Improving the quality of teaching and learning, and engaging with students learning English for Speakers of Other Languages (ESOL): College

URN: 130475 Region: Remit: Further Education and Skills

Provider background

Dudley College of Technology operates from three main sites and serves the boroughs of Dudley, and the wider hinterland of the Black Country. It is located in an area of high social deprivation where the unemployment rate is above the national average. Around 23 % of learners are from minority ethnic backgrounds; a proportion which is three times that of the local population. There has been a significant growth in the ESOL student population in last three years from 300 in 2011/12 to over 500 up to November 2014.

Brief description

This good practice example shows how has improved the quality of teaching and learning for learners who speak English as an additional language, and engaged well with students. Leaders have good ESOL experience and learners receive high–quality language support on vocational courses. This in turn has led to higher outcomes for ESOL learners.

This is part of a set of three good practice examples along with and Walsall Adult and Community College showcasing good practice in ESOL in the West Midlands. The good practice in detail

The key ingredients of the college’s improved teaching and learning, and engagement with ESOL students are:

Good practice example: remit Name of provider Month and year, ref

 senior ESOL leaders leading policy and practice in teaching and learning across the whole college  systematic checking of the quality of teaching and sharing best practice  regular consultation with students to ensure that they are fully engaged  high-quality teaching and learning through well-trained specialist ESOL teachers.  a responsive curriculum that is flexible to individuals’ learning needs and working life.

Good practice example: remit 2 Name of provider Month and year, ref

The role of leaders in improving the quality of teaching and learning, and engaging with students

Senior leaders with a strong professional background in ESOL are able to influence the decision making and sharing of ESOL good practice more widely across the college. Four key cross-college posts are held by ESOL practitioners who understand the needs of the students very well. They wield a strong influence in developing teaching practices across the college. These are: outstanding practitioners; academic mentors, performance coaches, and lead practitioners. They ensure that teachers of all vocational courses plan diligently for individual learners’ needs where there are ESOL learners.

Effective features of improving teaching and learning include:  robust systems for sharing best practice in ESOL and monitoring of teaching. Wherever lessons have been graded inadequate or requires improvement there is a swift follow up with support from a senior leader. Good or outstanding teachers share good practice with others every term.  performance management targets for staff set high expectations including retention and success rates. This means that high number of students stay on ESOL courses and achieve their qualifications.  Newly-appointed staff are given valuable training in teaching ESOL and support through a well-considered buddy system.  ESOL staff have termly focus group meetings with the head of centre to discuss any issues that are referred to senior managers.

Effective features of engagement with learners include:  a detailed induction process where teachers can accurately assess students’ starting points. This includes assessing their vocational expertise and interests as well as their speaking, listening and literacy skills in English. Then they identify the most suitable course route/programme for them.  regular monitoring of students’ progress in developing their language skills as they work towards their main learning goals of improving their employability or progressing to a vocational course.  students fully understand and follow the high standards set by leaders for attendance, achievement, punctuality and retention.  one-to-one tutorial sessions where teachers can set appropriate targets to support students’ ESOL learning. Mentors, counsellors and student services are on hand to support students with their progression routes.  Student Voice ESOL representatives fully trained by the college. They attend regular class rep meetings with the curriculum manager. These, together

Good practice example: remit Name of provider 3 Month and year, ref

with learner surveys, provide the department with valuable feedback on teaching and learning. There is a high level of student satisfaction. The majority of students surveyed said they were confident to progress on to vocational courses at the college.  celebration of student success and diversity. Equality is at the forefront of all the college’s work. This is reflected in the curriculum content, for example through a bespoke 12-week course ESOL for employment where students are supported to improve their English language skills as well as the skills needed for employment and through an annual faith and cultural awareness event. Teachers have positive attitudes to their students. There is an atmosphere of mutual respect for each other where students thrive and excel at their work. The work of the ESOL department is highly valued by all staff. Teachers took the lead in delivering a recent faith and culture event to promote diversity across the college.

High quality teaching and learning

Effective Lessons are characterised by:

 ESOL teachers who are well qualified and experienced  teachers setting clear learning objectives so students know at the start of each lesson what they should have learnt by the end  students are set individual targets depending on their starting points and previous knowledge learnt  tasks are set to take account of students’ different abilities and starting points with extension activities planned for those making rapid progress  teachers plan for language support well in their lessons plans so additional support staff or volunteers know clearly what their role is within each activity. For example a lesson plan on ICT ESOL level 1 functional skills clearly identified students’ individual needs and those with stronger ICT skills who could support others with their learning  students have the opportunity to mark their own work and that of their peers to check how they are doing  learning activities are collaborative and set for a real purpose. Students have to find information which they then have to share with the rest of the class  frequent, detailed feedback from teachers to students following each piece of assessment of learning which helps students to reach the next stage in their learning  the use of modern media and web-based products to help students study on their own, for homework and online assessments. The virtual learning

Good practice example: remit 4 Name of provider Month and year, ref

environment used by the college allows students to access work at the appropriate level of challenge for workshop sessions and homework.

A responsive curriculum

Leaders design bespoke courses for all its ESOL students to meet their complex and often difficult family and work commitments. Features of a responsive curriculum include:  evening classes for daytime workers  flexibility to swap from day to evening classes or vice versa depending on students’ changing work commitments  progression for ESOL which is built in from Entry Level 3 to vocational courses. For higher level adult learners who have developed their skills well the college has provided a bespoke course to prepare them for progression to Pre-Access Level 2, vocational courses and employment. The course consists of Functional Skills English, mathematics, ICT and a certificate in employment, training and personal development  additional examination preparation classes to help increase achievement rates; extra revision sessions are provided for borderline candidates  opportunities for work experience with local employers including Birmingham airport, Merryhill centre and the local hospital and in the college  ESOL resources which are regularly checked by leaders to ensure they are of high quality. The use of web links and a virtual learning environment means that teachers can track their uptake by students to determine which are the most popular resources and whether students are selecting appropriately challenging work  women-only classes offered at one of the college’s venues as a means to encourage higher uptake by females. For example, an ESOL community classes is taught alongside needlework sessions. Now 22 women attend from a range of minority ethnic backgrounds. This has built up their confidence and skills in English and needlework  functional mathematics and ICT skills across all levels to improve students’ skills and employability prospects.

Improved success rates and high retention

Success and retention rates are good. They were significantly higher on 16-18 and 19+ courses in 2014 compared to the previous year and were above national average rates. The achievement rates are significantly higher than the national

Good practice example: remit Name of provider 5 Month and year, ref

average. There was a high level of attendance for 16-18 year olds at 96% in 2014. The percentage of 16-18 year old students going on to further education or employment was 86%.

The good practice case studies that Ofsted publishes highlight specific examples of practice that providers of education, learning and children’s services have used to achieve successful outcomes.

For education, the case studies do not recommend a single particular approach to teaching and learning. Ofsted has no preferred lesson structure or teaching style. We showcase and share a wide range of approaches that providers have found work well for them in achieving good outcomes for children, young people and learners.

Are you thinking of putting these ideas into practice; or already doing something similar that could help other providers; or just interested? We'd welcome your views and ideas. Get in touch here.

To view other good practice examples, go to: www.ofsted.gov.uk/resources/goodpractice.

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected].

Good practice example: remit 6 Name of provider Month and year, ref