Other · Ofsted report

Setting

Inspected — · published 17 Mar 2006

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INSPECTION REPORT Wandsworth LEA

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−29Mixedmore positive than 11% of reports of this type

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Praiseeffectivelystrengthseffectiveexcellentsuccessfuloutstandingsuccessfullyvery effective

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FindingsLeadershipWhat needs to improve positive critical

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Leadership7120w−31
What needs to improve2269w−27

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Pages: 55
Words of findings: 21,152; longer than usual (typical 1049)
Reading level: Hard; Flesch 42, typical 45
Average sentence: 15 words
Next steps: 8; typical 5
Hedged sentences: 16%; “some”, “not always”, “most”…

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Findings 56%Leadership 33%What needs to improve 11%

Full report text

03 February 2006

16/03/2006 09:04:27 16/03/2006 09:04:27 WANDSWORTH 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. • adult information, advice and guidance services ( nextstep )

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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. WANDSWORTH 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 Wandsworth LEA 2 Grades 2 About the inspection 3 Key Findings 4 What learners like about Wandsworth LEA 16 What learners think Wandsworth LEA could improve 16 Leadership and management 20 20

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Detailed inspection findings

20 Leadership and management Equality of opportunity 21 Quality improvement 22 Information and communications technology 25 Leisure, travel and tourism 28 Arts, media and publishing 31 Languages, literature and culture 38 Preparation for life and work 41 Family learning 47 WANDSWORTH LEA

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DESCRIPTION OF THE PROVIDER

1. The lifelong learning and adult and community learning service, provided by the London Borough of Wandsworth, is part of the quality and evaluation division of Wandsworth borough council’s (the council) education department. Wandsworth Local Education Authority (LEA) subcontracts delivery of around 60 per cent of its provision to South Thames College (STC), subcontracts a further 17 per cent to a number of community-based organisations, and around 10 per cent of the total each to Putney School of Art and Design and to Southfields Community College, an extended school housing a city learning centre. The service directly delivers the remaining 3 per cent of the learning provision.

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DESCRIPTION OF THE PROVIDER

2. Wandsworth LEA has, over the past four years, piloted a number of small-scale learning programmes in partnership with other council directorates and external agencies. Activities with external agencies include accredited learning in information and communications technology (ICT) and basic skills through Wandsworth MENCAP, MIND and SHARECommunity. Other council departments are also involved in the provision, including the economic development office, leisure and amenities, the policy unit, Sure Start, the local strategic partnership, the early years and childcare partnership, the 14-19 development group and excellence in cities.

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DESCRIPTION OF THE PROVIDER

3. Family learning is now delivered by primary, secondary and special schools, community organisations, partnership organisations within the council and by main providers. During 2003-04, a wide range of non-accredited courses was offered by community and voluntary sector providers including Wandsworth MENCAP, Wandsworth MIND, SHARECommunity, the Age Activity Centre, the Somali Society and the Urdu Women’s Group. Other significant providers from within the council, such as the Education Action Zone team and Wandsworth Play and Community Services, provided learning within local settings including nurseries and schools. Shaftesbury Park Primary School ran both adult and community learning and family learning.

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DESCRIPTION OF THE PROVIDER

4. Wandsworth Library Service is a significant partner in widening participation and was funded through the widening participation budget to deliver eight hour-long courses in the use of the internet and e-mail at four branch libraries. Learning and Skills Council (LSC) and European Social Fund (ESF) support was used to provide threshold learning activities with older learners in north Battersea. The London Development Agency (LDA) funded a joint project with the Royal Borough of Kensington and Chelsea to deliver basic skills provision in three libraries. These courses mostly take place during the day, with classes running from one and a half to three hours in duration. The programmes vary in length from a day to a term and are located at a range of community locations across the Borough.

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DESCRIPTION OF THE PROVIDER

5. London Central LSC provides the core funding for adult and community learning within the borough. In addition, ESF was obtained for the development of threshold learning activities for older and hard-to-reach learners in libraries in north Battersea, and the LDA provided funding to support the basic skills project in libraries.

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DESCRIPTION OF THE PROVIDER

6. The service’s team consists of an adult and community learning manager, a family

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DESCRIPTION OF THE PROVIDER

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DESCRIPTION OF THE PROVIDER

learning co-ordinator, an adult and community learning quality officer, an assistant research officer and a management information officer. The head of lifelong learning and 14-19 developments is the overall manager of the service.

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Grade 3 OVERALL EFFECTIVENESS

7. The overall effectiveness of the provision is satisfactory. Leadership and management and equality of opportunity are good. Quality improvement is satisfactory. ICT, arts, media and publishing, and family learning are good. Languages, literature and culture, and preparation for life and work are satisfactory, while provision in leisure, travel and tourism is inadequate.

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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 process is inclusive and has been successfully developed to cover all aspects of provision and all subcontractors. The self-assessment report is suitably self-critical and comprehensive in its consideration of strengths and weaknesses in most areas. Most of the weaknesses found in areas of learning and leadership and management were identified by the self-assessment process. The self-assessment process is regarded as helpful and engaging by staff and managers across the organisation. However, the self-assessment process did not adequately identify the weaknesses in leisure, travel and tourism.

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Grade 3 OVERALL EFFECTIVENESS

9. The provider has demonstrated that it is in a good position to make improvements. Senior management has responded well to identified weaknesses in the provision, and an effective self-assessment has been very successfully developed across the provision and among subcontractors. Quality improvement measures are used effectively to implement improvements, and plans are already in place to tackle some of the identified weaknesses in the inadequate provision.

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KEY CHALLENGES FOR WANDSWORTH LEA:

develop more effective curriculum management measures across all areas • deal effectively with inadequate provision • maintain the very good initiatives to widen participation across the borough • further develop measures for sharing good practice across providers • ensure that individual learning plans are used effectively on all courses •

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GRADES

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

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Leadership and management 2

Contributory grades: Equality of opportunity 2 Quality improvement 3

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Leadership and management 2

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Information and communications technology 2 Information and communications technology

Contributory areas: Number of learners Contributory grade ICT for users 2 Adult and community learning 358 2

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Leisure, travel and tourism 4 Leisure, travel and tourism

Contributory areas: Number of learners Contributory grade Sport, leisure and recreation 4 Adult and community learning 973 4

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Arts, media and publishing 2 Arts, media and publishing

Contributory areas: Number of learners Contributory grade Dramatic arts 2 Adult and community learning 294 2 Fine arts and crafts 2 Adult and community learning 1,784 2

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Languages, literature and culture 3 Languages, literature and culture

Contributory areas: Number of learners Contributory grade Other languages, literature and culture 3 Adult and community learning 1,187 3

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Preparation for life and work 3 Preparation for life and work

Contributory areas: Number of learners Contributory grade ESOL 3 Adult and community learning 174 3 Independent living and leisure skills 4 Adult and community learning 135 4

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Family learning 2 Family learning

Contributory areas: Number of learners Contributory grade Adult and community learning 2 Adult and community learning 124 2

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ABOUT THE INSPECTION

10. Provision in ICT, leisure, travel and tourism, arts, media and publishing, languages,

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ABOUT THE INSPECTION

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ABOUT THE INSPECTION

literature and culture, preparation for life and work, and family learning, were reported on and graded. Provision in health, public services and care, agriculture, horticulture and animal care, engineering and manufacturing technologies, retail and commercial enterprise, social sciences, education and training, and business administration and law, was not included in the inspection because of low learner numbers. Inspectors visited Wandsworth LEA over five consecutive days to carry out the inspection.

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ABOUT THE INSPECTION

Number of inspectors 13 Number of inspection days 65 Number of learners interviewed 452 Number of staff interviewed 136 Number of subcontractors interviewed 9 Number of locations/sites/learning centres visited 50 Number of partners/external agencies interviewed 15 Number of visits 1

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Achievements and standards

11. Learners quickly develop ICT skills and confidence. Many learners with little previous access to computers are able to use word processors and search for information on the internet. Older learners develop the confidence and expertise to create e-mail accounts and send and receive e-mails.

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Achievements and standards

12. In ICT, achievement on word processing and internet courses leading to qualifications is good. All learners studying open college network (OCN) courses at level 1 in word processing completed and achieved the qualification in 2003-04 and 2004-05. In 2004-05, all learners completed and passed similar awards in using the internet and computer graphics.

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Achievements and standards

13. In sports and leisure courses, learners gain particularly good health and social benefits from attending classes. Learners identify the health benefits gained from attending classes. These benefits include increased flexibility, better posture, balance and co-ordination, more energy, and relief of ailments such as back pain. Many learners make new friends through attending the courses.

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Achievements and standards

14. In music, dance, singing and drama classes, learners acquire a good standard of technical and performance skills. Learners develop good background knowledge to improve their performance techniques. In many of the classes, learners develop improved self-confidence.

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Achievements and standards

15. The celebration of learners’ achievements is very good in dramatic arts. Learners carry out a significant number of performances. Learners attending singing classes participate in local music festivals, talent shows and performances at residential homes and lunch clubs.

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Achievements and standards

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Achievements and standards

16. Retention and achievement are good on most arts and crafts courses. In 2004-05 the average retention rate was 91 per cent, and this has been maintained in the current year. The average attendance recorded during the inspection was good at 81 per cent. In the best learning sessions, the level of skills acquisition and standards of work are high.

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Achievements and standards

17. Retention and achievement is good on family learning programmes. Retention is 89 per cent overall and 86 per cent for all courses lasting for over six hours. OCN accreditation was introduced in 2005. Attainment of personal goals is good, with 86 per cent of all learners reporting achievement of their own goals. Learners acquire new skills in art and craft, music and sport. In an introduction to climbing course, adults and children gain confidence to scale the climbing wall.

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Achievements and standards

18. Retention is low on some languages, literature and culture courses. In 2004-05, retention was 77 per cent overall, which was the lowest area of learning retention in the provision. Retention on some programmes was particularly low. Much of the lowest retention was in level 1 programmes. For example, in Russian, retention was only 38 per cent.

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Achievements and standards

19. The attainment of more able learners is poor on some English for speakers of other languages (ESOL) courses. Teaching does not meet individual learners’ needs and the pace of lessons is too slow. Many learners spend considerable amounts of time doing nothing while other group members complete tasks.

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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

Information and communications technology 12 2 6 3 1 Leisure, travel and tourism 20 2 7 5 6 Arts, media and publishing 30 6 15 6 3 Languages, literature and culture 16 1 6 9 0 Preparation for life and work 20 0 5 9 6 Family learning 8 1 4 3 0 Total 12 35 43 16 106 20. Much of the teaching in ICT is good and at the City Learning Centre some is outstanding. Good use is often made of multimedia projectors to demonstrate features of software packages and to explain techniques in careful steps. Very supportive and patient tutors work well to encourage learners to develop their skills. Questioning is used effectively to check understanding and challenge learners to think about their work.

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The quality of provision

21. Individual learning plans are not used effectively in some ICT courses. The learning plans used refer to course goals rather than learners’ individual aims and are often not used by tutors to aid lesson planning. This is a particular weakness in relation to planning sessions to meet the needs of learners with difficulties or disabilities.

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The quality of provision

22. Initial assessment is weak in ICT. Many learners do not receive any initial assessment and some learners are on inappropriate courses. For example, some learners without appropriate skills find the work too difficult, while some older learners on a very basic ICT

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The quality of provision

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The quality of provision

course have more advanced skills and find the work too easy.

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The quality of provision

23. There is good use of partnerships to widen participation in leisure, travel and tourism. Approximately 70 per cent of learners are new this year. At one of the subcontractors, 94 per cent of learners are new. Ten courses have successfully targeted women and older learners. An older active persons initiative has successfully raised participation levels of older learners aged 50+ to approximately 42 per cent. The service has successfully recruited minority ethnic learners at a level above that found in the local population.

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The quality of provision

24. Teaching in leisure travel and tourism is inadequate. In the best lessons there is very good differentiation of activities based on identified differences in abilities and individual needs. Tutors in these classes plan and deliver well-structured and progressive lessons. However, there is a high proportion of inadequate and uninspiring teaching across the provision. Thirty per cent of learning sessions observed were judged to be inadequate with insufficient lesson planning and preparation. Some learning sessions often start late or finish early and some have unnecessary comfort breaks. Learners are not sufficiently challenged and make very slow progress. Tutors do not sufficiently identify or reinforce key learning objectives.

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The quality of provision

25. Insufficient attention is given to ensuring the health, safety and wellbeing of learners in leisure travel and tourism. Although tutors are caring and supportive, in 35 per cent of learning sessions observed by inspectors issues relating to the poor implementation of safe practices were identified. Pre-exercise screening questionnaires are not used effectively by tutors to help with planning. Unsafe practices include insufficient warm-up activities, floors not being cleaned before the start of classes, and learners having to move furniture before starting lessons. Some centres do not have adequate changing facilities for mixed gender classes. Risk assessment procedures are not fully implemented at all venues.

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The quality of provision

26. There is much good teaching on performing arts courses. Most tutors work well to teach a range of challenging tasks. In the better classes, tutors are able to differentiate the tasks they set their learners. In mixed-ability classes, this is particularly effective in enabling all learners to participate fully. In music classes, tutors establish the basic playing skills to be learnt and developed before moving on to songs of varying complexity. In dance classes, tutors are able to extend the repertoire of the more advanced learners without excluding the less experienced.

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The quality of provision

27. Accommodation for performing arts courses is good. Dance classes take place in a specially equipped dance studio, complete with a sprung floor and mirrored walls. Drama classes takes place in a designated and well-designed theatre space. Singing for the over 60s takes place in a well-furnished, comfortable room with a piano. The subcontractor Sound Minds has received funding from Wandsworth LEA to improve access and the accommodation at its studios in Battersea. Tutors make good use of audiovisual resources, particularly in the scriptwriting class, to enhance and vary the learning experience.

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The quality of provision

28. There is insufficient formal monitoring and recording of learners’ progress in performing arts courses. The use of individual learning plans has not been successfully implemented across the provision. In most cases, tutors and learners do not understand what the individual learning plan is for. In the better classes, they are used to record both group and individual targets. Overall, however, outcomes are usually prescribed by the

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The quality of provision

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The quality of provision

tutor for the whole class rather than discussed with individual learners. Most tutors provide good individual feedback to learners but most of this is not recorded.

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The quality of provision

29. There is good or better teaching in most arts classes. Sixty-six per cent of the learning sessions observed by inspectors were judged to be good or better. Tutors are often particularly skilled and experienced practising artists. Most are well qualified and some hold specialist post-graduate qualifications. In the best learning sessions, tutors communicate particularly effectively with learners. Good use is made of appropriate language and explanations are clear. Preparation is often thorough, and well-produced written and visual reference material is used effectively to support learning.

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The quality of provision

30. Resources which support learning are good in most arts classes. Learners use good specialist accommodation and equipment on a number of sites throughout the borough. Most studios and workshops are of a good size, well equipped and with good light. At Putney School of Art and Design there is a traditional drawing studio, a well equipped pottery, and a print-making studio. At Roehampton, the studio used for textiles and embroidery is well maintained. At Balham, learners have access to an appropriately equipped design technology workshop. However, some rooms are not of an adequate size or are poorly adapted for their current purpose.

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The quality of provision

31. The range of arts and crafts courses is good, and some unusual specialist courses, including beading, and wood and stone carving, have been successfully established. A small number of family learning classes have been introduced in areas such as portrait painting and paper mosaic. A specialist pottery class has been introduced for those with learning disabilities. Some advanced classes are provided for practising artists and designers to help them develop and extend their skills. However, there is no systematic independent research to help improve the range of provision currently available.

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The quality of provision

32. There is insufficient monitoring and recording of learner progress in arts and crafts classes. Although verbal feedback is good in most learning sessions, there is insufficient written feedback to record progress and aid improvement. Individual learning plans are used inconsistently across the provision. Some staff use the plans effectively to record progress and encourage learner progression. However, in most cases, group-based learning objectives are used and few, if any, individual learning targets are set. While most learners complete an initial self-assessment of these objectives, few carry out a mid-course review.

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The quality of provision

33. Tutors of modern foreign languages make good use of the languages being taught. All tutors speak the taught language very fluently for all or most of the time during learning sessions. Learners develop very good listening skills. In 42 per cent of modern foreign languages sessions, all at levels 2 or 3, learners also receive good or better speaking practice. Tutors successfully plan to ensure learners receive very authentic speaking practice.

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The quality of provision

34. Languages tutors make good or very good use of teaching and learning resources. Languages tutors regularly use audio tapes, overhead projector slides, cue cards and flash cards. The tutor in a level 3 German session about Mozart made outstanding use of an interactive whiteboard to enable learners to hear music, see portraits and read texts to improve their understanding of the composer and develop their ability to talk about him fluently in German.

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The quality of provision

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The quality of provision

35. Individual learning plans are ineffective in modern foreign languages classes. Learners do not understand the benefits of an individual learning plan. The format used is insufficiently focused on the development of listening, speaking, reading and writing skills. Many plans are not kept up to date. Too few tutors add their own comments or sign off the individual learning plans to indicate that learning objectives are broadly met.

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The quality of provision

36. There is a wide range of good learning resources and equipment in ESOL classrooms. Most classes take place in good well-furnished accommodation. A wide variety of equipment is available and used appropriately in many learning sessions to enhance learning and add variety to teaching. For example, one tutor made very good use of an interactive whiteboard to develop learners’ vocabulary and grammar.

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The quality of provision

37. There is thorough initial assessment of learners’ skills by the main subcontractor in ESOL. Speaking, listening, reading and writing skills are assessed by tutors using appropriate nationally standardised tests. Further assessment of learners’ writing skills also takes place. Relevant and useful additional information about learners is also collected including educational levels and qualifications, number of years spent at school and the number of different languages spoken. Results are clearly recorded on individual learning plans.

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The quality of provision

38. In ESOL provision, there are well-planned progression opportunities available through the main subcontractor. The entry provision available in the community fits well into an extensive, well-planned ESOL programme at higher levels. Classes are available across the borough in a variety of locations including main college sites. As learners progress, there is greater inclusion of information learning technology (ILT). Some classes are planned to be vocational and have ESOL support as an integral part of the course.

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The quality of provision

39. There is insufficient emphasis on speaking and listening in most ESOL learning sessions. Not enough repetition of the target language takes place during direct teaching and when learning is being assessed. Some tutors do not correct grammatical errors. In weaker learning sessions, much of the teaching and checking of errors is dominated by the tutor and does not sufficiently involve the learners.

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The quality of provision

40. Teaching and learning on independent living and leisure skills courses is unsatisfactory. Of those learning sessions that inspectors observed, 50 per cent were judged to be inadequate. Classroom management is poor and many tutors do not plan learning sessions in sufficient detail. Instructions for tasks are unclear and the language used is too complicated for the group of learners. There is not enough review of information and poor use is made of questions to check learners’ understanding. Some worksheets are poorly reproduced. Good classes are carefully planned to meet individual learners’ needs.

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The quality of provision

41. Most independent living and leisure skills classes have insufficient learning support. Carers accompany a few learners, but learning support assistants are not used in this provision. In course evaluations, and in some observations of teaching and learning, tutors have identified learners who need more individual support. Learners in the same sessions have a wide range of abilities and tutors are unable to give sufficient time or individual coaching to ensure they complete set tasks.

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The quality of provision

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The quality of provision

42. Target-setting and recording of learners’ progress are weak in independent living and leisure provision. Most individual learning plans are not sufficiently detailed and do not contain measurable targets. Tutors do not sufficiently record learners’ progress and achievement. Learning outcomes relate to the completion of tasks rather than the development of skills. Learners do not have a permanent record of their progress towards individual learning goals.

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The quality of provision

43. Teaching and learning is good on family learning courses. Of those sessions observed, 62 per cent were judged to be good or better. Sessions are well planned to provide a variety of activities, teaching methods and, in some cases, differentiation. In the best classes, learners are fully engaged in their own learning and clearly understanding what the new skills or knowledge is being developed.

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The quality of provision

44. An innovative range of wider family learning programmes attracts new learners. In 2004-05, 88 per cent of learners were new to family learning. The wider family learning curriculum is based on the five outcomes of being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic wellbeing. Programmes include healthy eating, football, literacy, swimming, tennis, climbing, art and craft, pottery, steel pan, street dancing, gospel singing, Asian music, song writing, digital photography, poetry, philosophy, sign language, experimental painting and cookery.

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The quality of provision

45. There is insufficient formalised recording of progression across family learning programmes. Anecdotal evidence and case studies suggest that learners do progress and information is held by individual members of staff. However, there is no systematic recording of learners’ destinations. Family learning is seen as a starting point from which many learners will progress, but providers are currently unable to collate information or gain a clear picture of progression routes across the provision. L d hi d

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Leadership and management

46. The ICT curriculum is well managed. The work in the libraries is co-ordinated effectively with common schemes of work used and resources shared. At the City Learning Centre, teaching and learning is closely monitored. Tutors are observed twice a year and action plans for improvement are produced. At this centre, all schemes of work are checked and signed off by managers. Tutors make effective contributions to the self-assessment process, and the self-assessment report for ICT identified many of the strengths and weaknesses identified by inspectors.

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Leadership and management

47. Resources for learning at the City Learning Centre are very good. Very well-equipped, air-conditioned ICT rooms feature multimedia projectors and interactive whiteboards. Tutors have access to software that enables them to take control of learners’ computers remotely and transfer images on to the learners’ screens to enhance demonstrations. Desks used in some rooms allow the monitor and keyboard to be folded away in order to create a large workspace. The City Learning Centre provides an innovative facility for learners.

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Leadership and management

48. There is some ineffective curriculum leadership and management in leisure, travel and tourism provision. Several managers from different subcontractors are involved in managing the provision, not all of whom are subject specialists, and it is unclear where responsibilities lie for driving improvements. Communications between subcontracted

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Leadership and management

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Leadership and management

providers at curriculum level is poor. There is not enough sharing of information between providers and some duplication of provision. Some tutors have little contact with their line managers and requests for additional necessary resources are not always acknowledged or met.

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Leadership and management

49. In leisure, travel and tourism, quality improvement arrangements are insufficiently developed. Not all tutors have seen the self-assessment report. The development plan for the area does not place sufficient focus on how strengths are to be maintained and does not adequately identify all of the areas for improvement.

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Leadership and management

50. Excellent initiatives are in place for effective widening participation in dramatic arts. Wandsworth LEA has a strong commitment to improving the participation of non-traditional learners. Through work with Urban Voice and Sound Minds the service has reached traditionally under-represented groups. Wandsworth LEA also offers courses targeted at elderly learners and in some cases provides transport for the learners so they can attend. There are also links through family learning provision to introduce families to music and singing.

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Leadership and management

51. In arts and crafts, there is insufficient management of quality improvement and curriculum planning. Arrangements to monitor teaching and learning have been introduced, but are not sufficiently implemented to provide the borough with an informed view of teaching and learning performance. Observations of teaching and learning are not comprehensive or systematic. Feedback to tutors is insufficiently detailed.

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Leadership and management

52. Some quality improvement measures are ineffective in languages provision. Wandsworth LEA does not make use of its own good management information system to monitor and evaluate the success of this area of learning. The self-assessment report does not identify retention as an issue requiring enquiry or action. Managers at all levels make insufficient use of readily available data to evaluate the quality of provision.

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Leadership and management

53. Quality improvement systems are not sufficiently developed in ESOL provision. The standard and type of information recorded on learning plans is not consistent. Not all plans record detailed individual learning targets. Schemes of work are not available for all programmes. There is insufficient support for new or less experienced tutors.

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Leadership and management

54. The college sites used by learners provide good accommodation for independent living and leisure courses. Rooms are well maintained, light and airy. They are easily accessible and of a good size. ICT equipment and software are of a good standard and the layout and design of specialist computer rooms supports independent learning. Learners also benefit from the access they have to college facilities such as canteens and learning resource centres.

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Leadership and management

55. Management of programmes in independent living and leisure skills is unsatisfactory. Programmes are not monitored sufficiently to ensure that quality standards are being met. Some classes are too large, some outreach accommodation is unsatisfactory, and lesson and individual learning plans are not monitored to ensure quality or consistency across the provision. The observation of teaching and learning is not thorough.

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Leadership and management

56. Family learning provision is well managed. A family learning co-ordinator leads the

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Leadership and management

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Leadership and management

curriculum development and organisation of the service. Communication and support of partner providers is excellent. A family learning strategy has been revised after consultation with partners. A rigorous process is used to apply and approve funding.

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Leadership and management

57. Quality improvement is good in family learning. All providers use the same family learning procedures. Observation of teaching and learning is conducted by two large providers for the programmes delivered and by the co-ordinator and quality assurance officer for all other tutors. An audit of all premises has been conducted. Data on learner evaluations is analysed effectively and reported to providers.

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Leadership and management

58. Delivery agreements governing the delivery of family learning are insufficiently formalised. Although the application form for family learning project proposals sets out clear criteria and responsibilities, once funding is approved there is no explicit recording of expectations of different partners with respective roles and responsibilities. There is currently no agreement or contractual statement of responsibilities, especially where the service subcontracts to a college which then delivers in a school.

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Leadership and management

59. The service maintains very good partnership working with a range of providers,

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educational institutions, other borough departments, charitable organisations and

community groups. Central to the successful partnership working is the service’s very effective use of the lifelong learning development group. This has wide-ranging membership and involves most providers of adult and community learning across the borough.

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educational institutions, other borough departments, charitable organisations and

60. Management information systems are very good. Data is routinely collected and analysed to investigate trends in enrolments, monitor performance of provision within the borough, benchmark the service against other London and national providers, and assess the effectiveness of resource expenditure. The service’s data team attend all meetings of the lifelong learning development group and provide useful reports on individual provider performance. The management information systems are used to provide meaningful performance reports for organisations whose resources and data-handling abilities are not adequate.

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educational institutions, other borough departments, charitable organisations and

61. There has been effective strategic planning for service development over a four-year period. During that time, the service has increased its enrolments by 40 per cent, has broadened its engagement with small community-based providers, and maintained good and strengthened working relationships with its main subcontractors. Senior managers are very successful in gaining funding from multiple sources to initiate developments in provision across the borough. There has been very effective work to establish a secure curriculum offer that meets the requirements of the service’s main funding body.

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educational institutions, other borough departments, charitable organisations and

62. There is insufficient curriculum management in some areas of provision. In leisure, travel and tourism, and independent living and leisure skills, the curriculum is not given adequate direction by managers, and subcontracted provision is not monitored well. There are insufficient curriculum specialists involved in the management, quality assurance and improvement of some areas, particularly in sports and leisure provision. In some areas, insufficient needs analysis is carried out by subcontractors.

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educational institutions, other borough departments, charitable organisations and

63. There are many very successful projects and strategies to involve under-represented groups in learning. Open consultation with partners develops the lifelong learning strategy

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educational institutions, other borough departments, charitable organisations and

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educational institutions, other borough departments, charitable organisations and

to share good practice and plan effectively. Good acquisition of and effective use of funding from a range of sources has enabled the local authority to develop innovative work to attract particular groups. The proportion of learners from minority ethnic groups has risen from 22 per cent in 2002 to 47 per cent currently.

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educational institutions, other borough departments, charitable organisations and

64. There is insufficient support and accommodation at subcontractor premises for some groups with particular needs. Some learning sessions take place in inappropriate rooms, or with unsuitable furniture, equipment or access arrangements. In some cases this represents a health and safety risk.

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educational institutions, other borough departments, charitable organisations and

65. Wandsworth LEA has arranged many good activities to encourage the development of quality assurance systems in subcontractors. It has developed a set of standard documents and procedures in collaboration with its partners. Staff from the service have spent a lot of time giving close and effective support to partners new to educational provision. The service prepares and distributes a well presented tutor handbook and a provider handbook that clearly defines roles and responsibilities.

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educational institutions, other borough departments, charitable organisations and

66. Quality assurance arrangements are insufficiently developed in some areas. The new procedures developed by the service are awaiting review after their first year, and the provider has already identified that many changes are necessary. Some of the paperwork is not appropriate for small providers. Some timescales and expectations are too tightly specified. In some vocational areas there is thorough monitoring and targets are clearly set for learners. However, in many other areas, observation of teaching is not effective. L d hi d

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Strengths

very good partnership working 00 • very good management information systems 00 • effective strategic planning for service development 00 • extensive range of courses and initiatives to develop employability skills 00 • very successful projects to involve under-represented groups in learning 00 • good activities to support development of quality improvement systems in new subcontractors 00 •

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Weaknesses

insufficient curriculum management in some areas 00 • insufficient support and accommodation at subcontractor premises for some learner groups 00 •

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Weaknesses

insufficiently developed quality assurance arrangements 00 •

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Weaknesses

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ICT for users

Strengths good development of ICT skills and confidence 00 • good achievement on OCN courses 00 • much good teaching 00 • very good resources used for learning at the City Learning Centre 00 • successful strategies for attracting new learners 00 • well-managed curriculum 00 • Weaknesses weak initial assessment 00 • ineffective use of individual learning plans 00 •

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Sport, leisure and recreation

Sport, leisure and recreation Sport, leisure and Grade 4

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Sport, leisure and recreation

Strengths good health and social benefits for many learners 00 • good partnership arrangements to widen participation 00 • Weaknesses much inadequate teaching 00 • insufficient attention to the health and safety of learners 00 • some ineffective curriculum leadership and management 00 • insufficiently developed quality improvement arrangements 00 •

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Dramatic arts

Strengths good acquisition of technical and performance skills 00 • very good celebration of learners’ achievement 00 • much good teaching 00 • good accommodation for performing arts classes 00 • excellent initiatives for effectively widening participation 00 •

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Dramatic arts

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Dramatic arts

Weaknesses insufficient formal monitoring and recording of learners’ progress 00 •

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Fine arts and crafts Grade 2

Strengths good retention and achievement 00 • good or better teaching in most cases 00 • good resources to support learning 00 • good range of courses and supporting activities 00 • Weaknesses insufficient monitoring and recording of learners’ progress 00 • insufficient management of quality improvement and curriculum planning 00 •

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Other languages, literature and culture

Other languages, literature and culture Other languages, Grade 3

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Other languages, literature and culture

Strengths good use of foreign languages by tutors 00 • good use of resources 00 • good range of programmes 00 • Weaknesses some low retention 00 • ineffective individual learning plans 00 • some ineffective quality improvement measures 00 •

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ESOL

Strengths wide range of good learning resources and equipment 00 • thorough initial assessment by main subcontractor 00 • well-planned progression routes 00 • Weaknesses poor attainment of skills for more advanced learners 00 • insufficient emphasis on speaking and listening in lessons 00 • insufficiently developed quality improvement systems 00 •

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ESOL

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Independent living and leisure skills

Independent living and leisure skills Independent living Grade 4

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Independent living and leisure skills

Strengths good accommodation on main sites 00 • Weaknesses much inadequate teaching 00 • weak target-setting and recording of learners’ progress 00 • insufficient learning support 00 • unsatisfactory curriculum management 00 •

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Adult and community learning

Adult and community learning Adult and commu Grade 2

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Adult and community learning

Strengths good retention and achievement 00 • good teaching and learning 00 • innovative range of wider family learning programmes 00 • well-managed programmes 00 • effective quality assurance 00 • Weaknesses insufficient formalised recording of progress 00 • insufficiently formalised delivery agreements 00 •

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Adult and community learning

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WHAT LEARNERS LIKE ABOUT WANDSWORTH LEA:

friendly and helpful tutors and staff • the local classes and centres • developing personal confidence • the flexibility of short courses • the opportunity to learn with children •

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WHAT LEARNERS THINK WANDSWORTH LEA COULD IMPROVE:

the overcrowded classes • the lack of exercise classes during holidays • the repetition of paperwork at enrolment each term • the lack of ventilation in some rooms •

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WHAT LEARNERS THINK WANDSWORTH LEA COULD IMPROVE:

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WHAT LEARNERS THINK WANDSWORTH LEA COULD 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

very good partnership working • very good management information systems • effective strategic planning for service development • extensive range of courses and initiatives to develop employability skills • very successful projects to involve under-represented groups in learning • good activities to support development of quality improvement systems in new subcontractors •

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Weaknesses

insufficient curriculum management in some areas • insufficient support and accommodation at subcontractor premises for some learner groups •

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Weaknesses

insufficiently developed quality assurance arrangements •

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Weaknesses

67. Wandsworth LEA maintains very good partnership working with a range of providers, educational institutions, other borough departments, charitable organisations and community groups. It makes very effective use of the lifelong learning development group. This body has wide-ranging membership and involves most providers of adult and community learning across the borough. Meetings are frequent and well recorded and all members are encouraged to play an active part in setting the agenda. In addition to developing very successful partnership links with organisations around the borough, the service has frequently acted as a broker and arbitrator in dealings between community groups, providers and other interested groups. Managers of the provision ensure that partners across the borough are kept up to date about the provider’s strategy and methodology.

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Weaknesses

68. The adult and community learning service has very good management information systems. Data is routinely collected and analysed to investigate trends in enrolments, to monitor the performance of the learning provision within the borough, to benchmark the service against other London and national providers, and to assess the effectiveness of resource expenditure. The data team attend all meetings of the lifelong learning development group and provide the group with clear and useful reports on individual provider performance. The management information systems are used to provide relevant performance reports for organisations whose resources and data-handling abilities are not adequate. Larger providers submit data electronically, but many small providers submit data on paper, which is analysed and interpreted to produce regular performance reports.

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Weaknesses

69. There has been effective strategic planning for service development across a four-year period. During that time the provider has increased its enrolments by 40 per cent, broadened its work with small community-based providers, and maintained and strengthened its good working relationships with its main subcontractors. Senior managers

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Weaknesses

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Weaknesses

are very successful in gaining funding from multiple sources to initiate developments in provision across the borough. There has been very effective work to establish a curriculum that meets the requirements of its main funding body. For example, by developing links with the regional open college, and supporting many small community providers through a major accreditation exercise, the provider has secured programme funding to provide learners with qualifications to enhance their employability. Strategic planning is carried out in an open and consultative way, so that partner organisations are able to fully contribute to developing initiatives.

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Weaknesses

70. The service’s staff development and appraisal processes are satisfactory. Staff are given good support for their professional and personal development by senior managers. They also benefit from development opportunities within the council. Appraisals are carried out annually, and staff also receive monthly individual developmental meetings with their line manager.

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Weaknesses

71. There is insufficient curriculum management in some areas of provision. In leisure, travel and tourism, and independent living and leisure skills, the curriculum is not given adequate direction by managers, and subcontracted provision is not monitored well. There are insufficient curriculum specialists involved in the management and quality assurance and improvement of some areas, particularly sports and leisure provision. In some areas insufficient needs analysis is carried out by subcontractors, with much of the current curriculum offer based on tutor preferences rather than feedback from learners.

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Equality of opportunity Contributory grade 2

72. The local authority has very clear and comprehensive policies on equality and diversity. All the targets of the three-year development plan clearly promote inclusion and widening participation in learning and are reinforced through the operational plans.

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Equality of opportunity Contributory grade 2

73. An extensive range of courses and initiatives are widening participation in training to help develop the employability skills of Wandsworth residents. There has been a very substantial expansion in range and coverage of provision. Numbers in learning have increased steadily in the past three years and there are now over 12,500 learners on a wide range of courses, representing an increase of approximately 30 per cent. Seventy-six per cent of learners overall are new to the provision. The local authority has been very effective in developing new provision while retaining most existing courses. A very broad range of subjects and levels are available across the borough at a good range of locations, especially in areas of previously low participation. The local authority was very active in developing the OCN credit framework to accredit learners’ practical skills and give them employment-enhancing qualifications. It shows effective leadership in continuing to chair

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Equality of opportunity Contributory grade 2

the provider network meetings to share good practice and promote further developments in engaging and developing the skills of hard-to-reach groups. Its online testing centre has improved learners’ access to assessments of their skills. Courses are well matched to regional and local strategic priorities and equip learners to benefit from mainstream higher level courses. Particularly well-targeted projects include the BOOST and REACH projects in Battersea to equip job seekers with employability skills, improve their literacy and numeracy and provide them with advice and guidance through a contract with Prospects. Employment opportunities are further enhanced by a partnership with a large employer involved in the regeneration of the area.

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Equality of opportunity Contributory grade 2

74. There are many very successful projects to involve under-represented groups in

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Equality of opportunity Contributory grade 2

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Equality of opportunity Contributory grade 2

learning. Open consultation with partners helps to develop the lifelong learning strategy to share good practice and plan effectively. Good acquisition, and effective use, of funding from a range of sources, has enabled the service to develop innovative work to attract particular groups. This is well supported with good collaborative work to build the capacity of new providers. For example, the provider assists with staff development and encourages and supports networking between voluntary groups and larger providers. Its flexible management information system is well used to analyse the need for, and monitor the impact of, the projects. One example of an innovative project is a film made by a group of people with learning disabilities to publicise the facilities available at a local specialist learning centre.

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Equality of opportunity Contributory grade 2

75. Strategies to involve under-represented groups in learning are very successful. The number of men in learning is 3,083, twice as many as in neighbouring boroughs. The proportion of learners from minority ethnic groups has risen since 2002 from 26 per cent to 47 per cent. The proportion of learners with a disability has increased by 60 per cent. Projects in disadvantaged areas of the borough have shown measurable achievement and there is good evidence of a wider effect on children’s learning, from work in partnership with schools and community venues. One such project was Wandsworth Goes Gospel organised by the adult and community learning team in 2005, in which 400 people of all ages sang specially composed music in the Queen Elizabeth Hall. Preparations are well advanced for a repeat in 2006. Evaluations of the project showed a range of good outcomes.

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Equality of opportunity Contributory grade 2

76. Learners have an appropriate understanding of equality of opportunity and in many learning sessions, good use is made of learners’ cultural diversity to enrich the learning experience. The local authority works well with its partners to promote inclusive learning by providing a range of attractive and appropriate images of learners enjoying their learning. A directory of learning opportunities is published annually and distributed to all Wandsworth residents. There are a number of well-produced information leaflets and newsletters that promote family learning and other aspects of provision aimed at widening participation and engagement of under-represented groups. All publicity materials provide positive representations of under-represented groups. However, partners who provide the courses do not always have access to full information about other venues.

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Equality of opportunity Contributory grade 2

77. There is insufficient support and accommodation at subcontractor premises for some groups with particular needs. The provider pays double the contract rate to provide suitable support for classes involving learners with particular needs. However, there was insufficient evidence of this in learning sessions observed by inspectors. Some learning sessions take place in inappropriate rooms, or with unsuitable furniture, equipment or access arrangements. In some cases this represents a health and safety risk. Some staff teaching people with disabilities do not have appropriate skills or adequate training. Access for learners with mobility difficulties is particularly difficult at one subcontractor. However, the local authority is largely aware of the problems and plans are in place to deal with them.

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