Setting

03 December 2004

Inspectors use a seven-point scale to summarise their judgements about the quality of learning sessions. The descriptors for the seven grades are: • grade 1 - excellent • grade 2 - very good • grade 3 - good • grade 4 - satisfactory • grade 5 - unsatisfactory • grade 6 - poor • grade 7 - very poor.

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03 December 2004

Inspectors use a five-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas. The same scale is used to describe the quality of leadership and management, which includes quality assurance and equality of opportunity. The descriptors for the five grades are: • grade 1 - outstanding • grade 2 - good • grade 3 - satisfactory • grade 4 - unsatisfactory • grade 5 - very weak.

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03 December 2004

The two grading scales relate to each other as follows:

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SEVEN-POINT SCALE FIVE-POINT SCALE

grade 1 grade 2 grade 3 grade 4 grade 5 grade 6 grade 7 grade 2 grade 3 grade 4

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Adult Learning Inspectorate

The Adult Learning Inspectorate (ALI) was established under the provisions of the Learning and Skills Act 2000 to bring the inspection of all aspects of adult learning and work-based learning within the remit of a single inspectorate. The ALI is responsible for inspecting a wide range of government-funded learning, including:

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Adult Learning Inspectorate

Inspections are carried out in accordance with the by teams of full-time inspectors and part-time associate inspectors who have knowledge of, and experience in, the work which they inspect. All providers are invited to nominate a senior member of their staff to participate in the inspection as a team member. Common Inspection Framework • work-based learning for all people over 16 • provision in further education colleges for people aged 19 and over • the University for Industry’s provision • Adult and Community Learning • learning and job preparation programmes funded by Jobcentre Plus • education and training in prisons, at the invitation of Her Majesty’s Chief Inspector of Prisons.

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Contents

Description of the provider 1 Scope of provision 1 About the reinspection 4 Overall judgement 4 Grades 5 Key findings 6

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Contents

Leadership and management 1 6 Equality of opportunity 1 8 Quality assurance 20 Hospitality, sport, leisure & travel 22 Visual & performing arts & media 2 5 English, languages & communications 2 8 Foundation programmes 3 1 CALDERDALE LEA REINSPECTION

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DESCRIPTION OF THE PROVIDER

1. Calderdale Metropolitan Borough Council (the council) is one of the smaller Metropolitan Boroughs. Adult learning is provided through Calderdale LEA (the LEA) and delivered through the adult and community learning service. It provides courses for adults in information and communications technology (ICT), hospitality, sport and leisure, visual and performing arts and media, modern foreign languages, foundation provision including literacy and numeracy, and provision for adults with learning difficulties and disabilities. The LEA also offers family learning, which is now its largest area of provision. Learning offered under the broad title of ’enrichment’ includes land-based courses, construction, business administration, hospitality, sport and leisure, hairdressing and beauty therapy, and humanities. The LEA has been successful in obtaining additional funding to develop many new courses, offered through community learning. Classes are

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DESCRIPTION OF THE PROVIDER

available at four main centres and well over 100 community venues.

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DESCRIPTION OF THE PROVIDER

2. The previous inspection covered provision in hospitality, sport and leisure, visual and performing arts and media, modern foreign languages, foundation and family learning programmes. It did not cover ICT provision as there were too few learners in this area. The reinspection covered all areas of learning except for ICT and family learning, which were not in scope. New pilot courses and enrichment courses were included in the reinspection under the relevant area of learning.

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DESCRIPTION OF THE PROVIDER

3. The LEA’s adult and community learning service (the service) is funded by West Yorkshire Learning and Skills Council. The management arrangements for adult and community learning have been fully restructured since the previous inspection. The senior management team is led by the head of service and supported by newly appointed managers for curriculum and quality and operations. The family learning manager, community learning manager and full-time lead tutors in six curriculum areas manage planning, delivery and evaluation of learning. At the previous inspection there were approximately 300 hourly paid tutors. This number has been rationalised though the establishment of permanent fractional tutor posts. Full-time learning support administrators provide administrative support for teaching and learning.

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Hospitality, sport, leisure & travel

4. Hospitality, sport and leisure was the largest single area of learning at the previous inspection, with the 713 enrolments on 51 courses in 2003-04 forming 29 per cent of the LEA’s enrolment total. At the time of the reinspection the area had become one of the LEA’s smallest, with 19 courses available including six offered within family and community learning provision. In September 2004, 117 learners made 147 enrolments. Of these, 43 learners were new recruits who had not been involved in adult and community learning in either 2002-03 or 2003-04. Seventeen per cent of learners are

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Hospitality, sport, leisure & travel

© 2005 ADULT LEARNING INSPECTORATE 1 CALDERDALE LEA REINSPECTION

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Hospitality, sport, leisure & travel

men and the same proportion declares a disability. Learners’ ages range from under 25 to over 65 years old. Learners aged between 55 and 64 are the largest age group, making up 26 per cent of those enrolled. Eleven of the courses offered are sport and leisure courses such as yoga, exercise and fitness, and family fun, fit toddlers. None of these leads to externally recognised certification. The eight remaining courses in this area are hospitality programmes, three of which, including cookery and basic food hygiene, lead to qualifications. Courses are offered in a range of venues and at different times of the day from Monday to Friday. Most courses run for 33 weeks, which includes a free three-week taster and induction period. There is no weekend or holiday provision. The programme area is managed by two half-time team leaders and taught by five part-time tutors who work between one-and-a-half and three hours a week.

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Visual & performing arts & media

5. Visual and performing art and media provision accounts for 22 per cent of the total number of learners enrolled in 2004-05. In 2003-04, 557 learners enrolled on accredited courses. At the time of the reinspection 354 learners were enrolled on 21 mainstream courses. A further 20 new courses in visual and performing arts, with new groups of people, are being piloted. Twenty-two per cent of enrolments are by men and 14 per cent are by learners who declare a disability. Learners aged from under 25 to over 65 are recruited, although more than half are aged 55 and above. The courses are held in the four main centres and 11 community centres spread geographically throughout the area including community centres, community colleges, schools and a social services day centre. Subjects include drawing and painting using different media, crafts, sewing, calligraphy and digital photography. Sixteen classes are painting and drawing workshops.

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Visual & performing arts & media

Classes are available in the evening and daytime throughout the week. Eleven tutors deliver the programme, six of whom are fractional and five of whom are part time. Their work is co-ordinated by a full-time team leader. Classes are two or two-and-a-half hours long and run for 33 weeks, including a free three-week taster and induction period.

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Visual & performing arts & media

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English, languages & communications

6. The provision has undergone significant change since the previous inspection. In 2003- 04, the first year for which data is available, there were 60 modern foreign language programmes with 722 enrolments. At the time of the reinspection, the LEA offered 34 modern foreign language programmes, including nine community development programmes, with 475 enrolments across them. Spanish is the main language taught, with 19 programmes. Additionally, the LEA provides seven classes in French, five in Italian, two in German and one Urdu. Urdu is only available as a community development programme. All of these programmes are accredited at level 1, and Spanish, French, and Italian courses are available at level 2 also. No level 3 programmes are available. In 2003-04 approximately 42 per cent of learners chose to gain accreditation for their study. The LEA uses 10 venues across the borough. Most are adult

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English, languages & communications

and community learning centres or schools, but two classes take place in other premises, such as a parents’ resource centre. All classes last for two hours and are offered from Monday to Thursday. Most are held in the evening, but eight take place in the morning and three in the afternoon. Most programmes consist of a three-week induction followed by a 30-week course. A team of one full-time lead tutor and 16 part-time tutors teach these programmes. All but one are qualified to teach.

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Foundation programmes

7. In 2004-05 the LEA has had 307 enrolments on 29 foundation courses. Twenty-four courses are for learners with moderate to profound learning difficulties. Courses include independent living skills, art and crafts, yoga, personal presentation and aromatherapy. Courses take place in eight venues and all except one course take place during the daytime. Fifty-four per cent of enrolments are by men and just below 10 per cent are by learners from minority ethnic groups. Eighty-two per cent of enrolments are by learners who consider themselves to have a disability. Since September 2004, 15 per cent of enrolments have been by learners who are new to adult learning. Five literacy and numeracy courses use pilot development funding, and four family literacy and numeracy courses are held in local primary schools and are managed by the family learning manager.

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Foundation programmes

8. Provision for people with learning difficulties is managed by one full-time lead tutor and taught by 13 part-time tutors. Many of the learners are supported by workers from organisations such as social services. A further part-time lead tutor manages the curriculum for skills for life, the government’s strategy on training in literacy, numeracy, and the use of language. Skills for life provision is taught by five part-time tutors.

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Foundation programmes

9. Learners take national tests in literacy and numeracy at levels 1 and 2. The tests are administered and accredited by a local college. No external accreditation in literacy and numeracy below level 1 is available.

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Foundation programmes

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OVERALL JUDGEMENT

10. At the previous inspection in June 2003, all aspects of the LEA’s provision were found to be unsatisfactory apart from family learning, which was found to be satisfactory. At the end of the reinspection process the LEA’s leadership and management, approach to equality of opportunity and quality assurance arrangements were found to be satisfactory. The quality of learning is good in English, languages and communications, and satisfactory in hospitality, sport and leisure and travel, and visual and performing arts and media. However, the quality of learning is unsatisfactory in foundation programmes. Provision in family learning was not reinspected.

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ABOUT THE REINSPECTION

Number of inspectors 10 Number of inspection days 36 Number of learner interviews 170 Number of staff interviews 69 Number of locations/sites/learning centres visited 15 Number of partner/external agency interviews 23 Number of visits 68

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ABOUT THE REINSPECTION

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ABOUT THE REINSPECTION

Leadership and management 4 Contributory grades:

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GRADES

grade 1= outstanding, grade 2 = good, grade 3 = satisfactory, grade 4 = unsatisfactory, grade 5 = very weak

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GRADES

Equality of opportunity 4 Quality assurance 4

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GRADES

grade 1= outstanding, grade 2 = good, grade 3 = satisfactory, grade 4 = unsatisfactory, grade 5 = very weak Grades awarded at reinspection

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GRADES

Leadership and management 3 Contributory grades: Equality of opportunity 3 Quality assurance 3

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GRADES

Hospitality, sport, leisure & travel 3 Contributory grades: Adult and community learning 3

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GRADES

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Achievement and standards

11. Learners’ attainment of skills, knowledge and personal goals is good in hospitality, sport and leisure. In exercise, fitness and yoga classes learners develop and enhance their skills in performing exercises effectively. They improve their knowledge of the principles of fitness, different techniques and how to exercise safely.

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Achievement and standards

12. New art and craft learners progress quickly and develop self-confidence and self- esteem, and most learners recognise therapeutic benefits from learning. More experienced learners use their new-found skills and confidence to support the learning of others in the class. There is good progression between courses in arts and crafts. The impact of some community-based classes extends beyond the class itself, with some learners using their skills in informal groups that they run for young and older members of their community. Craft learners make a range of articles that they sometimes sell to raise funds for their community. The standard of work is satisfactory.

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Achievement and standards

13. Attainment is satisfactory in modern foreign languages. Learners express their own ideas or take part in role-plays leading to reasonably sustained conversations. They ask and answer questions in the target language. Their accents and intonation are good. Their listening and reading skills are appropriately developed. Although only 42 per cent of learners on accredited courses in 2003-04 sought accreditation, all succeeded. The remaining 58 per cent demonstrated equally creditable attainment through the good assessment practices established.

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Achievement and standards

14. Foundation learners’ development of social skills is good. This strength has been Visual & performing arts & media 3 Contributory grades: Adult and community learning 3

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Achievement and standards

English, languages & communications 2 Contributory grades: Adult and community learning 2

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Achievement and standards

Foundation programmes 4 Contributory grades: Adult and community learning 4

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Achievement and standards

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Achievement and standards

maintained from the previous inspection. Learners make excellent progress in their ability to make choices and conversation and learn to co-operate well with others. Most foundation learners keep a folder that contains examples of their completed work. Photographs are used to record activities for learners who are not able to write. Learners in cookery sessions produce work of a high standard, much of which is sold at a centre café. The standard of work in other classes is satisfactory.

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Achievement and standards

15. Teaching and learning are satisfactory in hospitality, sport and leisure and art and crafts. In hospitality, sport and leisure, 67 per cent of observed teaching was good or better. No observed lessons were graded as unsatisfactory. Literacy and numeracy development and differentiated activity are clearly incorporated into the best lessons. More art and craft learners are working from direct observation than at the previous inspection. Learners in calligraphy, sugarcraft and creative crafts classes build good portfolios and keep good photographic records, and their work shows much creative input. In other classes, many learners still make too much use of secondary sources of reference. The amount of English in modern foreign languages teaching remains excessive, although it has reduced somewhat since the previous inspection. Tutors do not pay enough attention to individual learning needs in most foundation classes.

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Achievement and standards

The quality of teaching and learning in foundation has worsened since the previous inspection.

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Achievement and standards

16. Resources for teaching and learning are now good in modern foreign languages, having been satisfactory at the previous inspection. Tutors now make very good use of audio tapes, video and an interactive whiteboard. Resources in hospitality, sport and leisure have been improved and are now satisfactory. Classrooms have been improved and inappropriate centres are no longer used. Some poor resources remain in art and craft at two main centres. In one centre, the room is very cramped. In the other centre the room, also small, is used for sewing and art classes which affects the cleanliness of work surfaces used for sewing. There is not enough space for cutting out. Resources for digital photography at one sixth form centre are very good, but the main centres do not have enough laptops and learners of different abilities have to share computers. The service has improved resources for foundation learners, especially those with learning

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Achievement and standards

difficulties. It has refurbished or ceased using many unsuitable classrooms. Recently acquired specialist funding has been used to purchase sensory teaching aids and additional delivery resources. Some learners in literacy and numeracy classes do not have basic equipment such as calculators, folders and paper.

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Achievement and standards

17. The service has introduced a new three-week induction to ensure that initial assessment is appropriately conducted. Initial assessment is now satisfactory in every area of learning. Assessment and recording are good in modern foreign languages. All learners now have a more realistic view of their own progress. Monitoring and

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Quality of education and training

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Quality of education and training

and crafts, but is still insufficient. Assessments on non-accredited courses are largely informal and inconsistently applied. Tutors keep their own assessment records but these vary greatly in quality and content. In foundation, the assessment of learners’ achievement remains inadequate. Tutors do not use the findings of initial assessment sufficiently to set learners measurable, individual targets. The recording of learners’ achievement is unsatisfactory and tutors do not sufficiently evaluate progress.

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Quality of education and training

18. The service has made very significant changes to the quantity and balance of most provision. It now offers courses in all geographical areas of Calderdale. In hospitality,

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sport, leisure and travel, the service has decreased the overall number of classes but

ensured that provision is more evenly balanced. Twenty new art and craft classes are held at a number of outreach and community centres, benefiting learners who would not otherwise be able to access learning. The service has increased the range of accredited provision in art and languages significantly since the previous inspection. Planning for learners’ progression in languages has improved considerably. Course titles are now accurate descriptions of what learners should expect. The service has designed a very good range of new courses to bring new learners into contact with Spanish and Urdu.

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The range of literacy, language and numeracy courses offered in foundation is not wide

enough. The service still does not focus sufficiently on the needs of learners on English for speakers of other languages (ESOL) courses. It is in the process of recruiting an ESOL tutor and no ESOL classes were running at the time of the reinspection.

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The range of literacy, language and numeracy courses offered in foundation is not wide

19. Learners receive adequate initial information and advice before enrolment. The service sends a newspaper detailing all of its courses to all households twice each year. Advice and guidance is available from each of the main adult and community learning centres, community centres, schools, libraries and the service’s website. Learners are offered free three-week initial taster and induction classes to help them determine whether they like the course and wish to continue. Course information leaflets are available and tutors discuss the requirements of the course with learners during their induction. Support workers effectively assist those learners with learning difficulties and disabilities. Learners with identified additional needs are supported particularly effectively in art and craft classes.

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Leadership and management

20. The LEA has maintained the good strategic planning and leadership identified at the previous inspection. Its view of adult and community learning provision has changed, from learning for leisure and recreation to learning that forms a key part of the council’s strategy for social inclusion and economic regeneration. The most senior council officers and elected members have shown strong support for and commitment to change. The LEA has significantly enhanced the senior management staffing structure for adult and community learning to support further implementation of the strategic plan.

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Leadership and management

21. The LEA has maintained its particularly effective partnership working since the previous inspection and has enhanced its role in the local learning partnership. The LEA’s new structure includes three workers whose specific roles are to develop community links and partnerships. Many new community-based courses are now in place. The links

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Leadership and management

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Leadership and management

that the LEA has with a local provider of information, advice and guidance are enabling it to make this signposting a key aspect of learning provision. Good partnership developments are supporting improvements in building refurbishment.

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Leadership and management

22. The LEA has made significant improvements in its communications, which are now good. It communicates its mission and vision statement widely. It has a clear communication strategy which supports very effective internal and external communications. Adult and community learning staff at all levels, senior council officers and elected members have a good, current understanding of key changes and their stage of development. The structure and lines of communication of the new adult and community learning team are clear. Meetings are well recorded and actions are promptly followed up. The LEA’s new publications have clearly defined audiences and are specifically designed to fit their purposes.

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Leadership and management

23. The LEA has made improvements to its resources. One main centre is fully refurbished and now in use, another is at advanced stage of planning for refurbishment. Unsatisfactory accommodation has been closed. The LEA makes significantly more use of community venues than at the previous inspection. It has improved the resources for the areas of learning. It has introduced an annual budget for resource allocation and a clear bidding process for teams, enhancing the availability of resources. The LEA has set up a shared resource bank of audiovisual resources, laptop computers and digital cameras. Sometimes too few laptop computers are available to meet new and growing demands.

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Leadership and management

24. Curriculum management has improved. The LEA’s appointments to its fully restructured staff are almost complete, and lines of accountability are clear. A new senior management team for adult and community learning is in place. All curriculum areas now have team leaders. The LEA has made effective use of a curriculum planning toolkit to begin to re-establish the curriculum on the basis of changed priorities and community consultation.

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Leadership and management

25. The LEA has been slow in implementing its skills for life strategy. Its action plan is not detailed enough to cover the key components of a service-wide approach. The LEA underestimated the difficulty in getting good-quality staff in the skills for life area. One new staff member has been recently appointed on a part-time basis, but no-one is yet in place to provide training in English for speakers of English as an additional language. The LEA has not provided sufficient resources to support the development of literacy, numeracy and language.

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Leadership and management

26. The LEA has done much work since the previous inspection to improve its management information system. However, its system is still not sufficiently established. It is beginning to use the system now in place to produce a wide range of reports for different purposes, and is beginning to use data effectively to make informed management decisions. However, it does not have a clear system to ensure the flow of data from community classes to central administration. Some staff do not understand the importance of ensuring that deadlines for submission of registers are met. It is not certain that retention and achievement data is reliable. The LEA still does not use data

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Leadership and management

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Leadership and management

27. The LEA has implemented good initiatives that widen participation by learners who have not been previously involved in learning. This is a major improvement since the previous inspection. New provision is aimed at particular groups and areas. Across the LEA, new recruits account for almost half of the learners on programme. This contrasts significantly with the static picture at the previous inspection.

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Leadership and management

28. The LEA does not sufficiently reinforce the principles of equality of opportunity. Staff have had some general equality training but still lack confidence in exploring equality and diversity topics. The improved three-week induction for new learners does not include specific coverage of equality of opportunity. Learners are not given a full or simplified version of the LEA’s equality of opportunity policy.

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Leadership and management

29. The LEA has done much work to improve its quality assurance procedures further. It has introduced new frameworks to help programme leaders plan provision. Assessment practice has greatly improved. It has provided much staff training to improve quality and much more is planned. Quality is a strong feature of management training for all team leaders. A new member of the senior management team has quality assurance as his main role. All staff are now aware of their individual and collective responsibility for continuously improving the provision.

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Leadership and management

30. The LEA’s quality assurance arrangements are incomplete. Staff do not share good practice enough. The teaching and learning observation process is not always used consistently. Links between the observation process and staff development are not clear or systematic. Self-assessment has taken place systematically. The detailed action plan is regularly monitored. However, the current self-assessment report was written when there were too few staff to provide adequate information about individual curriculum areas. The report is not detailed or self-critical enough.

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Leadership and management

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Leadership and management

During the reinspection process, the inspectors identified the following strengths and weaknesses:

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Strengths

good strategic management and planning ! particularly effective partnership working ! good communication ! highly effective initiatives to widen participation ! active management of improvement !

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Weaknesses

slow implementation of skills for life strategy ! insufficiently established management information system ! insufficient reinforcement of equality of opportunity ! incomplete quality assurance arrangements !

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Strengths

good attainment of skills, knowledge and personal goals ! very effective refocusing of provision to reflect the strategic priorities of the service !

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Weaknesses

insufficient monitoring and assessment of learners’ progress ! insufficiently established curriculum leadership !

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Strengths

good progression from first-step community learning ! good additional benefits for the learners ! very effective support for learners with identified additional support needs !

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Weaknesses

some poor resources in two main centres ! some ineffective assessment ! unimaginative curriculum planning !

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Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 11 CALDERDALE LEA REINSPECTION

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Strengths

good teaching and learning resources ! good assessment and recording ! good curriculum leadership and management !

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Weaknesses

excessive use of English in some sessions !

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Strengths

good social skills development ! good partnership working !

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Weaknesses

insufficient attention to individual learning needs ! inadequate assessment of achievement ! insufficient range of literacy, numeracy and language courses ! inadequate quality assurance !

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Weaknesses

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Language of the Adult and Community Learning Sector

Terminology varies across the range of education and training settings covered by the Common Inspection Framework. The table below indicates the terms appropriate to

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Relating the term to Adult and Community Learning

Provider Any organisation providing opportunities for adults to meet personal or collective goals through the experience of learning. Providers include local authorities, specialist designated institutions, voluntary and community sector organisations, regeneration partnerships and further education colleges

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Provider

Learner Includes those learning by participating in community projects, as well as those on courses. Learning, however, will be planned, with intended outcomes.

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trainer

Person teaching adult learners or guiding or facilitating their learning.

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trainer

Person providing individual, additional support, guidance and advice to learners to help them achieve their learning goals.

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goals

Intended gains in skills, knowledge or understanding. Gains may be reflected in the achievement of nationally recognised qualifications. Or they may be reflected in the ability of learners to apply learning in contexts outside the learning situation, e.g. in the family, community, or workplace. Learners’ main goal/s should be recorded on an individual or, in some cases, group learning plan. Plans should be revised as progress is made and new goals emerge.

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goals

These may include planned-for gains in self-confidence, and inter-personal skills. These should also be included in learning plans where appropriate.

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learning skills

These include being able to study independently, willingness to collaborate with others, and readiness to take up another opportunity for education or training.

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learning goals

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outcome

Adults often experience unanticipated gains as a result of being involved in learning. These include improved self-esteem, greater self-confidence and a growing sense of belonging to a community. Gains of this kind should be acknowledged and recorded in any record of achievement.

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programme

A programme organised around a body of knowledge, e.g. the structure and usage of the French language or ceramic glazing techniques. Students could be expected to progress from one aspect of the subject to another, to grasp increasingly complex concepts or analyses or to develop greater levels of skill or to apply skills to a new area of work.

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programme

A programme that is based on the concerns, interests and aspirations of particular groups, for example members of a Sikh Gurdwara wanting to address inter-faith relations in their town, or parents worried about the incidence of drug abuse in their locality. Issue-based learning tends to be associated with geographically defined communities, but the increasing use of electronic means of communication means that this need no longer be the case. Progress is defined in terms of the group's increasing ability to analyse its situation, to access new information and skills which will help it resolve its difficulties and generate solutions and its growing confidence in dealing with others to implement those solutions.

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provision

Provision established in a community setting in addition to provision made at an organisation's main site(s). Outreach programmes may be similar to courses at the main site(s) or be designed to meet the specific requirements of that community.

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based work

The provider’s staff have a long-term presence in a local community with a specific remit to understand the concerns of the local residents and develop learning activities to meet local needs and interests.

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regeneration

The process of improving the quality of life in communities by investing in their infrastructure and facilities, creating opportunities for training and employment and tackling poor health and educational under-achievement. Community regeneration requires the active participation of local residents in decision-making. Changes and improvements are often achieved either directly or indirectly as a result of the adult learning activities which arise from this.

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regeneration

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building

The process of enabling local people to develop the knowledge, skills and confidence to take advantage of opportunities for employment, training and further education and to become selfmanaging, sustainable communities.

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citizenship

The process whereby people recognise the power they have to improve the quality of life for others and make a conscious effort to do so: the process whereby people recognise the power of organisations and institutions to act in the interests of the common good and exercise their influence to ensure that they do so. Adult learning contributes to active citizenship.

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Relating the term to Adult and Community Learning

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LEADERSHIP AND MANAGEMENT Grade 3

During the reinspection process, the inspectors identified the following strengths and weaknesses:

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Strengths

good strategic management and planning ! particularly effective partnership working ! good communication ! highly effective initiatives to widen participation ! active management of improvement !

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Weaknesses

slow implementation of skills for life strategy ! insufficiently established management information system ! insufficient reinforcement of equality of opportunity ! incomplete quality assurance arrangements !

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Weaknesses

31. The LEA has maintained its strength of good strategic planning and leadership since the previous inspection. Adult and community learning provision has been changed to form a key part of the council’s strategy for social inclusion and economic regeneration rather than just learning for leisure and recreation. The most senior council officers and elected members are committed to and strongly support this change. Progress against the strategic plan has been thoroughly monitored on a regular basis, and is subject to rigorous council scrutiny. Strong leadership promotes a good pace of implementation of the plan. The LEA has significantly enhanced the senior management staffing structure for adult and community learning to support further implementation of the strategic plan.

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Weaknesses

32. The LEA has maintained the particularly effective partnership working identified as a strength at the previous inspection. The LEA’s leading role in the local learning partnership has been enhanced. The new LEA structure includes three workers whose specific roles are to develop community links and partnerships. One is linked to primary schools and community agencies, another to sixth-form colleges and secondary schools and the third works with neighbourhood renewal projects. Many new community-based courses are now in place. Classes are now offered at well over 100 community venues. Information from community champions is sometimes used well to develop appropriate provision for particular communities in Calderdale, such as the canal boat community. The amount of family learning provision has grown significantly and is now offered at over 90 per cent of Calderdale’s primary schools. The LEA has established links with a

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Weaknesses

local provider of information, advice and guidance to enable this signposting to become a key aspect of its learning provision. Good partnership developments are supporting

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Weaknesses

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Weaknesses

improvements in building refurbishment. The LEA’s plans for full refurbishment of one main centre are at an advanced stage and include good resources for supporting a wider curriculum offer in sport, and visual and performing arts. Discussions on similar partnership arrangements at another main centre are at an early stage.

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Weaknesses

33. The LEA has made significant improvements in its communications. It communicates its mission and vision statement widely and has a clear communication strategy which supports very effective internal and external communications. Adult and community learning staff at all levels, senior council officers and elected members have a good and up-to-date understanding of key changes and their stage of development. Elected members ensure that they understand the needs and interests of learners well by visiting classes to talk to them. The new adult and community learning team structure and lines of communication are clear. The regular schedule of meetings over the year shows a clear focus on specific topics such as the curriculum, quality assurance and short- term working groups. Meetings are well recorded and actions are promptly followed up. Good links between teams enable them to share relevant aspects of discussion.

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Weaknesses

Changes have been widely communicated to learners and the wider community. The LEA’s new publications have clearly defined audiences and are specifically designed to fit their purpose. A regular cycle of publications and press releases maintains a high profile for adult and community learning provision. A wide range of success stories represent a balanced view of the people of Calderdale.

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Weaknesses

34. The LEA has made improvements to resources. One main centre is fully refurbished and now in use, and another is at an advanced stage of planning for refurbishment. Unsatisfactory accommodation has been closed. The LEA makes more use of community venues than at the previous inspection. These venues are at least satisfactory and some are of a very high standard. The LEA has improved resources for the areas of learning. It has introduced an annual budget for resource allocation and a clear bidding process for teams to enhance the availability of resources. A very good range of resources is now in place for family learning. The LEA has begun the development of a shared resource bank of audiovisual resources, laptop computers and digital cameras. However, it sometimes does not have enough of these resources to meet new and growing demands.

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Weaknesses

35. Curriculum management has improved. The LEA’s appointments to its fully restructured staff are almost complete, and lines of accountability are clear. A new senior management team for adult and community learning is in place, and all curriculum areas now have team leaders. The LEA has introduced a curriculum planning toolkit which has been effective in beginning to re-establish the curriculum, based on changed priorities and community consultation. Significantly more accredited provision is available. The LEA has planned a full annual schedule of staff development to keep staff up to date with changes, build staff capacity and support effective consultation with them.

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Weaknesses

36. The LEA has been slow in implementing its skills for life strategy. It has produced an action plan with the help of a specialist consultant, but the plan is not detailed enough to cover the key points for a service-wide approach. Targets are not always sufficiently

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Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 17 CALDERDALE LEA REINSPECTION

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Weaknesses

timely. Although the LEA has handled the restructure well, it has underestimated the difficulty in getting good-quality staff in the skills for life area. A new staff member has recently been appointed on a part-time basis. Currently no staff member can deal with the language needs of learners who speak English as an additional language. The LEA has insufficient resources to support the development of learners’ literacy, numeracy and language skills. It has paid insufficient attention to the systematic identification of literacy, numeracy or language needs of learners in curriculum areas apart from foundation. Staff outside of the foundation programmes have not been given enough training in awareness of learners’ needs. However, some family learning and community courses have introduced some interesting developments to establish literacy and numeracy in particular interest-based courses. For instance, men were attracted into the

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Weaknesses

provision through their interest in construction, with a specific aim of improving their mathematics-related skills. No work has yet been done to target employees to enable adult and community learning to contribute more effectively to the new national test targets.

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Weaknesses

37. The LEA has done much work since the previous inspection to improve its management information system. It is beginning to use the system now in place to produce a wide range of reports for different purposes. It is starting to use data effectively when making management decisions. For example, it has used ward analysis and participation rates to guide the development of new targeted provision. However, the system to ensure that data on courses running in the community flows promptly to the central administration is not clear. Some staff do not understand the importance of ensuring that deadlines for submission of registers are met. The LEA’s system defaults to marking learners in attendance unless they are registered absent. Many courses record very high or 100 per cent retention and achievement rates, but it is not certain that this data is reliable. The LEA still does not use data sufficiently for monitoring purposes. For

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Weaknesses

example, although it is able to identify the number of new learners, the LEA is unable to analyse whether these learners are from its target wards. Some lead tutors do not sufficiently understand the importance of data in monitoring improvements. The new operations manager has set up a working group to deal with this weakness as a priority.

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Equality of opportunity Contributory grade 3

38. The LEA has implemented good initiatives that widen participation by learners who have not been previously involved in learning. This is a major improvement since the previous inspection when provision was mainly used by learners returning year after year to club-style classes. The LEA uses data from a leading organisation for skills for life to assess levels of literacy, numeracy and language needs in different wards. It then targets new provision in these wards. Through the learning partnership, the LEA is leading a family learning strategy project. The LEA manages the project and provides some training directly. In the past year, over 60 per cent of learners recruited to the prevocational courses organised through the project are from minority ethnic groups. The project has been successful in attracting more men into provision, and women have been recruited onto non-traditional subjects like science. Across the LEA on average,

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Equality of opportunity Contributory grade 3

new recruits account for 47 per cent of the learners on programme. This contrasts significantly with the static picture at the previous inspection.

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Equality of opportunity Contributory grade 3

© 2005 ADULT LEARNING INSPECTORATE 18 CALDERDALE LEA REINSPECTION

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Equality of opportunity Contributory grade 3

39. The LEA’s new structure includes three workers whose specific roles are to develop community links and new provision. The workers are developing some exciting intergenerational work with 16 to18 year old sixth formers and older members of the community. This encourages mutual respect and a greater understanding of each other. In addition, the LEA is doing some good work to help regenerate communities. In one example, courses in gardening skills, and painting and decorating helped local communities to improve a remote community centre on a deprived council estate. The LEA now makes good use of community champions, who are recruited from the deprived areas being targeted. These are people with influencing skills within their own community who work to persuade reluctant learners into provision and assess the level of interest in different types of learning.

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Equality of opportunity Contributory grade 3

40. The LEA has made improvements in the promotional information for learners and the general public, which now includes pictures of people from a variety of racial backgrounds, ages and a good mix of men and women. The information makes specific mention of equality of opportunity and separately gives a statement about the LEA’s commitment to widening participation. New paperwork in learners’ induction packs gives clear guidance of how to resolve a complaint.

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Equality of opportunity Contributory grade 3

41. Since the previous inspection the LEA has made improvements to the buildings used. The council has diligently followed its action plan to comply with the Disability Discrimination Act 1995. Accommodation and materials to support learners are satisfactory. Support is satisfactory overall, with some good examples of very sensitive support for learners in integrated groups who do not want others to know about their support needs.

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Equality of opportunity Contributory grade 3

42. While much work has been done to improve promotion of equality and diversity, the LEA still does not sufficiently reinforce the principles of equality of opportunity. Staff have had some general equality training but they still do not have enough confidence in exploring equality and diversity topics. The improved three-week induction for new learners does not include specific coverage of equality of opportunity. Learners are not given the equality of opportunity policy or a simplified version of this. Lessons do not adequately explore matters related to race or culture. In classes which include some learners with learning difficulties, learners are respected and good attention is paid to ensure that they are included in open classes. However, little direct reinforcement is given to ensure that more vulnerable learners really understand their rights and how to protect them. The LEA and the council are fully aware of this.

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Equality of opportunity Contributory grade 3

43. The council has updated its equal opportunity policy in accordance with the requirements of the Race Relations (Amendment) Act 2000. It also has a wide-ranging equality action plan. In addition, the schools and children’s services directorate, of which adult and community learning is part, now has a very comprehensive action plan to cover all aspects of equality and diversity. The LEA and its managers place a very high priority on this aspect of development, and planning shows an enthusiasm to establish equality within provision.

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Equality of opportunity Contributory grade 3

© 2005 ADULT LEARNING INSPECTORATE 19 CALDERDALE LEA REINSPECTION

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Quality assurance Contributory grade 3

44. The LEA has done much work to improve quality assurance procedures further. It has introduced new frameworks to help programme leaders plan better provision. Assessment practice has improved. It has provided much staff training to improve quality, and plans much more. Quality assurance is a strong feature of the management training that all team leaders have to receive. The LEA has recently recruited a new member of the senior management team with the primary role of managing quality assurance. The adult and community learning is the main partner in an initiative to create a quality framework for all organisations involved in the learning partnership. This has been written and is about to be printed. All staff are now aware of their individual and collective responsibility continuously to improve the provision. New staff contracts refer explicitly to quality assurance as a key aspect of every post. The LEA holds regular

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Quality assurance Contributory grade 3

staff meetings and a monthly quality monitoring meeting which discuss concerns about quality. It has a more consistent approach to key learning functions like induction, individual learning plans and progress reviews. The new CD-ROM staff handbook is a valued and useful resource to help staff understand and use these processes. A process for the observation of teaching and learning is now in place. The LEA has been active in bringing in another adult and community learning provider to shape the development of observation of teaching and learning and to give an impartial view of provision. General teaching principles are usually graded fairly, but particular matters in specialist provision are sometimes overlooked. The grade profile has improved across the LEA since the previous inspection, with the exception of foundation provision.

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Quality assurance Contributory grade 3

45. The LEA’s arrangements for internal verification and moderation are satisfactory. Its move to a credit-based framework has greatly improved arrangements in this area. The LEA’s internal moderation arrangements also cover non-accredited work. Some moderation varies across the provision, however, and sharing of good practice in this area is insufficiently developed. The LEA collects learners’ feedback adequately and is beginning to use it systematically to support programme planning.

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Quality assurance Contributory grade 3

46. While the LEA has made significant improvements in establishing processes, its quality assurance arrangements are incomplete. Many inconsistencies still exist in the use of individual learning plans and progress reviews. Processes are markedly better in the curriculum areas with long-standing team leaders in place, but are particularly inconsistent where appointments are recent. Targets are often vague and general, and cannot be measured. Good practice is not shared sufficiently. The teaching and learning observation process is not always used consistently. In some specialist areas, observers do not have the subject knowledge to assess the teaching and learning appropriately. Some feedback, although often detailed, does not always reflect the grade given. The action points to link into staff development and training are often not recorded. Links between the observation process and staff development are not clear or systematic. The

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Quality assurance Contributory grade 3

LEA has plans to improve this. Community development staff have only been officially in post for three months. Initial work has been done to put quality guidelines in place for this part of the provision and the new quality manager is prioritising this work. Self- assessment has taken place systematically, and generates a detailed action plan that is regularly monitored. However, the current self-assessment report was written at a time

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Quality assurance Contributory grade 3

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Quality assurance Contributory grade 3

in the restructure when the LEA had too few staff to provide adequate information about the individual curriculum areas. The report is not detailed or self-critical enough. It does not identify many of the strengths and weaknesses identified by inspectors. With the exception of two curriculum areas, the grades in the report broadly matched those given by inspectors.

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Quality assurance Contributory grade 3

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Grade 3 Hospitality, sport, leisure & travel

During the reinspection process, the inspectors identified the following strengths and weaknesses:

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Achievement and standards

47. Learners’ attainment of skills, knowledge and personal goals is good. This strength has been maintained since the previous inspection. Learners in exercise, fitness and yoga classes develop and enhance skills in performing exercises effectively. They improve their knowledge of different techniques, the principles of fitness and how to exercise safely. Learners are able to recognise personal improvements in co-ordination, balance, stamina, strength and timing of movement to music. Learners in cookery and food hygiene improve their cooking skills and gain knowledge on how to prepare and cook food using a variety of methods. They learn about the correct selection and appropriate use of different utensils and equipment, how to prevent contamination of food and about legislation regarding food hygiene.

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Achievement and standards

48. Learners on most courses identify what they want to get out of attending courses and are able to self-evaluate the extent to which these goals have been met. For example, one learner wanted to lose weight in order to fit into a dress she had previously worn. Others gained confidence in their cooking skills and now cook for themselves and others in a more adventurous way. Some learners improve their parenting skills by learning how to engage constructively with young children and sharing experiences with other parents. Attendance at classes is satisfactory, averaging 75 per cent in observed lessons.

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Quality of education and training

49. Teaching and learning are satisfactory. In 67 per cent of lessons observed the Programmes inspected Number of learners Contributory grade 3 117 Adult and community learning

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Strengths

good attainment of skills, knowledge and personal goals ! very effective refocusing of provision to reflect the strategic priorities of the service !

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Weaknesses

insufficient monitoring and assessment of learners’ progress ! insufficiently established curriculum leadership !

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Weaknesses

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Weaknesses

teaching was graded as good or better. No observed lessons were unsatisfactory. In the better lessons good use is made of initial assessment and identification of personal goals to plan learning outcomes. Tutors clearly incorporate literacy and numeracy development into these lessons. Differentiated learning activities cater for the different needs and abilities of learners. Lessons are structured appropriately and learners are effectively challenged. In the weaker lessons tutors identify group learning outcomes but do not plan learning outcomes for individual learners. These classes have few differentiated learning activities. Some yoga tutors do not understand the relevance of schemes of work and individual learning plans. Tutors in some classes do not make enough checks on learners’ understanding and do not always incorporate literacy and numeracy development.

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Weaknesses

50. The previous inspection identified resources as a weakness. These have been improved and are now satisfactory. Classrooms have been improved and inappropriate centres are no longer used. Staff are experienced and vocationally qualified. Some tutors prepare good additional learning materials for learners to use at home. All classes have sufficient equipment which is maintained to a satisfactory standard. Risk assessments are completed on all venues and tutors are asked to risk assess their own lessons. Not all tutors have been trained in conducting risk assessments.

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Weaknesses

51. Learners receive adequate initial information and advice before enrolment. A newspaper detailing all adult and community learning courses is sent to all households twice each year. Advice and guidance is available from each of the main adult and community learning centres, community centres, schools, libraries and the service’s website. Learners are offered free three-week initial taster and induction classes to determine whether they like the course and wish to continue. Course information leaflets are available and tutors discuss the requirements of the course during induction. Support workers effectively assist those learners with learning difficulties and disabilities. Some learners are not happy about course closures and some claim not to have received newsletters.

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Weaknesses

52. The service has made very significant changes to the quantity and balance of provision. Courses are now offered in all geographical areas of Calderdale. Although the overall number of classes has decreased, there is a more equitable balance between the amount of cookery and exercise-related courses. The proportion of yoga classes has been reduced from over 50 per cent to 21 per cent of provision. Progression opportunities are available in cookery from levels 1 to 2. No accredited courses are available in sport but the service plans to introduce these in the near future. The range and quantity of courses is currently small, but the service is introducing and piloting new courses each year through free community learning classes. Levels of recruitment on about 60 per cent of courses offered are low, but the new courses are attracting new learners. Almost 40 per cent of learners are new and many of these are from

p.27

Weaknesses

53. The service has made some progress in the monitoring and assessment of learners’ progress but this is still insufficient. Tutors in accredited cookery classes complete detailed assessments of learners in relation to their course objectives. These are formally

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Weaknesses

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Weaknesses

recorded with the dates when learners reached the required standards on individual units. Learners in these classes complete individual learning plans, identifying their individual learning goals. However, in most lessons observed, no monitoring of progress towards these goals or summative assessment to measure achievement of personal goals took place. Assessments on non-accredited courses are largely informal and inconsistently applied. Many learners do not like the paperwork associated with assessment of progress and do not see the relevance of it, particularly in yoga and exercise classes. Some goals identified on personal learning plans are not about learning but about health improvement.

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Leadership and management

54. The LEA has refocused provision very effectively to reflect its strategic priorities. A high number of courses were identified at the previous inspection as having club characteristics. They largely comprised high numbers of repeat learners and little new learning took place. These classes have been withdrawn. The LEA effectively supported their transition into independently run courses by providing advice and leasing premises at favourable rates. Twelve recreational courses have been set up independently that were formerly part of LEA provision. Learning partnerships form an important aspect of current provision and five learning hubs are in various stages of development. These are effectively engaging new learners and those from disadvantaged groups in free provision. One learning hub is using free aerobics successfully as the incentive to attract learners into developing their literacy and numeracy skills. Successful partnership

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Leadership and management

funding bids have increased new learners’ participation in sport, cookery and food hygiene. In 2003-04, almost one third of all enrolments were by new learners.

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Leadership and management

55. The measures introduced since the previous inspection to improve curriculum leadership are insufficiently established. The remit of the two current curriculum managers is enrichment across a number of different areas of learning including sport and leisure. One has expertise in hospitality, but neither has specialist subject knowledge in sport and leisure. The quality of provision is being affected. For instance, non- specialists observing teaching did not adequately identify key concerns in yoga and exercise classes. Tutors have received insufficient specialist support or development to help them to identify learning in relation to their courses. They have had too few opportunities to meet to discuss, identify and share good practice. The self-assessment process involves all stakeholders and is viewed as an important mechanism for bringing about quality improvement, but the self-assessment report for this area of learning was

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Leadership and management

not updated before the reinspection. Quality assurance differs markedly between accredited and non-accredited courses. Identified areas for improvement are not routinely followed up with targets, action plans and identified time scales and mechanisms for bringing about improvements. Data is not yet used sufficiently to support decision making.

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Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 24 CALDERDALE LEA REINSPECTION

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Grade 3 Visual & performing arts & media

During the reinspection process, the inspectors identified the following strengths and weaknesses:

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Achievement and standards

56. Arts and crafts learners progress well between courses. Many learners progress from taster courses to level 1 and then to level 2. One community group has already moved onto mainstream provision. The effect of some community-based classes extends beyond the class itself. For example, some learners share their skills with other community groups they have set up such as informal groups for young or old people. One tutor explains how craft techniques can be adapted for these different groups. A few learners progress to other specialist courses in other institutions. However, no formal records are kept of progression beyond the adult education service.

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Achievement and standards

57. New learners progress quickly and develop self-confidence and self-esteem, while more experienced learners use their new-found skills and confidence to support the learning of others in the class. Many learners are recently retired, bereaved or recovering from illnesses. Most learners recognise the therapeutic benefits of learning, and value the support of their peers. Learners and tutors organise visits to relevant events and exhibitions and have linked projects with organisations such as a national conservation and historical interest organisation. Many learners use their skills to make gifts for friends and family and some make cards and other craft items to sell at charity and fundraising events. The standard of learners’ work in calligraphy, sugarcraft and creative crafts is high. None is less than satisfactory.

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Achievement and standards

58. Retention and achievement rates are satisfactory. In 2003-04 the retention rate was 87 per cent. Two hundred and nineteen learners opted to accredit their work and all were successful. Programmes inspected Number of learners Contributory grade 3 354 Adult and community learning

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Strengths

good progression from first-step community learning ! good additional benefits for the learners ! very effective support for learners with identified additional support needs !

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Weaknesses

some poor resources in two main centres ! some ineffective assessment ! unimaginative curriculum planning !

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Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 25 CALDERDALE LEA REINSPECTION

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Quality of education and training

59. Learners with identified additional support needs receive very effective support in the classroom. These learners are particularly well integrated with mainstream classes. Support staff are always available and work closely with learners on class projects. One learner who has short-term memory problems is given in-depth lesson notes by the tutor. These are used regularly to remind the learner of the steps for each activity. Large print lesson notes are provided for learners with poor eyesight. A deaf learner is always seated near the tutor. One learner with dyslexia, who originally refused the offer of support because she didn’t want anyone in the class to know, is given special and discreet attention.

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Quality of education and training

60. The quality of teaching is satisfactory. More learners are working from direct observation than at the previous inspection. They build good portfolios and keep good photographic records in calligraphy, sugarcraft and creative crafts. Learners and tutors use these to monitor their progress, and as a reference tool to plan independent learning and support vital parts of their personal projects. Learners’ work in these classes shows much creative input. For example, learners in one craft class produced large-scale, imaginative withy and tissue paper sculptures for exhibition at a local festival of light event. However, learners in most classes are not encouraged to explore the subject further or use independent learning at home to practise and improve their skills. Some learners use secondary sources of reference. In one class, artificial flowers were being used as a still life. Most learners do not understand the importance of keeping a

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Quality of education and training

sketchbook or a portfolio in the art and craft classes.

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Quality of education and training

61. The service is holding 20 new classes at a number of outreach and community centres in the community to benefit learners who would not otherwise be able to access learning. It has increased the range of accredited provision significantly since the previous inspection. The overall curriculum has been revised to a broader workshop approach to reduce the predominance of watercolour, landscape painting classes found at the previous inspection. Digital photography and creative crafts are new to the curriculum. Inspectors saw a wider range of media in use, and examples of more imaginative approaches to creative crafts than at the previous inspection.

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Quality of education and training

62. Some poor resources remain at two main centres. The room in one centre is very cramped. This inhibits the scale of the work the learner is able to experiment with. There is no space to use easels. In another centre the room is also small. It is used for both sewing and art classes. Learners in the sewing class must check that work surfaces are clean before they can start work. There is not enough space for cutting out, and learners have to wait in turn to cut out their garments. This is frustrating and holds up progress. This room is carpeted and not conducive for art classes. There is some library provision in classrooms but this is not sufficiently comprehensive to be of any real benefit. Resources for digital photography at one sixth-form centre are very good, with a purpose-built room and individual workstations. However, in main centres a shortage of laptops means that learners of different abilities have to share computers. Some learners

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Quality of education and training

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Quality of education and training

63. Not all tutors’ curriculum vitaes were available at the time of the inspection. Of those that were, most had art degrees and relevant teaching certificates. Little personal staff development has taken place yet. All the staff have been offered individual ICT training, but so far no one has taken this up.

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Quality of education and training

64. Initial assessment is now satisfactory. Tutors keep their own assessment records on learners’ progression when on course, but these vary greatly in quality and content. They do not always describe the progress made by the learners. Some tutors’ comments are not sufficiently evaluative. They record that learners have completed agreed tasks rather than what they have learnt and the progress they have made. Assessment and monitoring on accredited and non-accredited courses are carried out at each lesson, but are mostly verbal and informal. Many learners do not understand the process of accreditation. Portfolios on accredited courses meet the awarding body’s minimum requirements, but show little originality. Many learners use the new weekly log, and see its value, but find that the format is not useful for visual and performing arts. Internal and external verification is satisfactory.

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Leadership and management

65. Curriculum planning for the area is unimaginative. The new lead tutor has specialist curriculum knowledge, but has only been in post since September. Programme planning has not yet developed sufficiently and largely remains traditional and narrow. It does not include many other traditional subjects such as embroidery, beadwork, patchwork and quilting, ceramics or newer subjects such as interior design. New courses being planned for weekends and summer schools are art- and craft-based. There is little visual exploration of the cultural diversity of this area. The drawing and painting tutors share some good practice, but this is not well established across the whole area of learning. At the time of the reinspection, records for only four observations of teaching and learning were available. These were not carried out by a subject specialist and on two observations similar comments were accompanied by very different grades.

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Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 27 CALDERDALE LEA REINSPECTION

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Grade 2 English, languages & communications

During the reinspection process, the inspectors identified the following strengths and weaknesses:

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Achievement and standards

66. Attainment is satisfactory. In the best classes, learners’ fluency reaches or just exceeds expectation. Learners express their own ideas or take part in role plays leading to reasonably sustained conversations. They ask and answer questions in the foreign language. Their accents and intonation are good. Their listening and reading skills are appropriately developed. On level 2 courses, in particular, learners write with clarity and accuracy at an appropriate level. Some have a very good range of vocabulary. They are able to give opinions, maintain a simple argument or write imaginatively or descriptively. Since the previous inspection, there has been a very pleasing reduction in the amount of English learners use in most lessons. However, some learners still rely too heavily on translation from or into English. When they speak a foreign language, they do so hesitantly. Sometimes they revert to English in the middle of a response or stop to check

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Achievement and standards

their notes. Many learners of foreign languages reach their personal goals. For example, in 2003-04, 77 per cent of respondents to a survey agreed that their learning had increased their self-confidence. During the reinspection, many learners spoke about their deepening contacts with people in the countries whose languages they were studying.

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Achievement and standards

67. At the time of the previous inspection, the LEA identified retention rates as poor. The LEA’s data shows that in 2003-04 the retention rate was 86 per cent on accredited programmes and 91 per cent on unaccredited programmes. This data is the first to be produced. The average rate of attendance at classes observed was 82 per cent, compared with 63 per cent during the previous inspection. The LEA’s data also shows very good achievement. Although only 42 per cent of learners on accredited courses in 2003-04 chose to seek accreditation, all succeeded. The remaining 58 per cent demonstrated equally creditable achievement through the good assessment practices established. Programmes inspected Number of learners Contributory grade 2 475 Adult and community learning

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Strengths

good teaching and learning resources ! good assessment and recording ! good curriculum leadership and management !

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Weaknesses

excessive use of English in some sessions !

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Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 28 CALDERDALE LEA REINSPECTION

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Quality of education and training

68. Resources for teaching and learning are good. The LEA has made significant improvement since the previous inspection in the range of resources used by tutors and learners. For example, very good use is now made of audio tapes, which are pre- recorded and produced for assessment by learners. Tutors now make more use of video to provide good listening practice to develop cultural awareness. One tutor makes good use of an interactive whiteboard. A tutor of Spanish uses a flip-chart from which she never tears pages. Learners benefit from referring to this when they need to remind themselves of previous work. In the previous inspection, many tutors made good use of authentic cultural references. This is still the case. For example, a tutor of French made very good use of a French poem to demonstrate the use and form of a past tense. Tutors of Spanish use leaflets from hotels when teaching learners how to make

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Quality of education and training

bookings. Learners of Italian study passages from recent Italian magazines and newspapers supplied by their tutor. Many tutors produce attractive hand-outs. Some hand-outs encourage learners to visit useful websites. The most successful avoid using any English, but too many still encourage translation from or into English. All tutors are fluent in the languages they teach. All but one holds a teaching qualification. All premises are at least satisfactory venues for foreign language classes.

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Quality of education and training

69. Assessment and recording are good. The assessment weakness identified in the previous inspection has been largely dealt with by the move to a fully accredited curriculum with related assessment practices. All learners, whether or not they intend to pursue the accreditation available to them, now have a more realistic view of their own progress in speaking, listening, reading and writing. Tutors use the scheme in different ways. Most successfully integrate assessments into their teaching, using the outcomes to help them plan the detail of their next sessions. However, some tutors merely train learners to accomplish assessment tasks rather than allow the tasks to demonstrate progress. The assessment scheme alone is insufficient to develop or measure fluency.

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Quality of education and training

70. The range of courses available to learners is satisfactory. The LEA has made considerable improvement since the previous inspection in planning for learners’ progression through levels 1 and 2 of the national scheme. Course titles are now accurate descriptions of what learners should expect. A very good range of new courses has been designed to bring new learners into contact with Spanish. Urdu is also taught as part of this initiative. However, there is no level 3 provision. The LEA intends to rectify this as learners progress through existing courses. Portuguese and Greek, which were offered during the previous inspection, are no longer part of the curriculum.

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Quality of education and training

71. Support for learners is satisfactory. Tutors invariably do their best to make supportive arrangements for individual learners. For instance, one tutor produces large text and graphics in all hand-outs produced for a learner with visual impairment. Another consults a learner with dyslexia about the colour of felt pens she should use on a whiteboard. The use of venues designed to make courses more accessible to new learners has made a promising start. Course descriptions in publicity, a weakness identified in the previous inspection, are now very helpful. Good learning habits, such as

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Quality of education and training

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Quality of education and training

the readiness to try speaking a foreign language in class, are now evident in more learners.

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Quality of education and training

72. The previous inspection identified the excessive use of English in modern foreign languages teaching as a weakness. It remains a weakness. However, whereas it seriously impeded learning in a third of sessions during the previous inspection, only 10 per cent of sessions seen during the reinspection were seriously affected. In sessions where tutors use too much English, learners tend to be markedly less fluent than they should be. Good or better teaching, in which the foreign language dominates, has risen from 33 per cent in the previous inspection to 46 per cent.

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Leadership and management

73. The previous inspection identified poor aspects of curriculum management as a weakness. Curriculum leadership and management are now a strength. All weaknesses identified in the previous inspection report have been appropriately dealt with. Most have become at least satisfactory aspects of the provision. Some, such as the improved resources and assessment, have become strengths. The process for the appointment of the full-time lead tutor was particularly well-conducted by senior managers. Tutors value the openness of senior managers and the lead tutor. The team has regular opportunities to meet and share good practice. Minutes are kept and action points clearly identified and followed up. Meetings are appropriately focused on curricular matters. Schemes of work and tutors’ curriculum vitaes are now held centrally. Tutors keep particularly good course files. The usefulness of these files was demonstrated when a tutor was

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Leadership and management

unexpectedly absent. The temporary replacement tutor was able to maintain learners’ progress and satisfaction. The LEA’s strategies to widen participation have been very effective. Approximately 66 per cent of learners are new to adult and community learning. This figure rises to approximately 75 per cent in the new community languages programme. In the Urdu class and one Spanish level 1 class, all are new learners. Following the LEA’s curriculum development and quality assurance activities, the experiences of learners on similar programmes now vary much less than at the previous inspection. For example, the content in level 1 courses observed in Spanish, French and Italian classes was remarkably consistent. Similarly, two level 2 French classes were demonstrably based on the same content. This represents very significant progress in curriculum development, management and quality assurance. Observations of teaching

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Leadership and management

and learning have increased in number and frequency. However, although many helpfully make passing reference to tutors’ use of foreign languages, the design of the report is insufficiently thorough in respect of tutors’ and learners’ speaking, or learners’ reading, listening and writing attainment and progress. Grades awarded frequently accurately reflect the balance of strengths and weaknesses. The LEA has made considerable progress with the collection and collation of data. However, the data is not yet sufficiently reliable to be used as an effective management tool.

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Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 30 CALDERDALE LEA REINSPECTION

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Grade 4 Foundation programmes

During the reinspection process, the inspectors identified the following strengths and weaknesses:

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Achievement and standards

74. Development of learners’ social skills is good, especially in classes for adults with learning difficulties. This was identified at the previous inspection. Learners make excellent progress in their ability to make choices and conversation. They learn to co- operate well with others. Tutors select activities for those with learning difficulties which are suited particularly well to groups of adults. Learners are set stimulating practical activities which assist them to shop independently, improve their cookery skills and to handle money. Tutors make effective use of out-of-centre activities to add variety and to help learners develop skills in a realistic environment. A high priority is given to speaking and listening, and learners’ newly acquired skills help them to become more independent members of their community.

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Achievement and standards

75. The standard of learners work is satisfactory. Most learners maintain a folder that contains examples of completed work. Those who cannot write use photographs to record their activities. Tutors promote a positive approach to learning and attainment, and learners’ participation in sessions is satisfactory. Learners in cookery sessions produce a high standard of work, much of which is sold at the centre’s café. The service is unable to provide reliable data on which to make judgments about learners’ achievement. Attendance and punctuality are good for those learners with learning difficulties. The courses effectively help learners to maintain skills and many learners progress to other courses at a similar level at the end of each academic year. Programmes inspected Number of learners Contributory grade 4 307 Adult and community learning

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Strengths

good social skills development ! good partnership working !

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Weaknesses

insufficient attention to individual learning needs ! inadequate assessment of achievement ! insufficient range of literacy, numeracy and language courses ! inadequate quality assurance !

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Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 31 CALDERDALE LEA REINSPECTION

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Quality of education and training

76. The service has improved resources, especially in classes for learners with learning difficulties. Many unsuitable classrooms have been either refurbished or are no longer used. The service has recently been successful in its bid for specialist funding and has used this to purchase sensory teaching aids and additional delivery resources. Tutors make good use of multi-sensory resources such as aromatherapy oils and three- dimensional shapes to assist those with more severe disabilities. Good use is made of community venues. However, some learners in literacy and numeracy classes are not given basic equipment such as calculators, folders and paper. Not enough resources are available to extend literacy and numeracy learning beyond the classroom. Access to computers is poor in most classes and insufficient use is made of interactive technology.

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Quality of education and training

77. Support for learners is satisfactory. A trained support worker from social services and a volunteer meet the needs of learners with learning difficulties well. All learners are interviewed before starting courses and this provides them with adequate information, advice and guidance. In one case, very good links are established with a local Connexions service office to help unemployed learners identify new careers. Most learners take part in three-week taster courses before registering. When learners do not attend classes, tutors make prompt contact to help re-establish satisfactory patterns of attendance and punctuality.

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Quality of education and training

78. Tutors pay insufficient attention to individual learning needs in most classes. Forty- two per cent of the learning sessions observed were graded as unsatisfactory. The quality of teaching and learning has worsened since the previous inspection. In the weaker sessions, aims and objectives are poorly planned and insufficient attention is paid to the needs of individuals within groups. Less able learners are unable to complete some of the tasks and their support workers do this on their behalf. The progress of more able learners is restricted by over-simplified activities. In weaker sessions, classroom management is poor and teaching does not meet learners’ needs. Many skills for life sessions rely too heavily on worksheets. For example, one learner asked for help to write a letter to her employer. The tutor agreed to write this for her and the learner continued to complete a crossword worksheet rather than draft the letter herself.

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Quality of education and training

However in the better sessions, learners’ small steps to success are celebrated well and, where practical activities are included, sessions are stimulating and inspiring. Tutors offer satisfactory learning support in most sessions and make good use of volunteers and support workers.

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Quality of education and training

79. Learners’ achievement is not adequately assessed. Initial assessment was found to be a weakness at the previous inspection and this is now satisfactory. However, tutors do not make sufficient use of the findings of initial assessment to set measurable, individual targets. In one class that involves physical activity, learners do not receive a sufficient initial health screening to protect their health and safety. Most of the foundation learning is unaccredited and none is externally accredited at pre-entry or entry levels. The recording of learners’ achievement is unsatisfactory and tutors do not sufficiently evaluate progress. Very little evaluative marking of learners work takes place

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Quality of education and training

© 2005 ADULT LEARNING INSPECTORATE 32 CALDERDALE LEA REINSPECTION

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Quality of education and training

and learning reviews are often limited to checks that tasks have been completed. In some learning sessions, tutors do not use verbal questioning effectively to check understanding or to measure learning outcomes.

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Quality of education and training

80. The range of literacy, language and numeracy courses available is too narrow. The previous inspection found that the service did not focus enough on the needs of ESOL learners. The service is now in the process of recruiting an ESOL tutor, but no ESOL classes are running and learners wanting to improve their spoken English are inappropriately included in literacy classes. Skills for life classes combine literacy and numeracy, but are dominated by literacy. No specific classes help learners pass national tests in mathematics. Classes often contain learners working from entry level 2 to level 2. In some cases, learners wait too long for assistance and learning time is wasted. Only one of the six classes takes place in the evening, and the service does not focus enough on involving employers to meet the needs of employed people. The service has not yet resolved the disadvantage to learners of the 10-week summer break.

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Leadership and management

81. Good examples of partnership working are moving foundation provision forward and bringing significant benefits to learners. This was identified at the previous inspection and, since then, partnership working has been developed further. A newly appointed lead tutor has begun to develop area-wide links to improve the skills for life provision. Social services and the LEA work well together and the ratio of staff to learners has improved.

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Leadership and management

82. Staff management and communication are good and curriculum management has improved since the previous inspection. The service has recently restructured the management of foundation learning and this has helped tutors to become better informed. Meetings are effective, enjoyable and well attended. Tutors are provided with up-to-date information and feel that they are now part of a team. They have been given some training, but too little of this has been job-specific. The service’s management of literacy and numeracy resources is unsatisfactory. It has not yet provided sufficient teaching resources for literacy and numeracy, and many paper-based resources are developed by tutors in isolation. Not enough teaching aids and equipment are available. For example, tape recorders for speaking and listening are not available, tutors have poor access to interactive learning technology and main classrooms do not have

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Leadership and management

83. The promotion and reinforcement of equality of opportunity among tutors and learners is poor. The service’s long and complex equality policy is not well used or understood. Tutors have requested a simplified version but this has not been provided. Equality of opportunity is not a mandatory part of induction and most learners have a poor understanding of their rights and responsibilities. Equality of opportunity is not reinforced in teaching and is not raised with staff during observation of teaching and learning. Learners have a basic understanding of how to complain, should they wish to do so.

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Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 33 CALDERDALE LEA REINSPECTION

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Leadership and management

84. Quality assurance is inadequate. Observations of teaching and learning are carried out, but most are not challenging enough and do not provide a framework for improvement. Since the previous inspection, the quantity of teaching graded as unsatisfactory has risen from 27 per cent to 42 per cent. Good practice in teaching and learning is not sufficiently shared. Self-assessment is particularly poor. The service has not recognised any of the weaknesses identified during the reinspection. It does not yet use data to set targets or to measure improvement, and has no data available to measure learners’ achievement. This weakness was identified at the previous inspection. The service has made slow progress to resolve the weaknesses identified at the previous inspection and, although it has made some progress, improvement is not sufficiently planned or managed and many weaknesses remain.

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