Bedford Borough Council Decision No

BEDFORD BOROUGH COUNCIL DECISION NO. 1480

RECORD OF EXECUTIVE DECISION TAKEN BY AN EXECUTIVE MEMBER

This form MUST be used to record any decision taken by the Elected Mayor or an individual Executive Member (Portfolio Holder).

The form must be completed and passed to the Chief Officer Legal and Democratic Services no later than NOON on the second working day after the day on which the decision is taken. No action may be taken to implement the decision(s) recorded on this form until 7 days have passed and the Chief Officer Legal and Democratic Services has confirmed the decision has not been called in.

1. Description of decision To accept the receipt of a grant from the Ministry of Housing, Communities and Local Government (MHCLG) for the sum of £188,663.23 to support better co-ordination of existing English Language provision in Bedford Borough.

2. Date of decision 3rd August 2020

3. Reasons for decision To enable the English language co-ordination project to be undertaken.

4. Alternatives considered and rejected

The alternative of not accepting was considered but rejected.

5. How decision is to be funded The project will be supported by the grant in the sum of £188,663.23 from MHCLG.

6. Conflicts of interest Name of all Executive members who were Nature of interest Did Standards Committee give a Did the Chief Executive give a dispensation for that conflict consulted AND declared a conflict of dispensation for that conflict of interest? (If of interest? (If yes, give details and the date of the interest. yes, give details and date of dispensation) dispensation).

- 1 - The Mayor has been consulted on this decision

Signed: Date: 3rd August 2020 Name of Decision Taker: Mayor Dave Hodgson

This is a public document. A copy of it must be given to the Chief Officer Legal and Democratic Services as soon as it is completed.

Date decision published: …3 August 2020………………………………………………………

Date decision can be implemented if not called in: …13 August 2020……………………

(Decision to be made exempt from call in………NO……..)

- 2 -

For publication

Bedford Borough Council – Report to the Mayor

Date – July 2020

Report by - Chief Officer Analytics, Insight & Performance

Subject - Acceptance of grant funding from the ESOL for Integration Fund

1. Executive Summary

This report recommends that the Council accepts a grant from the Ministry of Housing, Communities and Local Government (MHCLG) for the sum of £188,663.23 to reach into communities and groups of learners less likely to access English for Speakers of Other Languages (ESOL) due to barriers and/or lack of motivation to learn English.

2. Recommendations

The Mayor is requested to approve the acceptance of a grant from MHCLG from the ESOL for Integration Fund.

3. Reasons for Recommendations

To receive funding into the Council to support a project for wider provision of English Language provision in Bedford Borough.

4. Key Implications

(a) Policy

The Government published the Integrated Communities Strategy Green Paper in March 2018 for consultation and an Action Plan followed in February 2019. The Action Plan aims to “drive forward work across Government to create socially and economically stronger, more confident and integrated communities”. Enhancing English language skills is an important theme in the Action Plan.

The funding and project will support the Council’s Corporate Plan goal (EC2) namely to ‘support people to learn and realise their potential in life’. (1)

(b) Legal Issues

There are no legal issues arising from this report.

Part of the conditions of the grant is that it is all spent by 31 March 2021. The grant application recognises each of the partners, of the local English Language Partnership (ELP), commitments to the project in terms of number of learners being supported and accompanying activities. Grant will be held by the Council and passed to partners via agreed contacts. There is no expectation of continued Council funding following the end of the grant period or direct additional resource requirements arising from this report.

(d) Risk Implications

There are no risk implications arising from this report.

(e) Environmental Implications

There are no environmental implications arising from this report.

(f) Equalities Impact

In preparing this report, due consideration has been given to the Borough Council’s statutory Equality Duty to eliminate unlawful discrimination, advance equality of opportunity and foster good relations, as set out in Section 149(1) of the Equality Act 2010.

A relevance test for equality has been completed. This activity has no relevance to Bedford Borough Council’s duty to eliminate unlawful discrimination, harassment and victimisation; to advance equality of opportunity; and to foster good relations. An equality analysis is not

5. Details

5.1 In March 2018, the Government published the Integrated Communities Strategy Green Paper for consultation. It set out the Government’s vision for ‘building integrated communities’ with a key theme of enhancing English language skills. In response to

(2)

the Green Paper, the Government launched the Integrated Communities English Language Co-ordination Fund as a new funding programme to help support activities that improve the co-ordination of ESOL (English for Speakers of Other Languages) provision.

5.2 MHCLG adopted a targeted approach to the funding and Bedford Borough Council was shortlisted as eligible to make an application. An application was submitted by Analytics, Insight and Performance supported by Children's Services (Early Help and Intervention) in October 2018. The proposal, which was to co-ordinate existing provision rather than developing and supporting additional services, set out our vision for the development of an effective local English language partnership to establish a Central Hub that will co-ordinate English language provision across the Borough.

5.3 £1m was available in each of 2018/19 and 2019/20 to fund up to 10 proposals. Following a rigorous assessment process, the Council was awarded a grant from MHCLG for the sum of £180,000. This was subject to a previous Executive decision (no. 1412 – 25 April 2019). The grant was intended to support the development of the ELP and more collaborative working by local partners. Effective and more coordinated working is now in place.

5.4 On Friday 6 March 2020 MHCLG announced the £6.5m ESOL for Integration Fund. The fund aimed to support up to 25 local authorities, to meet the English language needs of their communities. Bedford Borough Council was contacted by MHCLG and asked to apply to the fund.

5.5 The new national programme is described as delivering high-quality language teaching in familiar and accessible community locations and is designed to improve an individual’s connection to their local area and encourage social mixing with people outside their immediate community.

5.6 The Council submitted an application, which has been successful (in the sum of £188,663.23). Classes will be taught in a range of community settings, including places of worship and work. Provision will also include a range of ESOL club activities, linked to common hobbies/interest e.g. sewing, so that learning becomes more fun, interactive and appealing to the learner. The project will:

• impact the learner and community by increasing their skills that will enable them integrate into society and access key services confidently and independently. • create a pathway for learners to progress into further education or/and improve their personal and economic wellbeing e.g. volunteering.

5.7 The proposal is based on existing partnership work of the ELP. The ELP was set up in 2019 to inform the development of the Bedford ESOL Advice Service, and was a direct result of the previous funding referenced above in 5.3. The ELP ensures local ESOL provision is effective and efficient. This new project will be delivered in partnership. Each partner will deliver their own project

(3)

with Bedford Borough Council leading on coordination and ensuring overall project delivery. The ELP partners, who are all existing local ESOL providers are:

• Bedford College • Polish British Integration Centre (PBIC) • ACCM UK • Noah Academy • Kings Arms Project • 1MPACT The proposal will use the experience and expertise of ELP partners and local data collected through the Bedford ESOL Advice Service to target delivery of learners who are less likely to engage in ESOL, in locally appropriate settings.

5.8 The project submission recognised the current restrictions on face-to-face learning and classes. The proposal has been developed on the basis that social distancing measures will continue into the delivery period of the project. As such, following approaches piloted by partners, delivery of ESOL provision outlined in the project proposal is based on smaller class sizes and greater emphasis on online delivery. In addition, when teaching remotely, sessions will be shorter but greater in numbers. Those who require IT support, adequate help and guidance will be given at initial assessment.

6. Summary of Consultations and Outcome

The following Council units or Officers and/or other organisations have been consulted in preparing this report:

Management Team

7. Ward Councillor Views

Not applicable for this report.

(4)

Report Contact Officer: Mark Minion, Chief Officer Analytics, Insight and Performance, email: [email protected] Joella Hazel, Manager for Strategy and Policy, email: [email protected]

File Reference:

Previous Relevant Minutes: None

Background Papers: None

Appendices: A: ESOL for Integration Fund Form Application (May 2020)

(5)

Unique Application No:

EFIF: MHCLG USE ONLY

ESOL for Integration Fund Application Form A fund to help local authorities meet the English language needs of their communities.

Please email form to: [email protected]

Applications must be received no later than 23.45 on 07 May 2020

Please include “ESOL for Integration Fund” and the name of your local authority in the subject line.

Ministry for Housing Communities and Local Government March 2020

Organisation details

1.1 Eligibility Area Bedford (Please refer to list Annex A)

1.2 Local Authority Bedford Borough Council

1.2 Address Borough Hall Cauldwell Street Bedford MK429AP 1.3 Name of contact Lila Begum

1.4 Job title of contact Senior Project Lead Officer ( ESOL)

1.5 Telephone number of 01234 276336 contact

1.6 Email address of contact [email protected]

1.8 Has this local authority No previously been, or is it due to be, an integration area? Please provide details. 1.9 Has this local authority ever No received funding from the Controlling Migration Fund for ESOL purposes? Please provide summary details.

Guidance notes

• Please refer to the prospectus when completing this form.

• Please keep additional supporting material and diagrams to a minimum, templates are available for use in this document. Key information must be drawn out in your answers below.

• Depending on scale and complexity of the proposal we may seek additional information.

• Information in your application may be shared with other Government colleagues for the purpose of developing our understanding and informing wider policy development and best practice.

• If your application is successful, we will need confirmation that your authority’s Section 151 Officer is aware of and content with the proposal.

• Use of black type, Arial font 12 is preferred.

Summary of your proposal (250 words maximum)

This should cover the key points from sections 1 to 4 below

Delivery of community Delivery of TOTAL based new to ESOL community based (taught sessions) social mixing opportunities (ESOL clubs and activities) Amount £114,781.00 £31,384.00 £188,663.28 requested % of bid 61% 17% 100% It is recommended that clubs/activities do not exceed 25% of total bid In addition to the above, £19,136.00 (10% of bid) is requested for IAG and £23,362.28 (12% of bid) for coordination work.

The proposal aims to reach into communities and groups of learners less likely to access ESOL due to barriers and/or lack of motivation to learn English.

Classes will be taught in a range of community settings, including places of worship and work. Provision will also include a range of ESOL club activities, linked to common hobbies/interest e.g. sewing, so that learning becomes more fun, interactive and appealing to the learner.

The project will: • impact the learner and community by increasing their skills that will enable them integrate into society and access key services confidently and independently. • create a pathway for learners to progress into further education or/and improve their personal and economic wellbeing e.g. volunteering.

The proposal is based on existing partnership work of the English Language Partnership (ELP). The ELP was set up in 2019 to inform the development of the Bedford ESOL Advice Service, which ensures ESOL provisions are utilised effectively and efficiently. The proposal will be delivered in partnership. Each partner will deliver their own project with Bedford Borough Council leading on coordination and ensuring overall project delivery. The ELP partners, who are local ESOL providers are: • Bedford College • Polish British Integration Centre (PBIC) • ACCM UK • Noah Academy • Kings Arms Project • 1MPACT

The proposal will use the experience and expertise of ELP partners and local data collected through the Bedford ESOL Advice Service to target delivery of learners who are less likely to engage in ESOL, in locally appropriate settings. Partners Classroom based Social and club IAG Coordination Total activities Partner project PBIC £32,561.00 £19,136.00 £51,697.00 NOAH Academy £40,160.00 £9,450.00 £49,610.00 Kings Arms Project £21,934.00 £21,934.00 Bedford College £3,600.00 £3,600.00 ACCM UK £18,460.00 £18,460.00 1MPACT £20,000.00 £20,000.00 BBC £23,362 £23,362

Sub total activities £114,781.00 £31,384.00 £19,136.00 £23,362 £188,663 % of bid 61 16 10 12 Total Proposal £188,663

Alternative delivery of your proposal

We are monitoring the situation with relation to the Covid-19 outbreak in line with the latest government guidance. You may wish to use this section to demonstrate what and how your proposal would deliver should social distancing measure be maintained over a longer period.

Your proposal will continue to be evaluated based on our original published scoring criteria.

The proposal has been developed on the basis that social distancing measures will continue into the delivery period of the project. As such, following approaches piloted by partners, delivery of ESOL provision outlined in the project proposal is based on smaller class sizes and greater emphasis on online delivery.

We are aware that ‘lockdown’ as a result of Covid-19 has changed the way people communicate with their phones and other electronic device, including those with ESOL needs. Many communities with ESOL needs have started to communicate virtually e.g. Zoom, for their own personal use, including listening and participate in religious ceremonies and maintaining relationships with family members. Some ESOL learners will have had support from their families to help them use ICT equipment and go online. In addition, as children are learning online, some parents will also be learning digital skills to support their children’s home schooling.

Consulting with our ESOL providers, at present they have been able to deliver ESOL online to their learners. When ‘lockdown’ took place, partners reached out to the learners to offer moral support and to establish who is able to learn online and have compatible electronic devices.

The ESOL Advice Service Senior Project Lead Officer from Bedford Borough Council (BBC) has held regular virtual meetings with ELP partners to help share good practice and innovative ways of teaching online. The SPLO has also engaged with other ESOL providers across England (Manchester and Yorkshire) in particular to understand how other ESOL providers are

delivering ESOL with the COVID19 outbreak and share this information with ELP partners. The key learning from this has been built upon in this proposal with ELP partners optimistic that with social distancing, they will be able to deliver both online and classroom. To help deliver the proposal, partners will: • Minimise classroom attendance but support learners remotely • Have smaller numbers of learners in each class, allowing for social distancing measures to be followed as well as additional precautions put in place e.g. hand sanitisers in each room. • Post worksheets and provide online support

In addition, when teaching remotely, sessions will be shorter but more in numbers. Those who require IT support, adequate help and guidance will be given at initial assessment. At present, SPLO is seeking additional support in purchasing easy to use and learn electronic devices for partners, so that they can deliver their ESOL classes.

1. Impact of proposal on learners and local community

Please set out the expected impact of your proposal, detailing both taught sessions and social clubs and activities elements, on learners, participants and the community:

Effective Targeting • How will it identify target learners and specific geographical locations using national and local data? • What is the strategy to encourage enrolment, participation and retention of target learners? • How will your proposal acknowledge and address barriers to learning, for example concerning accessibility and childcare?

Effective integration • What is the expected change in English proficiency in speaking, listening, reading and writing from taught sessions and how you will attain this? • What is the expected change in confidence in using functional English in a variety of day-to-day settings such as speaking to a child’s teacher or visiting a GP alone and participation in the local amenities and transport through your proposal interventions and how you will attain this? • How will the proposal’s interventions connect learners to local services and amenities including signposting to sources of advice and support on a range of issues that may directly or indirectly affect them (for example, employment, health and wellbeing, domestic violence and abuse, hate crime and support for victims or concerns regarding extremism and radicalisation)?

This section represents 30% of the total marks (750 words maximum)

Please complete sections (a) and (b) on page 8 to support this section

Taught Sessions

Learners Effective Targeting (ET): In addition to ELP partners’ knowledge and expertise, data from 2011 Census 2011, Bedford Borough School Census 2018, Indices of Deprivation 2019 and Bedford ESOL Advice Service will be used to identify and target learners, with delivery in Bedford Town Centre and Queens Park ward. The ESOL Advice Service summer campaign ‘Let’s Learn English’ aims to motivate, encourage and emphasise the importance of learning English, this will enable us to further understand need and deliver in key areas. Learners will be matched according to their aspiration, availability and accessibility (AAA). Courses will be fun and interactive with online shorter course with smaller numbers of learners per group. Mentoring and 1:1 support will be offered to those who require additional support. Due to COVID19, learner’s mental health needs will also be taken into consideration with relevant signposting to mental health services made as throughout their learning journey as appropriate. Initial assessments carried out using the shared assessment form will help identify barriers to accessing ESOL and the learner subsequently advised and matched to the suitable provider e.g. ESOL classes with childcare.

Effective Integration (EI): Initial assessments carried out will identify learner levels and match with suitable provider to maintain attendance e.g. classes in schools/work places. SMART goals will be set to help learners with their progression and aspiration. Learners will be supported to increase at least a level higher and encourage them into further education or achieve their own personal goal. This will be monitored accordingly through teachers’ assessments and IAG advisers. Additional support for learners will be offered to help them achieve and retain attendance.

Classes are designed to help learners integrate into society by helping with everyday living. Courses with include life skills, British values, pathways to employment, awareness of sensitive issues e.g. domestic violence, and will build confidence to access local services. Volunteers supporting learners, for example helping them to buy bus tickets, will supplement classroom learning on everyday life. Specialists from organisations will be invited to deliver talks e.g. Hate Crime, domestic violence as a learning syllabus to increase awareness of issues and if learners ask for help, partners are trained to support them.

Participants- ET- Partners have already established official contacts that want to give back to the community. Employers include Govia Thameslink and Ernest and Jones will offer mock interviews and volunteering. Suitable mentors will be matched with learners that require additional support. Mentors and volunteers will receive quality training that will help them with personal development, helping retain their interest in supporting the project.

EI- Employers and mentors will have the opportunity to give back to the community this will build stronger community ties relationship in an educational setting

Community ET- Some communities are unable to access ESOL due to cultural barriers. Using partners’ knowledge and expertise of the community and local data, we will identify the barriers by working closely with the communities. The ‘Let’s Learn English’ campaign strategy will include identifying cultural barriers and maintaining learning progress and will help ensure projects will be delivering in places used regularly by communities.

EI- Initial assessments will be carried out and SMART targets will be set to increase learners’ understanding in all or most of the speaking, listening, speaking or writing skills. Understanding community barriers in accessing services, including ESOL and identifying how to overcome the barriers will be part of the ‘Let’s Learn English’ campaign. The strategy will include how to reach out to communities or groups who may lack motivation in learning or face barriers.

Social clubs/activities Learners:

ET- The same strategy underpinning taught session delivery will be used to identify geographical locations. Settings will be in central and safe places with OFSTED registered childcare to support those with childcare issues. Clubs will be held in locations and venues that are easily accessible and seen as a safe environment e.g. community cafes, children centres. ESOL session will be delivered with a hobby e.g. sewing helping to indirectly build confidence.

EI- Learners will be matched to suitable clubs according to their hobbies and aspirations. Suitable mentors will be allocated to help develop further and build confidence. Mentors will support in active citizenship and access local services.

Participants - As above.

Community - As above.

2. Deliverability

Please set out the proposal’s arrangements for investment and workforce required to ensure sustainability and quality taught session provision including:

• How will it provide high-quality pre-entry ESOL in community-based settings and premises? • How will it provide suitably qualified ESOL practitioners/teachers (L5+) to deliver ESOL to learners new to ESOL (pre-entry- entry level 1)? Or offer of robust alternative delivery model? • How will it deliver standard monitoring and assessment of learners, at entry and exit of courses, as directed by the department? • How will it deliver relevant practical language and literacy skills in reading, writing, speaking and listening for use in every-day situations? • How will the curriculum and activities build learner confidence to use local services, amenities and public transport? • How will it supply Matrix-accredited advisors for provision of information, advice and guidance (IAG), (a minimum of 1 session per taught learner) to support progression towards further learning and longer-term goals such as volunteering or employment. • How will it provide suitably trained language support assistants / volunteers to support taught sessions and support the professional development of these volunteers/ assistants?

Please set out the proposal’s arrangements for investment and workforce required to ensure sustainability and quality social mixing clubs and activities including:

• How will it provide high-quality pre-entry ESOL in community-based settings and premises? • How will it provide suitably trained language support assistants / volunteers to lead or support delivery of clubs and activities and support their professional development?

• How will the proposed clubs and activities build learner confidence to integrate more widely and use local places services and transport?

Please set out the proposal’s arrangements for investment and workforce required to demonstrate:

• How will it provide OFSTED registered childcare to support learners with children? • How will it work with other local ESOL providers and organisations to develop clear progression pathways for all participants?

Please complete sections (c) and (d) on page 9 to support this section

This section represents 30% of the total marks (1000 words maximum)

The proposal will be delivered by partners who are key local ESOL providers in Bedford Borough. They also have additional specialisms in employment, education, skills and working with distinct ethnic and linguistic minority communities. Partners are:

• Noah Academy - Work with clients who are homeless, unemployed or on low income • Polish British Integration Centre ( PBIC) - Work with Eastern Europe communities • Bedford College - Part of the Bedford College Group, principle further education provider in the Borough of Bedford (OFSTED rating GOOD) • ACCM UK – Challenge health inequalities and tackle all forms of abuse in the Black Asian Minority Ethnic communities (BAME) • Kings Arms Project - Work with homeless, refugees and asylum seekers. Provide training, tenancy management and pathway to employment. • 1MPACT - An Ethical not for profit company Limited by Guarantee who deliver outreach education including ESOL.

Taught Session Provisions Partners have received funding from Adult Education Budget, Lottery, SEMLEP, Bedford Borough Council (Syrian refugee resettlement programme) and European Social fund to deliver ESOL in Bedford Borough. They are already familiar with adhering to requirements requested by MHCLG, such as Level 5+ tutors and providing evidence of learner’s progression.

ESOL classes with be held in venues that are already used for delivering ESOL and are familiar with the community and easily accessible. In addition, the Bedford ESOL Advice

Service has identified other venues through our assessments and community engagement where ESOL delivery is required. They are: • Queens Park Academy • Elstow Lower School • Shackleton Lower School • Priory Lower School • Kings Oak Children Centre • Jubilation Centre • Bunyan Centre • Faraday Square Community Centre • Westbourne Islamic and Community centre • Work places e.g. Indian restaurants • Community Cafes

Partners already use qualified ESOL teachers (Level 5 +) and evidence of this can be provided upon request. Where an ESOL teacher will need to be recruited, the minimum teaching qualifications will be made clear. Partners have included additional training cost to build their staff and volunteer capacity for the staff to ensure quality and robust ESOL classes are delivered, especially during COVID19.

The Bedford ESOL Advice Service has provided capacity building for partners to deliver effective ESOL to Pre- Entry and Entry Level 1, by a recognised organisation - Learning Unlimited. Further training for teachers and volunteers and volunteers is being planned that will ensure suitable trained language support assistants.

The Bedford ESOL Advice Service has developed a shared assessment form with partners. The shared assessment form includes key information that identifies the learner’s ESOL level, barriers, hobbies, aspirations etc. A qualified ESOL assessor has already been successfully recruited to carry out assessment to enable to match the learner with the relevant provider. Capacity for carrying out ESOL assessments and advice will be enhanced by partners who will share their staffing with ESOL Advice Service for this purpose. The Bedford ESOL Advice Service website will collect data on learners and providers. Providers will be required to register with the website, so that they can update information of their services and learners. The Bedford ESOL Advice Service is exploring feasibility of including functionality of a website

to have learner’s journal, so that teachers can monitor and update learners’ progression online.

As part of this project, collaboration work will be required and this includes providers making referrals to other ESOL providers who provide higher level of ESOL, as part of the learners’ progression.

PBIC already works in partnership with the National Careers Service providing Matrix- accredited advisors to support their clients’ in regards to information, advice and guidance (IAG). This service will be extended to all ESOL learners from this project proposal helping to ensure learners progression and aspiration are supported e.g. through signposting to further education, employment, volunteering. PBIC will also provide individual support for those who need extra support. In addition, PBIC’s taught sessions will offer AQA accredited British Values Units at Pre-Entry level.

NOAH Academy already have existing working relationships with local employers including Govia Thameslink, who will provide employment support for learners through practice interviews, volunteering and work experience. NOAH Academy will also support with IAG and offer mentoring to help with the learner’s progression.

Bedford College will deliver ESOL to parents in schools. This is a proved and tested programme successfully delivered previously that ended due to funding and capacity. Bedford ESOL Advice Service have identified the widely unmet need to support parents with ESOL and will work with Bedford College and other partners to identify the schools that would most benefit from delivery ( See list above).

ACCM UK will be offering classroom based ESOL classes to help empower its learners many of whom will be victims of domestic abuse, mainly from the South Asian community. As language is the main barrier to ask for help, they are able to identify signs of abuse and support victims accordingly. They offer 1:1 support for learners who need extra support in class by their volunteers.

Social Mixing Clubs and Activities

The two partners delivering social club activities will be Kings Arms Project and Noah Academy.

Noah Academy have successfully piloted Sewing with Confidence classes last year. These were delivered at Rutland Road Church in Bedford Town Centre and Queens Park Community Centre, both of which are identified areas of ESOL needs. Their project proposal includes continuing this in addition of the pathway to employment and building confidence aspects of their ESOL delivery. Learners will also be supported in activities to enable their wider integration into community including assisting learners to buy train tickets, ask for directions, shopping and access local amnesties.

Kings Arms will use their on-site community café with crèche facilities (OFSTED registered) and other suitable venues reaching out into the identified areas of ESOL needs to deliver language cafes/clubs in Bedford. The project will provide employment coaching and support for learners by the Project Pathways to Employment team, who will also help with English for the workplace and confidence building. Volunteers from Bedford Borough Council and Bedfordshire Police will also be available to help learners to practice and develop their speaking skills. Volunteers be required to attend training to ensure they are able to in carrying out effective 1:1 conversations with leaners and report progress.

3. Financial Viability

Please set out the proposal’s arrangements to provide value for money by demonstrating:

• How the proposal has identified all relevant fees, costs and total cost per output (i.e. costs per learner), and how this represents the best use of money. • Clear profiling of all costs including any procurement activities, and any other funding, for duration of delivery in a sensible way. • How the proposal has identified potential delivery risks, and the mitigations that will be taken to address and manage them. • How the proposal has identified potential financial risks, and the mitigations that will be taken to address and manage them.

Please complete sections (e) and (f) on page 10 to support this section

This section represents 20% of the total marks (500 words maximum)

Proposal costs

The proposal has been developed in partnership with ELP partners. Partners have based their project proposals on proven successful ESOL delivery projects. Further breakdown of individual partner costs are available upon request.

Partners Number of learners Proposal Total cost PBIC 140 learners Deliver ESOL, AQA £51,697 240 IAG (includes above accreditation and learners and referrals from provide IAG for all other partners) learners. 100 AQA accreditation ( PBIC learners) NOAH 60 Sewing with £9450 Academy 40 confidence & ESOL £40160 ACCM UK 15 ESOL, tackling social £18,460 isolation Bedford 10-15 ESOL in school £3600 College Kings Arms 60 Language £21934 Cafes/Clubs 1MPACT 20 learners ESOL classroom £20000 based and online Bedford All (345) learners’ ESOL Advice Service £15,870 Borough assessments and journeys will coordinate all £3,000 Council- coordinated through the assessments and Bedford ESOL Advice Service. refer to an ESOL Advice appropriate provider. Service 95 assessments carried out All partners will use by ESOL Advice Service staff the agreed shared assessment form to conduct assessments where they are not done directly by the ESOL Advice Service

The ELP has given a platform for the SPLO to identify partner’s strengths and areas of specialism as well as understanding the ESOL need across Bedford Borough. At the beginning of this academic year, SPLO has visited providers’ ESOL classes and establishments to build stronger working relationship and to see how classes been delivered. This has helped SPLO to identify and advise partner’s with their project proposal according to their strength.

Risks Two key risks have been identified and mitigation already included in the proposal development.

1. Due to the length of time procurement and tendering takes, any procurement would inevitably delay delivery of the project. To address this, a partnership proposal is being submitted that clearly sets out who the delivery partners will be. Furthermore, the SPLO will apply for a waiver to enable direct payments to partners. As part of this, partners will sign an agreement, which will include transparency and cooperation.

2. Covid-19 and social distancing measures (see ‘Alternative delivery to your proposal). This academic term, partners are finding alternative ways to deliver ESOL and keep in touch with learners through distant learning, this includes teaching online and posting worksheets. Partners are have considered alternative delivery methods for September if social distancing measures remain place. This will include shorter length classes online with fewer numbers of learners, see example below: • No social distancing measures - 10 learners per class - 2/3 hours sessions • Social distancing measures – 4 - 6 learners per online class, 60-90 min x 2

Please see (f) for risk management.

4. Project Management and Governance

Please set out the proposal’s arrangements to ensure robust project management for:

• Governance of the proposal • Delivery implementation and timeline • Managing quality control and consistency across all providers of tuition. • Capacity to monitor, collect and collate participant data from community settings. • Capacity to collect, collate and return regular and accurate participant data including the return of aggregate (i.e. settings location and postcode, earner numbers enrolled and completing on taught sessions and their characteristics). Full training on monitoring and evaluation will be provided by the Department. • Capacity and willingness to accurately collect and retain participant data for purpose of longitudinal research study • The capture and return of outcome and longer-term impact data.

This section represents 20% of the total marks (500 words maximum)

Please complete sections (g) and (h) on page 11 – 12 to support this section

Governance Bedford Borough Council is the lead partner on the proposal BBC responsible for ensuring overall delivery and appropriate use of funds. BBC will work with project partners, who are 15

ESOL providers, to deliver this proposal based on their previous experience of successful ESOL delivery. The SPLO will be meeting project partners regularly through 1:1 and team meetings to support in delivering the project.

Data Through the Bedford ESOL Advice Service, BBC will collect data on ESOL assessments, referrals to the appropriate project and progression routes. The ESOL Advice Service website has two distinct parts to its website, one for the community on information about ESOL in Bedford and another section only accessible by partners and ESOL assessors. The website is able to collate important key data and information and additional functionality such as individual learner’s account to track learner’s journeys will be explored.

Partners will attend the training for local authorities in June, to better understand how to monitor and evaluate for MHCLG, this will enhance better coordination and reporting.

As part of this project, Bedford ESOL Advice Service will ask partners to conduct some further research to help us to understand the needs of ESOL in Bedford, so that we can plan and share our research externally including the MHCLG.

Timelines Partner’s projects will be completed by March 2021, however Bedford College will continue until July 2021; Bedford College will cover the costs from April – July 2021. Partners have previously been audited for quality assurance, collate data, monitor and provide evidence for funders e.g. SEMLEP, European Social Fund, AEB.

The ESOL Advice Service plan to deliver a summer campaign of outreach to communities, to increase interest in ESOL and allow enrolment in courses. The campaign will be developed further in line with Government guidance on Covid-19.

From June to August, partners will start their recruitment for teacher, volunteers, mentors etc. They will be arranging and developing plans on where to hold and deliver their classes. During June – September, the Bedford ESOL Advice Service will be carrying out online assessments and placing learners onto the appropriate partner’s project. The Advice Service will identify those who can learn online, and who will need extra support.

The following templates (a - h) are available to support and evidence sections 1 - 4.

a. Project Outputs (Section 1) b. Project Outcomes (Section 1) c. Community Premises (Section 2) d. Workforce Planning (Section 2) e. Financial Planning (Section 3) f. Risk Register (Section 3) g. Implementation Planning (Section 4) h. Governance structure (Section 4)

a. Project outputs – what, how many and when?

Description of Project activity Delivery target Monitoring arrangement Project output Example: Number of Recruitment to x per quarter (x Captured via learner new learners English language in total) registration forms, training course collated by each partnership organisation and returned to MHCLG external evaluator on a quarterly a monthly basis. Example: Number of Retention on English x per quarter (x Captured through register learners completed language training in total) of attendance course course 1. 60 new learners ‘Sewing With 10 learners per Assessment and recruited. (42 learners Confidence’. Other cohort, 6 Enrolment Forms, to complete course) hobbies will be used sessions. collected by Partners and to address wellbeing Course leader Bedford ESOL service and learn English. will retain 42 data, regular monitoring learners to complete course 2. 40 new learners Marketing and 8-10 learners SMART action plan, recruited (32 to recruitment through per class x 4, monthly and quarterly complete course, 10 referral partners, over each meeting further training) development of quarter language friendly marketing materials and engagement with local groups and work places.

Small group developed with a mentor and SMART action plan, 1:1 mentoring 3. 15 new learners Learning made fun 3 groups, 2 Individual assessments, to promote hours each-6 reviewed at week4, integration, lego hours for 39 learners self-evaluation, building, visit House weeks tutor report at week 8 of Parliament 4. 60 new learners Language café/club. 2-4 per Initial assessment, Can be done online learners per monitoring and recording by Zoom session once a of learners progress will week. June to be reported. All learners August online have a mentor to drop-in in increase confidence in ESOL, speaking outside the September to café. June weekly. 5. 140 new learners, Small classroom and 3- 6 learners Assessment and retaining 100 learners online classes. per session Enrolment Forms, ESOL integration collected by Partners and programme will Bedford ESOL service offer AQA accredited data, regular monitoring British Value Units, including British Values modules 6. 10 new learners, Recruitment to Pre- 10 new learner, Captured via learner retaining 8 learners Entry ESOL course 8 to retain registration forms Sept-Oct Captured through attendance register Nov 2020-March 2021 (18 weeks) 7. 20 new learners,16 Establising the 10 per term, 16 Assessment and to retain building blocks to to retain, 80% Enrolment Forms, improve confidence, attendance collected by Partners and social speaking and Bedford ESOL service positivity to people data, regular monitoring who are isolated.

b. Project outcomes – please set out the impacts your proposal aims to achieve, and how you will achieve and measure them.

Description outcome Project activities – How will you record Delivery Date how this will be achieving this achieved outcome? Example: Increased Language All learners will be Interim measures English proficiency proficiency increased required to complete an available after XX through the provision English proficiency months and final of language classes assessment at start, measures available 18

mid-point and end of on course the course, which will completion. provide a measure of improvement. 1. All learners Learning English Completing ILP and From week 1 to 6 increased English through hobbies, diary to record Proficiency, improved holding informal progress. of mental health, group setting reduced social conversations which exclusion and will also include increased integration. mental wellbeing Identify learners conversations. aspirations and support Homework will be set in achieving this 2. Increase of English 1:1 mentoring, work Assessments carried 12 weeks. Week proficiency, skills and 8 experience, out in the beginning, Initial assessment, learners into engagement in mid-point and end, to followed by employment, 26 community activities, measure improvement. biweekly mentoring learners engage in volunteering and Outcomes for each and formal volunteering, all class room study. learner assessments at learners will have CV, week 6 and 12. learn how to job Quarterly reporting search. Interview skills given to answer key questions and visit and use local amenities 3. Improved confidence Through practical Assessments carried Assessments to be level to discuss issues activity, workshops, out from start, midway carried out midway e.g. DV, improve online at home, and end. Monitor and and end of course reading, listening classroom set up record learners 1 to 12 weeks writing and speaking progress on learners’ English. journal. Teachers final report 4.Increased confidence Child minding Through evaluation and Learners will be in speaking both in the facilities will be monitoring forms, from have to attend classroom and with offered, will hold teacher and mentors. minimum of 6 professionals weekly language sessions and cafes at Kings Arms attend a maximum Projects café and of 12 classes. other identified SMART objectives venues too. Online with be set conversation will according to take place too. learners ability, to Mentors will be help them retain trained to support learning interest. learners. Mentor and learner can meet face to face or have conversation by phone/video calling.

5. Increased English Learning English AQA accreditation To deliver over 26 proficiency and both online and weeks progression classroom settings. 6. Increased English . Language All learners will be September 2021- proficiency and proficiency increased required to complete an start progression through the provision English proficiency Interim measures of Pre-Entry ESOL assessment at start, available half- classes for parents in mid-point and end of termly (w/c school the course, which will 14/12/20, w/ Progression provide a measure of 08/02/21 and final opportunities improvement. measures available increased: learners Record of enrolment on on course who complete this college course (Pre- completion w/c course can progress Entry or E1 ) 22/03/21 to Pre-Entry/Entry 1 provision at Bedford College 7. Increasing English Activities each week Initial assessment, September 202 to proficiency and will include social midway and end March 2012, 1 progression. Help speaking using reports by teacher and session per term break down barriers innovative English- ESOL assessor. with 10 learners and make entering the speaking resources each session. labour market easier. that have built in speech recognition to help with practice. c. Identification of community premises – please set out the community premises you are proposing to use, their type (e.g., community centre, school, place of worship) and any issues you will need to overcome.

Name of premises Postcode Type Issues and how they will be mitigated

Example: ABC ABC 123 Community centre Community Centre within housing estate ACCM UK MK401EG Community Centre in No issues town centre PBIC MK403TN Community Centre in No issues town centre Kings Arms MK429AZ Community Café/ No issues Project/Cafe Conference centre/church CVS MK402AA Community and No issues. If not Voluntary Service opened due to Covid19 other venues will be sourced or method of teaching e.g. online Queens Park MK404LF Community centre As above Community Centre 20

Westbourne MK404LD As above Community and Islamic Centre Jubilation centre MK420HL As above John Bunyan Sports MK42 9TS Sports hall As above Centre Faraday Community MK429ND Community Centre in As above Centre town centre Tavistock St MK402SX Community Centre in As above Community Centre town centre Pine Cones Children MK417SA Children’s Centre As above Centre Queens Park MK404LE Community Centre As above Neighbourhood Centre Rutland Road Church MK40 1DG Church in town centre As above Schools MK40, MK42, Will need rooms with MK41 adult sized desks and chairs; access to Internet and interactive whiteboard will be preferable, but could do without On line leaning and at college premises Restaurants In Bedford Town As above. Seek Centre, MK40 alternative venue

d. Resource planning – please set out the workforce and resources you will need to implement your proposal (e.g. ESOL L5+ qualified practitioners, volunteers, matrix accredited IAG advisors, OFSTED registered child carers)

Type No. required How this will be achieved Example: ESOL L5+ 3 2 from within current FE provision, 1 to be recruited through fund. ESOL Teachers L5+ 8 Teachers already delivering other ESOL classes, but paid thorough funds OFSTED registered 2 Already recruited but will be paid by funds child carers Matrix accredited IAG 2 Already recruited but paid through funds advisors Volunteer 15 10 current, 5 recruit from funds Mentors 20 - 30 Already in place, to recruit customer service officers to mentor ESOL Assessment 1 1 from within current provision but additional Officer hours provided through fund. Project Lead Officer 1 2.5 days per week, already recruited but paid through fund.

e. Financial planning - Please set out all costings and fees to demonstrate calculation for total bid and cost per learner for:

1) Delivery of community based new to ESOL (taught sessions 2) Delivery of community based social mixing opportunities (ESOL clubs and activities)

Please note:

• Costs cannot include overheads that are calculated as a flat rate percentage. Actual overheads can be included provided they are clearly evidenced/justified and are proportionate to the size, scale and duration of the proposal.

• Costs cannot include management costs/fees that are calculated as a percentage of existing senior management time. Costs can be included for additional project support and management provided these are proportionate to the size of the bid.

• If your bid is successful, we will need confirmation that your authority’s Section 151 Officer is aware of and content with the bid. We will contact you for this at the appropriate time.

Type Cost / fee Amount Details Project Lead Officer £1586.20 x £15,862 Senior Project Lead Officer at 10 months 2.5 days per week for 10 months ESOL Advice Service – £750 x 10 £7,500 9 hours/week for 10 months ( Advice & Assessment months Officer PBIC 10 months £51,597 Taught sessions and IAG

NOAH Academy 10 months £49,610 Taught sessions, social activities, mentoring and IAG ACCM UK 10 months £18,460 Taught session Bedford College 7 months £3,600 Taught Sessions Kings Arms Project 10 months £2,1934 Social club and activity and mentoring 1MPACT 10 months £2,0000 Taught sessions

f. Risk Register – no more than one page

Please set out the identified risks and how those risks will be managed.

Please consider both project-related risks (e.g. target group eligibility; sourcing eligible target groups); and project management-related risks (e.g. recruitment of qualified staff)

Each risk recorded in the register should be rated according to ( 22

1) the likelihood of the risk occurring (high, medium or low) 2) the impact if the risk occurs (high, medium or low). Existing controls and mitigating actions should also be recorded for each risk.

RISK IMPACT LIKELIHOOD EXISTING MITIGATING CONTROLS ACTIONS Covid-19 physical Medium High Pilot online Move content and distancing still in sessions have programmes to place - Smaller taken place online learning groups per venue; where possible. not able to teach Using MS Teams on-site and specially recorded Youtube videos as online teaching platform if not able to teach in one venue Reduction of more Low Low Able to have Reduce number than 5% of award regular contact of learners project with MHCLG to aims to reach discuss project Late release of High Low Able to have Work with funding from regular contact MHCLG to MHCLG – less with MHCLG to release funding time to meet discuss project and extend deliverables deliverables Difficulty Medium Low Partners already ESOL Advice identifying and have learners on Service planned securing learners waiting list campaign and support from ELP members to identify learners Partners Low – Low Other partners An appropriate disengages due to have capacity to partner will be unrelated issues deliver approached to deliver their project.

g. Project Implementation Planning

Activity Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Comments Advice and assessment sessions Carry ESOL advice and will be carried out online weekly assessments through the ESOL Advice Service

Campaign ‘Let’s Learn English’ Campaign to increase awareness and motivate learners/community Social Clubs and Activities Proposed Projects

Proposed Projects Taught Sessions

Partners submit reports to submit to Reporting MHCLG

h. Governance structure

Bedford Borough Council (Lead Partner) Manager for Strategy and Policy

Bedford ESOL Advice Service (Senior Project Lead Officer) (Advice & Asessment Officer)

.PBIC .Noah Acaemy (Taught .Bedford College ACCM(UK) 1MPACT Kings Arms Project (IAG and Taught Sessions) sessions, social activtiy and (Taught sessions) (Social Activity) (Taught session) (Social actvities and mentoring) mentoring)