Setting

17 March 2005

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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17 March 2005

Inspectors use a five-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas and Jobcentre Plus programmes. 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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17 March 2005

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

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Overall judgement

This provision will be subject to a full reinspection.

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Overall judgement

The final decision as to whether the provision is inadequate rests with the Chief Inspector of Adult Learning. A statement as to whether the provision is adequate or not is included in the summary section of the inspection report. Where the overall judgement is that the provision is adequate, only those aspects of the provision which are less than satisfactory will be reinspected.

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Overall judgement

• more than one third of published grades for occupational/curriculum areas, • leadership and management are judged to be less than satisfactory. • work-based learning for all people over 16 • provision in further education colleges for people aged 19 and over • provision • Adult and Community Learning • training funded by Jobcentre Plus • education and training in prisons, at the invitation of Her Majesty’s Chief Inspector of Prisons.

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learndirect

Provision will normally be deemed to be inadequate where:

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INSPECTION REPORT

Text5: Stoke-on-Trent College In The Community

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Contents

Description of the provider 1 Scope of provision 2 About the inspection 6 Overall judgement 6 Grades 6 Key findings 8 What learners like about Stoke-on-Trent College In The Community 1 9

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Contents

What learners think Stoke-on-Trent College In The Community could improve 1 9

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Contents

Key challenges for Stoke-on-Trent College In The Community 20

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Contents

Leadership and management 2 4 Equality of opportunity 2 6 Quality assurance 2 7 Business administration, management & professional 2 9 Information & communications technology 3 2 Hospitality, sport, leisure & travel 3 6 Health, social care & public services 40 Visual & performing arts & media 4 3 Humanities 4 7 English, languages & communications 50 Foundation programmes 5 4 Family learning 5 8 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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DESCRIPTION OF THE PROVIDER

1. Stoke-on-Trent College in the Community (CIC) is the result of a partnership between Stoke-on-Trent local education authority (the LEA) and Stoke-on-Trent College (the college). It was launched in 1998, following the establishment of the unitary authority, to combine both partners’ provision of adult and community learning. There are now more than 13,000 learners each year participating in courses that are provided in more than 100 venues around the city. These venues include three neighbourhood colleges, two community education centres and a number of smaller centres. Provision is also offered in 80 per cent of schools and other satellite centres across the city. These include churches, family centres, youth centres and community centres. In 2003-04 there were 25,202 enrolments by 14,093 learners. The partners are both funded under separate contracts from the Staffordshire Learning and Skills Council (LSC), which is aware of the

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DESCRIPTION OF THE PROVIDER

2. The CIC has its own board drawn from the LEA and the college. It also has its own principal and a strategic management group, which is comprised of the principal, the LEA’s head of adult education and community learning, its assistant director for continuing education and the director of quality, enterprise and development from the college. The principal and the head of adult and community learning each have direct responsibility for a number of centre, cluster development, programme and other managers. There are currently 352 full-time and part-time staff involved in teaching, management, administrative and support roles in the CIC. Staff are employed by either the LEA or the college, both of which provide additional administrative support to the CIC.

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DESCRIPTION OF THE PROVIDER

3. The CIC offers courses which lead to a wide range of vocational, academic, professional and entry qualifications as well as offering programmes, activities and workshops that enable people to take their first steps in learning. There is a flexible, open- access policy.

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DESCRIPTION OF THE PROVIDER

4. The city of Stoke-on-Trent has a population of 240,636 according to the 2001 census. The population is predominantly white working-class with geographic pockets of minority ethnic groups, largely of Pakistani origin. Industrial decline, unemployment, a low-wage economy, a high number of people on disability benefits and other characteristics of poverty are features of the city. Six of the city’s 20 wards are among the 5 per cent most deprived wards in the country, and 17 are within the 10 per cent most deprived wards in the country. The proportion of school leavers in 2002 who were neither in work nor education/training was 12.9 per cent, compared with 7.8 per cent nationally.

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DESCRIPTION OF THE PROVIDER

© 2005 ADULT LEARNING INSPECTORATE 1 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Business administration, management & professional

5. There are 527 learners on teaching assistant courses, of whom 111 are working towards a level 2 certificate and 42 are working towards a level 3. Eighty-three learners are working towards national vocational qualifications (NVQs) at levels 2 and 3. Two hundred and ninety-one are on shorter courses which are designed to prepare them for progression to level 2 courses or to gain special awareness of working with children with special education needs or disabilities. The courses run for between 10 and 180 hours. Eleven staff currently teach the courses at venues throughout the area. Of the current learners 21 are men, 472 are white British, 55 are from a variety of minority ethnic groups, and 21 have disclosed a learning/physical disability.

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Information & communications technology

6. Information and communications technology (ICT) courses are provided at basic, elementary, intermediate and advanced levels. Courses include word-processing, spreadsheets, databases and other applications such as digital imaging, web pages design and computer art. To date, 4,025 learners have enrolled on 226 courses during 2004-05. During the previous year, 6,807 learners enrolled on 705 courses. Currently 2,700 learners are following 239 courses. Of these, 35 per cent are over 55 years of age and 24 per cent are under 35. Thirty-six per cent are men and 16 per cent are from minority ethnic groups. Courses run during the day, in the evenings and during the night. The shortest course is for three hours and the longest for 40 weeks, and learners are required to attend for a minimum of two or three hours a week. Seventy-eight per cent of courses are accredited. Courses are taught in 45 venues throughout the area, including schools,

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Information & communications technology

libraries, employers’ premises, local learning centres, national health premises, neighbourhood colleges, a day centre and community halls. A full-time programme manager oversees this curriculum area, and is supported by five course team leaders. There are currently 13 full-time and 25 part-time tutors.

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Information & communications technology

© 2005 ADULT LEARNING INSPECTORATE 2 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Hospitality, sport, leisure & travel

7. There are approximately 280 learners on 31 adult and community courses in hospitality, sport and leisure. Most courses are non-accredited and include yoga, keep fit, outdoor pursuits, cookery and sports coaching. The service includes a further 2,800 learners from non-conventional learning programmes in its enrolment data. These include self-financing martial arts clubs and people that use community fitness centres. This category makes up over 80 per cent of all learners. Accredited courses are offered at levels 1 and 2 and include football coaching, mountain leadership, sugar craft and food hygiene. Courses take place during the day and evening at 24 venues. Most courses take place in neighbourhood colleges, schools and community education centres and in a number of smaller centres. Some courses take place at weekends. Many classes are for mixed-ability learners and some are targeted at specific groups such as keep fit for Asian

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Hospitality, sport, leisure & travel

women. In 2003-04 there were 3,409 learners, 60 per cent of whom were women and 8 per cent were registered as having a disability or learning difficulty. There are approximately 35 voluntary and part-time tutors who generally work between one and seven hours a week. Some tutors work at more than one learning centre. Individual centre managers manage the provision. A curriculum leader for sport and leisure was appointed in March 2005.

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Health, social care & public services

8. All community programmes are delivered through the CIC. Staff are employed by the LEA or the college. The core areas of learning are play work, youth work, first aid and counselling. Teaching assistants are the main qualification in this division but that is reported on separately. There are other short courses such as ’active life’, which is a mix of health care and fitness, an independent parental supporters programme, reflexology, managing your hearing loss and steps to excellence. Programmes take place in 120 centres and community venues throughout the area. New courses are developed to meet the needs of local people and communities. All courses are part time, and delivered in the daytime, evening and weekend to meet demand. Courses are between two and 180 hours and include accredited and non-accredited awards. They include entry level to level 2 courses, with the opportunity to progress to higher-level programmes at the

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Health, social care & public services

college. At the time of the inspection there were 291 learners.

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Health, social care & public services

© 2005 ADULT LEARNING INSPECTORATE 3 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Visual & performing arts & media

9. Visual and performing arts and media is the second largest area in the provision. Courses are held in over 30 centres across the local area. At the time of inspection 2,015 learners are on 70 courses, 36 per cent of which are in art and 64 per cent are in craft. Sixty-two per cent of learners are over 50 years of age, 14 per cent are men and 7 per cent are from minority ethnic groups. Accredited courses account for 8 per cent of the provision and are provided through a partnership between Stoke-on-Trent LEA and Stoke- on-Trent College. Courses run throughout the day and during the evening. Provision is mainly at entry level, level 1 and level 2, for between 10 and 35 weeks, with tasters in some subject areas. The range of courses includes painting and drawing, creative crafts, soft furnishings, dressmaking, hobby ceramics, patchwork, lace making, jewellery and photographic imaging. The 30 tutors are all part time and are employed by the college or

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Visual & performing arts & media

the LEA. They teach between four and 18 hours a week.

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Humanities

10. In humanities, courses are offered in seven venues across the city to support learners who have traditionally been hard to reach. Learners are able to choose from courses in psychology, psychology in everyday life, return to study, sociology, local history, mining history and researching your family tree. Short courses about countries and cities are offered through a partner provider. At the partner provider college there is a strong commitment to respond to the needs of under-represented groups. The aim of the courses is to create first-step learning opportunities that can lead to further training, involvement in the local community and employment for those living in deprived communities of Stoke-on-Trent and Staffordshire. Enrolment for 2004-05 is 170, well below the planned target of 450. There are three full-time and five part-time staff delivering programmes, all of whom are employed by the local college.

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English, languages & communications

11. At the time of the inspection, 318 learners are on programmes in British Sign Language (BSL), creative writing, English, French, German, Italian and Spanish. There are 180 enrolments on the 16 programmes in modern foreign languages, and 103 enrolments on 12 programmes in BSL. BSL programmes are available from entry level to level 2, all of which are accredited. In modern foreign languages, level 1 and 2 accredited courses are available, but only French and Spanish have provision at both levels. German is available at level 1 and Italian at level 2. There are two non-accredited Spanish conversation classes where the level is unspecified and a non-accredited ’French weekend’, aimed primarily at learners of level 3 standard. Two English general certificate of secondary education (GCSE) classes and a non-accredited writing workshop are also taking place during the inspection. Fifteen qualified and two unqualified tutors teach these

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English, languages & communications

programmes in 14 venues, one of which is residential. Most programmes take place during the week.

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English, languages & communications

© 2005 ADULT LEARNING INSPECTORATE 4 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Foundation programmes

12. A range of foundation programmes is offered in literacy, numeracy, English for speakers of other languages (ESOL) and community learning. At the time of inspection, there are 420 learners in literacy and numeracy, 300 in ESOL and 70 in community learning. Courses are held in a wide range of community settings and outreach locations including community colleges, a Sikh temple, a library, an African-Caribbean centre, a housing association, a primary school and various community centres. They take place during the day and evenings on a part-time basis.

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Foundation programmes

13. Community learning courses are provided for specific target groups including those with severe learning difficulties and disabilities, people with mental health problems, those with complex needs and those who are emotionally and/or socially vulnerable. However, as there are few learners in this area it will not form part of the report. All courses are aimed at developing independent living skills and improving self-confidence. Certification for literacy and numeracy and ESOL is available through the national tests at level 1 and level 2.

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Foundation programmes

14. Three programme managers are responsible for the operational management of all foundation programmes. Co-ordinators share the responsibility of managing individual courses and the community settings. There are 11 full-time and 27 part-time teaching staff, 27 learning support assistants and 13 volunteers across all courses.

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Family learning

15. The CIC offers family literacy, language and numeracy provision (FLLN) and wider family learning programmes. Courses are offered during the day in nursery, infant, primary and secondary schools, and community centres throughout Stoke on Trent. Learners gain accreditation for literacy, numeracy and one wider family learning course. Wider family learning courses are used to attract new and diverse groups of learners and include programmes in sport, family health, languages, cookery, arts and crafts and information technology (IT). At the time of inspection, 14 wider family learning courses, 13 FLLN courses and two one-day taster workshops are offered. Courses run for between 11 and 22 weeks. At the time of inspection, 654 learners are enrolled on FLLN programmes and a further 281 on wider family learning programmes. The provision is managed jointly between the family learning co-ordinator at the LEA and the family

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Family learning

learning development leader at the college. Eighteen tutors, two of whom are men, teach on the programmes. In 2003-04, there were 1,019 enrolments onto programmes, of which 6.5 per cent were from men, 5 per cent were from people with disabilities, and 11 per cent were from minority ethnic groups. In addition, 101 learners completed short taster events and workshops of less than six hours.

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Family learning

© 2005 ADULT LEARNING INSPECTORATE 5 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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OVERALL JUDGEMENT

16. The quality of the provision is not adequate to meet the reasonable needs of those receiving it. The quality of provision in business administration, management and professional, ICT and health, social care and public services is good. The quality of provision in visual and performing arts and media, humanities, English, languages and communications and foundation programmes is satisfactory. The quality of provision in family learning is unsatisfactory. The quality of provision in hospitality, sport, leisure and travel is very weak. The quality of leadership and management is unsatisfactory, as are the arrangements for quality assurance. The arrangements for equality of opportunity are satisfactory.

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ABOUT THE INSPECTION

Number of inspectors 21 Number of inspection days 125 Number of learners interviewed 505 Number of staff interviewed 168 Number of locations/sites/learning centres visited 117 Number of partners/external agencies interviewed 27

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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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Leadership and management 4

Contributory grades: Equality of opportunity 3 Quality assurance 4

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Business administration, management & professional 2

Contributory areas: Contributory grade Number of learners Teacher/trainer awards 527 Adult and community learning 2 -

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Business administration, management & professional 2

© 2005 ADULT LEARNING INSPECTORATE 6 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Information & communications technology 2

Contributory areas: Contributory grade Number of learners Using IT 2700 Adult and community learning 2 -

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Hospitality, sport, leisure & travel 5

Contributory areas: Contributory grade Number of learners Hospitality and catering 137 Adult and community learning 4 - Leisure, sport and recreation 2943 Adult and community learning 5 -

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Health, social care & public services 2

Contributory areas: Contributory grade Number of learners Early years 291 Adult and community learning 2 -

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Visual & performing arts & media 3

Contributory areas: Contributory grade Number of learners Arts 725 Adult and community learning 3 - Crafts 1290 Adult and community learning 3 -

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Humanities 3

Contributory areas: Contributory grade Number of learners History and genealogy 170 Adult and community learning 3 -

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Humanities 3

© 2005 ADULT LEARNING INSPECTORATE 7 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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English, languages & communications 3

Contributory areas: Contributory grade Number of learners English 35 Adult and community learning None - Languages 283 Adult and community learning 3 -

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Foundation programmes 3

Contributory areas: Contributory grade Number of learners ESOL 300 Adult and community learning 3 - Literacy and numeracy 420 Adult and community learning 3 -

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Family learning 4

Contributory areas: Contributory grade Number of learners 935 Adult and community learning 4 -

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Achievement and standards

17. Achievement on initial training stages one and two for teaching assistants is good, however NVQ achievements at levels 2 and 3 are very poor.

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Achievement and standards

18. Retention and achievement in ICT are good. Achievement rates on entry level and most level 1 courses are high. ICT learners develop good skills and gain confidence and self-assurance.

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Achievement and standards

19. Retention and achievement are satisfactory for programmes leading to nationally accredited qualifications in basic food hygiene, sugar craft, football coaching and mountain leadership.

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Achievement and standards

20. There is much good progression from a range of courses in ICT. Progression from entry level 1 courses is very high.

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Achievement and standards

21. Learners develop good skills in sugar craft. They develop proficiency in the use of cutters, moulding and shaping with some imaginative and artistic design in completed work.

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Achievement and standards

© 2005 ADULT LEARNING INSPECTORATE 8 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Achievement and standards

22. The overall standard of learners’ work in hospitality is satisfactory. The attainment by learners on sports courses is satisfactory. In yoga and keep fit classes, learners demonstrate levels of fitness and skills that would be expected for their experience and level of programme.

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Achievement and standards

23. There is good achievement on accredited programmes in health, social care and public services. There is also a good rate of completion for non-accredited courses. Many learners have progressed into employment following completion of these courses.

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Achievement and standards

24. Learners in arts and crafts develop good practical skills. The standard of work in classes is good. Much development takes place in classes to develop learners’ painting techniques such as impasto and watercolour. In craft classes weaving, shaping and forming techniques are developed to a good standard in jewellery. In textiles classes, sewing skills, lace making and pattern cutting are well developed and applied to finished work.

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Achievement and standards

25. Learners on local history courses produce work of a high standard. They are able to work independently in class and at home to carry forward their learning through individual and group project work. Learners have developed two websites and produced two good reference booklets.

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Achievement and standards

26. Achievement is good in GCSE English at 97 per cent in 2004. Eighty-six per cent of achievers obtained grade C or above. The success rate was 87 per cent. However, the number of learners declined from 46 in 2002 to 37 in 2004.

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Achievement and standards

27. Achievement of accredited qualifications is low in foundation programmes. In the current year only 28 of the 420 learners gained a literacy qualification at levels 1 or 2 and 19 learners gained a numeracy qualification at levels 1 or 2. No-one achieved an ESOL qualification.

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Achievement and standards

28. Good levels of confidence are developed by learners in family learning classes. Many learners apply for jobs and other courses before completing the family learning programme. Parents now have the confidence to express views and opinions on their children’s development and comment on positive interaction with their own children following literacy, numeracy and practical activities in classes.

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Achievement and standards

© 2005 ADULT LEARNING INSPECTORATE 9 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Quality of education and training

29. Teaching and learning in ICT and humanities are very good. In ICT, planning is continually good, with clear learning outcomes shared with learners. The pace of the lessons is appropriate, with good reinforcement of skills and shortcuts. In humanities, lessons are well prepared, and supportive handouts are used. Tutors encourage all learners to participate in discussions to share their knowledge and experience.

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Quality of education and training

30. Teaching and learning in health and care courses, sugar craft, BSL and Spanish are good. In health and care, tutors are skilled, knowledgeable and enthusiastic about their subject. Learners are motivated and participate fully in the sessions. In sugar craft, lessons are well planned, tutors have good occupational experience and learners are challenged and stimulated. There is much good peer support and learners produce very good work. In BSL and Spanish, the language being taught is the main medium of communication, and role-play and pair work are used successfully. Much of the teaching and learning on courses for teaching assistants are also good.

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Quality of education and training

31. In a number of sports and fitness classes there is some unsatisfactory teaching. In these classes there is insufficient planning and little differentiation. Lessons are insufficiently focused on learners’ individual needs. Poor techniques are often not corrected and few alternative exercises are used to provide sufficient challenge for different abilities. Over 80 per cent of all learners are on keep fit or martial arts courses that do not follow conventional teaching programmes and many operate as clubs.

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Quality of education and training

32. Tutors and learners make excessive use of English in some modern foreign languages sessions. Some tutors use English needlessly when giving simple instructions or explanations. Learners do not develop fluency by practising foreign words and structures.

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Quality of education and training

33. In many family learning sessions, learning is not sufficiently well planned to meet the Grade 1 Grade 2 Grade 3 Grade 4 Grade 7 Total Grades awarded to learning sessions Grade 5 Grade 6 Business administration, management & professional 0 1 6 3 0 10 0 0

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Quality of education and training

Information & communications technology 0 6 14 6 0 26 0 0

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Quality of education and training

Hospitality, sport, leisure & travel 0 3 6 10 0 23 4 0

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Quality of education and training

Health, social care & public services 0 5 4 4 0 13 0 0

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Quality of education and training

Visual & performing arts & media 0 1 13 8 0 22 0 0

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Quality of education and training

Humanities 1 5 4 0 0 10 0 0 English, languages & communications 1 2 5 4 0 14 1 1

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Quality of education and training

Foundation programmes 0 0 8 15 0 26 2 1 Family learning 0 1 3 3 0 10 3 0 Total 2 24 63 53 0 154 10 2

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Quality of education and training

© 2005 ADULT LEARNING INSPECTORATE 10 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Quality of education and training

needs of individual learners. Some sessions are not structured well and include only a limited range of teaching and learning activities. In mixed-ability classes there is poor differentiation.

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Quality of education and training

34. Resources in hospitality, sport and leisure are generally satisfactory. Courses take place in a wide range of venues, some with specialist facilities such as cookery rooms and fitness suites. The resources are inadequate for some courses and groups of learners, such as rooms that are cluttered and too small to safely accommodate all learners in the group. There is an over-reliance on some tutors to provide equipment at their own expense.

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Quality of education and training

35. Resources for health and social care are satisfactory. Accommodation is adequate in all venues, and good in some. ICT is available in the main centres but not in community venues. Some staff are currently receiving training in e-learning. Funding has been made available for portable equipment to use in community venues.

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Quality of education and training

36. The resources are satisfactory in foundation programmes. Staff are experienced in working with young people and the classrooms are suitably equipped.

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Quality of education and training

37. Accommodation and resources in family learning are satisfactory. Classrooms in many schools are light, colourful and well furnished for adults and children learning together. Resources are mainly satisfactory with some good workbooks being used to support learning in a few sessions.

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Quality of education and training

38. In some venues, the accommodation and resources are inadequate for ICT. In a third of centres visited, seating is inappropriate. There is little awareness of ergonomics.

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Quality of education and training

39. Teaching resources for humanities courses in community centres are inadequate. The number of computers varies and there are no internet links. Photocopying facilities are inadequate.

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Quality of education and training

40. Initial assessment is poor in ICT and unsatisfactory in hospitality, sport, and modern foreign languages. There is no initial assessment for literacy, numeracy and language and insufficient assessment of learners’ dexterity, eyesight and hearing abilities in hospitality. The identification of potential health risks for learners in sports and exercise classes is insufficient.

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Quality of education and training

41. There is insufficient use of individual learning plans and targets on the teaching assistant courses, in ICT, hospitality and sport, arts and crafts, and ESOL. In family learning there is also insufficient planning of learning to meet the needs of individual learners. Assessment practices are insufficient in most sessions.

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Quality of education and training

42. There is a very wide range of courses to train teaching assistants. The access is good with flexible patterns of attendance.

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Quality of education and training

43. In ICT there are innovative strategies to widen participation. There is a wide range of partners and good access to a range of funding streams. Some innovative partnerships

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Quality of education and training

© 2005 ADULT LEARNING INSPECTORATE 11 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Quality of education and training

engage community groups in hospitality and sport programmes. Links have been established through outreach workers with schools, the health authority, and other education and training providers to engage learners in local communities. Initiatives such as the Asian women’s keep fit and ’cook and eat’ classes have been introduced to meet the identified health fitness and dietary needs of learners.

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Quality of education and training

44. The range of courses within hospitality and sport is narrow. There are very few opportunities for learners to progress from beginner to advanced levels. The sports provision is largely based on yoga and keep fit classes and there is little identified provision for the over 50s. In hospitality, a large amount of the provision is based around sugar craft.

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Quality of education and training

45. The CIC is very responsive to local needs in health and social care. It offers a wide range of courses which have been specifically designed to meet the needs of individuals and communities. Courses are offered in over 100 venues across the area and at different times to suit individuals. There are effective strategies to widen participation in foundation programmes. Literacy, numeracy and ESOL classes are held in 31 community settings over a wide area. Many centres have crèche facilities.

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Quality of education and training

46. The range of courses in family learning is good. Identified community needs in rural and inner-city zones are used well to plan the curriculum portfolio. Classes are held throughout the city using a wide variety of locations that are accessible for learners.

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Quality of education and training

47. Guidance and support are satisfactory. Tutors are friendly and supportive in the lessons and make learners feel confident and relaxed.

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Quality of education and training

48. Implementation of additional learning support is inadequate. Tutors can refer learners to the college for additional learning support, but not all tutors are aware of the procedure and there is no formal system to ensure that it takes place. Some learners with specific learning difficulties are accompanied by their own support staff in hospitality and sport classes, but in some classes there is insufficient co-ordination between the tutor and support staff to adequately meet the learners’ needs.

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Quality of education and training

49. Little information is available on courses in arts and crafts. Some classes have the wrong title and some learners have enrolled on courses with incorrect expectations.

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Quality of education and training

50. There are very good enrichment activities in French and German in a local residential college. Learners try to avoid speaking English at all times. The tutor is available to learners at meal times and in the evening for weekend courses.

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Quality of education and training

51. Learners have a good level of individual learning support in foundation programmes. Teachers are supported by a team of support assistants and volunteers.

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Quality of education and training

© 2005 ADULT LEARNING INSPECTORATE 12 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Leadership and management

52. The CIC makes very good, innovative use of partnerships to develop learning in the community. This unique strategic partnership has been particularly successful in improving the community of Stoke-on-Trent and in meeting the needs of the adult and community learning plan. The vision, mission and values are closely aligned to both partner organisations’ own strategic objectives. The CIC maximises the best use of the resources and expertise offered by both partners.

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Leadership and management

53. The board has been greatly involved in the development of the CIC and in ensuring that the strategic objectives are met. There is appropriate representation from both partners, industry, the local community and funding bodies. The board receives financial and participation data, and reviews the self-assessment report and new procedures.

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Leadership and management

54. Managers have introduced good initiatives in recent months to improve the quality of the CIC’s provision. Observation of teaching and learning has been introduced following a successful trial in 2004. The CIC has recently introduced a well-designed learner feedback system. Internal communications have improved. There is now a regular cycle of team and management meetings. Tutors have been given a useful handbook to explain key systems and procedures. The monitoring of the development plan is good, as is the achievement of identified actions. There are structured development plans for accommodation, some of which have already started. A number of improvements in processes such as enrolment have been introduced. An e-learning strategy has been well devised.

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Leadership and management

55. Management information and target-setting are used poorly. The CIC’s management information systems are insufficiently established and used in setting and monitoring targets. The CIC has only been analysing data from both partners for the past year. Targets for participation have been set, but are only at CIC level rather than centre or programme level. There are no targets for retention or achievement. Although data can be made available at area of learning level, it is not routinely used by managers to monitor performance.

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Leadership and management

56. Many aspects of operational management are unsatisfactory, particularly where staff work across both partner organisations. Some curriculum leaders do not have job descriptions or the authority to manage individual staff who teach in their area. Some staff are confused about who line manages them for the different aspects of their work. In some areas of learning, none of the managers have a clear overview of the provision being offered.

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Leadership and management

57. Quality assurance arrangements are inadequate. Each of the two partners has retained most of its own policies and procedures for its own courses, but there is no overall quality assurance framework to identify which procedures to use. There are insufficient arrangements to ensure the quality of enrolment, initial assessment, induction, record-keeping, individual learning plans and initial advice and guidance for CIC programmes. Arrangements for sharing good practice are insufficiently developed. Few lesson plans and schemes of work are monitored for quality. The quality of course

p.17

Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 13 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.17

Leadership and management

very good, innovative use of partnerships to develop learning in the community ! good strategic development of the the CIC ! good, recent initiatives to improve the provision !

p.18

Weaknesses

poor use of management information and target-setting ! poor aspects of curriculum management ! inadequate quality assurance arrangements ! poor management of literacy, numeracy and language support ! reviews is inconsistent and some courses are not routinely reviewed or evaluated. Responsibilities for the management and monitoring of health and safety at community venues are unclear. Monitoring of subcontracted provision is not sufficiently formalised.

p.18

Weaknesses

58. The new self-assessment process is not yet fully effective. A new and improved self- assessment process has been designed specifically for the CIC. Staff have been trained and are now more involved in the process. However, it is still weak. The self-assessment process is not thorough and is not sufficiently self-critical in most areas.

p.18

Teacher/trainer awards

Strengths good programme management ! very wide range of teaching assistant courses ! much good teaching and learning ! good achievement on initial training stages one and two !

p.18

Teacher/trainer awards

Weaknesses insufficient use of individual learning plans ! very poor NVQ achievement at levels 2 and 3 !

p.18

Teacher/trainer awards

© 2005 ADULT LEARNING INSPECTORATE 14 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.18

Using IT

Strengths good retention and achievement rates ! much good progression ! good teaching and learning ! innovative strategies to widen participation ! particularly good curriculum management !

p.19

Using IT

Weaknesses inadequate accommodation and resources in some venues ! poor initial assessment ! insufficient target-setting and progress monitoring !

p.19

Hospitality and catering

Strengths good development of skills in sugar craft ! good teaching and learning in sugar craft ! innovative partnerships to engage with community groups !

p.19

Hospitality and catering

Weaknesses unsatisfactory initial assessment ! inadequate recording and monitoring of progress ! narrow range of provision ! inadequate curriculum management !

p.19

Leisure, sport and recreation

Strengths innovative partnerships to engage with community groups !

p.19

Leisure, sport and recreation

Weaknesses insufficient planned learning in keep fit and martial arts ! inadequate curriculum management ! narrow range of provision ! inadequate recording and monitoring of progress ! unsatisfactory initial assessment ! too much unsatisfactory teaching !

p.19

Leisure, sport and recreation

© 2005 ADULT LEARNING INSPECTORATE 15 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.19

Early years

Strengths good response to individual and community needs ! good teaching and learning ! good achievement on accredited programmes !

p.20

Early years

Weaknesses inadequate implementation of additional learning support !

p.20

Arts

Strengths good range of community venues to widen participation ! good accommodation and good specialist resources ! good teaching and learning ! good development of technical skills !

p.20

Arts

Weaknesses inadequate curriculum management ! ineffective course promotion ! unclear progression routes ! inadequate monitoring and recording of progress !

p.20

Crafts

Strengths good development of technical skills ! good teaching and learning ! good accommodation and good specialist resources ! good range of community venues to widen participation !

p.20

Crafts

Weaknesses inadequate monitoring and recording of progress ! unclear progression routes ! ineffective course promotion ! inadequate curriculum management !

p.20

Crafts

© 2005 ADULT LEARNING INSPECTORATE 16 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.20

History and genealogy

Strengths good development of personal/learning skills ! very good teaching ! high standard of project work on local history courses !

p.21

History and genealogy

Weaknesses inadequate structures for curriculum management ! poor use of data ! inadequate resources in community centres !

p.21

English

Strengths good achievement in GCSE English !

p.21

Languages

Strengths very good enrichment opportunities in French and German ! good teaching and learning in BSL and Spanish !

p.21

Languages

Weaknesses inadequate structure for curriculum management ! inadequate initial assessment in modern foreign languages ! excessive use of English in some modern foreign languages sessions !

p.21

ESOL

Strengths wide range of community provision ! effective strategies to enable learners to attend courses !

p.21

ESOL

Weaknesses poor monitoring of learners’ progress ! insufficient target-setting !

p.21

ESOL

© 2005 ADULT LEARNING INSPECTORATE 17 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.21

Literacy and numeracy

Strengths wide range of community provision ! good accommodation ! very good individual learning support !

p.22

Literacy and numeracy

Weaknesses insufficient accreditation opportunities at entry level ! some poor resources ! inadequate quality assurance processes !

p.22

Family learning

Strengths good development of learners’ confidence ! good range of courses to widen participation ! strong partnerships to reduce barriers to learning !

p.22

Family learning

Weaknesses too much unsatisfactory teaching ! inadequate use of assessment practices in most sessions ! inadequate implementation of quality assurance procedures !

p.22

Family learning

© 2005 ADULT LEARNING INSPECTORATE 18 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.22

THE COMMUNITY:

its responsiveness to requests from learners, with good access to courses and centres in the community !

p.23

THE COMMUNITY:

supportive and friendly staff and tutors ! social aspects to most courses and opportunities to make new friends ! the free crèche facilities ! ’relaxed atmosphere and a happy place, it’s good fun’ ! the opportunity to develop self-confidence ! the content of courses being relevant to job roles ! good teaching ! feeling valued and respected ! the opportunity to take part in residential courses in French !

p.23

COMMUNITY COULD IMPROVE:

more advanced-level classes in community centres ! better advertising and availability of prospectus ! more storage space in classrooms ! more computers in classrooms and for open access ! the confusing enrolment and re-enrolment procedures ! better pre-course information ! library or access to learning resources that can be borrowed ! accessible courses at one centre - art currently on top floor with no lift ! more structured choice in outreach centres for participants to choose from ! keeping the same tutor all the time ! make the summer break shorter ! more modern language equipment ! better seating in computer classrooms ! physiotherapist for the gym ! more IT equipment like printers and data projectors !

p.23

COMMUNITY COULD IMPROVE:

© 2005 ADULT LEARNING INSPECTORATE 19 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.23

COMMUNITY:

further develop the management structure ! develop effective arrangements for quality assurance ! improve initial assessment for learners ! further embed observation of teaching and learning ! maintain innovative and responsive nature of the provision ! better recognition of progress and achievement in non-accredited courses ! review marketing strategies and course information especially for those with poor literacy skills !

p.24

COMMUNITY:

develop an effective strategy for the provision of additional learning support ! review the curriculum offer !

p.24

COMMUNITY:

© 2005 ADULT LEARNING INSPECTORATE 20 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.24

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

p.25

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

p.25

Provider

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

p.25

trainer

Person teaching adult learners or guiding or facilitating their learning.

p.25

trainer

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

p.25

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.

p.25

goals

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

p.25

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.

p.25

learning goals

© 2005 ADULT LEARNING INSPECTORATE 21 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.25

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.

p.26

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.

p.26

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.

p.26

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.

p.26

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.

p.26

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.

p.26

regeneration

© 2005 ADULT LEARNING INSPECTORATE 22 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.26

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.

p.27

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.

p.27

Relating the term to Adult and Community Learning

© 2005 ADULT LEARNING INSPECTORATE 23 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.27

Strengths

very good, innovative use of partnerships to develop learning in the community ! good strategic development of the the CIC ! good, recent initiatives to improve the provision !

p.28

Weaknesses

poor use of management information and target-setting ! poor aspects of curriculum management ! inadequate quality assurance arrangements ! poor management of literacy, numeracy and language support !

p.28

Weaknesses

59. The identity of the CIC has been developed well by both key partners, and this was recognised in the self-assessment report. This unique strategic partnership has been particularly successful in improving the community of Stoke-on-Trent and in meeting the needs of the adult and community learning plan. Good collaborative work, from board members and partners, has been used to develop the mission, vision and values of the CIC. The innovative involvement of both organisations in planning the provision has reduced duplication in the courses offered across Stoke-on-Trent. The CIC’s strategic objectives have a clear focus on extending participation, encouraging disengaged learners, developing lower-level courses in the community, raising skills levels and improving the quality of the provision. At senior management level, there are effective, regular forums for bringing together managers to ensure a geographically cohesive

p.28

Weaknesses

60. The CIC has sound strategies for the development of accommodation and resources. Work has already started on improving buildings in centres where accommodation is poor. Many learning venues have a good range of additional facilities that encourage new learners into the centres, including crèches, good car parking, leisure facilities and prominent security. A well-devised e-learning strategy has started to improve tutors’ skills and the use of technology in the classroom.

p.28

Weaknesses

61. Internal communication is satisfactory, and has been enhanced considerably in the past six months. The CIC holds termly tutors’ meetings. However, attendance has been low at some meetings. Staff development has only recently been managed across the CIC. There is now a learning plan, that adequately meets identified needs for teacher training and literacy, language and numeracy support. A comprehensive tutor handbook has been introduced setting out the CIC’s policies and procedures. However, there are still inconsistencies in the way in which tutors complete activities and paperwork. There are good arrangements for partners to meet and give feedback to the CIC. Marketing

p.28

Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 24 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.28

Weaknesses

information is adequate in most areas, although in visual and performing arts and media, promotional material is ineffective.

p.29

Weaknesses

62. The board has been greatly involved in the development of the CIC and ensuring that the strategic objectives are met. There is appropriate representation from both partners, industry, the local community and funding bodies. The board receives financial and participation data and reviews the self-assessment report and new procedures. However, there is insufficient monitoring by the board of other aspects of the CIC’s performance, including achievement of targets and identified actions in the development plan.

p.29

Weaknesses

63. Managers make good use of city council data when identifying poor health and high levels of deprivation for targeting new courses. The CIC’s management information systems are insufficiently established and used in setting and monitoring targets. The CIC has only been analysing combined data from both partners for the last year. Targets for participation have been set, but are only at CIC level rather than centre or programme level. There are no targets for retention or achievement or strategies for improving courses with poor retention and achievement rates. Although data can be made available at area of learning level, it is not routinely used by managers to monitor performance.

p.29

Weaknesses

64. All staff are employed by one of the two partner organisations, however there is insufficient integration of staff and procedures into the one organisation of the CIC. Many aspects of operational management are unsatisfactory, particularly where staff work across both partner organisations. Some curriculum leaders do not have job descriptions or the authority to manage individual staff who teach in their area. Some staff are confused about who line manages them for the different aspects of their work. Approximately 40 per cent of staff work directly for the LEA, and few of these have been appraised. In some areas of learning, none of the managers have a clear overview of the provision being offered. The organisational structure does not support line management of staff, especially in modern foreign languages, humanities and hospitality. There are considerable differences in the effectiveness of curriculum management, dependent on

p.29

Weaknesses

either individual managers or the organisation that employs the staff member. Managers rarely share good practice across the organisation. In sport and recreation and visual and performing arts and media, the curriculum management is weak. In some areas there is poor planning of the curriculum. There are gaps in the provision, insufficient progression opportunities and mixed ability groups that are unmanageable. The CIC has recently devised service level agreements with subcontractors. However, some are not signed and there has been little formal monitoring.

p.29

Weaknesses

65. Literacy, numeracy and language support is poorly managed, with no overall strategy for the CIC. In many areas of learning, arrangements for the initial assessment of literacy, numeracy and language are inadequate. Once learners are identified as needing support, there is often a slow response by the CIC to the request. The CIC recognises the need to make literacy and numeracy support an integral part of learning in the curriculum areas and a co-ordinator has recently been appointed.

p.29

Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 25 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.29

Equality of opportunity Contributory grade 3

66. The provider makes very good and innovative use of partnerships to develop learning in the community. There is a key focus on partnership development in the adult and community learning plan and in the vision and mission statements of the major partners in the CIC. The LEA is, through the CIC, the local LSC’s lead partner in a wide range of projects aimed at the most deprived areas of the city. Low-level provision is made available in neighbourhood colleges, community education centres and a wide variety of other locations throughout the city. There are innovative strategies to bring in new learners, particularly in deprived areas. Strategies include very short taster courses on particular aspects of first aid relevant to different groups, followed by short general first aid courses. Co-workers from other council departments such as community development officers help establish partnerships with local community and minority

p.30

Equality of opportunity Contributory grade 3

ethnic groups to identify appropriate provision to satisfy the learning needs of those elements of the community. There is a wide range of partners drawn from the voluntary sector, faith groups, educational establishments, residents’ groups, community associations, the local radio station, sports associations and football clubs. Provision is offered across a wide age range from the very young to the elderly. Funding from council and other sources for community and neighbourhood renewal programmes is used effectively to complement educational funding, particularly in the building and renovation of premises to be used for learning in the most deprived areas.

p.30

Equality of opportunity Contributory grade 3

67. Both major partners in the CIC have their own equality of opportunity policies, which satisfactorily demonstrate their commitment to this area. The CIC does not have its own policy. Both policies are applied to some degree, but there is insufficient CIC- produced guidance to signpost which aspects of each policy apply to particular parts of the provision. The council’s policy statement applies to the LEA’s adult and community learning provision. It is quite general in nature, gives core values and how these might be implemented, and although referring to all the major areas where discrimination might occur, does not cite any of the relevant legislation. The college’s policy applies to all its premises and to providers using them. It is clear and more focused. It deals with all areas of possible discrimination, quotes the latest relevant legislation and lists the responsibilities of managers, staff and learners. Complaint reporting procedures are

p.30

Equality of opportunity Contributory grade 3

satisfactorily explained in staff and learner handbooks. The CIC does not have its own complaints log. Annual training on equality for college employees is mandatory. A programme of training for LEA-employed CIC staff, to be delivered by the college, has been arranged for this summer. Learners show good awareness of equality.

p.30

Equality of opportunity Contributory grade 3

68. The CIC responds well to the needs of the particularly high numbers of learners with disabilities and potential learners in the city. Annual audits relating to the Disability Discrimination Act 1995 are carried out on all sites in use by the CIC. The current programme of regeneration and renewal includes work to bring all premises up to an appropriate level of access. Access for those with restricted mobility in the premises already adapted is good. Handbooks and other material are available in audio version or Braille and a range of appropriate adaptive technology is available, including hearing loops.

p.30

Equality of opportunity Contributory grade 3

69. The management information systems can identify learners by equal opportunities

p.30

Equality of opportunity Contributory grade 3

© 2005 ADULT LEARNING INSPECTORATE 26 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.30

Equality of opportunity Contributory grade 3

categories and the data is used to generate compliance reports. The provider does not, however, use the data to monitor progress and achievement by category. The CIC has also carried out an audit of its staff. The system has been innovatively used to produce reports identifying penetration by CIC provision in each of the city’s neighbourhoods in order to target the most deprived areas. It is too early to judge the impact of this measure.

p.31

Equality of opportunity Contributory grade 3

70. Some nationally produced material in a variety of community languages is used in the promotion of family learning. However, course information is not readily available in languages other than English. Teaching materials include an appropriate mixture of ethnic and cultural settings and illustrations.

p.31

Equality of opportunity Contributory grade 3

71. Learners can access a wide range of counselling and support, and this is advertised on notice boards and through a number of advice booklets. However, the management of literacy, numeracy and language support is weak. In a number of curriculum areas there is insufficient identification of support needs during initial assessment.

p.31

Quality assurance Contributory grade 4

72. Responsibility for quality assurance in the CIC is jointly shared by the acting principal of CIC and the LEA’s head of adult and community learning. Cluster managers co- ordinate quality assurance of accommodation and resources at a regional level and programme managers are responsible for quality assurance at course level. The CIC is in the process of amalgamating various policies and procedures to provide a cohesive quality assurance framework.

p.31

Quality assurance Contributory grade 4

73. Managers have introduced good initiatives in recent months to improve the quality of the CIC’s provision. Observation of teaching and learning has been introduced following a successful trial in 2004, and is now working well in some areas, although grades are sometimes over-generous. Trained observers provide constructive feedback after each observation, and mentoring is provided where areas for development are identified. It is still too early to judge the impact of the scheme, although the results of the observations have provided the basis of an extensive staff development plan and improved learning resources. The CIC has recently introduced a well-designed learner feedback system, and improvements such as adjusting course times to meet learners’ needs and improved training in equal opportunities have been made. Improvements in internal communications have also been made. There is now a regular cycle of team and

p.31

Quality assurance Contributory grade 4

management meetings, and tutors have been given a useful handbook to explain key systems and procedures. The monitoring of the development plan is good and actions have been completed. There are structured, and in some cases extensive, development plans for accommodation, some of which have already started. A number of improvements in processes such as enrolment, have been introduced, which are already impacting positively on learners. The e-learning strategy has been well devised.

p.31

Quality assurance Contributory grade 4

74. Internal verification procedures are satisfactory in most areas. Systems and procedures meet the requirements of awarding bodies. Assessment practices are also satisfactory in most areas.

p.31

Quality assurance Contributory grade 4

© 2005 ADULT LEARNING INSPECTORATE 27 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.31

Quality assurance Contributory grade 4

75. The CIC‘s quality assurance arrangements are inadequate. There has been slow progress in developing a quality assurance system specifically for the CIC. Each of the two partners has retained most of its own policies and procedures for its own courses, but there is no overall quality assurance framework to identify which procedures to use. There are insufficient arrangements to ensure the quality of enrolment, initial assessment, induction, record-keeping, individual learning plans and initial advice and guidance for CIC programmes. Promotional materials do not always provide learners with adequate information about the course, the costs of materials or exams, or progression pathways. The quality of teaching varies from outstanding to poor. Although some tutors use meetings and training events effectively to discuss their teaching practices and materials, arrangements for more widespread sharing of good practice are insufficiently developed.

p.32

Quality assurance Contributory grade 4

Lesson plans and schemes of work are inconsistent, many are not detailed and few are monitored for quality. Recording of learners’ progress is poor in most areas and target- setting is weak. Individual learning plans are not routinely used. The quality of course reviews is inconsistent and some courses are not routinely reviewed or evaluated. Some forms are badly designed and do not leave sufficient space for recording information. There are few targets for recruitment, retention and achievement, and little use of data to make decisions or to monitor ethnicity or gender. There is little use of benchmarking. Management and co-ordination of programme areas is inconsistent, and some areas have not had a curriculum leader for some months to manage, develop or monitor the provision. The quality of accommodation and resources is satisfactory overall but varies between centres. At some community centres there is inadequate access to ICT.

p.32

Quality assurance Contributory grade 4

Responsibilities for the management and monitoring of health and safety at community venues are unclear. Risk assessments for sports activities are inadequate. Monitoring of subcontracted provision is not sufficiently formalised.

p.32

Quality assurance Contributory grade 4

76. The new self-assessment process is not yet fully effective. A new and improved self- assessment process has been designed specifically for the CIC. Staff have been trained and are now more involved in the process. However, it is still weak. The self-assessment process is not thorough and is not sufficiently self-critical in most areas. Although there is some involvement by managers, there is insufficient consultation with staff, outreach workers or employers. Learners’ views are not sufficiently taken into account. The CIC does not use data well to support key judgements. The self-assessment report contains insufficient detailed information about strengths and weaknesses identified by staff, and there is insufficient emphasis on learners’ achievements and standards. Many of the weaknesses identified are not specific to the area of learning. The foundation area report does not focus sufficiently on skills for life. The CIC has not identified some key

p.32

Quality assurance Contributory grade 4

weaknesses identified during inspection. In particular, the sections on quality assurance and equality of opportunity do not have sufficient judgements. Most area of learning reports contain satisfactory action plans that relate well to identified weaknesses or areas for development. Many grades given during inspection are different from those in the self-assessment report.

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Quality assurance Contributory grade 4

© 2005 ADULT LEARNING INSPECTORATE 28 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.32

Business administration, management & professional 2

Contributory areas: Contributory grade Number of learners Teacher/trainer awards 527 Adult and community learning 2 -

p.33

Teacher/trainer awards

Strengths good programme management ! very wide range of teaching assistant courses ! much good teaching and learning ! good achievement on initial training stages one and two !

p.33

Teacher/trainer awards

Weaknesses insufficient use of individual learning plans ! very poor NVQ achievement at levels 2 and 3 !

p.33

Achievement and standards

77. There are good achievement rates on initial training courses. Between 2001 and 2004 achievement rates for learners at stage one were 71 per cent, 67 per cent and 70 per cent respectively. At stage two for the same years, achievement rates were 64 per cent, 76 per cent and 83 per cent respectively. Portfolios are good and include an appropriate range of evidence from the learners’ place of work. A number of learners have produced learning aids to support children with additional educational needs. Progression between levels of teaching assistant courses is satisfactory. Between September 2001 and August 2004, 56 per cent of learners progressed from taster courses to either the introductory course or to level 2. Attendance is good.

p.33

Achievement and standards

78. There is very poor achievement of NVQs at levels 2 and 3. In 2002-03, there were no achievements at either level. In 2003-04, achievement at level 2 was 4 per cent and at level 3 was 3.8 per cent. There are indications that actions taken to deal with this weakness are producing successful NVQ outcomes in the current year. NVQ enrolments currently represent approximately 10 per cent of learners.

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Achievement and standards

© 2005 ADULT LEARNING INSPECTORATE 29 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.33

Quality of education and training

79. There is much good teaching and learning. In the better lessons, teaching is well planned with clear aims which are shared with learners. Teachers make good use of resources including handouts and videos to support learning. Teaching strategies aim to involve the learner in the learning process and opportunities are provided for the learner to reflect on how new learning relates to their own experience in schools. Some lesson plans do not clearly set out the outcomes to be achieved in the lesson. There is insufficient use in some lessons of direct questioning to test learners’ understanding. In all classes observed there is some monitoring of learners’ attainment. Teachers maintain good records of learners’ progress.

p.34

Quality of education and training

80. There is a very wide range of teaching assistant courses. These have been developed in response to employer and learner needs and to meet changes in the roles of staff in schools. Courses range from 10-hour taster programmes to a higher-level teaching assistant award. There are specialised courses such as living and working with children with additional educational needs and a course designed to prepare teaching assistants to provide classroom cover for full-time teachers. Access to courses is good. Courses are available at centres throughout the area and attendance patterns are flexible enough to meet learners’ needs and other commitments.

p.34

Quality of education and training

81. Resources are satisfactory. Links with awarding bodies ensure that current learning and support materials are available. Staff have appropriate qualifications and have good experience, in particular of the primary school sector. This experience is an important resource in explaining and clarifying the role of the teaching assistant. In most centres, teachers have access to appropriate teaching aids including flip charts, white boards, overhead projectors and video equipment. Handouts are well produced and are used in most lessons as effective aids to learning. Classrooms are comfortable and furnished with appropriate tables and chairs.

p.34

Quality of education and training

82. Assessment of learners’ progress on teaching assistant courses is satisfactory. Processes help learners to produce good portfolios, and feedback to learners is used to make improvements. Learners develop a good understanding of the assessment process from group sessions and personal support from teachers. Internal verification processes are satisfactory and meet the requirements of awarding bodies.

p.34

Quality of education and training

83. Initial assessment to identify support needs in literacy and numeracy is not fully developed. There is no coherent strategy for providing and monitoring support needs in literacy and numeracy.

p.34

Quality of education and training

84. Guidance and support for learners are satisfactory. Close links have been developed with local schools, and careers guidance and information about training opportunities are made available to potential learners in the workplace. There is a regular magazine that goes into schools, which contains information on learning opportunities, and packs of information including programme details are sent to schools each term. Careers and counselling staff also visit centres so that learners do not have to use the main campus for these services. Community link workers are often involved in encouraging learners to

p.34

Quality of education and training

© 2005 ADULT LEARNING INSPECTORATE 30 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

p.34

Quality of education and training

attend courses and these workers often inform the college if learners have specific support needs. This allows the area of learning to organise appropriate support. Examples include support for a learner with dyslexia and another with a hearing impairment.

p.35

Quality of education and training

85. Insufficient use is made of individual learning plans. On the level 2 and 3 certificate courses, teachers do not use written learning plans to record support needs, set individual goals or targets, or to carry out progress reviews.

p.35

Leadership and management

86. Curriculum management is good. The present structure has been in place since April 2004 and includes measures to raise standards and deal with identified weaknesses. A lesson observation policy has been developed and is being implemented. Three staff have been trained to carry out classroom observations. Written feedback is provided to staff after an observation and, where appropriate, actions for improvement are identified and monitored. To deal with the weakness in the provision of NVQ training, additional assessors have been appointed and the internal verification process has been strengthened. Mentors have been identified to support NVQ learners, and attendance at weekly support workshops is now a programme requirement. Management have also developed external links to enable the curriculum to respond to government initiatives which affect teachers and support staff. An example is a link with a university for the

p.35

Leadership and management

higher level teaching assistant award. Staff feel well supported by management and regular meetings provide opportunities to standardise practice and review progress. Managers support staff to develop professionally. Learners have a satisfactory understanding of equality of opportunity and efforts are made to encourage learners from minority ethnic groups to train as teaching assistants.

p.35

Leadership and management

87. Teaching staff were insufficiently involved in the preparation of the self-assessment report. The report identified one strength and one weakness, but others were identified by inspection.

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Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 31 STOKE-ON-TRENT COLLEGE IN THE COMMUNITY

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Information & communications technology 2

Contributory areas: Contributory grade Number of learners Using IT 2700 Adult and community learning 2 -

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Using IT

Strengths good retention and achievement rates ! much good progression ! good teaching and learning ! innovative strategies to widen participation ! particularly good curriculum management !

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Using IT

Weaknesses inadequate accommodation and resources in some venues ! poor initial assessment ! insufficient target-setting and progress monitoring !

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Achievement and standards

88. Retention and achievement rates are good. In 2003-04 retention rates were 86 per cent and the overall achievement rate was 74 per cent. On entry level and level 1 courses, achievement rates are in excess of 85 per cent. Results in 2004-05, in some of the accredited modules such as publisher, internet, digital imagery level 2 and 3 and the traditional subjects such as word processing, spreadsheets and databases, all show a very high achievement rate of 96 per cent. However, during 2003-04, the retention and achievement rates for level 2 and 3 of examination-based IT qualifications were lower.

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Achievement and standards

89. Acquisition of IT skills is good and learners produce good work for assessment. The learners on entry courses increase their confidence and self-assurance and are able to use these skills at home for hobbies and to improve their employability. Much of the progression is good. In 2003-04, of the 5,723 starts, 4,053 progressed to a wide range of other courses. There is very high progression from the non-accredited entry level to the level 1 accredited courses. Signposting is very good within sessions. Tutors clearly identify the progression opportunities, and at entry level provide an opportunity to sample aspects of the next level. Tutors provide clear information on the level 3 course at the local college. All learners have a progression flowchart which identifies the learning pathways and progression opportunities.

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Quality of education and training

90. Teaching and learning are good. Planning is consistently good and in most sessions the learning outcomes are clear and shared with learners. Tutors use a range of learning activities to meet learning preferences. For more mature learners the pace is appropriate, with good use of reinforcement. Tutors introduce shortcuts to reduce the need for this group to have good keyboarding skills. Data projectors are used well for demonstration purposes and good visual imagery is used for assessments and activities. In one course for the more mature learners, the use of folders and file management is well demonstrated through step-by-step instructions using the data projector. In many sessions the activities are linked to learners’ interests. One example is where a tutor has written mock assignment papers based on people that she is interested in and the mature learners find the subjects interesting and absorbing. The groups are often cohesive and

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Quality of education and training

good collaborative working is encouraged.

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Quality of education and training

91. In some venues, the accommodation and resources are inadequate. In two centres there is no access to IT suites for learners with restricted mobility, and in one instance no access to the toilets. In a third of all learning centres visited, inappropriate seating was being used. The seats are non-adjustable and the worktops are fixed. Tutors do not raise awareness of ergonomics and the correct seating position. In some venues, the equipment is not reliable. During an assessment session, a printer continuously needed technical support and before the session three disk drives were not functioning. At community venues and schools there is no technical support in the evenings. Some community accommodation is very good with well-planned seating and tables, air- conditioning, flat screen monitors, data projectors and interactive whiteboards. However, training on how to operate the whiteboards has yet to be provided. At a

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Quality of education and training

community school and the local radio station, the accommodation and IT resources are to commercial standards.

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Quality of education and training

92. Staff are qualified to level 3 as a minimum, have a teaching qualification and have relevant experience of commercial practices.

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Quality of education and training

93. All courses have well-produced handouts, assignments, quiz books and exercises.

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Quality of education and training

94. Target-setting and progress monitoring are insufficient in most sessions. Individual learning plans are not routinely used across all courses. In workshop sessions, particularly in the examination-based IT course and computing level 1, individual learning plans are issued, but the level of detail on targets and action-planning is inadequate. Progress is monitored by a tutor using an assessment record sheet, but the information mainly refers to completed assessments and class progress rather than individual progress.

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Quality of education and training

95. There are innovative strategies to widen participation. There are some very effective and wide-ranging partnerships including the health authority, the local radio station, national employers, churches, schools, community centres and Sure Start. These partnerships have supported employers in their efforts to increase the skills of their workforce. For example, one employer has developed learning ‘champions’ to support the workforce in completing examination-based IT course qualifications. The champions

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Quality of education and training

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are qualified in the same examination and the college has provided teacher training to enable them to share their knowledge and support new learners in the company. Some vulnerable groups are well supported through links with the health authority. The use of outreach workers is good to identify and engage under-represented groups such as lone mothers, and young people previously disillusioned with education. There is very good access to a wide range of funding creating much improved and well-resourced learning centres. Some funding has supported the development of taster and e-learning courses. Much of the provision is located over a wide area, between Monday and Saturday and at times to suit learners’ needs, including a night-time session for shift workers in the health authority. Course levels range from entry level to level 3 and the length of courses varies from three- to six-hour tasters to 18 weeks' duration to encourage reluctant learners to

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Quality of education and training

participate. This provides a flexible and accessible curriculum and meets the varied needs of those returning to learning after a long absence.

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Quality of education and training

96. Initial assessment is poor. Learners are not assessed for literacy, numeracy and language needs and there is no formal initial assessment after recruitment. Tutors are very reliant on learners identifying their own needs. Some learning needs are recognised by tutors during the course. However, arrangements for support are slow and tutors often have to remind the college support services or re-submit their request. For example, on one course an ESOL learner was not provided with additional support and she left. A further example is of two learners with a hearing impairment who did not have access to a hearing loop. There is appropriate support for learners during learning sessions. Tutors are sensitive to the needs of the more mature learner and respond to requests for assistance with care and diligence. Much of the support is on an individual basis.

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Leadership and management

97. The management of IT is particularly good. The curriculum manager and tutors are all employed directly by the college either full time or proportional. The ICT manager is a subject specialist located at the college with access to good management information. Data is readily available for starts, retention and achievement. Courses identified as having low recruitment can quickly be amalgamated with similar courses to form viable units. Data is used in course reviews and referred to in the self-assessment report. Programmes are well planned and there is good monitoring of schemes of work, lesson plans and teaching and learning. In ICT there is an observation of teaching and learning target of 100 per cent and this is close to being achieved. The observation profile closely matches the inspection observation profile. Regular staff appraisals are carried out and teaching and learning grades are used for action-planning. There is very good training for

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Leadership and management

staff. All staff are entitled to 10 days' staff development and many do in excess of this allocation. Some tutors are presently completing computing degrees and a higher national diploma in ICT funded by the college. The curriculum manager carries out a thorough skills audit to identify gaps in tutors’ skills. All tutors regularly update through enrolment on appropriate courses. There is a range of good communication methods including a website, e-mail and regular meetings where good practice is shared. Course team leaders provide good support for their team tutors. Each course team leader is responsible for a course level and type. They effectively monitor the implementation of

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Leadership and management

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Leadership and management

quality assurance processes including internal verification and moderation of assessments. The tutors influence and implement curriculum change and produce evaluative course reviews. However, the self-assessment report did not accurately reflect the full range of strengths and weaknesses identified during the inspection.

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Leadership and management

98. There is little promotion of equal opportunities within the local learning venues.

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Hospitality, sport, leisure & travel 5

Contributory areas: Contributory grade Number of learners Hospitality and catering 137 Adult and community learning 4 - Leisure, sport and recreation 2943 Adult and community learning 5 -

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Hospitality and catering

Strengths good development of skills in sugar craft ! good teaching and learning in sugar craft ! innovative partnerships to engage with community groups !

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Hospitality and catering

Weaknesses unsatisfactory initial assessment ! inadequate recording and monitoring of progress ! narrow range of provision ! inadequate curriculum management !

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Leisure, sport and recreation

Strengths innovative partnerships to engage with community groups !

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Leisure, sport and recreation

Weaknesses insufficient planned learning in keep fit and martial arts ! inadequate curriculum management ! narrow range of provision ! inadequate recording and monitoring of progress ! unsatisfactory initial assessment ! too much unsatisfactory teaching !

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Achievement and standards

99. The retention and achievement rates are satisfactory on courses leading to nationally accredited qualifications in basic food hygiene, sugar craft, football coaching and mountain leadership. The average retention rate in 2003-04 was 91 per cent and achievements were in line with national averages in three out of four of these subject areas. In mountain leadership the achievement rate of 92 per cent is above the national

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average. The proportion of accredited courses is small at less than 6 per cent of all courses. Learners develop good skills in sugar craft. They develop proficiency in the use of cutters, moulding and shaping with some imaginative and artistic design in completed work. The overall standard of learners’ work in hospitality is satisfactory. The attainment on sports courses, which comprises the bulk of provision, is satisfactory. In yoga and keep fit classes, learners demonstrate levels of fitness and skills that would be expected for their experience and level of programme. Learners’ improve posture, strength, co- ordination, balance, flexibility and mental alertness, as well as an overall sense of well- being. Learners are satisfied with the courses they attend. The average attendance during inspection was satisfactory at 70 per cent.

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Quality of education and training

100. The teaching and learning are good in sugar craft. Lessons are well planned, tutors have good occupational experience and learners are challenged and stimulated. There is much good peer support and learners produce very good pieces of work in classes following thorough research. Learners also complement this with large amounts of practice at home. In the better classes, learners enjoy activities and are motivated by enthusiastic tutors. Some learning materials in hospitality are poor and contain incorrect spelling and grammatical errors.

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Quality of education and training

101. Although in some sports classes there is good teaching, in a number of sports and fitness classes there is some unsatisfactory teaching. In these classes there is insufficient planning and little differentiation. Much of the learning activities are repetitive and there is insufficient challenge. Lessons are insufficiently focused on learners’ individual needs. Poor techniques are often not corrected and few alternative exercises are used to provide sufficient challenge for different abilities.

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Quality of education and training

102. Over 80 per cent of all enrolled learners are on keep fit or martial arts courses that do not follow conventional teaching programmes. In these classes there is insufficient formal planning of lessons and many operate as clubs.

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Quality of education and training

103. Resources are satisfactory. Most staff are vocationally qualified in their subject areas. However, a number of tutors in yoga and fitness classes do not have recognised qualifications. Some staff are teacher qualified. Courses are delivered in a wide range of venues, some with specialist facilities such as cookery rooms and fitness suites. The resources are inadequate for some courses and groups of learners, such as rooms that are cluttered and too small to safely accommodate all learners. There is an over-reliance on tutors in some classes to provide equipment at their own expense, such as mats, music players, compact discs and fitness equipment in activities such as boxercise and yoga.

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Quality of education and training

104. Initial assessment is unsatisfactory. In a range of courses there is insufficient assessment of learners’ dexterity, eyesight and hearing abilities. There is little understanding of preferred learning styles and poor identification of literacy and numeracy needs. In sports and exercise classes, learners’ health is not routinely assessed

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before they start activities. There is little consistency in the pre-exercise screening that does take place. The potential risks to individual learners are not sufficiently identified, such as for those who may suffer from high blood pressure, cardio-respiratory conditions and diabetes. In some cases there is no assessment of learners’ abilities and conditions before classes.

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Quality of education and training

105. On accredited courses, the monitoring and assessment of learners meets awarding body requirements. However, the monitoring and recording of learners’ progress on non- accredited courses is inadequate. There is insufficient information on the learners’ starting point to be able to identify progress or achievements. Individual or group learning goals are not identified or routinely used to monitor progress. There is an over- reliance on informal tutor feedback which is not consistently provided to all learners. Some learners receive no feedback on their progress. Little information on learners is available to new tutors or those replacing tutors.

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Quality of education and training

106. There are some innovative partnerships to engage with community groups. Links have been established through outreach workers with schools, the health authority, and other education and training providers to engage learners in local communities. Initiatives such as the Asian women’s keep fit and ’cook and eat’ classes have been introduced to meet the identified health, fitness and dietary needs of some groups of learners. The number of food hygiene courses delivered in local centres has increased and this has helped learners to improve their employment skills.

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Quality of education and training

107. The range of courses within the main provision is narrow. There are very few opportunities for learners to progress from beginner to advanced levels. The sports provision is largely based on yoga and keep fit classes and there is little identified provision for the over 50s. In hospitality a large amount of the provision is based around sugar craft. In fitness and yoga many learners repeat the same courses at the same level over several years. A large amount of current provision is historically determined and traditional in scope. Much provision is based on current staff expertise. Guidance and support are satisfactory. Courses are sufficiently well publicised in newspapers, newsletters and flyers which are displayed throughout the district. Many receive information by word of mouth from existing learners and community outreach workers. Centres are welcoming and many tutors support learners by providing

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Quality of education and training

equipment such as mats in exercise classes and book loans in hospitality. The larger centres have crèche facilities. In some of the smaller centres there are insufficient childcare facilities. Some learners with specific learning difficulties are accompanied by their own support staff, but in some classes there is insufficient co-ordination between the tutor and support staff to adequately meet the learners’ needs.

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Leadership and management

108. The strategic priorities and direction identified by the CIC as a whole are not adequately reflected within the programme area. The self-assessment report is not thorough and did not sufficiently involve all stakeholders. The need for more effective curriculum management was identified and a curriculum leader has been recently appointed for the sport and recreation provision. The current management structure is

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not coherent and aspects of provision including overall curriculum planning, quality assurance and managing and developing resources is not the responsibility of named people. There is insufficient use of data for evaluation and programme planning. Some classes have very few learners and some are too large to adequately meet the needs of all learners. Some classes are held in venues which are too small to safely accommodate all of the learners. Quality assurance measures have been recently introduced but these have not yet fully impacted on provision. There are insufficient opportunities for staff to identify and share good practice. Health and safety checks are carried out on premises, but there are insufficient risk assessments for specific activities and individual needs.

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Health, social care & public services 2

Contributory areas: Contributory grade Number of learners Early years 291 Adult and community learning 2 -

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Early years

Strengths good response to individual and community needs ! good teaching and learning ! good achievement on accredited programmes !

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Early years

Weaknesses inadequate implementation of additional learning support !

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Achievement and standards

109. There is good achievement on accredited programmes. In the introduction to youth work, over 60 per cent of learners have achieved their qualification between 2002 and 2004 in all but one group. The highest achievement rate for any group was 93 per cent. In the same period, 75 per cent of learners achieved the certificate in play work and 95 per cent completed the ’play work take 5’ course. In first aid almost all courses had 100 per cent achievement. There is also a good rate of completion for non- accredited courses. Many learners have progressed into employment following completion of these courses.

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Quality of education and training

110. Teaching and learning are good. Tutors are skilled, knowledgeable and enthusiastic about their subject. They use a variety of teaching and learning strategies, with clear presentation of information and effective questioning to check and consolidate learning. Learners are motivated and participate fully in the sessions. Equality, diversity and anti- discriminatory practice are very well promoted. The standard of work and the learners’ level of understanding is at least satisfactory for the level of the course, and often very good. In the practical sessions such as aromatherapy, learners are developing good practical skills. In the personal development classes such as the ’steps to excellence’ and the ’understanding your hearing loss’, learners are gaining confidence and self-esteem. In youth work, play work and counselling, learners are developing effective skills to enable them to move into employment. Learners are clearly enjoying the sessions and

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Quality of education and training

evaluations are very positive. However, many lessons plans do not identify clear aims and objectives and a few tutors do not have a lesson plan.

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Quality of education and training

111. The CIC is very responsive to local needs. It offers a wide range of courses specifically designed to meet the needs of individuals and communities. Link workers and outreach workers work with schools and local communities to identify courses they need or would like. These include locally designed Open College Network-accredited (OCN) youth work programmes such as the introduction to youth work and CIC- certificated courses. One example is the ’advice work’ course designed and delivered by a local advice bureau for their volunteers. Another is the counselling course on substance misuse. This course has a strong element of selection and recruitment. Learners are interviewed as potential counsellors and on successful completion of the training are offered work. Play work and youth work programmes have been implemented to meet the local authority need for play and youth workers. Many go on

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Quality of education and training

into employment. In a very successful ’young workers scheme’, a group of young people between 16 and 24 have been employed to work with young people in local organisations. They are taking the introduction to youth work over a longer period than usual for more mature adults, to give them the opportunity to develop practical skills and take part in additional training such as drama skills and sexual health. They have two one- year placements, with a view to employment on successful completion of the training. The ’emergency first aid’ course has been adapted into a family first aid course which covers potential emergency situations in the family. The ’understanding your hearing loss’ course is very effectively helping people with a hearing loss to become confident in communicating, and giving guidance on facilities and services available to them. Many courses are offered as daytime and evening options and some are offered at weekends,

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Quality of education and training

in over 100 venues across the area. There are no NVQ programmes offered, but there are good progression routes available through the college.

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Quality of education and training

112. Resources are satisfactory. Accommodation is adequate in all venues, and good in some. One centre has been refurbished and adapted to provide access for people with restricted mobility. A hearing loop system and fire alarm light have been installed at another centre for two groups of learners with hearing impairment, but the loop system is not powerful enough and learners experience difficulty with echo. ICT is available in the main centres but not in community venues. This situation is being dealt with. Some staff are currently receiving training in e-learning. They will then share the information with other staff. Questionnaires have gone out to staff to identify what they need in terms of IT equipment. Funding is available for portable equipment in community venues. Teaching resources are satisfactory in most areas. Youth work learners have access to a good range of resources.

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Quality of education and training

113. Implementation of additional learning support is inadequate. There is no formal assessment for literacy and numeracy in accredited courses. There is some informal assessment, but it is not recorded. Learners do not have an individual learning plan. Tutors can refer learners to the college for additional learning support, but not all tutors are aware of the procedure and there is no formal system to ensure that it happens. There is too much dependence on individual tutors who do not have the appropriate expertise to identify learners’ needs. When a need is identified, support for learners within classes is satisfactory. Tutors are very responsive to particular needs in the group. For example, two learners in a first aid group were identified as having ESOL needs, and

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Quality of education and training

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Quality of education and training

the tutor used more visual aids and brought in an interpreter. In the advice work course, asylum seekers and people from minority ethnic groups are encouraged to become volunteers, and are given pre-course language and literacy support. Specialist equipment, such as the hearing loop system for learners with a hearing loss, is available once a need is identified. Tutors are friendly and supportive in the lessons and make learners feel confident and relaxed. They effectively help learners to develop confidence, self-esteem and better communication skills. Tutorials are built into accredited programmes, to discuss progress and set targets and give effective support to learners.

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Quality of education and training

114. Ongoing assessment in accredited courses is satisfactory. In counselling, youth work and play work, learners write weekly diaries or journals to assess their own progress. These are assessed as part of their course work. Where assignments are a requirement of the course, feedback to the learners by the marker and moderator is detailed and comprehensive. In non-accredited courses there is some informal assessment but none is recorded.

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Leadership and management

115. Since September 2004, management and communication has improved significantly. Play work, youth work, first aid and counselling now have co-ordinators for the programmes. The programme manager for the area took on the role as manager for the teaching assistant programmes only, but is now managing the other areas and working with them to establish standardised practices across the area. They have regular team meetings which are well minuted. Recreational courses do not have a co-ordinator and are not represented at team meetings. However, tutors working in community venues are linked to one of the main centres and are overseen by the centre manager. Tutors report that communication and support from the centre managers is good. All tutors have good opportunities for continuing professional development, including access to the college, continuing professional development and funding for relevant external

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Leadership and management

116. Quality assurance procedures are satisfactory. Standardisation is in its early stages and different quality procedures are still being used in some areas. Internal moderation is sound. Observation of teaching was started in September and a good proportion of the tutors have been observed. Tutors in some funded community venues who run their training independently have not been observed. Learner evaluations are thorough and concerns are followed up. For example, one youth work group felt that equality lessons did not challenge discriminatory attitudes sufficiently. This has now been raised at staff meetings and a representative from an organisation for racial equality attended a meeting to give guidance and has had input into some of the lessons. Equality and diversity are taken very seriously by the CIC and learners feel valued and respected.

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117. The CIC curriculum area does not match that used by the inspection team. It was difficult to correlate the self-assessment report and inspection findings.

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Visual & performing arts & media 3

Contributory areas: Contributory grade Number of learners Arts 725 Adult and community learning 3 - Crafts 1290 Adult and community learning 3 -

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Arts

Strengths good range of community venues to widen participation ! good accommodation and good specialist resources ! good teaching and learning ! good development of technical skills !

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Arts

Weaknesses inadequate curriculum management ! ineffective course promotion ! unclear progression routes ! inadequate monitoring and recording of progress !

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Crafts

Strengths good development of technical skills ! good teaching and learning ! good accommodation and good specialist resources ! good range of community venues to widen participation !

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Crafts

Weaknesses inadequate monitoring and recording of progress ! unclear progression routes ! ineffective course promotion ! inadequate curriculum management !

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Achievement and standards

118. The development of technical skills is good in arts and crafts. Learners develop a diverse range of specialist creative skills and work on complex and challenging tasks through whole class teaching and individual projects. In a soft furnishing class, learners

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who had been unable to use a sewing machine are now successfully making quality finished products. Learners in a lace making class produce exquisite tablecloths, collars and bookmarks that demand very high levels of skill and concentration. Learners working at different levels in an art class are producing work that is creative and technically proficient. They use palette knives skilfully to apply acrylic paint as an impasto, while other learners explore watercolour techniques. All the learners in this class keep comprehensive and interesting sketchbooks of ideas. Work in learners’ portfolios is good and demonstrates clear attainment over time. Some learners in card making and soft furnishing succeed in selling their work and make presents for friends and family.

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Achievement and standards

119. There were 681 enrolments on accredited programmes in 2003-04. Retention and achievement are good in arts and crafts. Retention is 80 per cent and achievement is 69 per cent. In non-accredited arts and crafts courses, 86 per cent of the 1,378 learners achieved their learning goal.

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Quality of education and training

120. The teaching and learning are good. Art programmes are well planned and carefully structured. Craft classes are often operated as open workshops with tutors responding flexibly to individual needs. Tutors employ a range of sympathetic and effective teaching techniques that include individual coaching, intervention, demonstrations, use of handouts and individual advice. Learners are committed and engaged in class. They have a good appreciation of the standards of work they are producing and the progress they are making, but have little guidance from tutors on what they need to do to improve. Lesson plans are written for all classes and contain aims and objectives. Learning outcomes, however, are not sufficiently identified or shared with learners.

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121. In some art classes, learners are encouraged to keep portfolios and sketchbooks as a reference tool to explore and develop their own creative ideas. They enable learners to illustrate the progress they have made. In craft classes, portfolios are kept as a record of work completed, using photographs, drawings and samples. New learners make rapid progress through individual tutor and peer support. Learners are able to talk confidently about what they have learnt, using appropriate professional and technical vocabulary. In many art classes, learners are encouraged to explore different media through design projects such as illustration and fabric design. Learners have an in-depth knowledge of their subject. Many learners reinforce and extend what they have learnt outside of class through encouragement to continue work at home. Projects completed at home are often displayed for a group critique.

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Quality of education and training

122. Accommodation is good and fit for the practical nature of these classes. There is good use of college and school art rooms to provide an appropriate and stimulating working environment. In all the sewing classes there is a fitting room and full-length mirror. Equipment is good and of current industrial standard and well maintained. Most classes have large tables that are suitable for large-scale art and craft work. Most tutors

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are well qualified and are practising artists.

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Quality of education and training

123. There is a good range of community venues to widen participation geographically throughout the area. Classes are held in colleges, community centres, church halls and primary schools across the area. Venues allow access for minority groups such as an Asian women’s group and a Sure Start class for young mothers. They are timetabled during the day and evening to meet the needs of these groups.

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Quality of education and training

124. There is satisfactory support in the classroom from the tutor. Literacy and numeracy are integrated well into some specialist classes. For example, in a soft furnishing class, learners carried out complex numeracy tasks when designing and making blinds. However, there is no formal system for identifying literacy and numeracy support needs.

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Quality of education and training

125. There is inadequate monitoring and recording of learners’ progress. Individual learning plans are used to record task completion, but do not sufficiently capture learning and progress. Formative assessment is weak. There is no recording of learning in classes or records to monitor progress. Where systems exist they vary in format and in their effectiveness. Work is not marked and there is little opportunity for learners to recognise their own achievement. Informal assessment and verbal feedback takes place successfully.

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126. Progression routes are unclear and are not sufficiently advertised to learners. Learners are not encouraged to investigate further progression opportunities as part of their course, and some learners take the same courses year after year and others move to a different level in the same class. Some classes include three levels in the same group. There is no discrete provision for learners at level 3.

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Quality of education and training

127. There is insufficient course promotion. The information on courses is not distributed widely throughout the area. In the autumn term no non-accredited courses were advertised in the local press. Several courses have been incorrectly titled or described. For example, learners turned up for a free taster course in cookery but discovered that it was a floristry course. Most learners hear about the availability of classes through friends and relatives. Course information does not include the additional costs of materials the learner will incur, which for some courses can be expensive. Some classes run with very low numbers in order to widen participation and a budget is provided to meet the shortfall in revenue. However, this restricts the opportunities for group discussion and social discourse.

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Leadership and management

128. There is inadequate curriculum planning in arts and crafts, particularly planning and communication between the LEA and Stoke-on-Trent College. There is a curriculum area co-ordinator and programme manager in arts and crafts from the college but no overall post with specialist arts and crafts knowledge to unite the management of these areas. Some managers are not clear about their roles and responsibilities where the joint provision is concerned. Monthly meetings are held between managers and tutors. The

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college has carried out observations of teaching and learning since 2004 and is working well with college tutors to improve their teaching. This is not consistent with tutors employed by the LEA and unqualified teachers do not get the support to improve their delivery. The programme area manager co-ordinates and writes the area self-assessment report. The report is not self-critical and does not sufficiently use data on retention and achievement, attendance and enrolment to shape the future development of the provision. There are few measurable targets for improvement from the self-assessment process.

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Humanities 3

Contributory areas: Contributory grade Number of learners History and genealogy 170 Adult and community learning 3 -

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History and genealogy

Strengths good development of personal/learning skills ! very good teaching ! high standard of project work on local history courses !

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History and genealogy

Weaknesses inadequate structures for curriculum management ! poor use of data ! inadequate resources in community centres !

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Achievement and standards

129. Retention and achievement are satisfactory. Most of the courses are accredited through the OCN. Achievement in psychology and sociology introductory courses is satisfactory at 60 per cent for the past two years. However, results in GCSE psychology since 2002 have remained below the national average. In local history, all 10-week accredited courses run as a series of three in consecutive terms, and retention on each course and progression between courses is high at above 90 per cent. The partner provider college has been very successful in offering imaginative courses for hard-to- reach groups. Learners demonstrate a high level of attainment in lessons. There is good discussion and debate in lessons in psychology and sociology classes and learners have confidence in their own ability to make accurate notes. There is a good development of analytical and collaborative learning skills. Learners on local history courses produce a

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Achievement and standards

high standard of project work. They work independently in class and at home to carry forward their learning through individual and group project work. Two groups have published websites, one on the history of mining and the other on the Penkhull community. Two other groups of learners have produced reference booklets on two local areas. Learners participate fully by asking probing and searching questions. In the local history classes, learners have been supported to develop a wide range of research skills including the use of the internet. All learners develop good personal and learning skills. Overall, attendance is good at 80 per cent.

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Achievement and standards

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Quality of education and training

130. Teaching is very good. Lessons are well prepared with supportive handouts, and the pace is good. Tutors encourage all learners to participate in discussions by questioning and by sharing relevant knowledge and experience. Tutors prepare good materials to support learners. In psychology and sociology there are comprehensive study and information packs to help learners revise topics. In local history classes, photographs, extracts from books from the 1600s, 1700s and 1800s, maps and census details are frequently provided for learners, either as handouts or as transparencies. Tutors are well qualified in the subjects they teach and all have, or are working towards, teaching qualifications. Tutors in local history are recognised locally and nationally for their expertise.

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Quality of education and training

131. Resources in the neighbourhood colleges are satisfactory. Most neighbourhood colleges have enough computers and a small stock of reference books and journals for psychology and sociology. However, the resources in the community centres are inadequate. The number of computers varies and there are no internet links. Basic audio/visual aids and teaching equipment are frequently not available. There are no library books or additional text or journals unless they are brought in by the tutors.

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Quality of education and training

132. Assessment is satisfactory. Learners’ work is marked in a timely manner with comments on a cover sheet. There is a systematic approach to the identification of assessment criteria that is given to learners with assignment details. In most cases, staff provide guidance on how learners can improve their work. In a minority of cases, marking is superficial and does not provide sufficient guidance for improvement. Internal moderation is satisfactory for all accredited courses. There is an expectation that all learners on accredited courses, even the 10-week local history courses, will work towards accreditation. Tutors on these courses provide clear guidance to learners on the preparation and collation of work for assessment.

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Quality of education and training

133. Guidance and support for learners are satisfactory. Learners on GCSE psychology and sociology have a three-week induction, during which they assess the programme and tutors consider their appropriateness for this level of study. During the induction period, the central support team visits learners to identify the support that is available. This includes financial support and counselling as well as literacy, numeracy and language support. At the partnership provider college, guidance and support are provided as they are needed. Initial assessment is, however, inconsistent and there is no formal use of individual learning plans. Towards the end of the courses the support team informs learners of progression options.

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Leadership and management

134. There are inadequate structures for curriculum management. Two individual college managers oversee the area, with no co-ordination and no direct management role within the LEA provision. There is no overview of the quality of the learners’ experience. No-one has the responsibility for the maintenance and development of the curriculum

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and over the past three years it has declined significantly. The links between the partner provider college and the LEA provision, in terms of curriculum development and leadership, are weak. Few progression opportunities between the partner provider college and the LEA provision have been developed. Data is not collected or used at course level to identify trends in enrolment, retention and achievement. It is not analysed by gender, disability, age or ethnicity to support the mission of the service and inform curriculum choices and development. Course reviews are not adequately developed or used to raise standards and plan developments. There are no realistic targets for courses or learners. The self-assessment report is not thorough and is not self-critical.

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Leadership and management

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English, languages & communications 3

Contributory areas: Contributory grade Number of learners English 35 Adult and community learning None - Languages 283 Adult and community learning 3 -

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English

Strengths good achievement in GCSE English !

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English

Weaknesses no significant weaknesses identified !

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Languages

Strengths very good enrichment opportunities in French and German ! good teaching and learning in BSL and Spanish !

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Languages

Weaknesses inadequate structure for curriculum management ! inadequate initial assessment in modern foreign languages ! excessive use of English in some modern foreign languages sessions !

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Achievement and standards

135. Achievement in GCSE English is good, a strength recognised in the self-assessment report. The achievement rate increased from 86 per cent in 2002 to 91 per cent in 2003 and 97 per cent in 2004. In 2004, 86 per cent of achievers gained a grade C or above. The success rate was 87 per cent. However, the number of learners declined from 46 in 2002 to 37 in 2004.

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Achievement and standards

136. Overall, achievement rates on accredited programmes are usually above 90 per cent. However, there is considerable variation in results. In level 1 Spanish, achievement was good in 2003-04 at 93 per cent. In BSL, retention was 67 per cent and contributed to a very low success rate of 34 per cent. However, attainment in the BSL classes visited by inspectors was good. It was good in 75 per cent of Spanish classes visited. In both languages, learners understand and communicate in sign or speech with commendable fluency and accuracy.

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Achievement and standards

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Achievement and standards

137. Achievement on non-accredited programmes, approximately 13 per cent of the provision, is not measured by reliable data. Nevertheless, attainment is at least satisfactory in all non-accredited courses. Attainment during the residential French weekend is outstanding. In the writing workshop, attainment is good. A learner whose work has been accepted for publication has been asked by a publisher to produce more. Meeting learners’ personal goals is a strong feature of much of the provision. BSL learners often have family or friends with whom they wish to communicate more fluently and some have vocational reasons for studying BSL.

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Quality of education and training

138. Teaching and learning are good in BSL and Spanish, a strength partly identified in the self-assessment report. Signing or Spanish are tutors’ main communication with learners. Learners grasp opportunities to expand their vocabulary or hone their practical communication skills. Lessons are well planned to ensure that learners make good progress. Role-play and pair work are successful ways in which tutors give learners communication practice. Learners’ individual needs are well catered for, particularly in BSL. In the best sessions in other modern languages, the taught language predominates. During the French residential weekend, for instance, the tutor encouraged learners to practise French exclusively in and outside the classroom. Attendance in classes observed during the inspection was generally good, averaging 87 per cent.

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Quality of education and training

139. Good enrichment opportunities at a local residential college exist in French and German. This strength is not identified in the self-assessment report. Learners value the intensive nature of these experiences, particularly when they are residential. The tutor is available to learners at meal times and in the evening. Some BSL learners attend the local deaf club, where they meet tutors and gain further opportunities to practise their skills. These learners and tutors have recently made a very good video in support of a fundraising activity.

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Quality of education and training

140. Resources are satisfactory overall. Almost all modern foreign languages tutors are very good speakers of the languages they teach. Accommodation varies in quality and fitness for purpose. The self-assessment report mentions the unsatisfactory accommodation. Tutors make use of varied teaching and learning resources. A BSL tutor used his own clothes successfully to teach learners to sign colours. His use of humour, for example by wearing odd socks, added to the impact. A creative writing tutor made very effective use of learners’ work in a simulated editorial meeting. Two modern foreign language sessions benefited from good use of everyday objects to avoid the need for translation. A BSL tutor and a Spanish tutor made good use of video. Tutors frequently use good flash and cue cards. However, these resources are not always used well to avoid English in modern foreign languages sessions. The impact of a good digital

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Quality of education and training

projector was reduced when the text of one dialogue appeared on the screen as learners were supposed to be listening to another. Tutors of modern foreign languages make insufficient use of audio recordings. There was no use of ICT by learners during sessions.

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Quality of education and training

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Quality of education and training

141. Assessment and monitoring of progress are satisfactory overall on accredited courses. Internal and external verification procedures are in place and are well recorded. One external verifier’s report identifies some generosity in assessments. Another, however, describes internal standardisation procedures in the English GCSE as exemplary. Most tutors keep good assessment records. Formal assessment is a significant omission on non-accredited provision other than creative writing. Individual learning plans are not used.

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Quality of education and training

142. The range of accredited provision is satisfactory overall. It is good in BSL, ranging from entry level to level 2. Contrary to the self-assessment report, the range of modern foreign languages provision is somewhat restricted. English courses are only available at level 2. However, learners who want to study other languages or at other levels may choose from the college’s provision. Some learners are regularly unable to attend the start of their classes because of work commitments. Some short courses end in October, leaving learners uncatered for until late February. Spanish conversation classes are not accurately named.

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Quality of education and training

143. Guidance and support are satisfactory. Support for literacy and numeracy is satisfactory. The CIC part-time prospectus contains brief details of courses offered. Potential learners gain satisfactory information about courses they are considering. However, important details of assessment and teaching methods are sparse. One centre had difficulty providing a copy of the prospectus.

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Quality of education and training

144. English is used excessively in some modern foreign language sessions. This weakness is not mentioned in the self-assessment report, but managers are aware of it. Some tutors use English needlessly when giving simple instructions or explanations. They provide too few opportunities for learners to develop listening skills. Learners translate haltingly from English. They do not develop fluency by practising foreign words and structures. They lack confidence to experiment with material they have still to master. Excessive use of English is a particular weakness of the least satisfactory French sessions. Lesson planning in these sessions is unsatisfactory. It pays insufficient attention to ways of sustaining the use of the foreign language. In some satisfactory modern foreign languages sessions, there is nevertheless some intrusive English. In German and Italian sessions, for example, learners lapsed into English during group work.

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Quality of education and training

145. Initial assessment in modern foreign languages is inadequate. The self-assessment report does not identify this weakness. Tutors and learners have no standard procedures they can use at the beginning of a course to help them assess prior achievement and future needs. Continuous assessment ensures that tutors develop a secure view of learners’ attainment. The lack of initial assessment makes the process slower than necessary. In GCSE English, initial assessment is good and in BSL it is satisfactory.

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Leadership and management

146. The curriculum management structure is inadequate, a weakness not identified in the self-assessment report. Managers are knowledgeable and hard-working and express enthusiasm for the partnership. However, management responsibilities are not co-

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Leadership and management

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Leadership and management

ordinated. The programme manager of the college assumes the same title in the CIC. There is no expectation that she will do so within the residential college. She has no job description for her CIC work, no time allocation, no authority to intervene and no budget. She is not responsible for planning. Planning and developing the curriculum are seen in terms of commissioning courses for the programme manager to staff. This is a restricted view of curriculum planning. It includes no overall curricular vision or plan. The process takes place within clusters and, separately, within the residential college. Nobody has a secure overview of the provision. Except for those in the residential college, all tutors are employed by the college. They regard their CIC courses as college courses. Their meetings include points relevant to the CIC, but none are devoted exclusively to it. Tutors do not meet as CIC teams. Opportunities are lost for CIC tutors

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Leadership and management

to share and develop good practice specific to the CIC’s mission, such as the assessment of non-accredited learning.

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Leadership and management

147. Observations of teaching and learning are rigorous. Observers’ comments are based on secure understanding of the disciplines in the area of learning. When unsatisfactory teaching is identified, the programme manager organises specialist and effective support, such as that provided by the college’s advanced skills teachers. Some grades for observations of teaching and learning are too high. No observations of teaching and learning have taken place on language courses in the residential college , although these are part of the planned programme of observations established in September 2004. Although the self-assessment report identifies some strengths, it is insufficiently concerned with key weaknesses. The grades are too high. Managers make insufficient use of data to help bring about improvements.

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Leadership and management

148. There is satisfactory regard for equal opportunities. BSL courses are a strong feature of the provision. Many tutors are deaf and are excellent role models. Modern foreign languages courses promote tolerance and enthusiasm for other cultures. There are few black and minority ethnic learners.

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Leadership and management

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Foundation programmes 3

Contributory areas: Contributory grade Number of learners ESOL 300 Adult and community learning 3 - Literacy and numeracy 420 Adult and community learning 3 -

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ESOL

Strengths wide range of community provision ! effective strategies to enable learners to attend courses !

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ESOL

Weaknesses poor monitoring of learners’ progress ! insufficient target-setting !

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Literacy and numeracy

Strengths wide range of community provision ! good accommodation ! very good individual learning support !

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Literacy and numeracy

Weaknesses insufficient accreditation opportunities at entry level ! some poor resources ! inadequate quality assurance processes !

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Achievement and standards

149. Too few learners take nationally accredited qualifications. In the current year, only 28 of the 420 learners on literacy and numeracy courses achieved a literacy qualification and only 19 achieved a numeracy qualification at levels 1 or 2. Of those who take accredited courses, the achievement rate is satisfactory.

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Achievement and standards

150. Few ESOL learners have achieved externally accredited qualifications. However, action has been taken to broaden the range of qualifications available to them, and the number of learners working toward externally accredited ESOL qualifications has increased. It is too early to judge their achievements.

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Achievement and standards

151. Progression from level 1 and 2 courses is satisfactory. Some learners progress to GCSE English and mathematics courses. Others progress to courses including ICT, classroom assistant, administration, counselling and university access. Progressions to employment include a local theme park and a classroom assistant.

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Achievement and standards

152. The standard of learners’ work is satisfactory. Most learners are motivated by the programmes, which they find relevant and enjoyable. Some learners produce good work in their portfolios or folders. Learners respond positively and actively to their tasks and work independently and purposefully. In the creative writing class, learners are given good opportunities to evaluate their work. Attendance is generally satisfactory, although the attendance on some ESOL courses is irregular.

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Quality of education and training

153. There are effective strategies to enable learners to attend ESOL classes. Many ESOL learners are Asian women with small children, and most classes are for women only. In addition to placing classes within their own communities for ease of access, some centres have crèches, which are free. One centre offers a free bus pass for the day, a free crèche and a free lunch. Most ESOL classes are held during the morning, which facilitates attendance by learners with young children at school.

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Quality of education and training

154. The accommodation is good. Most centres contain good classrooms which are equipped with suitable furniture and teaching aids including white boards, an overhead projector and there is access to TV and video and flip charts. Most centres have secure facilities to store learning materials. Tutors are able to obtain additional learning materials and equipment centrally. However, a small number of the centres are poorly decorated and resourced.

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Quality of education and training

155. The range of provision in this area meets the learners’ needs. Learners are clear about the benefits of coming to classes and many see them as a stepping stone to progress towards their individual goals. For example, one learner wants to be able to help her grandson with his school work. Another wants to learn to read so that he can use car manuals. Most of the learners find that coming to the class increases their confidence.

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Quality of education and training

156. Tutors have a range of suitable qualifications and are experienced in working with people who want to improve their literacy, numeracy and ESOL skills. All tutors have taken part in core curriculum training. Many tutors are currently working towards the achievement of level 4 subject-specialist qualifications. Learning support assistants and volunteers are already qualified or are currently working towards the achievement of suitable qualifications.

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Quality of education and training

157. There are some poor teaching resources in literacy and numeracy classes. At some centres learners do not have adequate access to ICT facilities. Many learning materials are inappropriate and unrelated to learners’ interests, the local area or employment. There is little use of everyday materials that learners would recognise during their daily

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Quality of education and training

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Quality of education and training

lives and an over-reliance on generic worksheets, many of which are poorly presented and reproduced. There is a good range of fiction available in the creative writing class. However, in some classes the materials are not age appropriate.

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Quality of education and training

158. There is very good support for learners on literacy and numeracy courses. Many learners have low literacy or numeracy skills. There is good, planned use of volunteers and learning support assistants to support learning, and some learners bring their own carers to classes for support. Teachers offer good individual support during lessons and adapt and provide resources that can be used at home. Crèche facilities are provided at some centres and free places are provided for the children of some learners by Sure Start. There is a counsellor at one centre.

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Quality of education and training

159. Most teaching and learning is satisfactory. Lessons are planned satisfactorily and teachers are able to identify and make available suitable resources. There is a wide range of needs within classes which ranges from entry level to level 2 in many cases. In the better lessons, teachers make good use of individual and whole group teaching. Learning materials are differentiated and cater for the diverse needs of learners. There is good activity-based learning which fully engages learners. Learners are motivated and are encouraged by teachers. Lessons are well structured and managed with sensitivity and supportive teaching. In the weaker lessons there is little differentiation of learning materials and insufficient engagement of learners during classes. Some classes are unchallenging for learners and are delivered at a slow pace. ESOL lessons include a variety of activities to cover the four language skills of speaking, listening, reading and

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Quality of education and training

writing. Teachers are sensitive to their learners’ backgrounds and create a supportive classroom atmosphere. Rapport between teacher and learner is good and this improves learners’ confidence when making contributions to oral activities. Within classes there is frequently a range of levels and some learners are not being challenged by work which is often targeted at the lower-ability range in the class. All ESOL courses are taught as group lessons and there are no workshop sessions where learners can work at their own pace at their individual level.

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Quality of education and training

160. There is insufficient target-setting in ESOL classes. Initial assessments are carried out with all learners but the results are not well recorded and are often not used to develop individual learning plans. Tutors set very modest targets and many learners finish tasks well ahead of target dates. Some learners find the work easy, while others struggle to finish their work by the end of the class. There have been development sessions on the completion and use of individual learning plans and documents have been circulated to teachers, but there is little evidence of their effective use. There is some discussion among the ESOL team about the appropriacy of individual learning plans to the community courses, but this has not resulted in a unified approach to the task of setting meaningful and challenging targets. Targets are not reviewed well during their courses. Where learners have initial targets, they are often not reviewed to check whether they

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Quality of education and training

have been achieved, and there is no consistent process of setting new targets.

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Quality of education and training

161. The monitoring and recording of ESOL learners’ progress and achievements is poor. Frequently no achievements are recorded. No targets on individual learning plans or other documents for new learners and this makes effective monitoring difficult.

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Quality of education and training

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Quality of education and training

Records of work are more about what has been taught rather than what has been learnt. Additionally there is little feedback from learners on what they have gained from lessons. Records of classwork do not show individual learners’ progress and achievement. Erratic attendance on some courses adds further to the need to implement monitoring procedures. On many courses there is no systematic formal review of individual learners’ progress and this makes planning of learning impractical and progression routes difficult to establish.

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Leadership and management

162. Management of the foundation programmes has recently been changed to include ESOL courses within the faculty. Three managers now manage essential skills, ESOL and community programmes supported by a college-based head of faculty. This recent change has had a positive impact on the provision and there is now greater teamwork between all staff and regular sharing of good practice. Staff are working towards embedding skills for life within vocational areas and are planning to deliver a greater range of themed lessons using more relevant learning materials. There is a strong commitment to continuing professional development and many members of staff have achieved or are working towards achieving a subject specialist qualification at level 4. In ESOL and essential skills there is an ongoing programme of staff development with needs being identified through observations of teaching and subsequent appraisal and through

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Leadership and management

initiatives planned for the curriculum area. A recent staff training event focused on the new graded ESOL examinations to be introduced in the summer of this year. Many of the recently introduced initiatives have not yet made an impact.

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Leadership and management

163. Quality assurance arrangements in literacy and numeracy are insufficient. They have not led to improvements in the content, accuracy and use of individual learning plans and reviews. A few learners have been on literacy and numeracy courses for extended periods of time, one for seven years and another for four years. Progress for many learners is difficult to monitor. Course review arrangements do not focus specifically on learners’ progress and routes to progression. Progress and achievement for those at entry level is not accurately identified.

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Leadership and management

164. Most of the ESOL learners are of Pakistani origin and are at entry level or pre-entry level. However, there is no course literature in minority ethnic languages to give guidance and information on the courses and facilities at community venues.

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Leadership and management

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Family learning 4

Contributory areas: Contributory grade Number of learners 935 Adult and community learning 4 -

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Family learning 4

Strengths good development of learners’ confidence ! good range of courses to widen participation ! strong partnerships to reduce barriers to learning !

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Family learning 4

Weaknesses too much unsatisfactory teaching ! inadequate use of assessment practices in most sessions ! inadequate implementation of quality assurance procedures !

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Achievement and standards

165. Good levels of confidence are developed by learners in classes. They are motivated by attending classes which give them confidence in their own abilities. Many learners apply for jobs and other courses before completing the family learning programme. Parents have increased confidence to express views and opinions regarding their children’s development and comment on positive interaction with their own children following literacy, numeracy and practical activities in classes. Retention and achievement are satisfactory, although they are better in literacy than in numeracy. The standards of learners’ work is good in many classes with end products such as story sacks being used successfully in many schools and by many parents to enhance the children’s learning.

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Quality of education and training

166. Too much teaching and learning is unsatisfactory. In many sessions, learning is not sufficiently well planned to meet the needs of individual learners. Many session plans do not focus sufficiently on learning, nor do they work towards learning goals agreed with the learners. Some sessions are not structured well and include only a limited range of teaching and learning activities. In mixed-ability classes there is poor differentiation, with tasks being too difficult for some learners and insufficiently challenging for others. Tutors do not always evaluate their sessions to identify what worked well and what could be better planned in future sessions. In the better sessions, learning activities are well structured with clear aims and learning objectives and include a good variety of teaching and learning methods. In one class, the tutor recapped previous learning well and learners were able to answer questions regarding previous learning. Learners understand

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Quality of education and training

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Quality of education and training

their own learning styles and their children’s and discuss ways in which these styles could be accommodated appropriately when working together at home. Learners’ development of skills is satisfactory. In some sessions, skills are developed well. In one family ESOL class, essential language skills of reading, writing, speaking and listening were practised equally and learners showed good improvement in pronunciation, vocabulary and comprehension.

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Quality of education and training

167. Accommodation and resources are generally satisfactory and suitable for purpose. Classrooms in many school centres are light, colourful and well furnished for adults and children learning together. In a few centres, IT facilities are used well by tutors and learners. Resources are mainly satisfactory with some good workbooks being used to support learning in a few sessions. However, some learning materials are poor, include small fonts and are not suitable for learners. Some learning handbooks include words and sentences that are above the reading age of some learners and can be detrimental to learners’ confidence and ability to make progress. Most teachers are well qualified and experienced and have attended Skills for Life training. However, one tutor is not suitably qualified for this area of learning and is unable to deliver suitable learning activities for learners in need of literacy and numeracy support.

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Quality of education and training

168. Assessment practices are inadequate in most sessions. Learners’ starting points are not sufficiently identified for literacy, numeracy, language and other family learning activities. In one class, the specific literacy needs of three learners were not identified until the fourth week of the programme and this significantly impeded their progress. Formative and summative assessment is used inconsistently, with milestones and targets not being used sufficiently to enable tutors and learners to monitor their progress satisfactorily. Learners’ progress is not monitored and records are not often kept adequately. Tutors keep lists of learners’ activities but do not record how well the learner is progressing and what they need to do to improve. In many classes, end-of-session evaluation by tutors and learners does not take place to reinforce the skills learnt that day.

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Quality of education and training

169. The range of courses is good and promotes widening participation. Identified community needs in rural and inner-city zones are used well to plan the curriculum portfolio. Classes are held throughout the city using a wide variety of locations that are accessible for learners. An exciting range of taster workshops and wider family learning courses positively encourages participation by hard-to-reach learners, with significantly increased enrolments year on year. Progression routes are clear for learners and many progress into other family learning classes or on to further and higher education. The range of accredited and non-accredited options for learners is good with wider family learning providing the first step back into learning for many parents.

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Quality of education and training

170. Support and guidance for learners are satisfactory. Pre-course information for accredited courses and most non-accredited courses is good. However, learners on a few courses did not have sufficient information and did not know what to expect at the first session. Participation is promoted well through no course fees and learners receive basic materials to support their learning. Learners have good support from tutors in classes with help in making decisions on how they might progress. Additional learning support is provided for some learners in a few classes.

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Quality of education and training

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Leadership and management

171. Access to learning is significantly enhanced through strong partnership working. The LEA and college co-ordinators work well together and liaise effectively on the planning of the programme. Working relationships with schools and voluntary sector organisations are good and common aims are agreed to promote learning for parents and children together. Partner venues and facilities are used very well, providing learning in accessible places near to learners’ homes and at times to suit parents of school-aged children. Strategy meetings are effective in evaluating and further developing an appropriate curriculum for learners.

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Leadership and management

172. The curriculum is planned jointly between the LEA and college co-ordinators and responds well to needs identified by community-based partners such as schools and voluntary sector organisations. Meetings for tutors are held regularly once a term. However, these are not attended by all tutors. Co-ordinators visit most classes and regularly talk to learners and offer support.

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Leadership and management

173. Quality assurance procedures are not adequately implemented nor fully understood by all partners. Tutors’ planning, recording and learning materials are not sufficiently monitored by co-ordinators and managers. Communication with tutors on standards for teaching and learning is not sufficient. Some tutors do not fully understand the importance of essential aspects of teaching and learning such as planning, differentiation and using a range of methods to meet individual needs. Some partners do not have a shared understanding of quality criteria such as recruitment and selection of teaching staff. Comments in the reports of observations of teaching and learning do not always match the grades given.

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Leadership and management

174. The self-assessment report does not identify the key weaknesses found by inspectors. Tutors do not sufficiently understand or contribute to the self-assessment process. Some of the findings in the self-assessment report do not match those at inspection.

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