Other · Ofsted report

Setting

Inspected — · published 10 Jun 2005

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INSPECTION REPORT Newcastle upon Tyne LEA

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−13Mixedmore positive than 18% of reports of this type

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Praiseexcellentstrengthseffectivelyeffectivewell plannedimprovedstrongindependent

Criticisminsufficientweaknessesinadequatenot alwaysinsufficientlyweaknesspoorfailed

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FindingsLeadershipWhat needs to improve positive critical

Findings16872w+7
Leadership7410w−40
What needs to improve2583w−26

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Teaching & assessment184
“Weaknesses ineffective initial assessment in one centre 00” p.19
Progress & outcomes154
“Weaknesses slow progress by more able learners 00” p.16
Staff development150
“Weaknesses low retention rates on many courses 00” p.18
Curriculum113
“The major weakness of insufficient curriculum co-ordination has been identified and new posts have been created to improve the situation.” p.6
Reading & phonics87
“Teaching and learning are excellent in literacy and numeracy.” p.12
Communication & language79
“In bookkeeping classes, language support is inadequate.” p.35
Parents & families57
“Some parents who have failed in the school environment become advocates to recruit new learners to family learning courses.” p.11
Leadership & governance56
“Provision will normally be deemed to be inadequate where more than one third of the area of learning grades and/or leadership and management are judged to be inadequate.” p.3

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Pages: 69
Words of findings: 26,414; longer than usual (typical 1049)
Reading level: Hard; Flesch 45, typical 45
Average sentence: 14 words
Next steps: 8; typical 5
Hedged sentences: 13%; “some”, “not always”, “most”…

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Findings 63%Leadership 28%What needs to improve 10%

Full report text

29 April 2005

09/06/2005 10:40:59 09/06/2005 10:40:59 NEWCASTLE UPON TYNE LEA

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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

• work-based learning for all people aged over 16 • provision in further education colleges for people aged 19 and over • learndirect 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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Adult Learning Inspectorate

Inspections are carried out in accordance with the Common Inspection Framework 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.

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Pre-inspection analysis

The resources allocated to a cycle 2 inspection are primarily determined by the findings from the previous inspection. Account is also taken of information about achievement and retention obtained from the funding body, and any significant changes in the size or scope of the provision.

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Pre-inspection analysis

Where a provider has received good grades in cycle 1, the cycle 2 inspection is relatively light. If the provider offers a number of areas of learning, a restricted sample is inspected.

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Pre-inspection analysis

Where a provider has received satisfactory grades in cycle 1, the cycle 2 inspection is less intensive and it is possible that not all areas of learning are included.

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Pre-inspection analysis

Where there are significant unsatisfactory grades from cycle 1, the intensity of the cycle 2 inspection is broadly the same as cycle 1, and all significant areas of learning are inspected.

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Pre-inspection analysis

Providers that have not previously been inspected will receive a full inspection.

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Overall effectiveness

The grades given for areas of learning and leadership and management will be used to arrive at a judgement about the overall effectiveness of the provider.

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Overall effectiveness

An outstanding provider should typically have leadership and management and at least half of the areas of learning judged to be a grade 1. All area of learning grades will be graded 1 or 2.

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Overall effectiveness

A good provider should have leadership and management and at least half of the area of learning grades judged to be a grade 2 or better. A good training provider should not have any grade 4s, and few grade 3s in the areas of learning.

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Overall effectiveness

A satisfactory provider should have adequate or better grades in leadership and management and in at least two thirds of the area of learning grades. An adequate provider might have a range of grades across areas of learning, some of which might be graded 4.

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Overall effectiveness

Provision will normally be deemed to be inadequate where more than one third of the area of learning grades and/or leadership and management are judged to be inadequate.

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Overall effectiveness

The final decision as to whether the provision is inadequate rests with the Chief Inspector of Adult Learning. NEWCASTLE UPON TYNE LEA

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Grading

Inspectors use a four-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas and Jobcentre Plus programmes, as well as to summarise their judgements about the quality of learning sessions. The same scale is used to describe the quality of leadership and management, which includes equality of opportunity and quality assurance. The descriptors for the four grades are:

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Grading

• grade 1 - outstanding • grade 2 - good • grade 3 - satisfactory • grade 4 - inadequate

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Summary

Description of the provider 1 Overall effectiveness 2 Key challenges for Newcastle upon Tyne LEA 2 Grades 2 About the inspection 5 Key Findings 5 What learners like about Newcastle upon Tyne LEA 17 What learners think Newcastle upon Tyne LEA could improve 17 Leadership and management 21 21

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Detailed inspection findings

21 Leadership and management Equality of opportunity 22 Quality improvement 24 Construction 26 Business administration, management & professional 30 Information & communications technology 34 Hospitality, sport, leisure & travel 37 Hairdressing & beauty therapy 40 Health, social care & public services 42 Visual & performing arts & media 45 Humanities 48 English, languages & communications 51 Foundation programmes 54 Family learning 63 NEWCASTLE UPON TYNE LEA

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DESCRIPTION OF THE PROVIDER

1. Newcastle Local Education Authority (NLEA) receives funding from Tyne and Wear Learning and Skills Council (LSC) to run adult and community education on behalf of Newcastle City Council. Since August 2003, there has been a single contract for all adult and community learning, further education, work-based learning, Entry to Employment (E2E) and employer training pilot (ETP) programmes.

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DESCRIPTION OF THE PROVIDER

2. Most training is delivered directly by NLEA in local schools, libraries and community centres. NLEA also subcontracts some training to the Newcastle Literacy Trust, Community Service Volunteers, Learning First, Interactive Development Ltd and Heaton Adult Association.

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DESCRIPTION OF THE PROVIDER

3. Responsibility for adult education in the city council lies with the head of libraries and lifelong learning, who reports to the director of children’s services. He is supported by a head of adult learning, who has operational responsibility for managing the service. She is supported by a curriculum and quality manager, a family learning adviser, a basic skills adviser, an acting English for Speakers of other Languages (ESOL) manager and a unit manager. There are currently five vacancies for curriculum leaders, who will report to the quality and curriculum manager. There are two curriculum co-ordinators for family learning. The unit manager heads a small team which provides management information and administrative support to the whole adult and community education service.

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DESCRIPTION OF THE PROVIDER

4. A strategic adult learning group is made up of representatives from the subcontractors, the main training centres, the city council and tutors. It provides advice and support to the head of adult learning and is responsible for monitoring quality and assessing expenditure and business plans.

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DESCRIPTION OF THE PROVIDER

5. There are provision managers for each of the main delivery centres, for the libraries and for the subcontractors. The provision managers are responsible for the day-to-day management of training in their own organisations. The ETP and work-based learning programmes are available only to city council employees and are managed by the relevant departmental heads. Most vocational training and assessment on these programmes is subcontracted to local colleges and private training providers, but literacy, numeracy and language training is provided directly by NLEA.

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DESCRIPTION OF THE PROVIDER

6. Unemployment in Newcastle was 4 per cent , compared with the 5.2 per cent in Tyne and Wear and 3 per cent nationally. At the time of the 1991 census , the proportion of the population of Newcastle from minority ethnic groups was 4.1 per cent, compared with the national average of 6.2 per cent. The proportion of school leavers in Newcastle in 2001 achieving five or more general certificates of secondary education (GCSEs) at grade C and above was 37 per cent, compared with the national average of 47.9 per cent.

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DESCRIPTION OF THE PROVIDER

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Grade 3 OVERALL EFFECTIVENESS

7. The overall effectiveness of the service is satisfactory. NLEA’s leadership and management are satisfactory, as is its approach to quality improvement. Its arrangements for equality of opportunity are good. In construction, health, social care and public services, visual and performing arts and media, family learning, and foundation programmes the provision is good. It is satisfactory in humanities, information and communications technology (ICT), hairdressing and beauty therapy, business administration, management and professional, English, languages and communications, and hospitality, sport, leisure and travel.

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Grade 3 OVERALL EFFECTIVENESS

8. The inspection team had some confidence in the reliability of the self-assessment process. The self-assessment report is currently the result of individual assessments completed by different parts of the service. It is often over-descriptive, rather than evaluative. It did, however, identify many of the weaknesses found at inspection and, in most cases, the process of trying to remedy these weaknesses had begun. The major weakness of insufficient curriculum co-ordination has been identified and new posts have been created to improve the situation.

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Grade 3 OVERALL EFFECTIVENESS

9. The provider has demonstrated that it has sufficient capacity to make improvements. NLEA has taken many steps to improve its provision, through intervention with subcontractors, better meetings structures and good survey work to identify problems across the service. Its action plans show steady progress through action points. NLEA is a complex organisation and actions to ensure improvement across the service are slower to show impact. The measures currently in place and those planned are adequate to drive improvement.

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KEY CHALLENGES FOR NEWCASTLE UPON TYNE LEA:

embed and develop curriculum management across all areas of provision • improve the co-ordination of ETP across the service • improve the sharing of good practice within the curriculum areas and across the service • further develop quality assurance to drive improvement more systematically • improve the effectiveness of planning for individual learners • maintain and build on the good strategies to widen participation by learners not traditionally seen in learning •

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KEY CHALLENGES FOR NEWCASTLE UPON TYNE LEA:

improve the teaching and learning profile across the service •

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GRADES

grade 1 = outstanding, grade 2 = good, grade 3 = satisfactory, grade 4 = inadequate

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Leadership and management 3

Contributory grades: Equality of opportunity 2 Quality improvement 3

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Leadership and management 3

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Construction 2 Construction

Contributory areas: Number of learners Contributory grade Building services 2 Work-based learning for adults 33 2

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Business administration, management & professional 3 Business administration, management & professional

Contributory areas: Number of learners Contributory grade Teacher/trainer awards Adult and community learning 185 3 Employer training pilot 20 3

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Information & communications technology 3 Information & communications technology

Contributory areas: Number of learners Contributory grade Using IT Adult and community learning 1,005 3

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Hospitality, sport, leisure & travel 3 Hospitality, sport, leisure & travel

Contributory areas: Number of learners Contributory grade Hospitality and catering Adult and community learning 132 3 Leisure, sport and recreation Adult and community learning 962 3

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Hairdressing & beauty therapy 3 Hairdressing & beauty therapy

Contributory areas: Number of learners Contributory grade Hairdressing Adult and community learning 14 3 Beauty therapy Adult and community learning 58 3

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Health, social care & public services 2 Health, social care & public services

Contributory areas: Number of learners Contributory grade Early years Adult and community learning 400 2 Counselling Adult and community learning 60 2

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Health, social care & public services 2 Health, social care & public services

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Visual & performing arts & media 2 Visual & performing arts & media

Contributory areas: Number of learners Contributory grade Arts Adult and community learning 264 2 Crafts Adult and community learning 368 2 Dance Adult and community learning 348 2 Music Adult and community learning 149 2 Media and technology Adult and community learning 154 2

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Humanities 3 Humanities

Contributory areas: Number of learners Contributory grade History and genealogy Adult and community learning 54 3 Sociology and psychology Adult and community learning 299 3

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English, languages & communications 3 English, languages & communications

Contributory areas: Number of learners Contributory grade English Adult and community learning 136 3 Languages Adult and community learning 1,025 3 Translating and interpreting Adult and community learning 136 3

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Foundation programmes 2 Foundation programmes

Contributory areas: Number of learners Contributory grade ESOL 2 Adult and community learning 996 2 Literacy and numeracy 1 Adult and community learning 809 1 Employer training pilot 12 1 Independent living and leisure skills 2 Adult and community learning 295 2

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Foundation programmes 2 Foundation programmes

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Family learning 2 Family learning

Contributory areas: Number of learners Contributory grade Adult and community learning Adult and community learning 184 2

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ABOUT THE INSPECTION

10. Of the 14 areas of learning given by NLEA, three were not inspected and reported on as they had too few learners. These were sciences and mathematics, land-based provision and retailing, customer services and transportation. The provision for learners in E2E was also not reported on and graded, as immediately before the single contract for NLEA was put into place, E2E had been inspected in its own right. Evidence was examined from E2E to support judgements about the leadership and management of NLEA. Two areas of learning were reported on and graded for ETP and evidence from health and social care in ETP was examined and used towards judgements in leadership and management.

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ABOUT THE INSPECTION

Number of inspectors 24 Number of inspection days 120 Number of learners interviewed 636 Number of staff interviewed 366 Number of subcontractors interviewed 32 Number of locations/sites/learning centres visited 132 Number of partners/external agencies interviewed 24

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Achievements and standards

11. Retention and achievement rates in construction are good. Of the 66 learners who have started on work-based learning programmes, 75 per cent have either completed their qualification or are still in learning. Of the 30 learners recruited to national vocational qualification (NVQ) programmes, only two have left the programme early. Learners obtain additional qualifications where it has been identified that they need specific skills to enhance their employment prospects.

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Achievements and standards

12. Pass rates on classroom and teaching assistants courses in business administration are good , at 93 per cent in 2003-04. Current learners are progressing at a satisfactory rate to maintain this pass rate. Since 2001-02, the overall pass rates for the area of learning have been good and improving, from 74 to 86 per cent. Progression is good across all programmes. Many learners move to higher level courses. A good proportion of learners move into jobs. Progression of learners on the ETP programme is good and the programme is directly linked to career progression.

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Achievements and standards

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Achievements and standards

13. Learners develop good skills in hospitality and sports. In a variety of sports sessions, learners develop good levels of condition and fitness. The performance of exercise to music by learners, many of whom are in their 60s and 70s, is good. In hospitality, many learners are new to cooking and are developing skills in this area for the first time. They develop good skills in using small equipment as well as in a wide range of preparation and cooking methods.

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Achievements and standards

14. Learners develop good vocational and personal skills in health, social care and public services. Learners in early years are knowledgeable about children ’ s developmental needs. Those following learning disability awards demonstrate a good understanding of relevant topics. Older learners with visual impairment gain in confidence and learn how to manage stress through yoga. On training for work courses, such as those in moving and handling and the management of epilepsy, there is 100 per cent achievement.

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Achievements and standards

15. Learners ’ work is good in visual and performing arts and media. In craft sessions, learners develop diverse skills and work on complex tasks. In media, learners produce high-quality images using traditional photographic processes and digital imaging. Art sketchbooks are used particularly well to show the extensive progress that learners have made. Learners in music and dance show good performance skills.

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Achievements and standards

16. Learners develop a good range of skills and knowledge in humanities. Many learners respond to written assignments with enthusiasm and success, researching thoroughly and showing increasing skills in organising and presenting their ideas. Retention rates are low on many courses. Across the access to higher education courses, 29 per cent of those who enrolled failed to complete their course in 2004. Retention rates on GCE A, AS and GCSE level courses are low, averaging 60 per cent over the past two years.

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Achievements and standards

17. In English, languages and communication, attainment and achievement on most courses are very good. Pass rates on accredited courses are good, averaging over 90 per cent. Many level 1 beginners courses have achievement levels of 100 per cent. In the best language sessions, learners are fluent in the target language. Standards of written work are high on all courses.

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Achievements and standards

18. Higher-level ESOL learners develop significantly in their confidence and personal skills. Many of them produce good work and significantly improve the literacy and language skills that they need for their everyday lives at home and work.

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Achievements and standards

19. Learners very quickly show significantly improved literacy and numeracy skills after they begin a programme. These improved skills enrich their quality of life, give them greater confidence and make a positive impact on everyday activities. Many learners improve their employment or promotion prospects significantly within a relatively short period of time. Literacy and numeracy provision for ETP learners very effectively develops skills that improve their personal and working lives. Opportunities for progression are good.

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Achievements and standards

20. There is good achievement of personal goals by learners who follow independent living and leisure skills courses. Of 400 learners who started during the current year, 195 have completed their planned programme. Only 3 per cent have left without achieving their learning goal.

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Achievements and standards

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Achievements and standards

21. There are significant gains in skills and confidence in family learning. Some parents who have failed in the school environment become advocates to recruit new learners to family learning courses. They are much better able to support their children. Headteachers report better communication with parents and improved skills in the children. Some learners progress to higher-level literacy, numeracy or computer courses. Some have also trained as classroom assistants and have gained employment in a school.

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Achievements and standards

22. Overall, retention and achievement rates are satisfactory in ICT. In 2002-03 and 2003-04, approximately 80 per cent of learners were retained. In 2002-03, success rates for CLAIT, CLAIT Plus and the European Computer Driving Licence (ECDL) were 82 per cent, 50 per cent and 52 per cent respectively.

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Achievements and standards

23. Achievement overall is satisfactory in hairdressing and beauty therapy. Pass rates are improving. The rate for all beauty and holistic therapy courses was 89 per cent in 2002-03, 93 per cent in 2003-04 and rose to 97 per cent in 2004-05. Retention rates are satisfactory.

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The quality of provision

Grades given to learning sessions Grade Grade Grade Grade Total

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The quality of provision

Business administration, management & professional 10 0 5 5 0 Construction 5 0 4 1 0 English, languages & communications 18 1 5 10 2 Family learning 12 1 7 4 0 Foundation programmes 34 5 16 11 2 Hairdressing & beauty therapy 6 0 2 4 0 Health, social care & public services 7 1 1 5 0 Hospitality, sport, leisure & travel 16 1 9 4 2 Humanities 9 1 5 3 0 Information & communications technology 19 0 7 12 0 Visual & performing arts & media 26 4 15 7 0 Total 14 66 76 6 162 24. In construction, on- and off-the-job training is good. Most teaching is good or better. Teachers use a good variety of teaching methods. Learners are moved between sites to enable them to experience a wide range of relevant vocational activities. Work supervisors are approachable and make good role models. The induction process is particularly good. It lasts for one week, and it is varied and well planned. Learners gain basic certificates of

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The quality of provision

competence in first aid, health and safety and manual handling, which can be used as NVQ evidence. Some more able learners make slow progress. They are not given targets that challenge them to achieve earlier.

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The quality of provision

25. Learners in ICT develop good practical skills. Tutors provide good individual coaching and helpful advice to individuals or to small groups. Many learners attribute their good skill development and increased confidence to the secure learning environments in which they work and the teaching methods used. Learners ’ literacy, numeracy and language skills are insufficiently developed. Many centres do not formally assess learners ’ language, literacy and numeracy skills to diagnose any difficulties.

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The quality of provision

26. Teaching and learning are generally good in hospitality and sport. Sessions are well managed and routinely include strengthening, aerobic conditioning and stretching in their

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The quality of provision

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The quality of provision

formats. In hospitality, teaching is well planned and structured to make the best use of time on short courses.

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The quality of provision

27. Teaching and learning are good in visual performing arts and media. Sessions are well planned to take account of learners ’ abilities and to develop their skills in a logical sequence. Tutors work very effectively with individual learners to build their practical skills. They set challenging tasks. Learners respond well and participate fully.

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The quality of provision

28. In humanities, teaching and learning are good. Most tutors plan their sessions carefully to ensure that learning is varied and interesting, and that learners have good opportunities to contribute ideas and information. Tutors and learners work well together and enjoy the experience.

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The quality of provision

29. Teaching and learning are excellent in literacy and numeracy. Learning sessions are dynamic and interesting. Activities and projects are well matched to the needs and interests of learners. Seventy-three per cent of sessions observed were good or better. Learners are motivated by interesting activities such as making use of their personal interests to develop their literacy and numeracy skills. Intensive courses for ETP learners are challenging and stimulating and very well matched to the development of specific vocational skills. Individual learning plans do not always include timescales for achievement. Learners are not always challenged to achieve accreditation as quickly as they might do.

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The quality of provision

30. Tutors in independent living and leisure skills deliver challenging and stimulating sessions in environments that are very suitable for learning. Most sessions are good or better and are well planned. Learners participate well throughout the sessions and are stimulated by the topics chosen and the methods of teaching. In a few sessions, tutors do not ensure that all learners are sufficiently involved.

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The quality of provision

31. There is good teaching and learning on family learning programmes , with 67 per cent of sessions observed graded as good or better. There were no unsatisfactory sessions. Most teaching sessions are well prepared and include a variety of activities to involve parents. Good use is made of practical sessions to ‘ hook ’ parents into first step learning. Learners enjoy the sessions and are challenged by them.

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The quality of provision

32. Teaching and learning are satisfactory in business administration and in hairdressing and beauty therapy. Tutors are well qualified and experienced. Better sessions are paced well and fully involve learners but poorer session do not sufficiently challenge or involve all learners. In the sessions for ETP business administration learners delivered by Newcastle College, the teaching and learning are satisfactory. In some of the poorer sessions in health, social care and public services, learners are insufficiently challenged. The activities rely too much on the tutor to lead them and learners ’ involvement is not always encouraged.

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The quality of provision

33. In hairdressing and beauty therapy, accommodation at two learning centres is particularly good. One centre has a purpose-built hairdressing salon and a beauty salon with the latest modern equipment. This enables a wide range of hair and beauty treatments to take place. Another centre has a purpose-built beauty salon with very good equipment.

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The quality of provision

34. Resources are good in health, social care and public services. Learning centres are

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The quality of provision

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The quality of provision

bright and welcoming and rooms are good for the purpose for which they are used. Plenty of specialist equipment of industry standard is available for teaching first aid and moving and handling.

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The quality of provision

35. The larger learning centres have good resources and some good specialist facilities for learners on visual and performing arts and media , especially those centres that are based in schools. There are well-equipped photographic and digital imaging suites for media, and one centre has specialist cutting surfaces for stained glass. Dance classes are held in spacious studios or halls with good floors.

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The quality of provision

36. Resources to support learning are good for humanities learners. Most accommodation is good. The central public library contains excellent resources for people studying local history. Tutors take time to prepare resources that are stimulating and easily understood.

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The quality of provision

37. NLEA’s skills for life team have excellent resources. Learners benefit from plenty of good-quality workbooks at appropriate levels. Learning is enhanced by the use of appropriate cards, puzzles and books as well as expert contributions from specialist volunteers. The internet is used well to enhance learning and a trained ’e-guide’ directs staff and learners towards making best use of basic skills websites. Specialist dyslexia support is readily available in-house and requests for it are responded to very quickly. Learners are ably assisted with accessing benefits advice and other local services. A very strong partnership with the Literacy Trust enables individual support to be provided to learners with mental health illnesses or other specific additional needs.

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The quality of provision

38. In English, languages and communications technology is insufficiently used to enhance learning. Some equipment is unsuitable or not working. In other cases, equipment is available but tutors are not confident to use it. Some centres do not have enough equipment and staff are not trained sufficiently in its use.

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The quality of provision

39. Some learning resources are unsatisfactory in ICT. Some of the computing workshops are too small or noisy, or inappropriately heated and ventilated. In some rooms, insufficient attention has been given to the lighting. Some of the computers and operating programs are old and a few are not linked to a network.

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The quality of provision

40. Strategies for widening participation are particularly good in those areas that NLEA has prioritised for development. Its courses attract a wide range of learners, including many older learners. Specific provision is available for defined groups of learners. Good community provision is available for learners from minority ethnic groups. Minority language courses are organised in response to demand even when it is difficult to find specialist tutors. Progression routes are good especially in ICT and in English and languages, with courses ranging from entry to advanced levels. Courses in literacy and numeracy are provided in nursery schools to help learners progress to teaching assistant qualifications. The range of out-of-school-hours courses in family learning is insufficient . There is no evening provision for parents who are working and very few family learning opportunities at weekends or during holiday periods.

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The quality of provision

41. NLEA works well to meet the needs of learners who speak English as an additional language, including asylum seekers and refugees. There are good partnership arrangements with local voluntary groups and agencies. An outreach worker has

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The quality of provision

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The quality of provision

successfully identified a wide range of learning needs across the city. Childcare is provided and there are women-only groups.

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The quality of provision

42. Learners on independent living and leisure courses have a good choice of programmes that are relevant to their needs and interests. Programmes include performing arts, arts and crafts, ICT, independent supported living, sensory awareness, workshop skills and gardening. Providers’ staff have very relevant experience of working with the client group. They anticipate, and cater for, learners ’ needs. Tutors not only understand the needs of their immediate clients but also offer guidance on family matters and advise on sourcing additional support where it is needed.

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The quality of provision

43. Staff development is good in construction. An annual staff appraisal accurately identifies areas for development. As well as subject specific training, staff are involved in many activities to enable them better to support learners.

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The quality of provision

44. Provision in English, languages and communication is managed well at the main learning centre , which accommodates around half of the learners in this area. Teaching resources are well managed. Tutors here are given good support by managers, who are on site whenever courses are run.

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The quality of provision

45. In ESOL and family learning, management of the curriculum is good. The management of change, with the departure of a key member of staff in ESOL, has been handled effectively and with much sensitivity. NLEA has developed a comprehensive and coherent skills for life strategy. There is good sharing of skills and resources within the team. The staff team for family learning is motivated and committed. Effective communication takes place between tutors and managers. The family learning manager has strong links with partners. Effective use is made of feedback from learners to evaluate courses and guide planning.

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The quality of provision

46. There is insufficient individual target-setting in modern foreign languages. Individual learning plans are simply records of prior experience. Learners work towards group objectives and have no individual targets outlined.

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The quality of provision

47. Planning to meet the individual learning needs of ESOL learners is insufficient. Reviews are carried out termly and progress is recorded on individual learning plans. Some tutors are relatively inexperienced at using individual learning plans and do not always record learners’ progress well.

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The quality of provision

48. In one centre, initial assessment fails to identify learners ’ existing skills and abilities sufficiently for learners on independent living and leisure courses. Around 10 per cent of learners attend this centre. Initial assessment does not clearly influence each learner ’ s plan.

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The quality of provision

49. Pre-course information, advice and guidance on business administration courses are insufficient. Centre administrators carry out recruitment and enrolment. They provide basic advice using the course information sheets but have no specialist knowledge of courses. Potential learners cannot get more detailed course information or more professional advice and guidance as tutors are not normally involved in the recruitment process.

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The quality of provision

50. In construction and hospitality, sport and leisure the quality improvement

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The quality of provision

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The quality of provision

arrangements are insufficiently developed. There is little sharing of good practice among partners. NLEA does not carry out observations of teaching at construction subcontractors, although the subcontractors themselves routinely carry out observations. In hospitality and sport, the teaching observation system is not standardised and some staff have not been observed teaching. Observation does not routinely result in staff development. Subject specialists do not always carry out observations.

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The quality of provision

51. There is insufficient sharing of good practice in health, social care and public service. Although there are very good quality assurance systems in some centres, there is no standardisation of systems. Good practice that goes on, such as thorough lesson planning, fully involving learners in activities and making the most of resources, is not shared.

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The quality of provision

52. In business administration, ICT, hospitality sport and leisure, hairdressing and

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beauty therapy, visual and performing arts and media, humanities and English languages

and communications there is insufficient co-ordination across the curriculum. Management of individual learning centres is usually satisfactory or good, but there is no overall planning planning across the curricula. Recruitment strategies are fragmented. Progression opportunities are not adequately planned. Resources are not routinely shared. Recruitment on some humanities courses is low. In the same geographical area, there are similar courses in the same subjects and no overall planning process to bring learners together into more viable groups. NLEA recognises this weakness and is in the process of recruiting curriculum leaders across these areas of learning. L d hi d Leadership and management

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beauty therapy, visual and performing arts and media, humanities and English languages

53. NLEA’s strategies to develop service-wide provision are particularly effective. A strategic management group provides sound guidance for senior managers and good scrutiny of corporate business plans. Co-operation between the subcontractors is good. The provision managers keep each other well informed about their work and the courses they provide. There is a collaborative annual planning cycle for the overall provision. NLEA’s strategic priority is to concentrate on courses in literacy, numeracy, ESOL and family learning, which are seen as the service’s main growth areas. This priority is understood widely across NLEA.

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beauty therapy, visual and performing arts and media, humanities and English languages

54. NLEA manages resources well to support its priorities. It has made particularly adept use of the ETP pilot to build its provision for literacy, numeracy and language development. A very effective partnership with union learning representatives promotes these learning opportunities. NLEA allocates resources effectively to support learning throughout the city. For example, libraries receive funding for textbooks and course materials that are directly relevant to courses being run in their areas.

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beauty therapy, visual and performing arts and media, humanities and English languages

55. NLEA has developed a good range of initiatives to widen participation. In some locations, NLEA has carried out an extensive survey of households where no-one is participating in its learning programmes to investigate their needs and identify and remove barriers to their participation. There is a particularly effective arrangement with the local information, advice and guidance contract holder to provide professional and impartial advice about learning and work opportunities to all learners. Some courses are particularly popular with people from black and minority ethnic communities and NLEA ensures that support tutors are available to act as interpreters. Courses provided in schools are carefully designed to encourage parents to learn about computers alongside their children.

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beauty therapy, visual and performing arts and media, humanities and English languages

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beauty therapy, visual and performing arts and media, humanities and English languages

56. There is insufficient co-ordination in most curriculum areas and the ETP provision. The curriculum areas without a curriculum leader have no service-wide planning to improve the provision. Most of the provision for these curriculum areas is planned independently for each centre. Little progression is planned other than at the same centre. The ETP provision covers several areas of learning and co-ordination and planning of it across the service is poor. Quality assurance arrangements for ETP are not fully developed. Staff and learners involved in ETP were not sufficiently involved in NLEA’s self-assessment process. There are few opportunities for sharing good practice in the ETP provision.

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beauty therapy, visual and performing arts and media, humanities and English languages

57. Measures for quality improvement across the service have been implemented slowly. A new service-wide quality assurance system, incorporating NLEA’s policies and procedures, was established when the new quality officer took up post last year. The implementation of this system has been delayed. Many part-time staff have never had an appraisal. Observations of teaching and learning do not take place at all centres and standard paperwork is not available to ensure consistency. Most of the existing quality assurance systems do, however, provide effective quality assurance of the learners ’ experience, particularly in the long-established parts of the service. L d hi d Leadership and management

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Strengths

particularly effective strategies to develop service-wide provision 00 • good management of resources 00 • very good range of initiatives to widen participation 00 •

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Weaknesses

insufficient co-ordination in curriculum areas and ETP 00 • slow implementation of quality assurance across the service 00 •

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Building services

Building services Building services Grade 2

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Building services

Strengths good retention and achievement rates 00 • good on-and-off the job training 00 • very good induction 00 • good staff development 00 • Weaknesses slow progress by more able learners 00 • insufficiently developed quality improvement arrangements 00 •

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Building services

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Business administration, management & professional

Strengths good pass rates on classroom assistant courses 00 • good progression 00 • Weaknesses insufficient pre-course information advice and guidance for learners 00 • insufficient curriculum co-ordination 00 •

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Information & communications technology

Strengths good development of practical skills 00 • good strategies for widening participation 00 • good range of courses 00 • Weaknesses some unsatisfactory teaching resources 00 • insufficient development of learners’ literacy, numeracy or language skills 00 • insufficient curriculum management 00 •

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Hospitality, sport, leisure & travel

Strengths good development of skills 00 • much good teaching 00 • Weaknesses insufficient co-ordination of the curriculum 00 • insufficiently systematic quality assurance arrangements 00 •

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Hairdressing & beauty therapy

Strengths very good accommodation at two centres 00 • Weaknesses insufficient co-ordination of the curriculum 00 •

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Hairdressing & beauty therapy

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Health, social care & public services

Strengths good achievement of skills 00 • good resources 00 • good initiatives to widen participation 00 • Weaknesses insufficient challenge for some learners 00 • insufficient sharing of good practice 00 •

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Visual & performing arts & media

Strengths good standard of learners’ work 00 • good teaching and learning 00 • good resources in larger centres 00 • Weaknesses insufficient co-ordination and leadership of curriculum 00 •

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Humanities

Strengths good development of skills and knowledge by many learners 00 • good teaching and learning 00 • good resources to support learning 00 • Weaknesses low retention rates on many courses 00 • insufficient co-ordination of the curriculum 00 •

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English, languages & communications

Strengths very good pass rates on most courses 00 • good range of courses 00 • good management at the main centre 00 • Weaknesses insufficient individual target-setting 00 • inadequate use of technology to enhance learning 00 •

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English, languages & communications

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English, languages & communications

insufficient service-wide strategy for improvement of the provision 00 •

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ESOL

Strengths good development of confidence and personal skills by higher-level learners 00 • good engagement of hard-to-reach groups 00 • good curriculum development 00 • Weaknesses insufficient planning to meet individual learning needs 00 •

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Literacy and numeracy

Literacy and numeracy Literacy and num Grade 1

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Literacy and numeracy

Strengths very good development of learners’ skills 00 • excellent variety of teaching and learning 00 • excellent resources 00 • particularly effective additional support 00 • Weaknesses some weak recording of targets 00 •

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Independent living and leisure skills

Independent living and leisure skills Independent living Grade 2

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Independent living and leisure skills

Strengths good achievement of personal learning goals 00 • well-planned and challenging teaching 00 • good range of relevant programmes 00 • very good use of provider expertise to enhance the learners’ experience 00 • Weaknesses ineffective initial assessment in one centre 00 •

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Independent living and leisure skills

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Family learning

Strengths significant gains in skills and confidence 00 • good teaching and learning 00 • good curriculum management 00 • Weaknesses insufficient provision outside school hours 00 •

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Family learning

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WHAT LEARNERS LIKE ABOUT NEWCASTLE UPON TYNE LEA:

the friendly, helpful, tutors and support staff • the fact that it’s not like school • the smaller, more community-based venues • the good individual tuition • making new friends and gaining in confidence • getting fitter, both mentally and physically • the chance to get qualifications • ’proving to friends and family that I can do it’ • the variety of activities and topics • ’having fun!’ • being able to use the internet and computers •

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IMPROVE:

the space and standard of furniture in some of the teaching rooms • signposting to rooms and providing staff on the reception at the start of evening classes • the continuity of courses by not allowing new learners to join in the second and third terms •

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IMPROVE:

the access to ICT and the reliability of equipment • the opportunities for speaking in language classes • the storage facilities for heavy work during the week between classes • the quality of information about courses before enrolment •

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IMPROVE:

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IMPROVE:

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

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skills

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

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goals

Person teaching adult learners or guiding or facilitating their learning Person providing individual, additional support, guidance and advice to learners to help them

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Trainer

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

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Learner Learner

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

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framework

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

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Language of the Adult and Community Learning Sector

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outcome

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

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programme

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

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programme

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

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provision

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

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work

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

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regeneration

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

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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 self managing, sustainable communities.

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building

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citizenship

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

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citizenship

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Strengths

particularly effective strategies to develop service-wide provision • good management of resources • very good range of initiatives to widen participation •

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Weaknesses

insufficient co-ordination in curriculum areas and ETP • slow implementation of quality assurance across the service •

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Weaknesses

58. NLEA’s strategies to develop service-wide provision are particularly effective. Since NLEA was given a single contract by the local LSC, which effectively joined many disparate services, managers have acted particularly effectively to build a more coherent service. The strategic management group provides sound guidance for senior managers and good scrutiny of corporate business plans. Views from staff of all the major training centres and subcontractors, and their learners, are represented effectively and given equal status. Co-operation between the subcontractors is good. For example, Interactive Development Ltd is researching the needs of learners with severe learning difficulties and disabilities throughout the city, on behalf of the Newcastle Learning Partnership. The provision managers hold regular meetings to keep each other informed about their work. There is a collaborative annual planning cycle for the overall provision. Local plans complement

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Weaknesses

those of adjacent centres to minimise duplication in the same localities. The arrangements to verify that courses proposed at local level are in line with the priorities of the city council and funding organisations are good. For example, between 2003-04 and 2004-05, the proportion of learners following courses recognised as leading to a qualification by the local LSC rose from 74 to 84 per cent. There is a widely understood strategic priority to concentrate on courses in literacy, numeracy, ESOL and family learning, which are seen as the main growth areas.

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Weaknesses

59. NLEA manages resources well to support its priorities. It has made particularly adept use of the ETP pilot to build its provision for literacy, numeracy and language development. The wage subsidy has been used well to provide ample time for learners to attend intensive and successful one- or two-week training programmes in literacy, numeracy or language. These programmes have been well received by learners and employers. They have enhanced the status and perceived value of such training within the city council. A very effective partnership with union learning representatives promotes learning opportunities across the city council. This is a cost-effective way of promoting learning, especially to learners who have never been involved in adult learning. The representatives take a lead role in recruiting learners. They are good role models and give friendly, informal support. NLEA allocates resources effectively across the city. For example, the libraries receive

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Weaknesses

funding for textbooks and course materials so that all learners can access relevant materials. Existing library facilities are used to provide convenient community-based locations and facilities for introductory and taster courses. Library staff are used well to promote provision in local venues and recruit learners. The city library has excellent resources for local history,

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Weaknesses

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Weaknesses

which benefit humanities learners greatly. Good use is made of three community schools to give adult learners access to resources not usually seen in adult and community learning. Resources are fairly distributed across the provision. Centre managers and managers of different parts of the provision put together proposals for course development based on assessed needs. These proposals are put forward to the management team. An open and transparent process is used to decide the funding allocation. All staff understand this process and value it. NLEA keeps an extensive and up-to-date database with details of learner numbers and achievement and retention rates. Managers across the service can easily access this information.

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Weaknesses

60. Arrangements for providing literacy, numeracy and language support for learners who follow vocational or leisure courses are satisfactory. NLEA has identified that needs are greatest on courses such as those that lead to classroom assistant and early years qualifications, access courses for entry to higher education and courses in counselling. Most learners on these priority programmes have an initial assessment of their literacy, numeracy and language skills and are referred to specialist training programmes or given support in the classroom.

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Weaknesses

61. Staff development and appraisal are satisfactory. Centre managers organise teaching and learning observations and carry out appraisals. There is not yet a systematic, service-wide approach but the various measures at a local level ensure satisfactory maintenance of standards. As council staff, all staff have access to a range of training organised by the training and development team, although not all part-time staff know enough about these opportunities. Communication across NLEA is satisfactory.

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Weaknesses

62. There is insufficient co-ordination in most curriculum areas and the ETP provision. In previous development plans, NLEA recognised the need for all areas of learning to have a curriculum leader. Approval was obtained for five new curriculum leader posts but these new posts are still vacant. The curriculum areas without a curriculum leader have insufficient service-wide planning to improve the provision. Little progression is planned other than at the same centre. There are few subject-specific training and development opportunities for tutors in the curriculum areas that do not have a leader. They have insufficient opportunities to share good practice in teaching and learning. Resources that may be available to tutors at one centre may not be available at another.

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Weaknesses

63. The ETP provision covers several areas of learning but the co-ordination and planning of it across the service is poor. The team overseeing ETP is fragmented and lines of accountability are insufficiently clear. Quality assurance arrangements are not fully developed, although in some areas such as literacy and numeracy, the provision is very good and is well protected by the curriculum quality assurance measures. Staff and learners involved in ETP were not sufficiently involved in NLEA’s self-assessment process. There are few opportunities for sharing good practice in the ETP provision.

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