Park Annesley Nottingham NG15 0DJ Tel: 0845 60 222 60 Email: qia@prolog.uk.com Fax: 0845 60 333 60 Textphone: 0845 60 555 60 © Quality Improvement Agency for Lifelong Learning (QIA) 2008 Further information on Skills for Life: the national strategy for improving adult literacy and numeracy skills is available from the readwriteplus website – www.dfes.gov.uk/readwriteplus You are welcome to copy this publication for internal use within your organisation. Otherwise, no part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without prior written permission of the copyright owner. Further information: For further information about the issues discussed in this publication please contact: Quality Improvement Agency Friars House Manor House Drive Coventry CV1 2TE Tel: 0870 1620 632 Fax: 0870 1620 633

for Lifelong Learning