WIRRAL LIFELONG LEARNING AND FAMILY LEARNING SELF ASSESSMENT REPORT
October 2005
This is 100% recycled paper ? Education and Cultural Services Department ? Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 GRADING
The common grading scale, which was introduced in April 2005 for all inspection judgments, is used in this report.
Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate
Previous years are graded against the 5 point scale for areas of learning and the 7 point scale for observations of teaching and learning.
Page 1 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 INDEX
Page SECTION 1 – Introduction and Background
1.1 Structure of Self Assessment Report 2 1.2 Introduction to Wirral Lifelong and Family Learning 2 1.2.1 Mission and Strategic Objectives 3 1.2.2 Linkages and partnerships 4 1.3 Progress in Quality Development Staff development 2004-5 4 1.4 Background to Wirral and impact on provision 4 1.4.1 Local and regional educational achievement data 5 1.4.2 Implications for Lifelong and Family Learning provision 6 1.5 Number of Learners 6 1.6 Retention and Achievement Data 7 1.7 Numbers of staff 8 1.8 Programme areas offered 9 1.9 Funding 9 1.10 The Self Assessment Process 10 1.11 Observation grades 11 1.12 Table of Grades 12 1.13 Staffing structure of Lifelong and Family Learning Service 13 1.14 Centres used 14
SECTION 2 – Reports on Areas of Learning
Curriculum Area ALI areas
2.1 Health, public services and care 1 15 2.2 Agriculture, horticulture and animal care 3 17 2.3. Information and communications technology 6 19 2.4. Retail and commercial enterprise 7 25 2.5 Arts, media and publishing 9 28 2.6. History, philosophy and theology 10 32 2.7 Languages, literature and culture 12 35 2.8 Education and training 13 38 2.9 Preparation for life and work 14 40 2.10 Family Learning 16 43 2.11 Community Development 17 47 SECTION 3 – Leadership and Management 3.1 Leadership and Management 51 3.2 Quality Assurance 54 3.3 Equality and Diversity 56
Page 2 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 SECTION 1 INTRODUCTION AND BACKGROUND TO WIRRAL LEA LIFELONG EDUCATION AND FAMILY LEARNING
1.1 STRUCTURE OF SELF ASSESSMENT REPORT
This Self Assessment Report (SAR) is based on data and information on Wirral LEA’s Lifelong and Family Learning Service Provision for the academic year 2004-2005. It updates the report completed in March 2005. This updated SAR has been produced to reflect the new CIF framework and the revised areas of learning that were introduced in April 2005 so complete comparisons are not possible with some areas reported on in previous years.
Section 1 briefly updates background information from section 1 of the Wirral SAR March 2005. Grades for each area are listed. Section 2 contains curriculum reports organised by the new areas of learning. Section 3 reviews Leadership and Management, including quality assurance and equality and diversity. Progress on the Quality Development Plan March 2005 and the action plan for continuous quality improvement is detailed in a separate document.
1.2 INTRODUCTION TO WIRRAL LIFELONG AND FAMILY LEARNING SERVICE
Wirral Lifelong and Family Learning Service was created in Sept 2004 following a reorganisation of the two previously separate services. Funding for Lifelong and Family Learning is obtained from the Learning and Skills Council Greater Merseyside, under the following budgets: - · Adult and Community Learning and · Family Literacy, Language · Numeracy and Family Learning.
The Authority operates a mix of direct delivery of adult education courses and partnership activity through its two centres located in two areas of significant disadvantage: Rock Ferry and Leasowe, and outreach in a number of locations across Wirral. The service aims to provide a range of high quality and innovative learning opportunities to adults, with an emphasis on widening participation. The Lifelong Learning Service supports a number of small projects designed to combat social exclusion and to widen participation, through work in partnership with colleagues in schools and also within the Education and Cultural Services and Social Services Departments.
The delivery of Family Literacy, Language and Numeracy (FLLN) and Family Learning is mainly on school premises. The adult learning elements were sub-contracted to Wirral Metropolitan College until 2003-4 when there was a shift towards direct employment of adult tutors by the local authority. Family Literacy, Language and Numeracy aims to raise standards in literacy and numeracy by involving parents/carers in their child’s education through dedicated provision. Courses are targeted at schools and groups where there are high levels of under achievement and in areas with low levels of adult qualifications. The courses are mostly delivered in the more deprived wards or in pockets of deprivation. Wirral was one of the Skills for Families Pathfinder areas in 2003 – 2005 allowing participation in development of family learning programmes nationally, updating on training and providing the opportunity to deliver innovative new models of provision, which have proved very successful in recruiting new groups of learners. The Pathfinder
Page 3 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 encouraged the development of more partnership work both with other providers in planning adult learning and internally with colleagues from Early Years to develop new courses.
New activities in 2004-5 included, an innovative joint partnership project with the 2 local colleges, funded through Neighbourhood Renewal, to encourage adults from deprived areas to take up learning, focused on promoting Skills for Life provision. The Lifelong Learning Service is also managing the Wirral Neighbourhood Learning in Deprived Communities funding for LSC GM and supporting capacity building in successful local voluntary groups. This has extended the joint partnership model to targeting learning opportunities, begun through subcontracting. The Authority is also a developing Testbed Learning Community, which involves Lifelong Learning working closely with existing and new partners to develop and enhance a culture of learning in Wirral.
The Service is able to reach out to adults through the network of schools, community locations and other related settings. Many schools are developing an interest in extending opportunities for adult and community learning, and work closely with the Lifelong and Family Learning Service particularly through initiatives such as Specialist Colleges, which provide common areas of development between Lifelong Learning and schools.
The service seeks to offer first rung learning opportunities of quality, and to assist learners to progress on to further training opportunities, and into employment. The current offer is predominately entry, level one and taster courses, with some level two accreditation mainly in ICT. The Service is part of Education and Cultural Services Department, which is one of 6 Wirral Metropolitan Borough Council Departments. The priorities of the service have been developed to reflect the overall vision of the Council, the Local Strategic Partnership and the Education and Cultural Services Department. The main strategic linkages are referenced below.
1.2.1 Mission and strategic objectives of Wirral Lifelong and Family Learning Service Following a review of its mission in January 2004 it was agreed that Wirral Lifelong and Family Learning Service adopt the Mission of the Education and Cultural Services Department, thereby reflecting the ethos of the wider Department.
Mission Statement
· Realising Potential · Increasing Inclusion · Supporting Regeneration · Promoting Well being
The Aim of the Lifelong and Family Learning Service is: - To contribute to the continuing development of a learning culture throughout Wirral; to promote equality and inclusion, to assist regeneration and to support family and community well being, by providing and facilitating relevant, accessible opportunities for lifelong and family learning.
The Strategic Objectives of the Lifelong and Family Learning Services are: SO 1 To promote a learning culture SO 2 To increase and widen participation and promote inclusion and access in learning and promote skills for life
Page 4 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 SO 3 To support progression and achievement in adult and family learning SO 4 To assure quality in teaching and learning and aim for continuous improvement SO 5 To actively work with partners to develop coherent, relevant, local provision
1.2.2 Linkages and Partnerships The Service strategic objectives link to the Departmental and Corporate objectives as outlined in Wirral SAR March 2005. Wirral Lifelong and Family Learning service makes a major contribution to the actions identified in the Wirral Community Strategy, both as a key member of the Wirral Learning Partnership and a corporate service provider. As a member of the Wirral Learning Partnership Board the Service will contribute to the negotiations of the Local Area Agreement (LAA) and in discussions around the priorities for the next round of NRF funding in Wirral 2006-8. Close working links with the Children’s Centre and Extended School developments are planned through joint working with Early Years and School Effectiveness colleagues.
1.3 Staff development summary 2004-5 – staff development included the following teaching qualifications · 2 Literacy and 1 Numeracy tutor completed Level 4 Certificate for Adults Subject Specialists · 3 tutors on Cert Ed. 2 completed 1 completed yr 1 and continuing · Skills For Life -Adult Learning Support Worker Literacy Core Curriculum Training (1 day course) · 1 Curriculum Leader (CL) attended ‘Skills For Life – Make It Your Business’ · 1 CL attended regional ‘Embedding Toolkit Training’, a 2.5 day course · 1 tutor ESOL citizenship learning materials IT Development · 1 tutor attended a 1 day Netskills NIACE · 2 tutors attended e guides training MIS Officer and 1 IT Tutor took continuing ECDL Advanced Modules 2 Admin Staff continuing ECDL Modules · 1 IT tutor and 1 CL attended awarding body updates IT Curriculum attended an ‘E Guides Updating’ day Internal training –e guides · 3 modern languages tutors attended ‘Using Interactive Materials’ through Word, Powerpoint & Hot Potatoes · Use of data projector (held at Leasowe – 3 staff attended) · Use of data projector & smart board 9 staff attended · Use of a digital camera 9 staff attended Management Training · Team Leader completed Introductory Diploma in Management Level 4 · 1 Curriculum Leader Achieving Peak Performance · 1 CL ‘Leading Adult Learning’ –6 Day course Quality Training · 1 Curriculum Leader attended Inspection updating · 3 members of the management team attended a 3 day ‘Improving Quality in ACL’ First Aid · 9 members of staff completed the 1 day Appointed Persons’ First Aid Induction events run each Sept for all teaching staff and ongoing for new tutors
1.4 BACKGROUND TO WIRRAL AND THE IMPACT ON PROVISION
Page 5 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Demographic and Socio-Economic Characteristics The 2003 mid year population estimates (ONS) show 313846 Wirral residents, of these 76% are over 19 56% are of working age (18-60(F) 18-64(M)) 24% are over 60 Wirral's population has declined from recent levels of circa 331,000 (1991) and 333,000 (1995) Population forecasts imply that the decline will continue in the period to 2005/6. Wirral has an older than average population. The number of older people is increasing.
Structure of Wirral population from Office National Statistics 2003 mid year population estimates (Sept 2003) Age Range Total % of all population Total 313,846 population Adults (19+) 237,492 76%
% of adult population 19-24 19353 8% 25-59 143832 61% 60+ 74307 31% all 19+ 100%
Males all 47% ages Females all 53% ages In Wirral, 98% of residents are white, with Chinese being the biggest minority ethnic group. Ethnic minority communities make up only 1% of the population compared to 2.7% in Merseyside. (Census 2001)
1.4.1 Local and Regional Educational Achievement Data Qualifications of Working Age Population § 29.4% (64,955) of Wirral’s working age population have no qualifications, proportionately lower than Greater Merseyside (34.7%) and the North West (31.9%) but marginally higher than England (28.9%). § 16.9% (37,385) of Wirral’s residents are qualified to level 1 and 21.4% (47,231) to level 2, which are both higher averages than our three comparators. Despite this relatively high proportion of the working age population with a highest qualification at level 1 and 2, Wirral has 7.3% (16,162) of the population qualified to level 3, which is lower than the Greater Merseyside, North West and England averages of 7.9%, 7.7% and 8.3% respectively. § Wirral has a proportionately higher rate (17.7%) of residents qualified at level 4/5 in comparison to Greater Merseyside (15.0%) and the North West (17.2%) but falls behind that of England (19.9%) (LSC 2005) Basic Skills § The Basic Skills Agency data from 2001 states that in Wirral, 24.7% of the people aged 16-60 had poor literacy skills, which is lower than Greater Merseyside (27.1%) and the North West (27.3%) but marginally higher than England (24.0%).
Page 6 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
§ One quarter (25.3%) of the Wirral population aged 16-60 has poor numeracy skills which is slightly higher than England (24.0%) but relatively low to Greater Merseyside (28.9%).
Unemployment Economic Activity § 77.3% of Wirral’s labour force is classified as being economically active, that is, in employment (72.8%) or ILO unemployed (4.5%). For those in employment, 64.7% are employees whilst 8.1% are considered self-employed. § Wirral’s employment rate is higher than found in Greater Merseyside (67.1%), the North West (72.8%) and England (74.6%). In line with these facts, Wirral’s ILO unemployment rate (4.5%) is lower compared to these three comparators, 6.4% in Greater Merseyside and 4.9% in the North West and England. § Within the gender split, males are more economically active (82.2%) than females (72.3%). This pattern is also evident within Greater Merseyside, the North West and England. However, females have a lower rate of ILO unemployment (3.6%) compared to males (7.3%). Again, this is consistent with our three comparators. LSCGM June 2005)
1.4.2 Implications for Lifelong and Family Learning Provision As in previous years the main areas to concentrate on are · Skills for life and other first steps courses for people in areas with the most need. They may need the most encouragement to take up opportunities · We should aim for a representative percentage of learners from ethnic minorities · a range of disadvantage factors need to be considered such as levels of long term illness · Partnership with the range of agencies offering support to adults is key to meeting the range of needs
1.5 Number of enrolments in Wirral Lifelong And Family Learning Service Learners Targets Actual Planned Actual Planned Actual 2002/03 enrolments 2003/4 enrolments 2004-5 enrolments 2002/3 2003/4 (Learners) 2004-5 Total number of 2174 2242 2200 3730 2678 3154 learners (ACL provision) Family Learning 516 194 898 1648 882 1066 (LSC funded FLLN) Other Family 300 172* 300** 305 ** Learning % males 32% 28% 33% 25% (all) 28% (all)
% with learning 3% 11% 3.5% 16% (all) 13% (all) difficulties/ disabilities % from minority 2.5% 2% 2.5% 3.2% (all) 8% (all) ethnic group % aged 60+ 42% 32% 31% 23% (all) 23% % basic skills 10% 9% 11% 446 20% learners in ACL ** Other Family Learning also included in ACL figure % Age breakdown of all enrolments for All= ACL +FL 2003-4 2004-5 16-19 0.7 1.4 19-24 7.2 7.7
Page 7 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
25-59 67.3 66.7 60 and over 23.1 23.2 Not known 1.6 1.1
1.6 RETENTION AND ACHIEVEMENT DATA Average Retention Achievement and Success across Curriculum Areas (Achievement = number of completers achieving /Success = number of starters achieving) 2002/2003 2003/4 2004-5 Numbers Attendance % Retention % Achievement % Numbers Retention % Achievement % Success % Numbers Retention % Achievement % Success % New area of learning Land based 48 80 65 81 79 100 79 60 82 98 80 3 horticulture provision Business 12 86 10 90 0 N/ N/a N/a Admin, M’ment 0 a & Prof’l Information 826 79 85 89 1408 83 87 72 954 82 84 56 6 all ICT &Communicati on Technology 586 88 92 81 6 ICT short 368 73 50 6 ICT long Hospitality, 73 82 97 95 215 96 100 96 97 72 87 63 7 retail etc Sports, Leisure and Travel Hairdressing & 36 ** 86 130 70 100 69 ***** Beauty Therapy Health Social 96 ** ** 94 128 91 91 83 95 88 99 87 1 health /care Care And Public Services Visual and 536 76 81 77 484 89 100 89 437 91 94 85 9 art, media Performing Arts & Media Humanities 109 67 83 76 265 83 100 83 76 74 88 64 10 history Languages 359 71 77 64 648 78 98 77 754 78 93 72 12 languages 58 100 100 100 13 education & training Basic Skills/ 147 55 65 33** 603 89 95 85 623 91 82 75 14 prep. for life & Foundation work Family 194 90 93 95 1648 94 100 94 1066 94 93 87 16 Family Learning (LSC) Learning Total For ACL 2242 76 87 76 3730 85 90 76 3647 84 89 70 Short courses 2786 85 91 77 only ACL Short courses 3852 88 91 80 only ACL+FL Total ACL and 4220 86 90 75 FL Total for 0 232 81 55 44 816 17 Community ** NLIDC **** Development Total all 3315 79 88 79 5610 87 97 82 5036 enrolments all areas ** Incomplete data, *** no other funded FL , **** figures included under curriculum reports for area 10 and area 14, ***** included in area 7 Overall Targets – 04/05 retention 82%, success 83%
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1.7 NUMBERS OF STAFF in LIFELONG AND FAMILY LEARNING Employed directly - current at Oct 2005 Adult / Family Full time Part time Sessional FTE Learning Management 3 5 6 Teaching 0 8 35 8 to 11 Admin and support 1 4 1 4 Modern Apprentice 1 1
Subcontractors Full time Part time Sessional FTE ACL Management 1 1 Teaching 2 12 4 to 5 Admin and 1 1 support Subcontractors Full time Part time Sessional FTE NLIDC (approximate) Management 1 1 Teaching 2 12 8 Admin and 1 2 2 support
1.8 PROGRAMMES OFFERED AND AREAS OF LEARNING COVERED Details of subjects and courses offered in 2004-5 are provided in the reports on each of the new Areas of Learning. 1. Health, public services and care 3. Agriculture, horticulture and animal care 6. Information and communications technology 7. Retail and commercial enterprise 9 Arts, media and publishing 10. History, philosophy and theology 12. Languages, literature and culture 13. Education and training 14. Preparation for life and work 16 Family learning 17 Community development
1.9 FUNDING ARRANGEMENTS How Lifelong and Family Learning is secured in Wirral The Learning and Skills Council Greater Merseyside have contracted Wirral LEA, since April 2001, to deliver Adult and Community Learning (ACL) and Family Learning. The Wirral Lifelong Learning Service directly delivers lifelong learning. Some specific provision is delivered through other organisations in partnership (subcontract) with the LEA. In 2004-5 the subcontracting organisations were, Basil Hume Neighbourhood Learning Centre, Wirral Grammar School for Girls and Wirral Metropolitan College, who provided most of the tuition for adults on family learning programmes.
Sources of income August August 2003- August 2004- August 2005 –
Page 9 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
2002- July 2004 July 2005 July 2006 July 2003 LSC ACL 410826 408985 422386 429088 LSC FLLN 245570 244279 244279 244279 LSC Family Learning 32367 29474 29636 29636 LSC LID 0 11418 0 LSC LIDC revenue 14043 77000 179181* 179181* LSC LIDC capital 101270* 43290 LSC minor 32217 83608 15201 14041 Capital/DDA** LSC Standard 14796 6702 6702 Fund/other NRF 28487** 29843** LSC Major capital 539731 LEA Major capital 70000 Total 749819 861465 1417073 969358 * 90% of Revenue and 100% of capital subcontracted to community and voluntary sector ** Financial year allocation
1.10 THE SELF-ASSESSMENT PROCESS The self-assessment process is an annual cycle, which builds on strengths, addresses weaknesses and demonstrates continuous improvements in performance. The data on the curriculum areas that form the basis of this report was collected throughout the year 2004-2005. Curriculum Reports were written by Lifelong and Family Learning staff and project reports were requested from all subcontractors. The Self Assessment process followed the model introduced in 2002 and described in the SAR for 2003. This is refined and amended as part of the ongoing annual review. The quality processes described in the updated quality framework for 2005 have been followed, overseen by the quality group.
The Quality Development Plan previous to this report covered the period April 2005- March 2006, therefore not all actions have yet been completed. Where this is the case the actions will be rolled forward and any new identified areas added to create the continuing Quality Development Plan for this current updated report. Main areas that have improved since the last Quality Development Plan and the writing of this SAR are included in the SAR under the appropriate section and a separate latest update on the QDP is available.
Observation of teaching and learning During summer 2003 a new system of observation of teaching and learning was introduced. Directly employed and subcontracted staff were observed. Management staff were given a caseload of tutors to observe. This process was continued over the following years. Termly moderation meetings are held to agree grading. The exception was Wirral Metropolitan College staff, who own observation processes in place, the results of which they agreed to share. It was intended that all staff including College sub contactors be included in the process in 2004-5 however this proved difficult in practice, as their staff were still being observed through the college and were unwilling to have additional observations. We have not received copies of their internal observations
Page 10 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 In 2003-4 85% of observed teaching sessions were satisfactory or better, with 65% good or better. 5% were ungraded as they were volunteers or were used as a staff support mechanism. A summary of observation grades using the 7 point criteria is included below. In 2004-5 all graded observations were satisfactory or better and 74% of observations were good or better. There were no unsatisfactory observations in this year. 3 were ungraded: 2 volunteers and 1 developmental visit.
From September 2005 a new schedule will be introduced for Observation Teaching and Learning using the new 4 grades.
1.11 Observation Grades ALI Area/ Summary of grades from summer 2003 –summer 2004 subject Grade 1 2 3 4 5 6 7 Ungraded Total Excellent Very Good Satisfactory Unsatis- Poor Very Good factory Poor 2 land based 2 2 6 ICT 1 9 4 2 16 8 Sport 1 2 3 9 Hair and 2 2 beauty 10 Social care 2 1 1 4 11 Visual and 1 4 1 2 3 11 performing Arts and media 12 Humanities 1 1 2 13 English and 6 2 1 9 Languages 14 Basic skills 1 2 5 1 1 10 14 family 2 2 learning Total 1 16 24 12 6 3 62 % 2% 26% 39% 20% 10% 0% 0% 5%
ALI Area/ Summary of grades from Autumn 04 –Summer 2005 subject Grade 1 2 3 4 5 6 7 Total Excellen Very Good Satisfactory Unsatis- Poor Very Un t Good factory Poor graded 1 Health 1 1 3 Agriculture 1 1 6 ICT 4 1 3 8 7 Retail/comm 1 1 2 9 Arts 1 2 1 4 10 History 1 1 12 Languages 4 3 1 2 10 13 Training 0 14 Prep for life 1 2 1 4 and work 16 F Learning 2 1 3 Total tutors 0 13 12 6 0 0 0 3 34 % 38.24 35.29 17.65 Learner 1 1 2 Support Assist
Page 11 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 New areas Grade 1.12 TABLE OF SELF Grade Grade Grade Oct ASSESSMENT GRADES 2003 2004 2005 2005 3 3 3 Leadership and 3 Leadership and Management Management Quality 4 3 3 Quality 3 4 3 3 Equal 2 Equal Opportunities Opportunities
Curriculum area 1 Health 2 Land based provision N/A 3 3 3 Agriculture 2 Business Admin, Management 3 2 N/A 6 ICT 3 and Professional Information and Communication 3 2 2 7 Retail and 3 Technology commercial Hospitality, Sports, Leisure and 3 3 2 9 Arts 2 Travel Hairdressing and beauty therapy N/A 3 3 10 History 3 Health Social Care And Public 3 3 2 12 Languages 3 Services Visual and Performing Arts and 2 3 3 13 Training 2 Media 3 3 2 14 Preparation for 3 Humanities life and work Languages 3 3 3 Literacy 2 Foundation Programmes 4 3 3 Numeracy 2 Family Learning 1 2 2 ESOL 3 16 Family learning 2 17 Community 3 development
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1.13 CONTEXT OF THE SERVICES WITHIN THE LEA Wirral Lifelong and Family Learning Service Staffing Structure (current at October 2005) EDUCATION AND CULTURAL SERVICES DIRECTOR Howard Cooper
Head of Branch: School Effectiveness Marie Stacey SENIOR INSPECTOR SECONDARY and SENIOR INSPECTOR PRIMARY POST COMPULSORY Clare Stretch Gail Webb
GI Early Years Catherine Kerr
LIFELONG LEARNING ADVISER Sarah Howarth Finance Administrator – external CURRICULUM LEADERS part time funding section – Pam McAuley Kevin Norris General/ Neighbourhood Learning TEAM LEADER ACL Theresa Edwards ICT Mark Whiteley June Vernon Skills for Life FAMILY LEARNING CL CURRICULUM LEADER School / children’s centre FAMILY LEARNING links Claire Hogan Ann Kotwal CURRICULUM LEADER Learner Support Fiona Bell CENTRE ADMINISTRATORS TUTORS MIS ADMINISTRATOR Leasowe Doreen Charlton / Modern App. FL TUTORS SfL Stephen Ryan 0.5 Ann Nobes Richard Bennet SfL Jill Mothersole 0.8 Rock Ferry Anne Preece 0.5 SfL Helen Cornfield 0.5 Sandy Taylor, Larriane Bampton Sessional tutors –approx 5 LEARNER SUPPORT Evening admin part time 9 hrs ICT Paul Harris 0.5 WORKERS sessional FL admin Margaret Etheredge ICT Adam Murdoch 0.5 varies 1-4 + volunteers ICT Sumon Shariah 0.5 Sessional Tutors – approx 30
Page 13 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 1.14 CENTRES USED Lifelong and Family Learning 2005- 2006 (list may change) Name Address 1. Leasowe Adult Learning Centre Twickenham Drive, Leasowe, CH46 2QF 2. Rock Ferry Adult Learning Centre 126 Bedford Road, Rock Ferry, Birkenhead, CH42 2AS 3. Riverside Day Centre 4. Moreton Day Centre 5. Handcart Ceramics 6. Wirral Education Centre Acre Lane, Bromborough, CH62 7BZ 7. Cambridge Rd Day Centre Cambridge Rd, New Brighton 8. Manor Trust 79 Gorsey Lane, Wallasey Guilford Street, Seacombe, CH44 0BP 9. Sure Start Wallasey The Viking Centre Thorsway Rock Ferry CH42 1NW 10. Sure Start Ferries St Laurence’s RC School, Birkenhead CH41 3JD 11. Sure Start Central Birkenhead 12. Sure Start North Birkenhead St James Centre 344 Laird St, Birkenhead CH41 7AL Subcontractors 13. Wirral Multi Cultural Centre Conway St, Birkenhead, CH41 4FB 14. Basil Hume Neighbourhood Learning Plessington Catholic High School, Old Chester Road, Bebington, Wirral Centre 15. Wirral Grammar School for Girls Heath Road, Bebington, Wirral, CH63 3AF
SCHOOLS 16. Brentwood Nursery Brentwood Street, Wallasey, CH44 4BB 17. Ganney’s Meadow Nursery New Hey Road, Woodchurch, Wirral, CH49 8HB 18. Leasowe Early Years Twickenham Drive, Moreton, Wirral, CH46 2QF 19. Arrowe Hill Primary Woodland Road, Woodchurch, Wirral, CH49 8HE 20. Bedford Drive Primary Bedford Drive, Rock Ferry, Wirral, CH42 6RT 21. Castleway Primary Castleway North, Moreton, CH46 1RN 22. Cathcart Street Primary Cathcart Street, Birkenhead, Wirral, CH41 3JY 23. Cole Street Primary Alvanley Place, Birkenhead, Wirral CH43 4XA 24. Devonshire Park Primary Temple Road, Birkenhead, Wirral, CH42 9JX 25. Eastway Primary Eastway, Moreton, Wirral CH46 8SS 26. Egremont Primary Church Street, Wallasey, Wirral, CH44 8AF 27. Fender Primary New Hey Road, Woodchurch, Wirral, CH49 8HB 28. Grove Street Primary Grove Street, New Ferry, Wirral, CH62 5BA 29. Hayfield School Manor Drive, Upton, Wirral, CH41 8BA 30. Kingsway Primary Ashville Road, Wallasey, Wirral, CH44 9EF 31. Lingham Primary Townmeadow Lane, Moreton, Wirral, CH46 7UQ 32. Liscard Primary Withens Lane, Wallasey, Wirral, CH45 7NQ 33. Manor Primary Beechwood Drive, Greenfields, Wirral, CH43 7ZU 34. Mendell Primary Allport Lane, Bromborough, Wirral, CH62 7HN 35. Mersey Park Primary Elm Road, Birkenhead, Wirral, CH42 6PA 36. Millfield Primary Willington Avenue, Eastham, Wirral, CH62 9EB 37. New Brighton Primary Vaughan Road, Wallasey, Wirral, CH45 1LH 38. Park Primary Woodstock Road, Wallasey, Wirral CH44 5RN 39. Portland Primary Laird Street, Claughton, Wirral, CH41 0AB 40. Poulton Primary Alderley Road, Wallasey, Wirral, CH44 4ES 41. Rock Ferry Primary Ionic Street, Rock Ferry, Wirral, CH42 2BL 42. Sandbrook Primary Stavrodale Road, Moreton, Wirral CH46 9PS 43. Somerville Primary Northbrook Road, Wallasey, Wirral, CH44 9AR 44. The Dell Primary The Dell, Rock Ferry, Wirral, CH42 1PU 45. Vyner Primary Bidston Village Road, Bidston, Wirral, CH43 7QT 46. Woodchurch CE Primary Church Lane, Woodchurch, Wirral, CH49 7LS 47. Woodlands Primary Hollybank Road, Birkenhead, Wirral, CH41 2SY 48. Christchurch CE Primary (Birkenhead) Brattan Road, Birkenhead, Wirral, CH41 2UJ 49. Christchurch CE Primary (Moreton) Upton Road, Moreton, Wirral, CH46 0PB
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50. Holy Cross RC Primary Challis Street, Bidston, Wirral, CH41 7DH 51. Our Lady of Lourdes RC Primary Gardenside, Moreton, Wirral, CH46 2RP 52. Our Lady and St Edward’s RC Primary Price Street, Birkenhead, Wirral, CH41 8DU 53. St Alban’s RC Primary Ashburton Road, Wallasey, Wirral, CH44 5XB 54. St Joseph’s RC Primary, Birkenhead Woodchurch Road, Oxton, Birkenhead, CH43 5UT 55. St Laurence’s RC Primary Park Street, Birkenhead, Wirral, CH41 3JD 56. St Michael and All Angels RC Primary New Hey Road, Woodchurch, Wirral, CH49 5LE 57. St Oswald’s CE Primary Ballantyne Drive, Bidston, Wirral, CH43 7XG 58. St Paul’s RC Primary, Birkenhead Farmfield Drive, Prenton, Wirral, CH43 7TE 59. St Peter’s Catholic Primary St Peter’s Way, Noctorum. Wirral, CH43 9QR 60. The Priory Parish CE Primary Aberdeen Street, Birkenhead, Wirral, CH41 4HS 61. Gilbrook School Pilgrim Street, Birkenhead, Wirral CH 41 5EH 62. Park High School Park Road South, Birkenhead, Wirral, CH43 4UY 63. St Anslem’s College Manor Hill, Claughton, Birkenhead 64. Wallasey School Birket Avenue, Moreton, Wirral, CH46 1RB 65. West Kirby Grammar for Girls Graham Road, West Kirby, CH48 5DP Learning in Deprived Communities Projects 2005-6 Arch Initiatives 23 Conway Street Birkenhead Wirral CH41 6PT Leasowe Women’s Centre The Millennium Centre Twickenham Drive Leasowe CH46 1PQ Leasowe Development Trust The Millennium Centre Twickenham Drive Leasowe CH46 1PQ Henshaw’s Society for the Blind Wirral Inroads, Ashville Rd, Birkenhead Wirral Inroads , St Annes Street, Birkenhead EIC/EAZ Various schools Park High School Park Road South, Birkenhead, Wirral, CH43 4UY
Wirral Cares Cambridge Rd Day Centre Cambridge Rd, New Brighton Wirral Multicultural Organisation 111 Conway St Birkenhead CH41 4F Wallasey Extended School Birkett Ave, Leasowe, Moreton Wirral CVS 46 Hamilton Square Birkenhead
Page 15 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 SECTION 2 CURRICULUM AREA REPORTS
2.1 Health, public services and care Area of learning 1.3b 1.1 Self assessment grade 2
2.1.1 Introduction to curriculum area In 2004-5 this area contained Counselling, run at the Leasowe Site , as a 30 hour Introductory, non accredited course in the evening. An in-house certificate demonstrating participation was offered. Each of the 30 hour courses during the year were individual complete courses, and a total of 40 individuals enrolled over the 30 week period the courses were run. This was the first year in which Counselling courses ran and the intention was to provide a starting point for beginners who wanted a pure introduction course prior to going into FE provision; a chance to explore for themselves how much Counselling might be suited to them. Data shows that Counselling attracted mixed ages across several many different postcode areas, with predominately female students. Many will have enrolled on Counselling as a starting point towards a long term goal of engaging in Counselling as a voluntary or paid work activity.
First Aid was targeted to specific groups in the community subcontracted to a commercial First Aid training company. It was not offered generally to the public as recouping the costs from the public had proved to be difficult in the previous year. Short First Aid courses comprised of 2 x 1 day Appointed Person courses aimed at Care Workers, and 3 x 2 hour First Aid courses at a health centre in Wallasey aimed specifically at new parents, & concentrating on what to do in a medical emergency where a baby is choking or needs resuscitation.
% Course GLH Starts Complete Achieved%ret %Achieve Success First Aid 6 6 6 6 100.00 100.00 100.00 First Aid 6 6 6 6 100.00 100.00 100.00 First Aid 2 18 18 18 100.00 100.00 100.00 First Aid Taster 2 14 14 14 100.00 100.00 100.00 First Aid Taster 2 11 11 10 100.00 90.91 90.91
Counselling 30 15 13 13 86.67 100.00 86.67 Counselling 30 12 9 9 75.00 100.00 100.00 Counselling 30 13 7 7 53.85 100.00 53.85 total 95 84 83 88.42 98.81 87.37
2.1.2 Summary
Main strengths 1. Good progression links to FE College Counselling course 2. Learners extremely positive about the course tutor and course structure 3. All those who completed the course achieved the set learning outcomes
Page 16 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Main weaknesses 1. Poor retention (54%)in counselling in the Autumn Term. Discussions with the tutor suggest that not all learners who started the course found it suitable or withdrew for personal/domestic reasons. 2. Lack of learner feedback and achievement data from First Aid sub- contractor.
2.1.3 Overall Strengths outweigh weaknesses in this area. There is consistency of the figures in this area over the past 2 years. The success and achievement rates in this area in 2004-5 have improved by 4% and 7.8% from 2003-4 although retention has slightly fallen. Attention needs to be paid to retaining students in all terms. Better screening of potential learners was introduced after term 1, prior to the course starting, with a good opportunity for the learner to explore with the tutor whether the course would meet their needs. Although the Intro to Counselling was non accredited courses (in house certificate) it had set learning outcomes and assessment criteria in line with RARPA and was structured to lead people onto the college courses. Learners questionnaires show they appreciated their patient, approachable & caring tutor, the strength of the tutor handouts, good facilities at the centre, and the opportunity for learner self-reflection. The tutor was observed in April 2005, and graded as very good. The tutor also teaches counselling at a local FE college and is in a good position to advise her learners about future training opportunities there. This has resulted in many learners indicating their intention to go on to a further course of study in Counselling at the Wirral Met College.
Data indicates that all learners who stayed on the course achieved their learning objectives. Only the autumn term Counselling course can be regarded as having a significant weakness, with the other two terms proving highly successful. In the Autumn Term 2005 there were 10 starts in the first week (13 starts over the whole term), 6 withdrawals over the term, a retention rate of 53.85%, 100% achievement giving a 53.85% success rate. In the Spring Term 2005 course there were 15 starts, with 2 withdrawals, a retention rate of 86.67% an achievement rate of 100%, giving a success rate of 86.67%. In the Summer Term 2005, there were 12 starts, 3 withdrawals, giving a retention rate of 75%. 100% of those who completed achieved. Many learners on these courses indicated that following the course they would be applying for FE learning opportunities, specifically the CPCAB Intermediate Certificate in Counselling Skills.
Although a small amount of learning was delivered in this year enthusiasm for First Aid is high, and targeted short courses mean high achievement levels and virtually no withdrawals. All First Aid was delivered by Coniston. Our experience with this company was that they delivered to a high standard, but in one instance data on achievement for a two hour courses was not supplied. Action has been taken to the effect that we have discussed with the company a suggested format for assessing very short courses (and end of course test presented in a quiz format) and we are confident that there will not be any further problems. However, there was a similar situation with learner satisfaction comment/data, not made available by sub-contractor. In 3 out of 5 courses the success rate was 100%. A total of 43 new parents at a local health clinic gained essential knowledge about emergency procedures. We understand from Community Nurses based at the centre in Wallasey that no funding was available through the NHS for this.
Page 17 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
2.2 Agriculture, horticulture and animal care
Area of learning 3 Self assessment grade 2
2.2.1 Introduction to curriculum area (Horticulture) Area 3.2A In 2004-5 Gardening was offered for the general public , as an A, B & C term, with MOCN Level 1 certification. In the 2003-4 year Gardening had been offered at 3 very different venues, with a wide range of resources and settings. Following a review of the subject, from September 2004 Gardening was consolidated into a single venue in Wallasey, home to the local Environmental Network, formerly the Wirral Green Alliance.
(Floristry & Flower Arranging). Area 3.2C During 2004-5 4 week non-accredited taster courses ran in Floristry involving mostly flower arranging but with some wider aspects of floristry included. This was followed by a longer course of 20 hours at Rock Ferry in the Spring Term. There were 45 learners in this area and 60 enrolments.
% Course GLH StartsComplete Achieved %ret%Achieve Success Gardening 20 12 9 9 75.00 100.00 75.00 Gardening 24 12 7 6 58.33 85.71 50.00 Gardening 24 9 8 8 88.89 100.00 88.89
Floristry 8 8 8 8 100.00 100.00 100.00 Floristry 20 9 7 7 77.78 100.00 77.78 Floristry 8 10 10 10 100.00 100.00 100.00 total 60 49 48 81.67 97.96 80.00
2.2.2 Summary Main Strengths 1 The majority of learners achieve at least their set learning out comes, with additional outcomes delivered in gardening and challenging work produced by learners in a short time period 2 Good use made of teaching resources including technology contributed to high genuine student satisfaction
Main Weaknesses 1. Shortage of space for some activities contributed to higher drop out from courses
2.2.3 Strengths outweigh weaknesses in this area, with well experienced tutors delivering courses which learners find highly satisfying and stimulating. Learner feedback shows that learners have gained specific skills in topic areas which they have clearly identified themselves. All tutors need observation in 2005-6 and care is needed to identify space used for certain activities. Gardening courses started in January 2004. An MOCN ‘A’ term in getting started in Gardening ran in January 2005 with 12 starts, 3 withdrawals during the term and 9 completing & achieving
Page 18 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 (75% success rate). In the Summer Term a further ‘A’ course was run with 12 starts, 5 withdrawals during the term, with 7 completing & 6 achieving. The overall success rate was only 50%. However, in the ‘B’ course run during the Summer term, 9 started, 1 withdrew, 8 completed & 8 achieved, giving an overall success rate of 88.89%. In Floristry starts average 9 across the 3 courses. On the taster courses there was 100% success and 77.78% success in the 1 term course.
There is a good working partnership between the Local Authority and Wirral Environmental Network, a voluntary agency which has produced an excellent venue for learners to flourish in gardening. Although the classroom is shared with a (large) open plan office where WEN volunteers work, outdoor facilities are excellent. The tutor course review shows that there is shortage of space for some activities, mainly in the poly tunnel. The partnership with this environmental voluntary agency works to the benefit of learners, with a large community garden and access to allotment facilities. Storage for equipment, poly-tunnels and a classroom area, have greatly improved the provision. Access to outdoor areas has been considerably improved using LSC DDA funding. The floristry tutor reports that space was a problem at Rock Ferry, where classrooms are small.
Learner Questionnaires indicate that students find the relaxed teaching style, appropriate to the subject, and appreciate the in-depth & detailed explanation of processes & practices in gardening and organic gardening. The learner questionnaires for gardening are particularly interesting as many learners have specified particular skills and activities in gardening which they have been able to improve. There is some concern over the number of withdrawals in the Summer Term some of which may be due to holidays. All learners are now asked not to enrol on courses if they are going to be away for more than one week during a term. The tutors in both areas are well qualified & experienced. The Curriculum Leader reports that courses were well structured & planned, with thorough assessment process in place. Learners report that additional outcomes were delivered in Gardening, including peer group sharing of additional materials & resources . Learners gained in confidence as well as in knowledge. All students in floristry were female. Photographic evidence from the 4 week taster courses shows that students are meeting the challenge of producing good quality work in a very short time frame. The fact that they have something physical to show for their learning, that they can take home, is a big confidence booster to many learners. Digital cameras were used to photograph work in progress and finished work, which demonstrates that technology can work to great effect in evidencing achievement in leisure based courses.
There is an emphasis on Health & Safety throughout via a 3 way involvement of staff (tutor, curriculum leader for learner support, and the Education Department Health & Safety officers’ team). Learner questionnaires confirm that there was good use of teaching resources in gardening courses, including the use of photographs & slides, quizzes, field trip, and video. Data collected from student questionnaires informs us that 81% of learners say that courses are ‘excellent’, 100% say courses are ‘good to excellent’ and there was a 100% reply rate in Gardening. 92.5% of Gardening learners would like to progress onto another course and 88.88% would recommend our gardening courses to a friend.
Page 19 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.3. Information and communications technology Area of learning 6 Self assessment grade 3
2.3.1 Introduction to the curriculum area
In 2004-5 WLL delivered ICT courses to a wide range of learners at different venues including Leasowe & Rock Ferry Adult Learning Centres, Secondary and Primary schools, Hoylake Community Centre and Cambridge Road Day Centre. Courses at Wirral Multi Cultural Centre and Basil Hume Neighbourhood Learning Centre (BHNLC) were delivered through subcontracts with these organisations. Courses offered included ECDL, CLAIT and MOCN A, B, and C at level 1, OCR Text Processing, DTP, Email and the Internet, Computer Building and Computer Maintenance. In response to a weakness identified the previous year, the MOCN courses for beginner computers were consolidated into one set of courses that could run for up to 3 terms. The CLAIT 2000 qualification had been less successful the previous year and was coming to an end out so a decision was made to limit the number of venues offering this course. The MOCN level 1 was offered as a good beginner course and progression route for learners which could meet their needs by concentrating on a qualification which was gained by building a portfolio and demonstrating evidence.
There were 769 learners in this area overall
6.1 Course no of Starts Current Complete Retained Achieved %ret %Achieve % Success courses Computer Building 4 32 0 31 31 30 97.00 97.00 94.00 Computer Maintenance 3 35 0 27 27 26 77.14 96.30 74.29 6.1 Developing It systems7 67 0 58 58 56 86.57 96.55 83.58
no of Achieve % 6.2 Course Starts Current Complete Retained %ret %Achieve course d Success s short courses DTP 3 33 0 28 28 26 84.85 92.86 78.79 Digital Imaging 1 12 0 12 12 12 100.00 100.00 100.00 E mail 6 67 0 63 63 61 94.03 96.83 91.04 Equal Skills 1 5 0 5 5 2 100.00 40.00 40.00 Family ICT 1 8 0 6 6 4 75.00 66.67 50.00 IT Skills 48 394 0 341 341 311 86.55 73.61 63.71 ICT 6.2 short courses 74 519 0 455 455 416 87.67 78.24 68.59
Complete & achieved long courses CLAIT 11 36 16 8 24 3 66.67 37.50 ECDL PT 1 49 218 86 62 148 41 67.89 66.13 ECDL Part 2 24 78 41 20 61 3 78.21 15.00 Text Processing total 14 36 0 34 34 15 94.44 44.12 total long courses 98 368 143 124 267 62 72.55 50.00
Total short ICT area 6 81 586 0 513 513 472 87.54 92.01 80.55 2.3.2 Summary
Page 20 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Strengths 1 All tutors are skilled and qualified which supports learners in building confidence and achieving highly at beginner level. 2. Coherent progression routes enabling learners to develop their IT skills available in different venues
Weaknesses 1. Information on achievement is not promptly reported for the MIS system by all tutors 2. The inadequacies of some equipment impedes the progress of learners
Other areas 1. The introduction of ICT training for staff across the curriculum has encouraged more use of e-learning
2.3.3 In this area short courses have maintained high levels of retention as in 2003-4. Achievement of people who stayed on the courses was high overall at 92.% for the area, with an overall high success rate of over 80%, which has risen from 2003-4. on the longer courses retention in lower at 72.55% and achievement of qualifications is very low at 50%. This reflects the more complex course structure where learners need to achieve several modules to achieve. It also reflects the difficulties experienced in embedding these courses. Issues of retention and achievement have been identified and actions put in place to address them. There are now expectations of regular module achievement which will be monitored.
The MOCN model supports beginners by concentrating on what a learner can do and so builds up their confidence, focussing on the positive and helping learners to reflect upon and to contextualise their learning. MOCN courses proved popular with learners and several courses achieved 100% for retention, achievement and success. Examples of this are, MOCN IT Skills and the Computer Building courses at Leasowe. Internet and Email was popular with very good retention, achievement and success rates. At St Joseph’s Primary School learners used MOCN and CLAIT as a progression route, to ECDL. Learners, many of whom had children at the school, enjoyed the school environment.
At Basil Hume E learning was introduced and has resulted in greater learner satisfaction, attendance and retention, most learners attend several days a week. The introduction of a wider choice of learning resources has seen an increase in learner retention. The Introduction of a flexible timetable accommodates high ratio of shift workers.
Progression and achievement are supported by well structured courses. All courses have planned learning outcomes (LOs), either driven by awarding bodies or standardised. For MOCN Internal moderation allows tutors to take a more global view of the process and helps them to understand how they can support learners through the use of the MOCN structure. The portfolio building is beneficial to the learner because they are able to see the relationship between the learning outcomes and the evidence and to reflect upon the learning. Learners across all courses reported they gained confidence and skills, and praised the skills of the tutors. Some tutors on non accredited courses had lack of printed termly performance reviews with learners.
Page 21 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
A positive was the ECDL audit in September 2004, where an A was awarded. However, in some groups, learners on ECDL courses were found to be taking much longer than would be expected, which may have led to some drop off. Some learners however reported the strength of the IT courses was being able to work at their own pace. Tutors whilst supporting learners need to encourage them to undertake assessment according to the plans for the courses. Learners at the Multi Cultural Centre made good progress achieving two modules per term on average. There is only one issue with this group of learners who on occasion take extended holidays of six months or more. The introduction of the Enlight Testation automated on-line testing has helped to speed up testing and relieved the administrative burden of marking. Initially, learners were a little reluctant but where technically possible, centres adopted the system. Learners benefit by knowing immediately whether or not they have passed a module. A weakness of the system to be addressed is that information relating to ongoing achievement of modular courses is not always promptly relayed to the MIS officer.
2.3.4 Effectiveness of Teaching, Training and Learning On-going improvements have been implemented in response to issues raised in last SAR. Initial assessment (IA) has been standardised across the curriculum either online or paper based. Funding was received via NIACE to develop initial assessment linked to learning outcomes. A skilled tutor created an interactive web site where Initial Assessment could be accessed on-line. The system ultimately became a part of a wider web site which was operated by the tutor for use with learners. The IA was piloted with a small number of courses. This revealed that online assessment may not always be the best option with completely new learners, who are not confident in the use of the computer. A positive outcome is that it is now easy to assess exactly what learners can do and to prepare learners for a standard qualification.
Learners report they enjoy attending the Basil Hume centre, and feel comfortable in its friendly surroundings. They are aware of the flexible support that is always available. Teaching has improved as reported in learner feedback and by increased attendance at the centre. Students are well informed of the course contents and learning outcomes as indicated in their initial assessments and have a clear goal to aim for. This centre has grown stronger this year, with a clearer picture for the future. New courses are planned for 2005-6, making the centre viable and sustainable.
In response to an action in the QDP, planning documents have now been standardised and classes working in a workshop environment have a group lesson plan which reflects this. At St Josephs for example, classes incorporated three levels of learners, MOCN, CLAIT and ECDL and learners move seamlessly from one level to another.
The curriculum area has gained coherence as the MOCN system has provided a standard curriculum and there now are fewer variations of beginners courses. All new courses encompass an induction programme which includes an Initial Assessment. From this tutors are able to devise learning appropriate to the individual learners. Effectiveness of teaching and learning is demonstrated by observation of teaching and learning grades all of which were satisfactory or above and the learners’ course reviews where nearly 90% of learners identified
Page 22 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 courses as good or excellent and a significant number (over 76%) intend to go on to other IT courses. During the academic year 8 tutors were observed for teaching and learning all were satisfactory and 4 were graded very good. This helped to ensure that learners are receiving a quality service.
New resources have been added to support learner achievement. For example, Leasowe computer suite was upgraded to XP in September 2004 and ceiling mounted data projectors and SMART boards were installed during the academic year at both Leasowe and Rock Ferry sites, to enhance the quality of teaching. The fixed data projectors have helped tutors to make their teaching more visual and interactive getting away from the need to only use paper handouts. Tutors have started to develop more elearning materials. Tutors found learners benefited from e-learning resources in ECDL that allow for plenty of home based practice tasks and were able to work flexibly with the support of good verbal tutor feedback, via e-learning resources, and emails.
St Joseph’s Primary School had an upgraded system installed, which ensured that learners were able to use up to date equipment. There are still areas in need of resource improvement. The computer suite at Rock Ferry needs updating in order to provide facilities suited to accredited courses. Some other centres had issues with resources which have been resolved, for example ECDL at St Anslem’s had difficulties with the technology but had a computer room upgraded with reliable faster machines with a higher specification, with added technician support. This course had been struggling due to technical difficulties but a new tutor took over the course and learners were encouraged by him to regain their confidence in a new environment. Learners are now passing ECDL tests and building on their knowledge and skills.
BHNLC continued with providing training in ECDL and has started to offer other BCS qualifications e-Skills and e-citizen. By doing this the centre is providing progression routes from Entry 3 to Level 2. Facilities at BHNLC are of a very high standard, however, there is a need for a disability access ramp in one of the classrooms.
2.3.4 Learner surveys showing that once on a course the majority of learners are well satisfied with the courses, coupled with the intention of many learners to go on to attend another course, illustrate satisfaction with the learning journey they are following. They responded well to the teaching style -enjoyed the humour and the relaxed course. The IT programmes meet the needs of learners who want progression through different levels. Tutors were supported to write learning outcomes and given specific training and instruction on the standardised documentation for MOCN.
The 3 term level 1 model was devised to allow learner progression to level 2 courses. However, the MOCN A course was much more popular than the continuing B and C courses. The drop off rate from A to B= 38% and there was insufficient interest in C module. The weakness with using the MOCN level 1 only was recognised and changed. Due to the big difference between MOCN and ECDL in from Sept 2005 CLAIT (2006 version) was introduced as was an additional MOCN Entry level course - First Steps. An Entry level course was needed and links to the Skills for Life curriculum need to be developed to allow scope for some learners to take more time to develop ICT skills.
Page 23 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
Where learners may have additional needs, help is offered via assistive technology, support and/or testing. Learners are interviewed and their needs assessed through the learning support process. A positive example is a learner who was granted extra time to take ECDL module tests by ECDL/BCS, which helped him to achieve.
IT is offered at a variety of sites including the dedicated multi-cultural centre. In the latter many of the learners are Chinese or Bangladeshi reflecting the main ethnic minorities found on the Wirral. The tutors at this centre are also representative of these minorities. There are learners across a wide age range in IT is from early twenties to eighty three demonstrating the attraction of the area to different learners. The ratio of gender is 2:1 in favour to females. This may be the result of the local demography and the older age range of many of the learners.
ECDL proved to be more popular in the evening with learners who worked although some daytime ECDL classes have had more difficulty recruiting and maintaining numbers. Basil Hume Centre found unemployed learner recruitment affected on ECDL due to some unemployed people are unable get financial help with accreditation fees. ECDL learners at the Multicultural Centre working in a dedicated new computer suite were able to get through 2 ECDL modules per term on average. This was a strength that met the needs of the learners because of the diverse times and days timetabled. This included holding sessions on a Saturday. As a centre the timetabling took account of the diversity of the centre users and the multicultural community on the Wirral. High quality equipment was available to support the courses.
2.3.6 At the beginning of the year leaflets were produced giving details of courses which give guidance to learners who would then be able to make an informed choice. Additional help was also available from staff at the individual centres and tutors though the induction and initial assessment process.
At induction learners are advised on progression. This is further reinforced during the course by the tutor and the course description. Where progression cannot be given by WLL, for example after completing ECDL, learners are advised to contact the local F.E. College. Strong mentoring by tutors has led to instances of learners realising their personal and learning skills to take up other opportunities e.g. at Basil Hume people moved on to self employment, change of career and further study. At Basil Hume centre the introduction of a wider choice of industry recognised qualification courses has lead to increased learner recruitment. The Level 3 & 4 courses make the centre more financially viable and sustainable, although there are issues about the long term funding of the centre. The sustainability of BHNLC is currently under review, with the Lifelong Learning Service and the school seeking to ensure the continuation of learning opportunities for local people there.
ICT provision has been extended at Cambridge Road to include an ECDL course for learners with disabilities both those who attend the centre and attending the course independently. Initially, there were difficulties with regard to the assessment of learners for the course and issues relating to both learning support and carer support, from a dedicated member of staff with knowledge of the learner’s care needs. These problems have now been addressed and a support
Page 24 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 mechanism has been put into place for learners. The level 1 MOCN course still continues and learners working at their own pace are able to take an appropriate length of time to achieve the qualification.
2.3.7 Regular meetings are held during the year with tutors as a group and also on an individual basis with the curriculum leader. Key Issues for tutors took place in a group situation. It has been difficult to find a time when all tutors are available. However, the session offers them the opportunity to discuss any issues which prevent them from teaching effectively. Subcontracted centres meet regularly as teams and as part of the organisation. At Basil Hume tutors meet often to discuss developing new learning materials, and ways of improving the learning experience and satisfaction.
As identified in the last SAR all tutors have been offered disability awareness training, although not all have taken it up yet. More sessions will be run in 2005-6. ICT links to other curriculum areas and management. The Information Learning Technology (ILT) strategy details actions which will help to establish a developing and cohesive ICT curriculum impacting on other areas and improving ICT throughout the organisation. The e-learning cascading programme run in 2004-5 offered help cross curriculum to others in order to use ICT in their teaching. ICT tutors and the teacher/ACL co-ordinator at St Anselm’s provided training. Tutors from the curriculum areas of Languages, Basic Skills, Art and Digital Photography attended the training. The language tutors have been particularly interested in the use of technology and interactive whiteboard training proved popular.
Currently a resource retrieval system for cross curriculum a CPD record is being developed to record individual tutors IT strengths, offering training where applicable. The service successfully bid for CACL funding which supported 2 tutors to develop their skills in practical material production and these interactive materials were demonstrated and cascaded to other members of staff. Members of staff are actively encouraged to use IT across the curriculum.
Page 25 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.4. Retail and commercial enterprise
Curriculum area 7 (Retail & Commercial Enterprise)
Area of learning 7 Self assessment grade 3
2.4.1 Introduction to curriculum area In 2004 – 5 introductory MOCN Beauty Techniques courses ‘Pamper Yourself’ were run at Rock Ferry Adult Learning Centre, as afternoon and evening sessions. Each consisted of 3 terms of 12 weeks (36 GLH); These were almost entirely female groups.
Two Pamper Yourself courses of 20 GLH were run for a targeted group of 23 parents at the Wallasey Surestart centre in Autumn 2004. The intention with this course was that it would act as a confidence booster which would generate an interest not only in the subject, but a thirst for learning generally amongst the client group. In the Spring Term 2005 Literacy with Beauty Techniques (Pamper Yourself & Literacy) ran for this Surestart Centre on as the follow up course. See section on Skills For Life for further information.
Healthy Eating was run at the Leasowe Centre targeted at parents from the Early Years Centre and the general public. This consisted of an MOCN A, B and C terms based on demonstration of preparing healthy dishes together with practical preparations for learners to do at home, feeding back to the group each week. There were 75 learners in this area.
Course courses Starts Complete Achieved %Ret %Achieve % Success Pamper Yourself 10 73 57 49 78.08 85.96 67.12 Healthy Eating 3 24 13 12 54.17 92.31 50.00 total 13 97 70 61 72.16 87.14 62.89
2.4.2 Summary Main strengths 1. Tutors are well qualified, experienced and highly motivated inspiring learners to achieve 2. Good progression route from Pamper Yourself courses to NVQ courses at FE College
Main weaknesses 1. Poor retention in some courses 2. Some courses insufficiently challenging, as some students feel course material too limited
2.4.3 This area was graded 3 as there are significant strengths but some areas that need to be developed.
This area does not directly correlate to the 03-04 area. However the retention and achievement in beauty courses are similar to last year. This is due to some problems with retention as people staying on the courses are achieving in high numbers- 87.14%. Pamper Yourself Courses
Page 26 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Following review the beauty curriculum was consolidated in 2004 into a series of courses concentrating on make up and nails, that can be run in the classroom environment. Course leaflets clearly outlined the content of all courses. A new embedded course for Pamper and Skills for Life was developed over the year as planned (see area 14 report). On termly Pamper Yourself there were 28 enrolments. All learners who were retained achieved on this course. The average success was lower due to withdrawals during the year, almost 50% in one of the daytime courses. Retention in the evening course appears to be have been much better. In the Friday morning Sure Start group there was 91% retention and 90% of learners achieved the outcomes. In the afternoon only 54% achieved. Discussion with Sure Start managers and learners, on future course needs to ensure they meet learner needs.
There are concerns over retention on some beauty courses and feedback from learners suggests that the limitations of the courses content are the problem for some learners. More initial one to one assessment needs to be included. The venues affect the content of the course, which is mainly about skin and makeup techniques. The course may be too limited or requires re-naming to reflect its topic limitations. At Rock Ferry a larger, more appropriate room would benefit this subject. Use of general small classroom was not ideal compared with mock salon facilities one might expect at a college.
The tutors are well qualified & experience beauty practitioners. Both tutors were observed during 2004 -5 one session was graded 3 and the other 4 (under the Skills For Life area), predominately because bias of the session was towards beauty rather than literacy. The observer found tutors to be very enthusiastic, with learners well motivated. However an area to improve is the scheduling on session plans. A strength is the generally very positive feedback from learners about the tutor and course content. Learners also appreciated the variety of teaching methods which included demonstrations, peer working, practical exercises, and use of technology eg. overhead projector.
Pamper Yourself courses attract an almost entirely single gender, but this is often a targeted course. The evening provision allowed people working in the daytime to attend. Perhaps the most striking strength about the Pamper Yourself courses is the potential for progression to NVQ II Beauty Therapy at Wirral Metropolitan College and several students indicated their intention to follow this progression route on the Learner End of Term questionnaires. Learner questionnaires indicated that one to one assessment was not always included by the tutor. Some students report that they would like additional beauty techniques included in the course. These expectations may be unrealistic based upon the course descriptions for the 3 terms. Information and feedback on these courses has improved since the previous SAR outlined it as a weakness.
Healthy Eating There were 24 Enrolments for 3 Healthy Eating courses (starts not individuals). Achievement rates were high for those who stayed, but retention was poor particularly in the second term (53.33%). Discussions between the Curriculum Leader, Team Leader & the Tutor suggest that one reason for poor retention, particularly in the Spring Term 2005, is likely to have been the ‘sameness’ of the sessions (continuing demonstrations), lack of “hands on” exercises during the sessions – these were healthy eating rather than cookery, and perhaps lacked
Page 27 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 challenge. The tutor will be observed in Autumn 2005. Learners enjoyed and found the course useful. They felt that handouts on recipes were really good for future reference as they were able to build up not only a portfolio of learning, but a library of healthy dishes to prepare for the future. They appreciated input on Health & Safety, plus aspects of Hygiene & Food Presentation throughout the course and gave positive feedback around having knowledge about more choices of food to prepare at home. However some learners felt that there was too much paperwork on the course related to MOCN. The course may be better run as a series of short courses rather than a whole year in future to ensure it continues to present challenge to learners.
Page 28 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.5 Arts, media and publishing
2.5.a Curriculum area: Visual Arts & Crafts
Area of learning 9.2 Self assessment grade 2
2.5.1a Introduction to curriculum area
Brief description
The range of Arts & Craft courses was restricted during the 2004-5 academic year, in response to priorities and the analysis of who these courses were attracting. The service offered two Drawing & Painting courses per term for this period. Both these sessions were held at Leasowe where the facilities (access to water, a well lit, large comfortable room) are suitable for the activity.
During the year new partnerships with other agencies were developed specifically in this area. In response to a request from ARCH Initiatives (substance misuse charity) we were able to pilot a course tailored specifically for their needs. This ‘Ceramics’ course proved to be very successful in terms of the criteria the charity uses to measure success. Whilst 75% retention is significantly weaker than our ‘mainstream’ courses in this area- the client group this course is targeted at means that this activity was deemed a great success not only by the charity staff but the clients themselves (learner feedback sheets).
In the third term we also piloted an arts course for a Social Services day centre run for clients with moderate to severe learning difficulties. This initiative led to the development of accreditation for an Entry Level generic framework that compliments our current Level 1 MOCN framework. Again, this course proved a great success with 100% retention, whilst the achievement at 75% reflected the reality of this client group. The development and use of the new Entry level framework should improve the achievement rates – as the Units now enable individuals to negotiate their individual Learning Outcomes. This new approach will be piloted in the autumn term of 2005. There were 253 learners in this area.
Course Courses Starts Complete Achieved %ret %Achieve % Success Art 7 74 69 66 93.24 95.65 89.19 Ceramics 24 12 9 6 75.00 66.67 50.00 Glass Crafts Workshop (v) 3 24 22 22 91.67 100.00 91.67 Machine Knitting Workshop (v) 3 33 32 32 96.97 100.00 96.97 Arts and craft Total (9.1 and 9.2 ) 37 143 132 126 92.31 95.45 88.11 Computer Music 4 23 20 20 86.96 100.00 86.96 Digital Photography 18 195 178 166 91.28 93.26 85.13 Digital Video Editing 12 76 66 60 86.84 90.91 78.95 9.3a Total 34 294 264 246 89.80 93.18 83.67
Total 71 437 396 370 90.62 93.94 85.13 (v) = volunteer workshops 2.5.2a Summary Main strengths 1 High achievement rates across the subjects
Page 29 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2 Continual large percentage of learner replies indicating high satisfaction with their learning
Main weaknesses 1 A standard approach to Initial Assessment to be developed 2 Progression links to be formalised
Other areas 1. Develop specific marketing materials
2.5.3a Overall Retention in this area has remained high over a 2 year period and there is a high achievement rate across the area. Although achievement rates have fallen slightly from 2003-4 this is due to working in different ways- new target groups and more accurate assessment. In mainstream art achievement was 100% across the year. Retention fell to 75% in one class – which had a subsequent distorting affect on the rest of the statistics. Success apart from this one class was running between 90 and 100% for this area. The learners in these sessions tend to be older learners – many of whom identify themselves as retired. (MIS data). However, postcode analysis reveals that they come from a range of backgrounds across Wirral.
In the one targeted Entry Level (development course) again retention was 100% with achievement at 75%. In the Ceramics workshop retention stood at 75% whilst achievement was at 66.67%. Success therefore fell to 50%. However, this does reflect the fact that the target group for this course was ‘substance misuse’ clients. It was therefore felt that these figures were more than acceptable for the type of learner we are aiming to attract.
Figures for drop-in volunteer classes such as Glass-Crafts and Machine-Knitting show declining enrolment and achievements are unreliable. These workshops could not be adapted to any formal educational structure and have not been continued in year 2005/6. The developments in this area will inevitably be the more specialist area of targeted provision, servicing readily identifiable groups that make requests for specific activities.
Initial assessment is not standardised, in an attempt to leave it to the tutor to develop and customise the materials for their courses. This leaves this activity weak and in need of development specifically for these creative subjects. This will be developed over the 2005 academic year. Learner feedback questionnaires show 92.8 % of learners rate the courses as good or excellent. Through Internal Moderation meetings, tutor meetings and teaching observation it is apparent that tutors now recognise ‘critique’ as integral to learning – the subject is simply more than ‘doing’. New tutors recognition of the importance and significance of well structured, well planned courses with specified and measurable outcomes. New tutors are continually being sought that can develop short courses to address these types of request. Tutors develop and structure courses and can deliver quality learning experiences in very specialist activities. Progression from Unit C (i.e. end of Level 1) for the mainstream art is proving difficult, simply because of the lack of a nominated contact at the Further Education College campus. Repeated requests for meetings have so far produced no results. Meetings to be requested again in Autumn 2005.
Page 30 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
The development of a generic framework approach may mean that we are able to offer both structure and progression over a number of units to agencies – if they are able to guarantee a through-put of clients over a given period. This type of approach will be developed during the course of the 2005/6 academic year. The working partnerships with other agencies and possibility of increasing development in this area need to be developed. Development of new courses and strategies will open this area to a variety of learners across the population of Wirral.
2.5.b Curriculum area: Digital Arts
Area of learning 9.3a Self assessment grade 2
2.5.1b Introduction to curriculum area
This subject area ran 34 courses during the academic year 2004-5. Across the year we ran 18 Digital photography courses offering progression from Unit A. B and C – across the two main centres, 4 Computer Music sessions in the year also offering progression across the three Units, and 10 courses in Digital Video Editing on the Leasowe site also offering progression through the three Units some offered concurrently. Digital Photography was attempted in the community this year. However, in both primary schools (The Dell and Grove St) the difficulties in providing computer hardware sufficient to run our software proved insurmountable.
2.5. 2b Summary Main strengths 1 Achievement and success remain high across these subjects – with readily identifiable reasons for falls in the statistics due to circumstances beyond the control of the tutors. (e.g. stolen equipment) 2 Very high levels of learner satisfaction in terms of content, structure and pace (Learner questionnaires)
Weaknesses 1 Issues of equipment/ security caused some problems with some of the courses
Other areas 1 Evidence for Internal moderation needs to be developed to cater for learners working in digital media.
2.5.3b Overall Digital Arts – Photography, Video and Music are proving to be increasingly popular subjects that attract both diverse sets of learners (MIS Postcode analysis) and many of the males that are missing from other curriculum areas (MIS gender analysis). Over the academic year 2004-5 this subject area attracted 294 learners, of which 30 were withdrawn – resulting in an average completion and retention rate of 89.79%. The actual achievement for the subject area was 244 learners resulting in an average achievement rate of 82.99% for the subject area as a whole and a success rate of 92.42%.
Page 31 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Digital Photography as always is proving popular attracting an enrolment of 195 learners, making an average of 10.8 learners per class. As this takes into account targeted learners where the venue restricts numbers, enrolments for this subject are still seen to be very healthy. Retention was never less than 81.82% and in 8 instances was recorded at 100%. Due to low enrolment numbers to begin with and software problems brought about by a series of break-ins one session recorded a low success rate of only 50% (on eight enrolments) However, apart from this, achievement for this subject ranged from 81.82% to 100% and likewise with the success rates.
Digital photography is a useful means by which to attract learners by appealing to something they can readily use in their everyday lives. However, it also can act as a good grounding in the use and development of IT skills per se. In this sense the success of Digital Photography is acting as a ‘front-end’ by which to initially attract learners who can then progress in any number of directions. Tutors are now becoming more aware of the possibilities of progression from Digital Photography and in response to learner requests are keen to develop courses and subjects that explore wider aspects of Digital Arts in the academic year 2005/6
Digital Video Editing is increasing in popularity year by year. The size of the room dictates the enrolment numbers, which should be restricted to no more than nine learners –twelve learners joined in the first term, but learner questionnaires indicted that the quality of the their learning experience was diminished by overcrowding and having to share basic equipment. Over the year we ran 10 Digital Video Editing courses. These attracted 76 learners – of which 10 were withdrawn over the year. 6 of the 10 courses had a 100% achievement, whilst the fluctuation in achievement and successes in the remainder (from 37.5% to 91.67%) was due, in part, to problems with the software and a number of break- ins that occurred in Spring 2005.
In Computer Music retention ranged from 77.78% to 100% over the year. Achievement in this subject was 100% for the whole year despite a period where we had repeated problems with software and break-ins.
Marketing materials although standardised across WiLL’s provision need to be updated in terms of graphic sophistication if it is to appeal to different types of potential learner groups. Tutors (and learners) are now identifying links within these subject areas and are now beginning to develop courses across these various subjects. The intention is to develop subjects that will not only aid existing learners needs and progression, but more importantly, attract new types (in terms of age and experience) of learners who do not traditionally access adult learning. Tutors have identified possibilities for course developments and progression through inter-related subject areas. (Animation, mixed media, Web-Page Design). There is need for subject cluster meetings to discuss curriculum development. New tutors are bringing new ideas and these need to be shared and incorporated into the development of the provision.
Internal moderation has revealed problems in how Digital Subjects present their learner’s work. Negotiated possibilities about how learner portfolio’s can be put together and presented have taken place and will be piloted during the 2005/6 academic year.
Page 32 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.6. History, philosophy and theology
Area of learning 10.1a Self assessment grade 3
2.6.1 Introduction to curriculum area
Local History was provided as 3 terms of 12 weeks, held at the Rock Ferry Adult Learning Centre, and focusing on the history of Rock Ferry & surrounding areas of Birkenhead. Family History, using the Internet for research, taps into a current wave of popularity with this subject, heavily promoted by the BBC, and thus provided an opportunity to put on a popular subject. It ran at Leasowe & Rock Ferry centres as 3 terms of 12 weeks leading to MOCN A, B and C. There were a total of 50 enrolments across this course (not 50 individuals).
The partnership with Social Services grew to include a greater range of courses for adults with learning disabilities including a Local History Course combining local history with literacy ( see area 14), offered to target groups of adults with learning difficulties, at Highcroft Day Centre in Bebington. Here there were 9 starts and retention & achievement were 100%.
% Course courses StartsComplete Achieved %ret%Achieve Success Family History 5 50 34 29 68.00 85.29 58.00 Local History 4 26 22 21 84.62 95.45 80.77 Total 9 76 56 50 73.68 89.29 65.79 (some omissions to data)
2.6.2 Summary Main Strengths 1 Good use of technology in Family History 2 Most learners who complete the course achieve their learning outcomes 3 Good range of teaching styles/methods, including guided walks/visits led to high learner satisfaction as the courses often exceeded their expectations
Main Weaknesses 1. Some poor retention in family history
Other areas 1 Learning is mainly for leisure, vertical progression is not a priority with many learners 2 Use of technology could be developed in Local History courses
2.6.3 Overall this area is slightly changed from 03-04, however retention and success are not as high as that year. The overall achievement was high for learners who stayed on courses but reasons for drop off need to be reviewed. Strengths outweigh weaknesses in this area but some items need addressing. A review of History provision, why we are doing it, who we are aiming courses at and what we are trying to achieve for learners is perhaps advisable.
Page 33 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
There was a total of 17 enrolments (not individuals) across the year in Local History, at Rock Ferry which was run as an A and a B term (12 weeks per term). Local History started in January 2005, when a new tutor started to replace the long standing tutor. In the spring term 2005 there were 9 starts and 3 withdrawals, a retention rate of 66.67%, 100% achievement, giving a success rate of 66.7%. In the summer term 2005 there were 7 starts, only 1 withdrawal, a retention rate of 85.71 & an achievement rate of 83.33% and a success rate of 71.43%. In Local History there is varied use of materials, although some learners commented on a reliance on ‘old maps & magnifying glasses’) but learner questionnaires and focus group meetings showed that learners felt that other teaching styles and methods such as guided walks brought the subject to life.
Retention and achievement varied across the Family History with IT courses. Most learners achieved but some did not compete the learning outcomes. eg. in the Autumn term 2005 at Rock Ferry, 10 learners completed but only 8 achieved the necessary 80% of set learning outcomes, that were set in line with our quality procedures to ensure that achieving is based upon more that simply turning up every week. Success rates for Family History similarly varied. Family History with IT suffered from a high number of withdrawals in the Spring Term 2005; discussions with the tutor suggest that beyond the 24 week (48 guided learning hour) stage it can be difficult to retain viable groups because once techniques of internet research are learnt, some students feel they can cope adequately researching on their own from home. This meant that progression to the third term was cancelled at the Leasowe centre and only made available at Rock Ferry. For the 2005-6 year we have adjusted the curriculum plan to take account of this likelihood. There was good use of technology in Family History, at both centres where the course ran, in particular the Internet for research and use of IT projector, however Family History requires some previous basic computer experience & stronger initial assessment to check on IT & literacy skills prior to starting. The tutor was observed in November 2004, and graded as very good. Family History also made strong use of guided walks, eg. To Birkenhead (Wirral) Museum and some area record offices, in order to sustain learner interest and bring the subject to life. The tutor also arranged for BBC materials to be available to learners and encouraged the use of BBC online content which was being promoted by the BBC for Family History research during the 2004 – 5 year.
Local History for targeted learners at Highcroft/Cambridge Road Day Centres (see also area 14), moved during the year as our partner department Social Services moved to consolidate much of its adult learning at Cambridge Road. There were a variety of opportunities to demonstrate achievement in this course, including a Presentation event at Cambridge Road Centre. Focus Group work started in the summer term 2005 has brought a wealth of interesting views from learners from Local and Family History in various focus group work, split into aspects of the learner journey. Views expressed in the focus groups included: Learners reported that the completion of learner portfolios reinforces skills, can be used for future reference, and provide solid evidence of learning.
Learners expressed satisfaction with the recruitment and induction process and a high level of satisfaction often exceeding expectations. They praised their ‘highly
Page 34 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 motivated tutors’. Focus groups also inform us that most reviews by tutors are well carried out. In History courses learners tell us that the different starting points based on life experiences leads to a variety of expectations. Some learners are still looking for only horizontal progression within Wirral Lifelong Learning service, learning only for leisure, and have no intention of widening their horizons by progressing to FE college. We have also learned from focus groups including history learners that although the value the knowledge they gain, a small number of learners need clarification of the value of the Open College process.
Page 35 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.7 Languages, literature and culture
Curriculum area: Modern languages
Area of learning 12.1 12.2 Self assessment grade 3
2.7.1 Introduction to curriculum area
Brief description A comprehensive range of languages was offered in partnership with Wirral Grammar Girls School a specialist Language College in the fourth year of designation. This included French, Italian, Japanese, Mandarin, Greek, Russian, Spanish. Wirral Girls have expanded the range of languages in response to local demand, and are able to offer less widely taught languages. They offer a range of 7 languages over 2 evenings per week, and level 2 courses to allow progression. From September 2004 all Level 1 courses followed the MOCN syllabus. Level 2 (French, Italian and Spanish) followed agreed learning objectives.
Language learning in the day has seen a slight drop in interest over the previous years, with the loss of German (last year) and the continuing decline in French enrolments – however, this may simply be to learners identifying WGGS as the main provider of language learning and applying directly to them. Spanish remains the most popular subject. During this academic year this subject was offered at two schools – however, numbers were not sustainable in the accredited course at St Anslem’s and learners were moved to another venue. The taster course at Wallasey School (summer term) had limited response - seven learners in all. In response to a national initiative WGGS did pilot Spanish Family Learning sessions at a primary school. The results of this project are being fed back into the wider national initiative before more funding will be released. The partnership with WGGS is proving to be of benefit to both agencies – and seems to be making it easier for the learners of Wirral to identify a specific venue for the delivery of this specialist provision. There were 397 learners in this area
no of % Course StartsRetainedAchieved %ret%Achieve courses Success Welsh (v) 9 68 60 57 88.24 95.00 83.82 Bengali 1 9 9 9 100.00 100.00 100.00 French 11 136 105 98 77.21 93.33 72.06 Italian 8 107 81 80 75.70 98.77 74.77 Japanese 6 21 17 14 80.95 82.35 66.67 Mandarin Chinese Level 1 3 11 8 8 72.73 100.00 72.73 Modern Greek Level 1 3 43 27 26 62.79 96.30 60.47 Russian 6 32 24 23 75.00 95.83 71.88 Spanish 25 327 255 230 77.98 90.20 70.34 Total 72 754 586 545 77.72 93.00 72.28 (v) volunteer workshop
Page 36 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.7.2 Summary Main strengths 1 Structuring of courses and standardised outcomes has led to a coherent offer for learners 2 Centralising evening provision offers a diversity of language subjects in one identifiable venue.
Main weaknesses 1 Drop out from level one courses- more assessment and advice needed at start? 2 Poor collection of non-accredited achievement data.
Other areas 1 Need for development of learning outcomes for non-European languages and alphabets. 2 Weakness in administration links between WGGS and Lifelong Learning
2.7.3 The area has been fairly consistent over the past 2 years and the achievement rate has improved from 2003-4 although the success rates have slightly reduced as tighter measures or achievement have been introduced. Overall 72 courses language courses were offered including a volunteer tutor Welsh workshop. There have been some problems adapting the structure of Welsh courses to the mainstream provision, however, we have continued working and supporting the tutor. Where figures are available the achievement rate for this subject is between 80% and 100%.
Level 1 languages recruit well but generally had some problem with early drop out which affected retention and achievement. This may be learners joining the wrong course. The table illustrates the comparison across languages. The most popular subject is Spanish Level 1 with 22 courses being held throughout the year with an average completion rate of 77.6%. Level 2 non-accredited courses had better retention rates overall than level 1. However, achievement and success data is unreliable through omissions. Discussions with tutors have resulted in better recording and tracking being implemented.
MOCN units introduced in all WGGS courses in 2004 are an improvement on the ABC Practical Languages courses previously offered as the modular portfolio based course is better suited to adult learners than the exams. Tutor structuring and planning of all the sessions has improved, and the sharing of best practice – both within the Adult Learning courses and from the school’s full-time language staff is beginning to be developed. Both internal moderation (IM) and the accreditation systems are now accepted by tutors and learners alike, with learner comments on the questionnaires identifying a high level of satisfaction with the pace and level of learning.
All WGGS classes are taught in purpose-built language teaching rooms with access to SMART boards. There is a language ICT room available for use to support learning as well. There is a range of software suitable for adult learners and teachers are able to attend training in the use of the software and the SMART boards as part of the LEA INSET programme run by the Language College. During the classes the school is staffed by the Language College Director and Language College Technician. They are both experienced in
Page 37 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 working with adult learners. The Language College Director is a linguist and can support teachers and learners. The Language College Technician is available to help with the setting up of specialist equipment. The shift in emphasis from community venues to the Language College does mean that the more unusual subjects Mandarin, Japanese, Greek and Russian are able to be supported and it would seem that the public recognise where to look for these subjects. It also means that there is a degree of cross subsidy for Mandarin and Japanese where enrolment numbers are consistently low. Tutors in non European languages have highlighted the difficulty of introducing a new alphabet to learners as a barrier to achievement for some learners. New learning outcomes to be devised.
The courses meet the needs of learners and are well taught by professional language tutors who are either well qualified and experienced or working towards qualifications. 10 tutors were observed in 2004-5. 2 were ungraded – 1 a volunteer tutor and the other being a developmental visit. All graded tutors were satisfactory or better. 88% of those graded were judged to be good or very good. Tutors have good subject knowledge and are supportive to learners enabling the learners to achieve high levels of competency. Observations recognised the enthusiasm of the learners and staff in language courses encouraged purposeful learning and achievement. Wirral Girls have some very good teachers who are passionate about their languages and inspire their classes. Classes are lively and fun and the environment for learning is unthreatening and non-intimidating. Over 90% of learners in languages report that courses are either good or excellent and over 80% would like to progress to another course. The classrooms are well resourced with specialist equipment and learners have access to up-to-date software and a dedicated language ICT room.
Discussions with Wirral Met College began in 2004-5 to stream line the languages offer in Wirral and develop improved progression routes for the new curriculum in 2006. Good links will be maintained with the college. The biggest weakness lies in coordinated administration. Wirral Girls manage admin through the LEA, but systems sometimes do not work because of the distance and time.
Page 38 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.8 Education and training Area of learning 13 Self assessment grade 2
2.8.1 Introduction The only courses run under this area in 2004-5 were Skills for Life Awareness Sessions These targeted specific groups like library staff to link with the “ Vital Link” strategy and Home School Link workers through EAZ. 5 short course ran over the year. There were 58 learners in this area. Course courses Starts Complete Achieved %ret %Achieve % Success Basic Skills Awareness 5 58 58 58 100.00 100.00 100.00
2.8.2 Summary Strengths 1 High level of interest and enthusiasm for new short course
Weaknesses
Other areas 1 Develop progression onto Level 2
2.8.3 There was good recruitment and achievement for basic skills awareness. Some learners progressed to the Level 2 Adult Learner Support (ALS) course at the local college or to the Move On classroom assistants course. All learners gained new knowledge and understanding of the Skills for Life agenda and some learners developed new skills.
However, there was minimal interest in this course from Lifelong Learning staff although we had hoped to target service staff and in 2004-5 the Level 2 ALS certificate was planned but not run as there was insufficient uptake.
This area has developed through good partnership working with a number of agencies including library staff, so it has led to plans for further courses in 2005-6 as a result of networking. Other courses are planned with Age Concern and through links with Wirral MBC Workstep programme training for managers will run linked to support for potential learners on Workstep. Taster sessions were run for managers during Adult Learners Week and more sessions are planned to meet the needs of different departments.
Page 39 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.9 Preparation for Life and Work Area of learning 14 Self assessment grade 3
2.9.1 Introduction Skills for Life continued to develop in 2004-5. The main developing areas were in ESOL in partnership with Wirral Multi Cultural Organisation (WMCO) , in use of national tests to accredit learning and in the introduction of embedded courses. St George’s Primary had a separate contract with Job centre + in 2004-5 and is not reported on here. Some ESOL outreach was run by WMCO through Learning in Deprived Communities funding. Courses were held at Leasowe and Rock Ferry centres, Wirral Multi Cultural Centre, Basil Hume Neighbourhood Learning Centre, Cambridge Road also in some Primary Schools and with Sure Starts.
This area had 316 learners in 2004-5. numbers of enrolments have been rising over the past 2 years as the area develops. Retention in this area has improved from 85% in 2003-04 and achievement of external qualifications has increased. Success rates have fallen slightly but that may be due to increased numbers taking tests and to more rigorous tracking of achievement.
Summary course starts comp achieved %ret %ach %succ lete Literacy 276 246 219 89.13 89.02 79.35 Numeracy 212 202 184 95.28 91.09 86.79 ESOL 157 131 77 83.44 58.78 49.04 Total 623 568 468 91.17 82.39 75.12
2.9.2 Curriculum area-literacy Area of learning 14.1a Self assessment grade 2
Literacy course starts complete achieved %ret %ach %succ Creative writing accredited 13 13 12 100.00 92.31 92.31 Creative writing non accredited 37 30 27 81.08 90.00 72.97 Move On accredited 20 20 18 100.00 90.00 90.00 Move On taster 7 7 7 100.00 100.00 100.00 Literacy accredited 47 47 41 100.00 87.23 87.23 Literacy non accredited 130 112 99 86.15 88.39 76.15 pamper/lit non accredited 22 17 15 77.27 88.24 68.18 total 276 246 219 89.13 89.02 79.35
Accredited achievements-literacy Entry 5 Level 1 25 Level 2 41 * includes FL national tests
Page 40 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Strengths 1 Good achievement of national qualifications at level 1 and 2 2 Good achievement of non accredited learning goals
Weaknesses 1 Very limited entry level accreditation 2 Lack of literacy focus for contextualised courses
There was good achievement of National tests mainly through Move On courses. All learners underwent detailed assessment procedures which informed ILPs and targeting specific areas for learners to focus. There was opportunity for learners to contribute to planning targets and relevant topics. Learners were involved throughout the process. Despite staff training sessions to emphasise positive aspects of achieving entry level qualifications there was minimal uptake of entry level qualifications in community and targeted groups, with majority of learners at this level working towards non accredited learning goals. An Accreditation Workshop was well attended by tutors.
The newly developed Pamper /Literacy themed sessions was found to be too focussed on Beauty not literacy – courses for 2005-2006 will be shorter and clearer aims and outcomes identified. However it was felt to be a useful course by learners who all demonstrated improved confidence and personal development, some progressing to a Hairdressing course.
Literacy through Local History was well attended, targeting learners at a social services centre. The course aimed at improving speaking and listening skills of pre entry and entry level learners – a series of visits to local places of interest encouraged learners to share their ideas and thoughts. Progression to a literacy group is planned for 2005-2006 to develop reading skills.
Tutors use a wide range of resources, including ICT although there is limited ICT in some centres. Both literacy tutors attended CPD courses this year completing the Cert Ed and the Level 4 Literacy specialism.
2.9.3 Curriculum area- numeracy Area of learning 14.1b Self assessment grade 2 course starts complete achieve %retention %achieve %success crafts/budget nonaccredited 5 5 5 100.00 100.00 100.00 Move On accredited L1 19 18 18 94.74 100.00 94.74 Move On accredited L2 29 28 28 96.55 100.00 96.55 Move On Taster nonaccredited 21 21 21 100.00 100.00 100.00 numeracy accredited L1 23 23 19 100.00 82.61 82.61 numeracy accredited L2 8 8 8 100.00 100.00 100.00 numeracy nonaccredited 107 99 85 92.52 85.86 79.44 total 212 202 184 95.28 91.09 86.79
Accredited achievements-numeracy Entry 0 Level 1 37 Level 2 35
Page 41 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 * includes some FL national tests Strengths 1 Good achievement of learning goals 2 Good achievement of level 1 and level 2 qualifications 3 Good recruitment for targeted groups
Weaknesses 1 Recruitment in community slow- although other ways of recruiting learners are being developed 2 Very limited uptake of entry level qualifications 3 Very mixed levels in some groups (E2-L2)- limited achievement without additional support
Detailed assessment procedures inform ILPs, targeting specific areas for learners to focus. There is opportunity for learners to contribute to planning targets and relevant topics. Diagnostic assessment both paper based and IT based provides a good indicator of skills gaps. Completion of national tests has instilled confidence and incentive to learners to progress- often to other college courses or even HE once Level 2 achieved. Community groups are often very mixed ability- the range of levels making group work difficult to plan. Often there were no learner support assistants available to work with entry and pre entry learners.
There was limited uptake of entry level qualifications by community groups and targeted groups, for example Numeracy groups at Social Services centres. However there was excellent recruitment for Move On, in partnership with a colleague responsible for training schools support staff who promoted this model to learning support staff. There was very positive feedback from learners and tutor in this course. There was good retention for follow on courses at schools, which had targeted family learning groups and supported learners building on their newly acquired skills.
There was good use of a wide range of differentiated materials including ICT when available- for example using the embedded learning portal/ Skillswise website. Good use was made of realistic materials and topics to meet needs and interests of learners for example, gardening, everyday measurements and children’s homework. The one tutor in this area completed the Level 4 Numeracy specialist qualification July 2005.
2.9.4 Curriculum area / ESOL Area of learning 14.1c Self assessment grade 3
Course Starts completeachieve %retn %achieve %succ ESOL Non accredited157 131 77 83.44 58.78 49.04
Strengths- 1 Good targeted provision to meet local identified need and recruitment via Wirral Multicultural Centre 2 Good progression route to local college courses 3 Good use of ICT
Page 42 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Weaknesses 1 Limited data available to monitor non accredited achievement 2 Inflexible course structure 3 Limited learner support 4 Too much emphasis on workbooks/packs
Learners’ needs are identified through Initial and Diagnostic assessment. Some learners make progress towards their individual goals and personal development, encouraging them to develop skills to cope with everyday life in the UK. However many learners are new immigrants with limited language skills or migrant workers working erratic shift patterns, many working long evening shifts, resulting in limited achievement due to poor attendance and retention. This issue will hopefully be resolved in 2005-2006 with the introduction of a more flexible course structure-a stand alone skills check session for learners who just need an assessment and shorter courses with longer sessions, to meet the needs of a diverse learning group.
The Skills for Life ESOL Assessment tools are used to good effect demonstrating standard good practice but are also identified as a weakness as they are very time consuming when built into session. The large numbers of learners made it difficult for the tutor to give individual time to learners, and limited learner support available to meet demand of very mixed groups with diverse nationalities, cultures and abilities. Learners are given feedback in English and their own language wherever possible. However as strength the assessment tools did identify skills gaps to plan the ILPs and determine learners targets. Mid term reviews were not recorded sufficiently to use data as the course structure limited time available. Separate assessment and induction sessions will hopefully solve this issue. Learning is planned to integrate learners into the local community but tutor needs to diversify from packs and workbooks. Real material would be interesting, beneficial and relevant to learners. Tutor demonstrates good use of ICT during sessions, learners at WMCO can access the IT suite if booked in advance. There is an experienced tutor who is a qualified assessor still needs to gain Level 4 ESOL Specialist qualification. There has been limited availability of this course locally.
Recruitment is via WMCO and targets local people who wouldn’t access local college for many reasons. This is a strength but also a weakness as new learners are signposted at all stages of the academic year so the sessions are difficult to plan. Publicity is available in a range of languages to meet needs of diverse community. Some learners progress to local college or to IT courses at WMC Organisation. City and Guilds accreditation has only been in place since July 2005- due to un -availability of EV earlier in the year. The External Verifiers report was very positive and action planned key points for development of ESOL – all assessors to be working towards appropriate ESOL qualifications, staff development programme specifically for ESOL and a QA database for Sfl Qualifications.
Page 43 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.10 Family learning Curriculum Area Family Learning Area of Learning 16 Self Assessment Grade 2
2.10.1 Introduction to Curriculum Area The Service offers provision in FLLN and wider family learning. Family Learning in 2004-5 included Family Literacy, Family Numeracy, Early Start, Family Finance, Play and Language and Keeping Up with the Children. Family Works is a new programme based on behaviour management and we also offered Family ICT. Courses range from 10 to 72 hours, from first steps to intensive programmes. In addition a range of workshops and tasters are also run to meet requests. Courses are run in schools, children’s centres and Sure Starts. We aim to increase social inclusion and priority is therefore given to families living within areas of social deprivation. Links with the School Effectiveness team identify schools needing intensive support. We are working to develop courses that target parents and families new to learning. The schools and settings targeted for family learning are usually located in and around Bidston, Beechwood, North and Central Birkenhead, Wallasey , Woodchurch, Leasowe, Noctorum, Tranmere, Rock Ferry and New Ferry, Seacombe/Poulton and Eastham. There were 661 learners in this area. Course Accreditation courses GLH Starts %Ret %Ach %Success Early Start MOCN 8 30 74 86.49 90.6 78.38 NT Family MOCN 3 30 36 86.11 80.65 69.44 Finance NT Family MOCN 14 25 118 90.68 89.72 81.36 ICT Family MOCN 14 30 147 85.03 91.2 77.55 Literacy NT Family MOCN 3 72 34 83.33 70.00 76.47 Literacy NT Family MOCN 10 30 97 95.88 92.47 88.66 Numeracy NT Family MOCN 1 72 17 94.12 75 70.59 Numeracy NT Family MOCN 6 30 92 95.65 93.18 89.13 Works KUWC None 7 12 60 96.67 87.93 85.00 Play and None 8 12 57 89.47 84.31 75.44 Language SFL Lit C+G 2 100 100 100 Workshops None 33 2-4 332 100 100 100 TOTAL 107 1066 93.53 92.98 86.96 Notes: Data has included some ‘non-starters.’ This will be amended next year.
C&G Qualifications achieved by FL learners (most included in area 14 figures) Level 1 Level 2 Numeracy 6 3 Literacy 2 9
Page 44 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Courses in 2004-5 were delivered by a combination of direct delivery by LEA tutors and tutors from Wirral Metropolitan College through a well established partnership. The provision 2004-5 was managed by the Skills for Families Co- ordinator and the Curriculum Leader for Family Learning who report to the Lifelong Learning Adviser. From Sept 2005 two curriculum leaders for family learning will manage a developing small team of tutors.
In 2004-5 Wirral took part in Phase 2 of Skills for Families to embed and disseminate good practice in family learning. The Skills for Families steering Group, which was established in Phase 1, continued to develop effective collaboration to promote family learning. The strategic position of family learning is now firmly embedded within Wirral’s Lifelong Learning section with well- established links to the School Effectiveness Branch, Secondary, Primary and Early Years Strategies. A significant area of development this year has been our growing partnerships with Children’s Centres and Sure Start areas. We are developing plans to become a ‘Step into Learning’ partnership.
2.10.2. Summary Main Strengths 1. Clear targeting of provision to support families in areas of social deprivation 2. Good partnership working to develop courses to meet learners’ needs and facilitate progression
Main Weaknesses 1. Tutors on non-accredited programmes need to improve monitoring of learning 2. Pre 16 teachers delivering KUWC still not trained in adult basic skills although training is underway 3. Insufficient use of assessment data by some tutors to identify challenging targets for individual learners.
Other areas to consider 1. Insufficient provision outside school hours/terms 2. Recruitment of under-represented groups 3. Difficulty in recruiting suitable staff for numeracy
2.10.3 Numbers of enrolments have decreased but this is largely due to different systems from those that Wirral Met College used in previous years. Retention remains high in this area. The overall success rates have reduced by 7% from 1003-4 but this is due to different targeting of learners, with a concentration on those who need ot improve Skills for Life. Achievement data from MOCN, SFL, RARPA shows that learners achieve well, although the figures show a reduction in achievement from 2003-4 there are now improved assessment strategies. Where possible adults are offered the opportunity to progress and encouraged to enter for the national literacy and numeracy tests. All programmes (except workshops and introductory courses) are accredited through Merseyside Open College. Joint Family learning programmes run in parallel with basic skills programmes taught by Wirral Metropolitan College. Different combinations of programmes facilitate progression and achievement. For example, In one school an intensive numeracy course ( 4 learners achieved a Level 1 National
Page 45 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Test ) was followed by a numeracy programme (seven achieved Level 1 and 4 Level 2). In another school a Family Finance was followed with a Family Literacy. (3 Num L1 2 Lit L1 2Lit L2 and 2 Num L2). These learners would not have joined an intensive course at the outset but as their self-esteem and confidence grew they were keen to progress. Learners often progress from family learning courses to voluntary work in schools, such as Successful Reading Partnership. Other family learners have continued with their learning and eventually gained employment as home- school development workers in the EIC schools. In addition to qualifications, evaluations and work done in learner portfolios show that learners gain confidence in communicating with school and in supporting their children’s learning. They gain knowledge and understanding of how children learn and how literacy and numeracy are taught in schools. Learners acquire skills to use with their children at home, for example speaking and listening skills to use when sharing books and games. Many learners who lack self-esteem benefit socially from working with other adults and children.
Systematically tracking progression with other providers has not been possible. A pilot project to follow a cohort of learners from one school is planned in a more longitudinal study. Some progression facilitated through the NRF Development Workers will enable tracking of learners onto skills for life programmes within the local partnership of providers. A Recognising and Recording Progress and Achievement in non accredited learning (RARPA) approach to recording the achievements on non-accredited programmes is developing with training for tutors. More effective use of accurate and reliable data is needed to help improvement. The MIS system, although improved since the previous year, is still developing. Registers are monitored on a weekly basis and recruitment and retention issues are addressed. The service is working to improve its systems to capture and analyse data so that it can inform planning better.
2.10.4 Observations show that most lesson plans and schemes of work are based on negotiated objectives that are reflected in the ILP. Teaching methods are varied to take into account learners’ experience, ability, and their preferred learning styles. Learners’ portfolios show that they are interested in their work and use skills gained in activities outside the sessions. Termly review has identified a need to focus more on negotiating SMART targets with individual learners. Although targets are being set they are sometimes not specific enough. Work will be done to improve this
Training for pre16 teachers delivering Keeping up with the Children (KUWC) courses ran in response to weakness identified in the last SAR, although evaluation showed that more is needed. Training will be offered using an adult tutor who has completed a level 4 but who was previously a pre-16 teacher. A developing team of practitioners for Play and Language in Early Years settings will work together with the curriculum leader to improve quality. All staff are committed to updating their knowledge and skills to new national standards. This year 2 LEA tutors achieved the Level 4 in Literacy and Numeracy and the CL completed the Cert Ed. Further Level 4 training is planned for the team in 2005-6.
Page 46 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.10.5 A range of high quality suitable materials support courses and are available for learners to borrow. Good links with the library service provide additional support. Learners broaden their experiences through a variety of innovative enrichment activities such as trips, visits from professional storytellers and theatre groups. Schools often have special assemblies to celebrate their achievements.
Delivery models are developed and tested on an ongoing programme. Family Works a 30 hour MOCN accredited programme is based on improving behaviour. Family Finance, which failed to recruit in a secondary in 2003-4, ran successfully in two primary schools in 2004-5. Analysis of recruitment data shows that men and ethnic minorities are under-represented. This issue is addressed by specifically targeting bi-lingual families. Data shows that men are under-represented and a way of addressing this is to extend our provision beyond school hours and terms. This may also enable us to give more support to working parents. Experience shows that joint working to develop new programmes for vulnerable groups takes time. In partnership with Tranmere Rovers FC Study Centre courses that will appeal to dads are being developed. Two evening workshops are planned for autumn 2005 to address the opportunities missed by running programmes mainly during school hours and school terms.
2.10.6 Recruitment is mainly done through word of mouth by staff in schools and settings, as historically this has been the most successful. Often workshops precede the courses and learners are given clear guidance about what to expect. Induction is incorporated into the first session. Tutors are supportive of learners and sensitive to their needs and there are good relationships between learners and tutors. There are usually opportunities for learner support outside delivery time with staff from the setting. For example in Leasowe, an established Early Excellence Centre, there is a multi-team approach with health visitors and development workers. Parents who have completed Play and Language and Early Start have been supported to progress onto other courses. This good practice was shared at a national Skills For Family event where two of the parents were able to contribute. However, our partnership with Sure Start is still developing and best practice is not yet fully embedded. Policies and procedures are standardised in the staff handbook. Additional support is provided as required through the Curriculum Leader for Learning Support for example, interpreters and a signer have been provided to support learners. Crèche provision for FL is managed in close partnership with our Early Years and Childcare Development team. Discussion on next steps and progression is a learning outcome on accredited courses. There are links with development workers working on a NRF project in partnership with other local providers, who offer learners advice about courses and support to move on to further provision. In addition all schools have a directory of adult provision. Links with the Next Step Co-ordinator from Connexions will offer groups and individuals progression advice and guidance.
2.10.7 There is effective collaboration with a range of partners to promote family learning and develop programmes. Key partners are represented on the steering group. This encourages co-operative working and supports new developments. The service are currently working with members of the group to promote family learning to Sure Starts and children’s centres.
Page 47 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 2.11 Community development
Curriculum area Neighbourhood Learning in Deprived Communities
Area of learning Community development Self assessment grade 3
2.11.1 Introduction LSCGM allocated Neighbourhood learning in Deprived Communities (NLIDC) funding to Wirral to be managed through the Lifelong Learning Service for the first time in 2004-5. Organisations were invited to apply for funding for projects that targeted new learners. Those that were funded were supported to develop quality systems, in line with LSC guidance on managing the funding. WLLS staff supported diverse organisations in different ways. The aim was to ensure they were all delivering the projects appropriately and that they met basic criteria like H&S and were working towards quality systems. Different information was gathered from the projects depending on their stage of development. 10 organisations were funded through revenue and capital funding. 1. Arch – Capital for Creative Arts for substance abusers. Practical crafts and painting at a prevocational level. Part of a therapeutic action plan for each learner to help them to return to mainstream activity. 2. Leasowe Women’s Centre- ran 3 short intro to hairdressing courses for local people . Received capital and revenue funding 3. Manor Trust – capital funding to support First Steps training targeting people needing extra confidence to help them progress to other learning 4. Pemberton Methodists – set up e-learning components for community courses in partnership with Connect (Liverpool University). The courses were in Healthy Eating, Surviving Parenthood, action for jobs 5. Pentra- initial guidance service 6. Tranmere Methodists- short courses as a first step 7. Wallasey Extended School – capital project to develop adult learning area. Courses for local people 8. WMCO- provided basic ICT and ESOL to deprived BME and community groups 9. Wirral 3Ls- non accredited learning for over 50s 10. YMCA Birkenhead-Personal development skills for hostel residents and targeted groups
Organisation EnrolmentsLearners progressing Arch 129 39 Leasowe Women’s Centre 13 Manor Trust 14 14 Pemberton 49 17 Tranmere 34 31 Wallasey School 79 12
Wirral Multi Cultural Centre* 40 35 Wirral 3 Ls 427 YMCA Birkenhead 31 52 TOTAL 816 200
Page 48 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
Advice Referrals Progressing
PENTRA 50 50
* learners reported under curriculum areas 6 and 14
2.11.2 Summary Main strengths 1. Targeted approach to reaching new learners through specialist organisations 2. Learners gain confidence and skills through specifically designed learning opportunities
Main weaknesses 1. Lack of consistency of approach to quality hampers coordination
Other areas to consider 1. WLLS approach to quality assurance and management of NLIDC subcontracted projects to be adapted to changing requirements
2.11.3 Overall There were areas of strength in the targeting of learners from disadvantaged groups and in the development of confidence through fist step and introductory courses. All projects reported learners gaining from the provision and there were good examples of progression. Arch had good targeting of ex substance abusers. Learners on the creative arts programme were following individual plans in preparation for work or further study. Retention for this group is a problem. The funding was used to improve the facilities for this programme, although the upstairs environment needed further improvement, including access. Staff were experienced in adult teaching. Learners felt it was a positive step to move away from a mainstream rehab setting to a dedicated training area. They had a sense of achievement through developing their creative skills in a supported environment. This course gave them a sense of responsibility and improved their self esteem in a creative environment. Good support was available for learners from staff and additional counselling was available if needed. Learners achieved practical outcomes and digital cameras were used to capture results of practical activity. Learners progressed from the course to other provision. Quality assurance by the organisation followed different criteria in accordance with Drug and Alcohol National occupational Standards (DANOS ).
Leasowe Women’s centre ran a structured course with learning outcomes as an intro to NVQ hairdressing. The course was originally set up in response to expressed interest from clients of the Women’s centre and successfully met their needs and interests. Most learners achieved the planned outcomes, however recruitment was not as high as expected. Good advice and support was provided before and after the course by the tutor and using other local agencies. Taster courses led to new learners for the summer course. 5 learners were able to progress to College NVQ courses from this course. Learners reported they were very satisfied with the course and observation of a session showed they were working to a high standard. They achieved a good range of skills and theoretical knowledge in a short time. Good working environment and facilities were used
Page 49 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 and practical activities involved working with real people to develop customer care skills. Learners were recruited via a network of contacts through e.g. Sure Start, job centre, local groups. Tutor was well qualified and experienced.
Manor Trust – MOCN accredited First steps courses. An NRF case study reported good practice in the project in engaging, motivating and supporting disadvantaged learners. Courses were designed to support achievement and progression for learners with various disadvantages including substance misuse and mental health problems. ICT resources were improved through NLIDC funding and the training room was well equipped and suitable for the group. The tutor was experienced and skilful at dealing with the learners in a supportive way that helped the retention and achievement of learners. Manor Trust improved their understanding of quality assurance through attendance at LSC funded training and producing a SAR. Several areas were identified as needing development.
Pemberton Methodists- developed short courses designed to meet the needs of local people using elearning as an incentive as part of the course. Learners were recruited from the local area and though the networks of workers. New courses were devised as a result of needs identified from learners to help them progress and gain confidence. The parenting course attracted people for a variety of reasons. Learners reported they were better able to cope with their children as a result of the parenting course. Learners from the healthy eating course progressed onto other courses. Courses were run in one venue which was accessible although there were difficulties with people getting there by public transport. Resources were used to good effect to support learning. Staff were qualified and experienced. Excellent elearning resources were produced in partnership with Liverpool University and high quality laptops purchased from the funding. Individual support and encouragement was given by the staff and tutors, with the course designed in way that supported people returning to learn . PENTRA- targeted new learners who needed additional advice and support. The Works project offers support to clients to access training or enter employment. An initial meeting between the Outreach Worker and the client identifies needs and an individual action plan is agreed. Clients also complete evaluation forms. All tracking papers are kept in client files. The worker offers advice and guidance and researches information and funding for the client. Barriers to progress are identified and appropriate agencies are contacted. Regular contact is maintained with the client to monitor progress and offer mentoring support if needed. There are close links with local training providers and evidence to show clients’ progression. PENTRA was inspected in 2002 and has in place comprehensive quality assurance systems.
Tranmere Methodists-‘Building Social Capital in Tranmere and Birkenhead’ project successfully recruited local people to a range of short courses and taster sessions. Courses relate to the well being of the learners and the community. This aspect of the project is strengthened by close links with Riverside Housing Association Groundwork Trust and with the Local Authority as part of the regeneration programme. Successful completion of courses is celebrated. Basic skills are embedded in creative courses e.g. Art and Craft although WLLS has no evidence of the quality of this aspect. Learners not only make the products but plan and carry out the sale of these goods. There are quality systems in place
Page 50 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 e.g. Observation of sessions is carried out by the project worker. All learners complete end of course evaluation. The project has a Quality File which holds samples of documentation e.g. evaluation forms, action plan, review sheets, although we do not have evidence of action taken as a result of the information. Responses from learners on the programme demonstrate that the provision helped to break down barriers and encourage people in the community to take up learning.
Wallasey Extended School –obtained capital funding to build a crèche to support adult learning. Some delays in building resulted in one course running in 04-05 in partnership with WLLS and other run by school staff. This project is planned to develop further in 2005-6
WMCO- good achievement of targets for BME learners through courses that are responsive to the needs and interest of learners. Staff in the centre are proactive in improving quality and integrating with WLLS systems. Observations as reported under ICT curriculum area demonstrate that tutors are keen to improve and learners are satisfied and making good progress. High quality and up to date new facilities and enthusiastic staff encourage retention and achievement. (this centre is reported on under the curriculum areas 6 and 14)
Wirral 3Ls- Learning for the over 50s. A variety of non accredited courses for over 50’s in one venue had high retention although there was little recording of achievement. The organisation attempted to widen their appeal to more learners from disadvantaged areas. A number of quality systems and an SAR were developed as a result of support and training for managers, however there are many improvements to be made to ensure a satisfactory standard of teaching and learning.
YMCA Birkenhead - This project has been effective in engaging people from the target group of hard to reach people particularly homeless people and those recovering from drug dependency. The organisation reported that the project has been a catalyst for learners to progress and for many this has been life changing. NLIDC funding enabled them to offer a Work Based Personal Development Programme. This is a first step for learners and is part of a programme of opportunities onto which learners can progress. They continue to send learners to other specialist provision. The organisation undertook the LSC funded training and set up systems and produced a SAR, although there was no evaluation of the learning programmes.
Overall the projects were very successful at attracting new learners and working with specific client groups. Learners in projects reported they made demonstrable progress and gained new skills and improved their self esteem. The projects enabled learners to experience courses that otherwise would not have been available. The funding enabled new first steps courses to be put in place. A weakness was the problem in getting full information from some organisations who were either unwilling or unable to provide full details of learners and staff. The 4 organisations who participated in the LSC funded quality training were able to make progress in developing quality systems. Other organisations have systems in place, however these vary considerably and some needed lots of advice and support. Many of the organisations contracted with in 2004-5 have a large distance to travel in relation to their quality systems and learning delivery.
Page 51 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
As it was a new scheme in 2004-5 for the service to manage this funding the monitoring systems needed to develop over the year. There has been a change in emphasis in the role of the LEA in the NLIDC process from having an original brief of supporting organisations to develop, but moving to a position of being responsible for their quality. The limited amount of funding available for central support for these projects has been a constraint. Improved transfer of information from projects is required for 2005/6 if the projects are to be included in quality assurance and improvement systems rather than just supported to begin developing their systems. A revised approach for approving projects and supporting organisations is being put in place for 2005/6.
Page 52 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 3 Leadership and management
Self Assessment Grades Leadership and management 3
3.1 Introduction to Leadership and management
Brief description In 2004-5 the service continued to develop new courses and partnerships to try to target new learners and meet identified needs.
Changes in Staffing In Skills for Life and ICT new tutor posts have been put in place in 2005 to begin to consolidate the teaching workforce to address the problem of the part time workforce, initially for a one year period.
2004-5 Enrolments FTE Retention% Achievement% Success % Actual Short 3852 87.67 91.32 80.06 courses ACL+FL Long 368 72.55 50.00 50.00 courses All courses 4220 228.13 86.35 89.86 74.55
Target all 3560 232 82 83 83 courses learners
Numbers of FTEs and learners for 2004-5 were slightly below the targets although the actual enrolments were higher than expected. Success as an additional and different measure was introduced in WLLS 2004-5 targets following the completion of a 3 year strategic plan as required by LSC. Overall retention and achievement targets are met but are set rather high if success as the number of people who started courses and achieved is measured rather than achievement of those who completed courses. Targets need to be revised to be more realistic in future. Longer courses were not as successful as short ones. The operation of these courses will be reviewed during 2005-6.
3.2 Summary Main strengths 1. Clear service aims are shared with staff and partners and linked to planning 2. Courses offered are appropriate for the needs of and attract a wide range of groups of learners
Main weaknesses 1. Management group needs to be reformed into the WL&FLS steering group
Other areas to consider 1. Future position of the service within the Children and Young People’s Department and effect on strategic planning 2. Employment and role of learning support assistants to be reviewed
Page 53 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 3.3 Leadership and management The service has clear aims, objectives and targets that are well disseminated. These are shared with all staff at annual meetings. There are good links between the 3 year strategic plan for the service, which is approved by elected members, and the strategic objectives of the Department and the Local Authority. Wirral MBC is corporately committed to “Supporting Lifelong Learning” for residents of all ages and this is reflected in plans throughout the Education and Cultural Services Department, giving a context in which lifelong and family learning are delivered. Integration of Lifelong and Family Learning into the Education and Cultural Services Dept plan is a particular strength illustrated in its role as mainstream support for schools. The future position of the service in the new Children and Young People’s Services is under discussion. Strategic plans and targets are shared with staff and are available for public view via the website. Service Level agreements are in place for project subcontractors with agreed targets linked to funding.
The Wirral Lifelong and Family Learning management group provided support during 2004-5, however over time several colleagues moved on and were not replaced leaving a gap in the structure, so the role of this group will be will be revised in 2005-6 and a new group established to include representatives of the successful Skills for Families Steering group.
The Service works well in partnership to identify needs and develop the curriculum. New courses have been devised including skills for life embedded in other subjects and innovative tasters have been developed through Family Learning as an aid to further recruitment. Strong partnerships with local providers support the direction of the Service. Work has been done to help local planning and fee setting through Wirral Learning Partnership and local plans for working with schools and children’s centres are made in agreement with colleagues in School Effectiveness Team. A stronger partnership with Early Years staff is planned through Step into Learning and children’s centre work for 2005/6. At a Merseyside level the Greater Merseyside ACL managers and quality group have developed a strong partnership working together to share benchmarking data and organise professional development opportunities.
Partners are included in planning and review. Termly review meetings are held with all subcontracted projects. Regular review of progress against service targets is included in staff meetings for example; curriculum leader meetings focus on information on recruitment to inform future planning. There are good links to management and leadership in partner projects, where specialist staff ensure consistent approaches to lifelong learning across provision. These include WGGS Language College Director, BHNC team, Wirral Multi Cultural Organisation and Social Services staff, with whom we work to identify issues and provide support for tutors and learners. Staff from partner organisations are closely involved with a range of developments and quality systems.
The service continues to work on improving data collection and use of data in planning and review. There are continual actions to improve reports and how they are used. A supported MIS system operational since September 2003 continues to provide timely reports and to enable data to be used to review equal opportunities issues and general trends to influence planning and review decisions. From September 2004 family learning data has been directly input to
Page 54 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 the MIS system. Statistical targeting still needs to be improved. Although considerable improvements have been made to the data capture and reporting systems the service has some difficulty in setting achievable accurate targets for recruitment, retention and achievement. Improvements to the systems of collecting achievement information in all courses has resulted in an apparent fall in the achievement rate in some curriculum areas. Accurate methods of reporting on more complex and modular courses are needed, as are systems to ensure all staff return achievement information promptly.
Programme management through curriculum leaders provides specific support for tutors, volunteers, subcontractors and partners, although the part time nature of the role causes some problems with managing the workload. Teaching staff are well qualified and skilled in delivery. There is evidence through observation and feedback that learners are well supported and their needs are met by tutors. All tutors are encouraged to take an adult teaching qualification e.g. Cert Ed or level 4 SfL. Additional development sessions are provided in specific areas e.g. Skills for life or use of ICT to assist tutors and individual help is given by CLs in writing learning outcomes and assessment. This is available for all staff although for some sessional staff time and money to attend is an issue. All staff and volunteers have clear job descriptions and are aware of the range of their responsibilities, with several part time teaching roles being established for 2005-6 to consolidate some curriculum areas. Through the MOCN accreditation framework learners are encouraged to take responsibility for their learning and recognise their developing skills. All tutors have information and support to use the structured system for monitoring and assessment of progress for all MOCN and non accredited courses. Changes to the curriculum have included a focus on ensuring that learning is taking place in all courses so for example long term leisure focussed learners have been encouraged to move to other provision like 3Ls. Additional monitoring of evidence of equal opportunities in planning and delivery is still needed and the recording of intended destinations needs to be consistently applied.
The finance administrator introduced in 2004 within the Department External Funding team to support the service, helped to identify some previous weaknesses in budget profiling and tracking that had arisen through previous years expansion and changes. New planning and tracking procedures are in place for 2005/6 to link the service planning against strategic priorities to the budget profiling. Local authority procedures and systems are still followed to ensure the service operates efficiently and effectively e.g. procurement, to ensure services are provided at competitive rates. Fees were introduced for the first time for Level 2 courses only, in 2004-5 in line with local colleges, with an extension of fee paying courses for 2005/6 that was proposed after further negotiation with the colleges. Elected members ratified this decision. The introduction of further fees aims to make best use of available resources, with an income target set, however the income and the effect on learner recruitment will need to be monitored over the year.
Annual priorities for minor capital investment have been identified through the accommodation and ILT strategies. Capital funding has been secured to extend and improve the Leasowe site and work is nearing completion.
Page 55 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 Additional funding from Neighbourhood Renewal and through the Neighbourhood Learning in Deprived Communities budget supported community based activities to be organised in 2004-5. The Neighbourhood Renewal project to promote Skills for Life and skills development in the community has led to increased numbers of learners in Skills for Life and enabled family learning learners to have advice on progression to Skills for life. Additional funding to extend this project has not yet been accessed. Unfortunately, Job Centre + funding for St Georges Primary NVQs has ceased and replacement funding has not been secured.
The Local Authority’s Key Issues Exchange (KIE) system is used for full time staff however the abridged version for tutors proved difficult to manage as a group exercise, as planned. Therefore individual training needs have also been collected from tutors. The staff development programme 2004-5 was planned to respond to identified needs. Priorities for 2004-5 and ongoing have been Skills for Life, E learning and assessment strategies. Elearning proved to be of most popular in summer 2005 when additional funding and incentives were available for sessional staff to attend.
2.4 Quality Quality Assurance 3
Strengths 1. Quality procedures consolidated into a Quality Framework 2. plans for Quality Improvement regularly reviewed and actioned
Weaknesses 1. Need to set realistic timescales for improvement targets and review targets in light of revised data. 2. No consistent recording of destination or progression data
A quality framework has been introduced for all quality processes including the quality calendar and the new observation processes. Quality assurance processes include views of staff through meetings and tutor reviews, although there is still difficulty in getting all sessional tutors to contribute to all aspects. Staff are involved through Admin, Curriculum Leader and tutor meetings and through representatives on the quality group.
The rigour of on going arrangements is evident through CLs records of meetings with groups and individuals where they work intensively with tutors on quality improvement. Learners’ views are collected termly through questionnaires and ongoing through survey and case study. These are used to judge provision alongside other sources of evidence.
Policies and procedures are developed to fit the needs of the service, using a mixture of local authority policies and service specific ones that have been updated.
Comprehensive arrangements for subcontractors includes them in the quality processes and SAR writing. There are regular contract review meetings and support to enable them to participate, although organisations and individuals are at different stages of development. The inclusion of NLIDC projects in the Lifelong Learning Service portfolio has demonstrated a widespread of quality systems
Page 56 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 and understanding of quality in organisations with some organisations still needing considerable support to develop their systems. Their involvement in quality improvement needs to be formalised in 2005-6.
Plans for continuous improvement are drawn up annually and regularly reviewed. Data is reviewed through CL and Quality meetings leading to action to address weaknesses and development planning to improve provision. For example when planning the following year’s provision courses and curriculum areas were examined in terms of recruitment by ages, postcodes, ethnicity, disability and gender of the learners to try and identify patterns and areas for change. Staff are all provided with updates on targets and summaries of the SAR and development plan areas. Benchmarking against ACL and FE data has begun and recent partnership with other Merseyside LEAs has led to local data sharing.
Self assessment has annually resulted in development plans based on identified strengths and weaknesses, that are shared with partners and staff. A range of actions have been implemented each year following quality cycle. Progress against the actions outlined in The Quality Development Plan March 2005 has been reviewed in September 2005. Good progress has been made against most actions particularly the areas of teaching and learning, learning outcomes, assessment, accreditation, planning, engaging learners, recruitment of staff and partnership.
More progress needs to be made in analysing reasons for drop out, recording destinations, identifying progression. Short timescales set for some actions have not been realistic so further actions need to be planned to an achievable timescale. Learners’ views are collected in a variety of ways to inform quality improvement. Although learners have limited input into decision making a system of more in depth questioning was introduced in summer 2005 to collect the feedback from learners on aspects of provision.
3.5 Equal opportunities
Equal opportunities and diversity 2
Strengths 1. Good partnerships facilitate services to learners and support work with target groups
Weaknesses 1. evidence of equal opportunities issues to be collected through lesson observation The Service aims to widen participation and remove barriers to learning, through strong partnership work and through the identification and support of individual needs. This is clearly expressed in all plans and the organisational ethos communicated to staff and learners in handbooks and meetings.
Targeted courses for specific groups are developed through links with partner organisations, for example committee skills developed for social service users. Other targeting that is explicit in plans includes BME learners, parents through Sure Start projects, geographical targeting and prioritising work with those schools with high free school meals. Courses are specifically designed around
Page 57 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 the interests and needs of learners in partnership with Sure Start and other agencies. Outreach work with schools and community groups attracts new learners. Through NRF funding jointly with local colleges a small team of Skills for Life Development Workers have focused on encouraging new learners into SfL provision. New courses such as tasters and embedded SfL courses are offered as a recruitment tool. Strong partnerships continue to develop with local organisations assisting the identification of local needs. There is a lack of systematic evidence of the positive effect of learning on the local communities although anecdotal information is reported through learners and partners and work through the Testbed Learning Community project may support this area.
The profile of black and minority ethnic learners and disabled learners represents the profile in the local community with a higher proportion of learners from BME groups than the Wirral. Data is reviewed to identify which courses attract different groups of learners and this information informs future priorities. Equality and Diversity Impact Measures have been renegotiated with LSCGM for 2005 based on information on the recruitment and achievements of learners from 2003/4. There appeared to be little difference between the achievement rates of learners from different groups. This needs to be analysed in more depth. Partner meetings have identified areas that needed addressing in terms of equal access e.g. action taken at Cambridge Road to ensure all learners are given the best opportunity to succeed.
Comprehensive policies and procedures are regularly updated to meet legal requirements, promote and support equality and deal with discrimination, both at corporate level and customised to the service where needed, for example the comprehensive recently updated DDA and race relations policies and procedure. All staff and learners receive information on equal opportunities with additional information on harassment added in 2005-6 as identified in the previous SAR. There is little collected evidence of specific focus on equality and diversity through lesson observations although this may be a weakness of the observation system.
Learner Support Learner Support is a cross curricula provision and is available to those learners who disclose a disability or need or who are identified as requiring support in order to fulfil their learning potential. Responsibility for Learner Support provision for the academic year 2004-2005 was divided between four existing members of staff to cover the Curriculum Leader for Learner Support’s maternity leave. Identified staff aimed to ensure that through providing support for individual learners the service achieved its strategic objective of increasing and widening participation in learning. The framework for learner support remained the same as 2003/4 with referrals, individual assessments and action plans for those learners who disclosed a need.
Reorganisation of Social Services resulted in classes being moved from Highcroft Centre and the education and learning programme for day centre users moved exclusively to Cambridge Road, which was a more suitable better equipped venue. Learner Support Assistants were organised for Cambridge Road in July 2004 to ensure support was in place at the beginning of the teaching programme.
Page 58 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 A full inventory of the specialist equipment and resources available to assist learners is available with a walk in storage area to allow easy access for distribution to centres/tutors. Tutors have information on resources available in the staff handbook.
26 learners received individual assessments in 2004-2005. Various disabilities and consequent needs were identified including: deaf learners requiring a signer, SpLD’s requiring care workers/ learner support assistant (LSA), complex physical disability requiring LSA and specialist equipment. MIS data showed that 13% of learners disclosed a disability and the majority of these were in the curriculum areas 6, 13, 14, which coincides with the majority of Learning Support Assistant hours for the year. The Learner Support Assistant (LSA) team has provided valuable support to learners when available. An additional member of the LSA team has been recruited who comes from an IT background which will improve the quality of support available for the IT curriculum. Professional development for LSAs has included Skills for Life Core Curriculum Training. Information for tutors on more prescriptive use of LSA’s have included notes on session plans for LSA to give specific support in literacy and numeracy sessions eg working with 1 learner on learning numbers 1-10 using cards, dominoes.
Student satisfaction data for the year shows that the response to the needs of learners with disabilities ranged from adequate to excellent. Of 85 responses to the question: 48% rated the response as ‘excellent’, 37% rated it as ‘good’ and 15% rated it as ‘adequate’. Tutors Course Review Sheets reveal that tutors, learners and other sources contribute to identifying those learners with additional needs. The response to this information varied according to the individual’s needs e.g. differentiated work, individual support, referral for dyslexia assessment and use of specialist equipment e.g. joystick mouse. Of the 480 learners who started a course and disclosed a disability, an 87% retention rate was recorded, with 77% achievement and 62% success rate. The availability of this data denotes a marked improvement in the collection of information on previous years.
Learners in 2004-5 who needed to complete the Adult Dyslexia Screening Test had to wait weeks to be assessed and did not receive feedback until almost the end of their course in some cases due to staffing problems. Feedback to tutors and learners about dyslexia assessments has now improved with recommendations more specific including: use of coloured overlays, study skills, use of a personal dictionary, personal settings for computer work. An additional dyslexia specialist is sought to make this element of learner support more flexible and readily available.
Other support is provided through work with other agencies for example, Connexions staff provide advice for learners through the Next Step programme, although they can only provide support for people in their target groups. Crèche provision is provided free for learners at Leasowe through the Early Excellence Centre, through Sure Starts and in schools through the Early Years team directly or in partnership with the schools. Some crèche is run through the LSC funding with additional provision funded through Sure Start and NRF where eligible. There is insufficient funding to provide crèche in all sites.
All learners receive a health and safety leaflet when they begin a new course and a briefing from their tutor about fire evacuation and safety in the centre. The
Page 59 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005 concept of the safe learner could possibly be more explicitly promoted to learners. Accommodation, furniture and equipment is assessed for suitability for adult learning. Some schools lack dedicated areas for adults so decisions are made to assess the alternatives and the desirability of running the courses to meet needs in less than ideal conditions.
New courses and/or centres are risk assessed to check accessibility and assure the safety of staff and learners and recommendations forwarded to the Team Leader. Some risk assessments are outstanding and must be completed before the half term: Riverside, Leasowe and check all other outreach centres have filled in the Risk Assessment feedback sheet.
An H&S Inspection of the Leasowe Centre in July 2004 by The Local Authority Health and Safety Officer was very successful and recommended only minor actions to be addressed for the Adult Learning areas including storage and office space. Both will be improved with the completion of the extension. Some individual areas have specific H&S considerations which were risk assessed and actioned.
Page 60 Wirral Lifelong and Family Learning Self Assessment Report OCT 2005
! Metropolitan Borough of Wirral
WIRRAL ADULT AND FAMILY LEARNING QUALITY DEVELOPMENT PLAN
October 2005
This is 100% recycled paper ? Page 0 Education & Cultural Services Department ? Wirral Quality Development Plan 2005 October 2005
Key – S = Strength W=Weakness O = other areas to consider (referenced to the Self Assessment Report Oct 2005)
SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 2.1S2 2.1S1 1 Identify reasons CLs Possible Team Analysis of reasons Additional 2.1W1 2.2S1 Retention and for good/ poor actions to meetings for drop out and admin and 2.5aS1 2.3S1 achievement retention and On going prevent drop actions CL time to 2.4S1 achievement termly out and poor follow up 2.6S1 and strategies to achievement learners and 2.7S1 address issues will be identified collect 2.8S2 CLs/TLACL and put into information 2.9S2 Follow up drop place 2.10S2 out and failure to (July 2005 ) achieve and not 2.1W1 analyse reasons completed LLA for success and July 2006 failures
Review actions to address Termly -to LLA reasons July 2006 WLFLSG Targets met Set targets for Annual achievement in accredited and non accredited courses and retention and monitor 2.4W1 Retention Work with Termly CLs/TL Reasons LLA As above As above 2.5bS1 learners and review from known and 2.7W1 partners to Dec 2005 alternatives identify reasons developed to for drop out from prevent courses continuing high drop out
Page 1 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 2 Ensure Learners will Learning outcomes Staff training 2.2S1 2.8W1 Learning appropriate have the paper work 2.3S1 2.9W2 Outcomes/ challenging opportunity to 2.6S2 achievements learning reflect on 3.1S2 outcomes set additional Curriculum and recorded in learning leaders time all accredited Review Sept outcomes that 2.7W2 courses. All 2005 they have 2.7O1 learner achieved achievements during courses 2.9S1/2 must be CLs 2.9(E)W1 recorded in 2.10W2 accredited and All courses will Staff views non accredited Termly at follow a robust Team Evaluation courses moderation system of meetings identifying and Look for records tracking of additional July 2005- learning learning July 2006 outcomes
Tracking of use and quality of SfL CLSfL LOs 2.4W2 Challenging Ensure all From Sept Cls All learners will LLA Observation CL funding Goals courses have 2005 follow Curriculum reports/learner /outcomes challenging appropriate leader ff=feedback goals for programmes meetings learners- check through observation and support tutors 2.5aW1 2.2W1 3 Check that Observers All learners LLA Observation reports 2.7W1 2.3O1 Induction / induction April 2005- have induction Initial sessions/ July 2006 in an Assessment activities are in appropriate place in all format courses TLACL April Tutor records Reissue 2005/Sept staff development Page 2 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 induction 2005 CLs records checklist to Staff stress initial development 2.10W3 assessment and All tutors will TLACL observation reports funding for learning styles have full part time assessment assessment staff CLs strategies in All tutors will place undertake initial assessment for All learners will all learners and receive use the CLs appropriate information in tasks to enable their planning them to be involved in CLs to monitor learning at all IA & assessment times strategies used and sample in observations
Support for tutors will be given where needed through staff development sessions and individual support SFL initial Trial SFL initial From April CL SfL Identification LLA Records of IA Staff training Assessments assessment 2005 –July Other CLs and support of and support across other 2005 To be additional SfL from CLs courses to done from needs provide Sept 05 information on Review – any learners SfL July 06 additional needs
Page 3 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 Consider using this Assessment more widely Sept 2006 2.2W1 4 All tutors will 2.6W1 Assessment record 2.1O3 assessment 2.3O1 strategies on their scheme of work paper work
Training in assessment for staff who need support 2.5bO Moderation Explore By Dec CLs Learners LLA Learners CL funding evidence alternative 2005 success achievement in methods of recorded in different subjects presenting different recorded evidence at formats appropriately moderation 2.9W1 2.8S2 5 Review Annually CLs Suitable ACL TL Timetable and 2.9W1 Accreditation accreditation – July 2005/ accredited publicity Staff time to 3.1S3 Review MOCN July 2006 options will be develop and /ICT / SfL available to embed accreditation to learners accredited ensure it meets courses needs 2.2S2 6 Maintain Curriculum Tutors will all Observation Observation reports Funding for 2.4S1 2.1S2 Teaching standards of leaders use an effective team/CLs CL posts 2.6S1 2.5S2 teaching through range of 2.7S2 staff methods, 2.6O2 development materials and programme and assessment Results of staff dissemination of strategies review good practice by: By July Learners will be Encourage take 2006 engaged in up of learning across Staff development Page 4 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 training/updating all curriculum prog Support tutors to areas work together to Staff Review share good staff dev in practice Sept 2005/ place and Identifying staff April 2006 individual staff development feel their needs needs of all are met tutors through interview and questionnaire Support needs through SD programme monitoring July 2006 effectiveness of support and SD 2.6S3 Quality of check on quality By July CLs Support in LLA Through observation/ 2.9S(E)3 teaching of resources 2006 place to ensure learner feedback 2.9(E)W4 resources used by tutors appropriate resources used Establish Sept 2005 CLs New staff LLA Records of Payment for mentoring by supported to mentoring activity part time CLs and peer develop and and peer support staff to support for new extend their visits mentor and tutors- set up skills support new opportunities to tutors shadow experienced tutors 2.2W2 Check all tutors Annually CLs/ observers 2.1O1 have thoroughly review and 2.4O1 planned and on going prepared for through teaching observations - check course plans and paper work and tutor files for Page 5 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 differentiation etc 2.3S1 7 Develop human Annual TLACL Identify areas LLA Curriculum/ HR Increased 2.10O2 Recruitment of resources review May where new planning docs funding to staff planning strategy 2006 tutors are engage new to ensure needed for next staff continued high year and recruit quality teaching staff and subject specialists 2.3O1 8 Staff and Needs will be LLA Summary of Staff Time to 2.9S2 Staff volunteers will Annually identified and a development needs undertake development be involved in Mar 2006 programme of KIE with all Key Issues Staff tutors 2.10W1 exchange to id development SD programme plan 2.6O2 needs- drawn up Funding to 2.9O1 Sept 05-July Targets for support 3.1S4 Part time staff 2006 annual participation in wide range will be paid to review staff of SD attend some development activities essential will be set sessions Staff development Link in to local Review and national All staff will be opportunities for involved in training /funding appropriate training July 2006 team meetings Observation reports Payment for LLA/CLs and staff Build on and development Records of training share good practice with all tutors eg in Learners Team engaging and continue to be meetings Tutor Records challenging engaged and learners, motivated supporting basic skills Paid time for tutors to Ensure staff in Annually Value of staff attend Staff SfL/SFF areas review development LLA training Page 6 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 are working CL BS reviewed towards appropriate qualifications/ receive basic curriculum and Staffing time assessment and payment training and for attending updates courses July 2006 CLs/LLA Review effectiveness of staff development Progress of individual staff in terms of learner achievement / retention 2.2O2 Work with partner On going CLsfL Effective LLA Records of staff Payment to 2.3O2 organisations/ programme support for training staff to run 3.1O2 tutors to offer learners with sessions and staff training in additional Records of learner attend awareness of/ needs identified support training supporting basic and in place skills CLLS Wider Additional training awareness of in disability SfL issues awareness and in amongst supporting partners learners with disabilities (ie use of equipment and strategies) and supporting learners to be offered to all staff 2.8O2 9 Improve System MIS officer Information will LLA Reports MIS Page 7 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 3.1QW2 2.1O2 Progression of tracking be available on infrastructure 2.6O3 learners internal learners who and staffing 2.7O1 progression (July 2005- progressed to 2.10O1 through data not other courses capture complete) internally Staff training Reports By July time generated 2006 LLA/CLs More coherent Liaise with local provision Local plan 2.1S1 Wirral Met and 2.4S2 others over Staff time 2.9S(E)2 planning Annually – progression Feb 2006 opportunities 2.7S1 2.2S2 10 Continue to July 2005/ CLs LLA Curriculum planning Time for CLs 2.7S2 2.3S Curriculum develop courses continue –re docs 2.10O1 2.10S1 Planning to meet view 3.1S2 2.1O2 identified local annually 2.2O1 needs 2.4O2 2.5O1 Continue systematic approach to curriculum development – review all Annually provision May 2005/6 Identify areas to add or reduce to meet needs/ Annually priorities Sept
Identify curriculum pathways for 2.5aW2 courses
Page 8 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 2.8O1 Review each Annually TLACL The whole LLA Course list annually Additional area of the Sept programme of staff time 2.9(E)W2 curriculum and courses will be (new courses) and use information planned using resources to for planning new information extend and annually and evaluation develop the of previous curriculum Course July 2005/ years into new programmes review areas developed by annually CLs New courses Curriculum offered across Leaders working curriculum CL with tutors and areas where continuation partners looking approp. and at viability. E.g. extension integrate All learners are funding WLLS/WGG offered courses pathways to progress Ensure all July 2005/ CLs including Extended 2.1S1 subjects have an review accredited staffing to identified annually options within take on curriculum the service or coordination pathway for advised of and learners by local development developing alternatives of new courses that courses eg progress within school and 2.3S2 the service or community onto other liaison providers where the exist . 2.9W2 2.7W1 11 Engaging Ensure all 2.4O1 learners learners are engaged in meaningful activity through observation and leaner feedback Page 9 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 Design new courses that build on leaner interests and embed basic skills / lead learners onto other progression routes to L2 2.8S1 2.5S1 12 Targeting Build on courses July 2005- LLA/Cls Recruitment of SI Learner data Identified 2.10S3 learners successful at July 2006 learners in targets 2.8S2 2.6O1 attracting new/ target groups achieved 2.9S3 target learners- 2.10S1 including 2.11S2 development of practical skills linked to SfL and other progression
Develop and enhance ways to reach target groups identified in strategic plans 2.5aO1 Marketing Develop From Sept Cls Attract new LLA New courses will Additional 2.9W(n)1/2 marketing 2005-July learners attract appropriate resources for strategies for 2006 target groups marketing new courses 2.9S(E)1 2.5S3 13 Continue and July 2005/ LLA Target numbers SI Recruitment of Funding for 2.10S2 2.9S1 Partnerships build on review of Learners will learners in target partnership 2.11S1 2.10S1 successful annually be recruited groups development 3.1ES1 partnership through SI activity working with LLA partnership other working organisations to target different Page 10 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 groups of learners eg with Multicultural Sept 2005 Centre, Schools, Social Services Sept 2005 review Regular reports Set up contracts annually will be received for all from all Funding for subcontracted partnership staff to work for 2005-6 projects undertake Establish monitoring systems to activity regularly monitor all partnership activity and collect information/ data including work in schools 2.1W2 2.3W1 14 Quality Ensure all staff Termly to CLs/LLA All information LLA QA procedures Staff time 2.3W1 2.4W1 assurance and Sept 2006 required is followed by all staff 3.2W1 procedures subcontractors returned 2.7O2 3.2S1 are aware of and termly 2.11W1 2.6O4 comply with QA 2.11O1 3.1W2 procedures / calendar and supply information as required Including termly tutor reviews, learner feedback, assessment of achievement on all courses
Develop observation of Page 11 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 teaching and learning to reflect all stages of learner journey Ensure feedback on improvement in place 2.5.aS2 2.4W1 15 Learner Ensure learner By Sept Learner views LLA Learner feedback Staff time to 2.5bS2 views feedback is 2005- to TLACL are gathered in summarised undertake returned from all continue to different ways activities courses July 2006 and used in Observers planning and Informal evaluation SI discussion with learners Continue to Observers to July 2006 talk to learners – (decide on rolling programme of topics) 2.2W1 2.1O1 16 Accommodation From July TLACL Ensure issues 2.7O2 accommodation reviewed 2005 relating to regularly for accommodation suitability and resources are promptly reviewed and dealt with termly 2.5bW1 Equipment Funding sought By July LLA/ TL Weak areas of SI Replacement of Funding to renew 2006 equipment can equipment as needs required for technology be addressed identified RF site equipment £14/15k initialy 2.9(n)W3 2.8W2 17 Ensure all staff Regular LS CL/CLs Learner TLACL LS Procedure Funding for 3.1O2 Learner support and learners are updates support is additional 3.1O3 aware of available to all staff and available learner Sept 2005 who need it equipment to Page 12 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 support Info for learners and support Staff and staff learners Monitor take up July 2005 learners are Funding for and of all support aware of adaptations including crèche review available Monitoring report required to annually LS CL support and are premises Develop able to access simplified version it as needed of learner Sept 2005 TLACL information to review ensure all annually learners are aware of support available
2.9(n)W3 LSA Look for By July LSCL All learners LLA Learners and tutors Additional 2.9(E0W3 additional LSA 2006 supported feedback funding for 3.1O2 support/ try appropriately LSAs different models? 3.1S1 3.1S1 18 Develop Continue to LLA Contribution to SI Strategic plans Staff time 3.1W1 management/ develop wider Local 3.1O1 strategic strategic plans From April Authority planning with 2005- activity/aims systems colleagues continue to from Dept/ LA July 2006 systems for review and Develop role of management new steering ratified through group by SI July 2006 Regular termly meetings
Updates on different aspects of adult learning Page 13 Wirral Quality Development Plan 2005 October 2005 SAR ref SAR Area Action Time Person/s Intended Monitoring Evidence Additional Oct 05 ref responsible Outcome by Resources March 05 across the Department 3.1QW1 Target setting Improve system By July LLA More accurate SI Achievement MIS admin and review of setting and 2006 targets set and information time reviewing achieved targets
3.1O1 19 Establish LLA targets in place SI Targets and MIS staffing Equality and specific targets for specified monitoring reports diversity for projects and Sept 2005- groups of curriculum areas not learners achieved by monitoring is group to be used in Monitor reviewed by planning and achievement Sept 2006 review against targets action agreed to Termly meet targets Dec Mar June 3.1O4 Improved July 2005 TLACL All learners LLA Learner reviews Staff time information on (Actioned) informed and Equality and aware of diversity for equality and learners – diversity issues including and how to information on report problems reporting harassment
Page 14 Wirral Quality Development Plan 2005 October 2005 Key to people (current at OCT 2005) SI Senior Inspector Secondary And Post Compulsory Education LLA Lifelong Learning Adviser Sarah Howarth CLs Curriculum Leaders CL LS Curriculum Leader Learner Support Fiona Bell CL IT Curriculum Leader Information Technology Theresa Edwards CL SFL Curriculum Leader Skills for Life June Vernon CL Gen Curriculum Leader General Kevin Norris CLFL Curriculum leader Family Learning Ann Kotwal CLFL Curriculum leader Family Learning Claire Hogan TLACL Team Leader Adult Community Learning Mark Whiteley MIS officer Ann Nobes
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