Setting

22 September 2005

Inspectors use a four -point scale to summarise their judgements about the quality of learning sessions. The descriptors for the four grades are: • grade 1 - outstanding • grade 2 - good • grade 3 - satisfactory • grade 4 - inadequate

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22 September 2005

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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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 2 Overall judgement 2 Grades 3 Business administration, management & professional 9 Information & communications technology 13 ESSEX LEA REINSPECTION

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DESCRIPTION OF THE PROVIDER

1. Essex County Council is one of the largest local authority providers of adult and community learning in the country. Services are provided by Adult Community Learning, part of the council’s recently formed community services directorate of Essex local authority. Adult Community Learning’s priorities are to increase demand for learning from non-traditional learners, to develop learning skills in the workplace and to help meet local skills for life and level 2 targets. Adult Community Learning is funded by Essex Learning and Skills Council and by Essex County Council itself.

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DESCRIPTION OF THE PROVIDER

2. The management structure of Adult Community Learning is being reviewed. A new senior management group was established in August 2005. This is made up of two new directors, one for quality and curriculum and the other for planning and resources, and four area principals. Services at the adult community colleges are now managed by four area teams. The restructuring was designed to produce better strategic planning and greater consistency and coherence, while ensuring that local needs continued to be met.

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DESCRIPTION OF THE PROVIDER

3. Essex is a diverse county. It includes both affluent areas and some of the most deprived areas in the country. Although the unemployment rate is low at 1.9 per cent, people in some areas of the county have poor literacy and numeracy skills. According to the 2001 census, the proportion of people from minority ethnic groups is 3.29 per cent, compared with 7.9 per cent nationally. However, this proportion varies greatly across the county and is higher in towns and districts nearer London.

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DESCRIPTION OF THE PROVIDER

4. In 2004-05 there were 47,904 learners and 74,076 enrolments on 6,703 courses, with 19,958 learners and 27,946 enrolments on accredited provision. Seventy-three per cent of the learners were women and 4 per cent were from minority ethnic groups.

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Business administration, management & professional

5. All the adult community colleges offer business and professional courses. These range from one day to 30 weeks. They run during the day, at twilight and in the evening, generally for two or three hours each week. Level 4 teacher/trainer courses are often run on Saturdays. Some lessons are held at purpose-built college sites and some at local schools. At the time of the final reinspection visit, about 250 learners were on 25 courses. These included 140 learners on 14 teacher/trainer courses. In 2004-05 overall, 1,884 learners attended 304 courses at 51 venues. About 60 per cent of courses are accredited and 70 per cent of the learners are on courses leading to qualifications. The largest type of provision in terms of hours taught is teacher/trainer courses, which lead to awards ranging from level 1 to level 4. In 2004-05, 696 learners attended accredited teacher/trainer courses and 618 learners attended accredited business administration

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Business administration, management & professional

courses, including word processing. One hundred and eighty-four learners attended

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Business administration, management & professional

© 2005 ADULT LEARNING INSPECTORATE 1 ESSEX LEA REINSPECTION

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Business administration, management & professional

accredited accounts and bookkeeping courses from level 1 to level 3, including computerised accounts and manual bookkeeping. Two-thirds of learners are women and 19 per cent are over 60. There are 75 teachers, who are either permanent part-time teachers, or managers who teach as part of their role.

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Information & communications technology

6. A wide range of information and communications technology (ICT) courses are available at all the adult community colleges. Courses range from one-session tasters to others lasting two to 34 weeks. They run during the day, at twilight and in the evenings, generally for two or three hours each week. A few courses are offered on Saturdays. Some courses are at purpose-built centres. Others are at community venues such as church halls, primary schools and specialist centres for learners with disabilities. At the final reinspection visit, 3,309 learners were attending 752 courses at 130 venues. In 2004- 05, 4,650 learners enrolled on 648 courses. About 54 per cent of the courses are accredited and 56 per cent of the learners are on courses leading to qualifications. Courses include word processing, spreadsheets and databases, business presentations, e- mailing and surfing the internet. Most courses begin in September and end in July,

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Information & communications technology

although learners can usually join at any time. Sixty-two per cent of learners are women and 39 per cent are over 60. There are 120 teachers, mostly on permanent part-time contracts. Each college has a management team that plans the local curriculum. Staffing structures depend on the size of the college and the area it covers.

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OVERALL JUDGEMENT

7. At the previous inspection, business administration, management and professional, and ICT were unsatisfactory. All other areas of learning were satisfactory or good and leadership and management were good. At the end of the reinspection, all aspects of provision were satisfactory or better.

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ABOUT THE REINSPECTION

Number of inspectors 3 Number of inspection days 7 Number of learners interviewed 87 Number of staff interviewed 33 Number of locations/sites/learning centres visited 9 Number of visits 3

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ABOUT THE REINSPECTION

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GRADES

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

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Sciences & mathematics 3

Contributory areas: Contributory grade Number of learners Mathematics 444 Adult and community learning 3 -

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Land-based provision 2

Contributory areas: Contributory grade Number of learners Horticulture and agriculture 88 Adult and community learning 2 - Floristry 151 Adult and community learning 2 -

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Business administration, management & professional 4

Contributory areas: Contributory grade Number of learners Business administration 252 Adult and community learning 4 - Teacher/trainer awards 199 Adult and community learning 4 -

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Information & communications technology 4

Contributory areas: Contributory grade Number of learners Using IT 5969 Adult and community learning 4 -

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Hospitality, sport, leisure & travel 3

Contributory areas: Contributory grade Number of learners Hospitality and catering 45 Adult and community learning None - Leisure, sport and recreation 7058 Adult and community learning 3 -

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Hospitality, sport, leisure & travel 3

© 2005 ADULT LEARNING INSPECTORATE 3 ESSEX LEA REINSPECTION

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Hairdressing & beauty therapy 2

Contributory areas: Contributory grade Number of learners Beauty therapy 1705 Adult and community learning 2 -

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Health, social care & public services 3

Contributory areas: Contributory grade Number of learners Other contributory areas 112 Other government-funded provision 3 -

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Visual & performing arts & media 3

Contributory areas: Contributory grade Number of learners Arts 1528 Adult and community learning 3 - Crafts 6342 Adult and community learning 3 -

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Humanities 3

Contributory areas: Contributory grade Number of learners History and genealogy 735 Adult and community learning 3 - Sociology and psychology 412 Adult and community learning 3 -

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English, languages & communications 3

Contributory areas: Contributory grade Number of learners English 143 Adult and community learning 3 - Languages 3723 Adult and community learning 3 -

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Foundation programmes 2

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Business administration, management & professional 2

Contributory areas: Contributory grade Number of learners Business administration 618 Adult and community learning 2 - Accounting and economics 184 Adult and community learning 2 - Teacher/trainer awards 696 Adult and community learning 2 -

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Information & communications technology 2

Contributory areas: Contributory grade Number of learners Using IT 4650 Adult and community learning 2 -

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Foundation programmes 2

Contributory areas: Contributory grade Number of learners Literacy 1312 Adult and community learning 2 - Numeracy 525 Adult and community learning 2 - ESOL 549 Adult and community learning 2 - Independent living and leisure skills 2422 Adult and community learning 2 -

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Family learning 2

Contributory areas: Contributory grade Number of learners Adult and community learning 1188 Adult and community learning 2 -

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Family learning 2

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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

© 2005 ADULT LEARNING INSPECTORATE 8 ESSEX LEA REINSPECTION

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Business administration, management & professional 2

Contributory areas: Contributory grade Number of learners Business administration 618 Adult and community learning 2 - Accounting and economics 184 Adult and community learning 2 - Teacher/trainer awards 696 Adult and community learning 2 -

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Business administration

Strengths good retention rates on many courses ! good achievement rates on many courses ! good teaching and learning !

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Business administration

Weaknesses low pass rates on some courses at some centres !

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Accounting and economics

Strengths good retention rates on many courses ! good achievement rates on the level 3 programme ! good teaching and learning !

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Accounting and economics

Weaknesses low pass rates on some courses at some centres !

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Accounting and economics

© 2005 ADULT LEARNING INSPECTORATE 9 ESSEX LEA REINSPECTION

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Teacher/trainer awards

Strengths good retention and achievement rates ! good attainment by learners ! very good teaching and learning ! good support and guidance for learners !

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Teacher/trainer awards

Weaknesses no significant weaknesses identified !

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Achievement and standards

8. Retention rates remain good and have improved since the previous inspection. In 2004-05, they averaged 95 per cent for accredited courses and 100 per cent for non- accredited courses. For all levels of teacher/trainer courses, retention rates have been good for the past three years. In accounting and bookkeeping, retention rates have steadily improved over the past three years and are well above 80 per cent at all levels. Retention rates are often good for business administration.

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Achievement and standards

9. Achievement rates have greatly improved since the previous inspection, when they were a weakness. Pass rates are now high for teaching awards at all levels. At level 4, for example, the pass rate was 88 per cent in 2004-05, compared with 51 per cent in 2002-03. At level 2, the rate was 100 per cent. In business administration and in accounting and bookkeeping, pass rates have improved greatly. At level 3, they were good in 2004-05, at 80 per cent overall. At levels 1 and 2, they were 73 per cent and 71 per cent respectively, much better than in 2002-03, when they were about 50 per cent. At some centres, however, pass rates other than for teacher/trainer courses are poor.

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Achievement and standards

10. Learners attain satisfactory standards overall in their lessons. On teacher/trainer awards, learners’ attainment is good. They show a thorough understanding of their subjects in discussions and in responses to teachers’ questions. Learners enjoy their studies, developing their confidence and becoming more effective in working with other learners. Attendance rates are good.

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Quality of education and training

11. Teaching is now good. For teacher/trainer awards it is very good. At the previous inspection, teaching was judged unsatisfactory. At the reinspection, all lessons were at least satisfactory and 86 per cent were better than satisfactory. The best teaching is on the teacher/trainer courses. Teaching is well planned. Teachers pay attention to the needs of individual learners. They are knowledgeable and enthusiastic and get the best from their learners. For example, they encourage learners to draw on their own experience. Teachers make good use of questions to check learners’ understanding and to reinforce learning. They make good use of a questionnaire on learners’ preferred

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Quality of education and training

© 2005 ADULT LEARNING INSPECTORATE 10 ESSEX LEA REINSPECTION

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Quality of education and training

teaching styles to plan teaching. They use good learning materials and continue to make good use of information learning technology.

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Quality of education and training

12. Support and guidance for learners on teacher/trainer courses is now good. They receive detailed guidance before and during their courses. Learners’ induction is well organised and delivered. Tutors pay attention to learners’ strengths and weaknesses and keep detailed records of their initial assessment, preferred learning styles and progress. The extra support learners receive has continued to enable them to make progress and gain qualifications, as well as improving their confidence and self-esteem. Support and guidance are satisfactory for learners in business administration, accounting and bookkeeping.

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Quality of education and training

13. The use of initial assessment results and individual learning plans to plan lessons is now at least satisfactory. For teacher/trainers, it is particularly prominent. Learners are encouraged to use the individual learning plans to plan their work and monitor their progress. In business administration and in accounting and bookkeeping, less use is made of individual learning plans. Learners’ literacy and numeracy skills are assessed effectively. Extra support is particularly successful for learners taking teacher/trainer awards.

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Quality of education and training

14. Much has been done to improve assessment since the previous inspection, when the assessment of teacher/trainers was poor. Assessment is now satisfactory and is continuing to improve. At the previous inspection, the feedback given to learners after assessments was inadequate. Assessment relied too much on learners’ reflective statements, the range of evidence in portfolios was narrow, professional discussions were not adequately recorded and assessments were poorly planned. Managers have acted promptly to put right these problems. An extensive training programme for assessors at a local further education college is nearly complete. Assessors and learners are now much clearer about what they should do and how they should use assessment to guide learning.

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Leadership and management

15. Managers provide good leadership and have made good progress in putting right the weaknesses identified at the previous inspection. The management of the curriculum is now at least satisfactory. A wide range of courses meet the needs of many learners.

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Leadership and management

16. A business and professional development group was set up in 2004 and has made good progress in developing a strategy for this area of learning. It also discusses quality improvement, course administration and recording, health and safety, staff development, equality and diversity, and curriculum planning. A wide range of working groups now consider the quality of specific courses and groups of courses. The promotion of equality of opportunity is satisfactory.

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Leadership and management

17. Internal verification and moderation are now satisfactory. At the previous inspection, arrangements for internal verification were inadequate on the national vocational qualification programme for teaching assistants. This problem has now been

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Leadership and management

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Leadership and management

put right. Staff have started to follow agreed procedures. Monthly meetings are held on internal verification and extensive standardisation takes place. Qualified assessors have started to observe learners on teacher/trainer courses in their workplaces. External verifiers’ reports are now positive.

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Leadership and management

18. Quality improvement continues. Managers and staff have carried out the actions identified in a well-conceived action plan prepared after the previous inspection. Self- assessment is thorough and includes staff. Targets are set for retention and achievement on each course. The process of target-setting encourages a focus on quality, standards and the curriculum. A scheme of lesson observations is being introduced. Moderation has identified some inconsistency in the judgements made during observation and this is being dealt with. Tutors are now better supported. A subject coach for business is working successfully with managers and tutors to improve teaching and learning.

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Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 12 ESSEX LEA REINSPECTION

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Information & communications technology 2

Contributory areas: Contributory grade Number of learners Using IT 4650 Adult and community learning 2 -

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Using IT

Strengths very good retention and achievement rates ! good attainment of practical skills ! very good teaching and learning ! good resources in many centres !

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Using IT

Weaknesses incomplete assessment of learners’ literacy, numeracy and language skills !

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Achievement and standards

19. Retention and achievement rates are very good and improving. At the previous inspection, the overall retention rate was 92 per cent for accredited courses and 98 per cent for non-accredited courses. In 2003-04, the retention rate was 95 per cent for accredited courses and 98 per cent for non-accredited courses. In 2004-05, the retention rate was 96 per cent for accredited courses and 99 per cent for non-accredited courses. The achievement rate improved from 77 per cent in 2002-03 to 80 per cent in 2003-04. In 2004-05 the rate improved again, to 84 per cent.

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Achievement and standards

20. In 2004-05, the achievement rate was 88 per cent for a level 1 qualification and 73 per cent for an examination-based level 2 qualification. This was an improvement on 2003-04, when the rates had been 82 per cent for level 1 and 49 per cent for level 2.

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Achievement and standards

21. Learners make good progress and produce work of a good standard. They develop good ICT skills, for example in word processing and using databases. They benefit from the opportunity to meet other learners. They often mention how this has improved their confidence. Many learners have used their new skills outside the classroom. Attendance rates are good. During the reinspection, the attendance rate was 92 per cent.

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Achievement and standards

© 2005 ADULT LEARNING INSPECTORATE 13 ESSEX LEA REINSPECTION

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Quality of education and training

22. The teaching of ICT skills is now very good. Seventy-five per cent of the ICT lessons that were observed were graded good or better. This is a big improvement since the previous inspection. Lessons have clear aims and are well planned. Learners practise their skills by working through a wide variety of graded practical exercises. The tutors use a good range of teaching methods. Learners receive good individual coaching and helpful advice. Tutors develop good relationships with the learners and respond to their individual needs. Tutors keep detailed records of learners’ progress. Specific provision is available for learners with visual impairments.

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Quality of education and training

23. Learning resources remain good in many centres. This was a strength identified in the previous inspection. Most centres are welcoming. Some centres have good computer suites and interactive whiteboards. Learning aids for people with disabilities are good. These include large keypads and touch pads. Most centres are suitable for people using wheelchairs and have adapted toilets and automatic doors. Many centres have induction loops. A well-equipped mobile unit can be used in small villages. However, a few classrooms are cramped and have unsuitable chairs. A few do not have projectors or whiteboards and learners have nowhere to store their work.

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Quality of education and training

24. The range of ICT courses meets the needs and interests of learners. Learners are able to progress from entry level to intermediate and advanced levels. Most learners have good opportunities to work towards recognised qualifications. The centres offer many suitable short courses. Centres seek learners’ views about new courses.

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Quality of education and training

25. Assessment is now satisfactory. This was a weakness in the previous inspection. Action has been taken to improve assessment. Individual learning plans are more detailed and clearly record learners’ goals and progress. The proportion of accredited courses has increased to 54 per cent. The results of assessments are recorded and used to guide improvement. Clear guidelines for measuring achievement have been introduced. Learners have a clearer understanding of their achievements than at the previous inspection.

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Quality of education and training

26. Learners receive satisfactory guidance and information before they start their courses. Guidance and information were a weakness at the previous inspection. Publicity materials describe the courses accurately. Marketing materials describe the content of the courses and say how much they cost. Managers are continuing to review pre-course guidance and publicity to ensure it is accurate. Some centres still use material inconsistently.

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Quality of education and training

27. Learners’ literacy, numeracy and language skills are not assessed fully. Help is given to learners who have difficulties with spelling and punctuation. A few centres do assess learners’ literacy, numeracy and language skills fully and identify their difficulties. However, not enough is done to teach literacy through ICT training. There is not enough material for learners to develop their literacy, numeracy and language skills alongside

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Quality of education and training

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Quality of education and training

their ICT skills. Too few ICT tutors have been trained in assessing and developing learners’ literacy, numeracy and language skills.

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Leadership and management

28. Curriculum management has improved greatly since the previous inspection and leadership is good. Many aspects of the provision have improved since the previous inspection. Teaching is now effective and achievement rates and now good. At the previous inspection, little was done to manage ICT centrally. Now a professional development group, chaired by a principal has been set up. This is beginning to provide the necessary strategic leadership. However, there is no overall manager for this curriculum area. Staff are interviewed in detail each year about their professional development and individual training needs are met. Equality of opportunity is promoted effectively. However, not enough is done to check and develop learners’ understanding of equality of opportunity.

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Leadership and management

29. The approach to quali t y assurance is thoughtful and well planned. There is now a schedule for observing teaching. The quality of teaching was a weakness at the previous inspection. Arrangements to share good practice among tutors are improving. Many staff were involved in planning improvements after the previous inspection.

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