Setting

24 February 2006

28/03/2006 14:49:39 28/03/2006 14:49:39 HAMPSHIRE 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. HAMPSHIRE 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 1 Key challenges for Hampshire LEA 2 Grades 2 About the inspection 3 Key Findings 4 What learners like about Hampshire LEA 11 What learners think Hampshire LEA could improve 11 Leadership and management 15 15

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Detailed inspection findings

15 Leadership and management Equality of opportunity 16 Quality improvement 17 Information and communications technology 19 Leisure, travel and tourism 23 Arts, media and publishing 26 Languages, literature and culture 29 Preparation for life and work 32 Family learning 36 HAMPSHIRE LEA

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DESCRIPTION OF THE PROVIDER

1. Hampshire County Council (HCC) provides adult and community learning at locations throughout the county. Provision is managed through the adult and community learning unit (ACLU), which forms part of HCC’s children’s services department (the service). It is based in Winchester, Hampshire at the Local Education Authority (LEA). The head of the unit is supported by the adult learning officer, who manages the adult learning service and also acts as the assistant head of unit. At the time of the inspection, the adult learning officer managed a team of 12, comprising curriculum development officers, administrators and management information staff.

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DESCRIPTION OF THE PROVIDER

2. HCC contracts with Hampshire and the Isle of Wight Learning and Skills Council (LSC). Funding is supplemented by a contribution from HCC. HCC subcontracts its delivery of adult and community learning programmes to a range of providers across the county, mainly in community schools, children’s centres and voluntary organisations. In 2004-05, the provision served 16,800 learners on courses ranging from one day to 30 weeks’ in duration.

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DESCRIPTION OF THE PROVIDER

3. In recent years, the provision has changed in response to the priorities of the LSC, and the needs of local learners. Since 2002, 16 colleges of further education in Hampshire have been funded directly by the LSC to provide adult learning programmes. The ACLU has re-focused its provision, particularly to increase its capacity to deliver family learning and adult literacy and numeracy. The proportion of traditional personal development courses, often leisure based, has reduced from 98 per cent in 2001-02, to 50 per cent in 2005-06. In contrast, family learning courses have increased from 2 per cent to 33 per cent of the provision over the same period.

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DESCRIPTION OF THE PROVIDER

4. HCC estimates that in 2003, the resident population of the county was 1,251,000, of whom 49 per cent are men, 93.5 per cent are white British and the largest minority ethnic group is Indian at less than 1 per cent. Twenty-one per cent of the total population is aged 60 and over. In March 2004, the claimant unemployment rate was 1.1 per cent, substantially lower than the national average of 2.4 per cent. In the 16-74 age group, 41.2 per cent of people in Hampshire do not have a level 2 qualification or above. The Basic Skills Agency’s figures for Hampshire indicate that 20 per cent of residents have poor numeracy skills, and 21 per cent have poor literacy skills, compared with the combined national average of 25 per cent.

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Grade 3 OVERALL EFFECTIVENESS

5. The overall effectiveness of the provision is satisfactory. Adult and community learning in information and communications technology (ICT), arts, media and publishing, languages, literature and culture, preparation for life and work, and family learning is satisfactory. Learning in leisure, travel and tourism is good. Overall, leadership and management is good, while the management of quality improvement and equality of opportunity is satisfactory.

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Grade 3 OVERALL EFFECTIVENESS

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Grade 3 OVERALL EFFECTIVENESS

6. The inspection team was broadly confident in the reliability of the self-assessment process. The ACLU’s latest self-assessment report, which was published in October 2005, draws upon a good range of evidence from the subcontracted providers and from its own staff and management information data. It was largely accurate and suitably critical, although the inspection team identified a few additional strengths and weaknesses.

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Grade 3 OVERALL EFFECTIVENESS

7. The provider has demonstrated that it has sufficient capacity to make improvements. Quality improvement arrangements are well conceived and well recorded. Subcontractors receive good support to develop the quality and range of their provision. The ACLU recognises the weaknesses identified during the inspection, and has put in place resources and arrangements to rectify most of them. It is too early to judge the effectiveness of some recently established arrangements.

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KEY CHALLENGES FOR HAMPSHIRE LEA:

improve the standard of teaching and learning • extend and develop curriculum leadership • improve initial assessment and the planning of individual learning • improve the sharing of good practice • maintain the good partnerships and widening participation •

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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 3 Quality improvement 3

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Information and communications technology 3 Information and communications technology

Contributory areas: Number of learners Contributory grade ICT for users 3 Adult and community learning 1,015 3

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Leisure, travel and tourism 2 Leisure, travel and tourism

Contributory areas: Number of learners Contributory grade Sport, leisure and recreation 2 Adult and community learning 781 2

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Leisure, travel and tourism 2 Leisure, travel and tourism

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Arts, media and publishing 3 Arts, media and publishing

Contributory areas: Number of learners Contributory grade Dance Adult and community learning 180 3 Fine arts Adult and community learning 361 3 Crafts Adult and community learning 380 3

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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 502 3

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Preparation for life and work 3 Preparation for life and work

Contributory areas: Number of learners Contributory grade Independent living and leisure skills 3 Adult and community learning 250 3

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Family learning 3 Family learning

Contributory areas: Number of learners Contributory grade Adult and community learning 3 Adult and community learning 727 3

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ABOUT THE INSPECTION

8. The ACLU currently offers adult and community learning programmes in 12 sectors. At the time of the inspection, 3,500 people were in learning. The adult and community learning provision in Hampshire has not previously been inspected.

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ABOUT THE INSPECTION

9. In planning the inspection, consideration was given to the ACLU’s current self-assessment report which was published in October 2005, the retention and achievement data provided by the service, and the numbers in learning at the time of the inspection. The inspection focused on family learning, preparation for life and work, arts and media, languages, ICT, and leisure, travel and tourism. While courses are offered in health and care, retail and commercial enterprise, agriculture and horticulture, construction, engineering, and business administration, these sectors were not inspected as there were low learner numbers.

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ABOUT THE INSPECTION

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ABOUT THE INSPECTION

Number of inspectors 19 Number of inspection days 95 Number of learners interviewed 344 Number of staff interviewed 86 Number of subcontractors interviewed 72 Number of locations/sites/learning centres visited 102

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Achievements and standards

10. Pass rates on accredited courses in foreign languages are high at close to 100 per cent in 2004-05. One hundred and thirty-four learners on 17 courses were successful at five different levels in 11 different languages including Arabic, Polish and Turkish.

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Achievements and standards

11. Learners demonstrate good development of confidence and competence in using ICT. For many learners, ICT provides an effective route back into education.

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Achievements and standards

12. Retention on ICT and visual and performing arts courses are good. In 2004-05, 97 per cent and 95 per cent respectively were retained, and a similar number achieved their learning goals.

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Achievements and standards

13. The retention for learners in preparation for life and work is good. In 2004-05, the rate was 89 per cent. Nearly all learners who completed their programme achieved their main learning goal.

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Achievements and standards

14. The development of learners’ skills is good in preparation for life and work, and in family learning. Learners are encouraged to develop evaluative and reflective skills through their own learning and that of their child. Learners who have learning difficulties participate well and develop good personal and social skills, such as teamwork and the ability to follow and remember instructions.

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Achievements and standards

15. The development of technical and personal skills is good in visual and performing arts. Some learners’ work is accepted for public exhibitions, and some is sold. Good social benefits are gained through the interaction and support of attending classes.

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Achievements and standards

16. There is good attendance in most language classes. The average attendance rate in 2005-06 is over 80 per cent. Learners are keen and enthusiastic. They enjoy their learning experience immensely, and some travel considerable distances to attend.

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Achievements and standards

17. The standards of behaviour in preparation for life and work classes are particularly good. This is a significant achievement for some learners. The ACLU celebrates learners’ achievements well at award ceremonies and through displays of learners’ work.

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Achievements and standards

18. Attendance is poor in family learning. During the inspection week, attendance averaged 66 per cent for family learning, and 67 per cent for family literacy, language and

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Achievements and standards

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Achievements and standards

numeracy courses. Tutors do not pay sufficient attention to developing learners’ understanding of the links between regular attendance, learning, and the potential benefits to themselves and their child.

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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 16 1 6 6 3 Leisure, travel and tourism 16 1 10 3 2 Arts, media and publishing 24 3 7 13 1 Languages, literature and culture 16 1 7 5 3 Preparation for life and work 14 2 5 5 2 Family learning 25 2 8 13 2 Total 10 45 43 13 111 19. Teaching and learning are good in sports and recreation. Sixty-nine per cent of classes observed were good or better. Tutors plan sessions well to take account of individual needs. Many tutors know their learners well, and learners appreciate the support and help they receive.

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The quality of provision

20. The training in ICT provided by volunteers is particularly effective. In the centres for older learners, well-qualified and experienced volunteers provide individual support that meets the need of learners particularly well. Many of these volunteers are retired teachers or computer engineers and are able to support learners very well.

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The quality of provision

21. Teaching is satisfactory overall in visual arts and dance, and in languages. In the best classes there are some very inspiring sessions which include challenging activities. However, some of the classes are not structured. Some tutors do not recognise the value of using schemes of work and lesson plans to help them plan more effectively.

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The quality of provision

22. Learners in ICT are taught in well-equipped centres with industry-standard computers and software. Appropriate adaptive technology is available for learners who have difficulties or disabilities.

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The quality of provision

23. Courses for those with learning difficulties and disabilities are well resourced. Managers strictly adhere to the agreed maximum class size of eight learners on each programme and learners receive good individual support.

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The quality of provision

24. Initial advice and guidance is satisfactory overall. Learners receive appropriate information from the providers before starting courses. The quality of the literature varies, but usually is a concise summary of the course and its aims.

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The quality of provision

25. The service provides a good range of subjects in preparation for life and work, and adopts a particularly inclusive approach to selecting the curriculum. Since September 2005, the ACLU has offered many of the courses in practical subjects at three different levels and has successfully created an appropriate range of progression routes.

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The quality of provision

26. There is a wide range of family learning programmes that are innovative and responsive to local needs. Programmes offer some innovative learning opportunities

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The quality of provision

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The quality of provision

which have been very successful in widening participation and attracting hard-to-reach learners.

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The quality of provision

27. Learners have insufficient support in family learning to develop their literacy, language and numeracy needs effectively. Staff are insufficiently skilled to take advantage of learning opportunities, and to practise literacy, language and numeracy skills within the parenting course activities.

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The quality of provision

28. Resources are generally satisfactory overall. Most classes are held in community colleges or schools where the accommodation is light and spacious. Access for learners with restricted mobility is adequate. The ACLU has introduced appropriate risk assessments that cover the venue and activity, and these are satisfactorily completed and reviewed.

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The quality of provision

29. The development of oral skills is poor in many language lessons. In almost 20 per cent of sessions observed, teachers speak unnecessary amounts of English. Too much focus is on individual words at the expense of fluency. Opportunities to show or practise use in a relevant and memorable context are not taken.

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The quality of provision

30. Classroom teaching is unsatisfactory in ICT. Almost 20 per cent of the observed learning sessions were inadequate. Some tutors spend too long describing detailed features of software to learners on introductory courses.

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The quality of provision

31. Individual learning plans are not used effectively across all the provision. Learning plans often refer to course goals rather than individual aims, and are often not used by tutors for lesson planning. In sports and leisure, 50 per cent of tutors are not using individual learning plans or progress records.

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The quality of provision

32. Targets in individual learning plans are too narrow in preparation for life and work. Some targets are not sufficiently challenging, especially for learners on advanced courses who are working towards a national award.

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The quality of provision

33. There is insufficient co-ordination of individual learning in preparation for life and work. Tutors do not systematically share information about learners’ progress or development. Similarly tutors do not routinely share their interpretation or analysis of learners’ needs sufficiently. L d hi d

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Leadership and management

34. The ACLU offers good leadership in the provision of adult and community learning. Planning demonstrates clarity of direction, expectation and priority.

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Leadership and management

35. There is clear strategic planning linked to strong local partnerships. The ACLU has demonstrated a clear focus which is supported by its policy of using funding agreements, rather than directly managed provision. Strong partnerships are in place which are responsive to local need, together with proactive strategic management of the provision.

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Leadership and management

36. There is particularly effective development of community provision to widen participation. Working with many internal and external groups, the ACLU has developed a broad range of programmes to meet local community needs.

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Leadership and management

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Leadership and management

37. The unit has expanded appropriately. Key staffing weaknesses were identified and measures were taken to employ subject specialists who offer their expertise to curriculum managers and tutors. However, in some areas the subject specialists have not yet had time to affect the provision.

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Leadership and management

38. The ACLU has developed its capacity to improve. The service has worked hard and effectively to create quality improvement tools which are fit for purpose. It is too early, however, to judge the full effect of the work which has taken place.

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Leadership and management

39. Good support is provided for the centre managers in ICT. Communications are good and suitable resources are provided to help ensure consistency of practice. The centre managers appreciate the responsiveness of the ACLU to their needs, and the effective training that has been provided for them.

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Leadership and management

40. Centre managers provide good support to tutors and learners in languages, and ensure adequate resourcing of their classes. They work well with other local providers to plan coherent provision and to ensure progression opportunities for learners.

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Leadership and management

41. Staff make good use of course reviews to improve the provision for people with learning difficulties and disabilities. Their evaluation of each programme is thorough and reflective, and their records of this process are constructive and objective.

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Leadership and management

42. Particularly effective development of programmes takes place in visual and performing arts, with centres located in the heart of the community. Courses target hard-to-reach learners well.

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Leadership and management

43. Staff are suitably experienced across the provision and some have qualifications in their subject. Some tutors take part in continuing professional development, but the ACLU does not monitor this activity. Seventy-five per cent of tutors are qualified teachers.

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Leadership and management

44. There is insufficient monitoring of a few aspects of provision. The systematic observation of teaching is not sufficiently established across all the provision. There is insufficient monitoring of individual learning plans.

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Leadership and management

45. Specialist support for tutors is insufficient on most courses. The service has recognised the need for improved support and guidance and has appointed more subject-specialist managers. It is, however, too early to judge the full effect of this action on the provision.

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Leadership and management

46. Specialist training for staff is insufficient in preparation for life and work. A minority of staff, particularly those new to this area of work, do not have sufficient understanding of all the disabilities they encounter, or the needs of people with learning difficulties.

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Leadership and management

47. The observation of teaching and learning, and sharing of good practice in ICT is inadequate. The observation reports for 2004-05 are not detailed and make little reference to the learning of ICT. Tutors develop their own materials in isolation and only a third of the tutors make use of an electronic forum that has been set up for their use.

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Leadership and management

48. The curriculum for family learning is insufficiently managed. There is inconsistent

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Leadership and management

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Leadership and management

practice across providers, and learners have few opportunities to gain national qualifications. Communication between centre heads and tutors is often ineffective.

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Leadership and management

49. There is insufficient use of data on equality by many providers. The ACLU has appropriate systems for the collection and analysis of equality data, but some providers are only just beginning to use this data to analyse the achievements of their learners. L d hi d

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Strengths

good leadership 00 • clear strategic planning linked to strong local partnerships 00 • particularly effective development of community provision to widen participation 00 • good development of capacity to improve provision 00 •

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Weaknesses

insufficient use of equality data by many providers to improve provision 00 • insufficient monitoring of a few aspects of the provision 00 •

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ICT for users

Strengths good development of confidence and competence in using ICT 00 • good retention 00 • particularly effective individual training provided by volunteers 00 • well-equipped centres for ICT 00 • good support for centre managers 00 • Weaknesses poor classroom teaching in too many cases 00 • ineffective use of individual learning plans 00 • insufficient sharing of good practice 00 • insufficiently thorough observation of teaching and learning 00 •

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Sport, leisure and recreation

Sport, leisure and recreation Sport, leisure and Grade 2

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Sport, leisure and recreation

Strengths wide range of skills and health benefits gained by learners 00 • good teaching and learning 00 •

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Sport, leisure and recreation

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Sport, leisure and recreation

good communication between ACLU and provider managers 00 • Weaknesses inadequate monitoring and recording of learners’ progress 00 • insufficient specialist support for tutors 00 •

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Arts, media and publishing

Strengths good development of technical and personal skills 00 • particularly effective development of programmes to meet local needs 00 • Weaknesses inadequate identification and recording of learners’ progress 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 high pass rates on accredited courses in foreign languages 00 • good attendance in most classes 00 • good operational and strategic management of centres 00 • Weaknesses poor development of oral skills in too many lessons 00 • unsatisfactory recording of progress and achievement on non-accredited courses 00 •

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Independent living and leisure skills

Independent living and leisure skills Independent living Grade 3

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Independent living and leisure skills

Strengths good development of learners’ skills 00 • well-resourced courses for those with learning difficulties and disabilities 00 • particularly inclusive planning of the provision 00 • Weaknesses narrow range of targets on learning plans 00 • insufficient co-ordination of individual learning programmes 00 • insufficient specialist training for staff 00 •

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Independent living and leisure skills

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Adult and community learning

Adult and community learning Adult and commu Grade 3

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Adult and community learning

Strengths good acquisition of skills and knowledge 00 • particularly effective use of good resources 00 • innovative range of provision, responsive to local needs 00 • very good partnership links 00 • Weaknesses poor attendance 00 • insufficient literacy, language and numeracy support 00 • insufficient curriculum management of programmes 00 •

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Adult and community learning

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WHAT LEARNERS LIKE ABOUT HAMPSHIRE LEA:

’the tutor is always helpful in a very positive way’ • ’the health benefits from my course’ • ’the course stops me feeling isolated’ • the opportunity to study locally • ’being retired is boring - the art class is the highlight of my week’ •

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WHAT LEARNERS THINK HAMPSHIRE LEA COULD IMPROVE:

’the paperwork - there is too much’ • ’I’m not always clear what the goals of the session are’ • ’the room is too noisy, it distracts me’ • ’give me more work to do’ •

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WHAT LEARNERS THINK HAMPSHIRE LEA COULD IMPROVE:

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WHAT LEARNERS THINK HAMPSHIRE 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 a conscious effort to do so: the process whereby people recognise the power of organisations and institutions to act in the interests of the common good and exercise their influence to ensure that they do so. Adult learning contributes to active citizenship.

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citizenship

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Strengths

good leadership • clear strategic planning linked to strong local partnerships • particularly effective development of community provision to widen participation •

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Strengths

good development of capacity to improve provision •

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Weaknesses

insufficient use of equality data by many providers to improve provision • insufficient monitoring of a few aspects of the provision •

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Weaknesses

50. Leadership and management are good. The ACLU offers good leadership in the provision of adult and community learning. Planning demonstrates clarity of direction, expectation and priority. Partners and subcontractors who are involved in the delivery of adult and community learning, understand and share these values. The business plans for the unit are closely aligned to the corporate objectives of HCC, government priorities and the Hampshire strategic partnership. The unit is positioned appropriately within the structure of HCC, and it receives strong and knowledgeable support at senior officer level and from elected members. The influence of the unit’s leadership extends well beyond its funding boundaries into the wider provision of adult and community learning throughout the county.

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Weaknesses

51. There is clear strategic planning linked to strong local partnerships. The ACLU has demonstrated a clear vision which is supported by its policy of using funding agreements, rather than directly managed provision. Strong partnerships are in place which are responsive to local need, together with proactive strategic management of the provision.

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Weaknesses

52. The ACLU has been particularly effective in moving the emphasis of its provision from traditional leisure-based courses, to those which improve the learning of target groups identified in national and local skills development strategies. In 2001-02, 98 per cent of the ACLU-funded provision was devoted to leisure and personal development courses. In 2005-06, these courses account for only 50 per cent of the ACLU-funded provision, while family learning and family literacy, language and numeracy courses, have increased from 2 per cent to 33 per cent of the provision. The ACLU is planning further realignment of its provision in 2005-06.

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Weaknesses

53. The unit has expanded appropriately to cope with the increasingly complex nature of adult and community learning. Key staffing weaknesses were identified and subject specialists were employed to offer expertise to curriculum managers and tutors. However, in some areas they have not yet had time to affect the provision. Staff are suitably qualified and experienced and HCC offers a good range of training opportunities for all staff. These are well promoted, but the take up is insufficient at tutor level. Seventy-five per cent of tutors have a professional teaching or training qualification. Full-time staff have good

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Weaknesses

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Weaknesses

review and appraisal processes, but many tutors do not benefit from formal annual appraisals.

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Weaknesses

54. Communication is strong, with a range of frequent and effective meetings between the ACLU, subcontractors, other providers, and the local community. ACLU’s staff are accessible and responsive, and the unit produces an extensive range of guidance on all aspects of provision. In some areas of learning, however, communication between centres, subject specialists, and tutors is ineffective, with insufficient sharing of good practice.

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Weaknesses

55. The management of resources is satisfactory or good across all areas of learning. Most centres have a good range of adaptive technology and a simple system for requesting additional specialist equipment is used effectively. Resources are appropriately directed at priority areas and good partnerships with other providers ensure effective and appropriate delivery within a broad geographical area. A satisfactory management information system was introduced approximately three years ago, and it can generate a good range of data and analysis. The system is well managed and reports are produced quickly and efficiently.

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Equality of opportunity Contributory grade 3

56. There is particularly effective development of community provision to widen participation. This strength was identified in the self-assessment report. Working in partnership with many internal and external groups, the ACLU has developed a broad range of programmes to meet local community needs. Partners appreciate the expertise and guidance offered by the unit. Many of the ACLU’s materials are used across Hampshire’s adult and community learning which is not funded through the ACLU. The unit effectively targets socially deprived areas, learners with disabilities and, through their work with Hampshire Ethnic Minority Achievement Service (EMAS), minority ethnic groups with language needs. EMAS is currently supporting parents of bilingual children who are newly admitted to Hampshire schools to encourage them to get involved in their children’s education, and to take up training and employment. In the extensive development of

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Equality of opportunity Contributory grade 3

provision for family learning and family literacy, language and numeracy, the ACLU also supports specific innovative projects, such as that which enables travellers to develop their information technology (IT) skills, projects with homeless people, and learners with mental health problems. By moving its funded provision towards these priorities, the ACLU has worked closely with partners to retain leisure-based personal development courses in the community. Many of these courses remain, but are now full cost funded, or partly supported by alternative resources.

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Equality of opportunity Contributory grade 3

57. ACLU has satisfactory policies and procedures covering all aspects of equality of opportunity. The policies are distributed to all providers and their implementation is suitably monitored through the termly quality monitoring visits, through classroom observations and feedback from learners. Most providers also have their own equality of opportunity policy which is implemented alongside the ACLU policy. Access to most locations is satisfactory and some providers have made good use of additional funding to improve access to premises. There is a detailed complaints procedure which effectively improves the provision. A class was cancelled after a complaint was made, until more suitable accommodation can be found. Risk assessments are in place and the health and safety policy is satisfactorily implemented and monitored. Publicity material is appropriate and fit for purpose.

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Equality of opportunity Contributory grade 3

58. Support for learners’ additional needs is satisfactory. Providers request support from

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Equality of opportunity Contributory grade 3

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Equality of opportunity Contributory grade 3

the ACLU when learners need additional support. Some centres provide their own support. Learners are encouraged to identify and request their support needs when they enrol but they also have an initial assessment which is designed to identify additional support needs. The effectiveness of the initial assessment process varies across subject sectors. Other types of support are also well funded by the ACLU, including funding for crèches to support classes and funding for additional tutors to support learners in some classes. One provider who works with learners who have a hearing impairment has had particularly good support provided through the units funding. Provision and use of adaptive technologies is good. However, there has been difficulties in providing support for some learners who speak English as an additional language.

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Equality of opportunity Contributory grade 3

59. Staff training to manage equality of opportunity is adequate. The ACLU offers regular updating and training for centre managers and many take up the opportunities offered. In 2004, most staff attended training on the Disability Discrimination Act 1995. In 2004-05, training on meeting the needs of learners was offered, but the take up by tutors was insufficient. Other training related to dyslexia and deaf awareness has taken place.

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Equality of opportunity Contributory grade 3

60. There is insufficient use of data by many providers to improve provision. The ACLU has appropriate systems for the collection and analysis of equality data. Data is collected regularly, suitably analysed, and summaries are returned to all providers. Detailed information relating to the gender, age and ethnicity of learners is produced. However, while some providers are beginning to use this data to analyse the achievements of their learners, too few are using the information to make improvements to future provision. The use of data to identify trends is particularly weak.

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Quality improvement Contributory grade 3

61. The ACLU has developed its capacity to improve. The service has worked hard and effectively to create quality improvement tools which are fit for purpose. The arrangements which have been put into place are well conceived and well recorded. The quality support pack supplied to each subcontractor provides detailed written guidance on planning learning, recording learners’ progress, self-evaluation and review. The tutor handbook is identified by staff as being detailed and helpful. The support that the ACLU has given to its subcontracting providers in areas such as developing effective self-assessment is good. The service has identified key areas for improvement in its quality systems and has taken appropriate measures to deal with them. For example, the recent appointment of additional sector specialist managers has provided suitable capacity to ensure that the ACLU quality improvement arrangements can be fully implemented. It is too early,

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Quality improvement Contributory grade 3

however, to judge the full effect of the work which has taken place. Some of the procedures and staff have only recently been put in place. There are inconsistencies in the application of the arrangements.

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Quality improvement Contributory grade 3

62. Self-assessment is satisfactory. The ACLU has detailed arrangements to monitor the quality of the provision, and to make improvements. The service provides subcontracting providers with comprehensive written guidance on how to carry out self-assessment and to produce the self-assessment report. Data on achievement and retention, observations of teaching and learning, and learners’ feedback contribute appropriately to the self-assessment process. Most managers and provider staff are suitably involved in the self-assessment process. There are some instances, however, where tutors have insufficient awareness of the self-assessment report for their centre. The ACLU’s managers closely review subcontractors’ self-assessment reports to ensure that they meet the criteria set out

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Quality improvement Contributory grade 3

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Quality improvement Contributory grade 3

in published guidance. They ask for changes and provide action points when these criteria are not met. The latest self-assessment report was published in October 2005. It is mostly accurate and suitably critical, although inspectors identified additional strengths and weaknesses. Action-planning to resolve weaknesses is satisfactory. Most development plans include clear actions for improvement. The ACLU’s managers monitor plans closely.

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Quality improvement Contributory grade 3

63. The use of data to monitor and plan improvements is adequate. The ACLU has made a significant investment in improving the quality of management information. The collection of appropriate data is systematic. Many providers have recently been given online access to the management information system to allow them to input enrolment and progression information directly. The ACLU effectively collates and analyses its data and reports are readily available to managers. Inspectors received timely and well-presented information during the inspection. The ACLU’s capacity to use data has improved well in the past two years. The service will, for the first time, have access to data on trends to allow the planning of provision for 2006-07. Many of the provider’s managers are now using ACLU’s management information well. A minority of providers, however, are not using data effectively to make improvements. The ACLU has plans to use data to improve

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Quality improvement Contributory grade 3

achievement and retention, however it does not set targets for providers, subject sectors, groups of learners or tutors. The service is aware of these weaknesses, and is planning to rectify them.

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Quality improvement Contributory grade 3

64. There is insufficient monitoring of a few aspects of provision. While the ACLU recognises the systematic observation of teaching and learning as a key process, arrangements are not sufficiently established across all the provision. In sectors where there are few learners, ACLU does not carry out observations to assess the quality of teaching and learning. These areas currently account for nearly 1,000 learners. Generally, observations of teaching and learning are evaluative and evidence supports the grade. In some subjects, however, inspectors identified that observation notes did not contain sufficient evaluative details to support the grades given. While the ACLU has worked hard to establish the consistent use of individual learning plans with all providers, there is insufficient monitoring of the process. In most areas of learning, the inconsistent use of individual learning plans was identified as a weakness. The service recognises this

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Quality improvement Contributory grade 3

weakness in its self-assessment report, but strategies to resolve it are not currently effective.

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Quality improvement Contributory grade 3

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Information and communications technology Grade 3

0.00 Number of learners Contributory areas: Contributory grade ICT for users 3 Adult and community learning 1,015 13 3

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Information and communications technology Grade 3

65. There are 1,015 learners in ICT. Qualifications are offered in computing for the visually impaired or blind learners at entry level and level 1, creating publications, getting started with IT, and using IT for family learning. Most of the courses, however, do not lead to qualifications and are mainly at entry level and level 1. Many of these courses focus on a basic introduction to word processing and using the internet and e-mail. They are often offered as a first step into learning. Some courses are targeted at particular groups of learners such as women from a community of travellers, the elderly, learners with a visual impairment and learners with learning difficulties. During the current academic year, there have been 124 courses run by 45 tutors, across 27 centres. The range of venues includes schools, community centres, libraries and day centres for the elderly. In 2004-05, there

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Information and communications technology Grade 3

were 1,897 learners on 259 courses, 68 per cent of whom were women and 58 per cent were over 60 years of age. Ninety-five per cent of learners are white and this is in line with the population of the county. Sessions are offered during the morning, afternoon, twilight and evening during weekdays. Twenty-two courses run on a Saturday.

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ICT for users

Strengths good development of confidence and competence in using ICT 00 • good retention 00 • particularly effective individual training provided by volunteers 00 • well-equipped centres for ICT 00 • good support for centre managers 00 • Weaknesses poor classroom teaching in too many cases 00 • ineffective use of individual learning plans 00 • insufficient sharing of good practice 00 • insufficiently thorough observation of teaching and learning 00 •

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Achievement and standards

66. Learners demonstrate confidence and competence in using ICT. For many learners, the courses are their first experience of adult learning and ICT and they provide an effective route back into education. Many of the older learners who are new to ICT quickly overcome fears of using computers and develop skills in word processing and using the internet. Learners are often well motivated and some produce high standards of work. For

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Achievement and standards

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Achievement and standards

example, many learners are able to make good use of graphics to create posters. One learner gained a regional ‘student of the year’ award and has been nominated for a national award. Some of the learners have recently purchased their own computers after gaining confidence in the sessions.

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Achievement and standards

67. Retention on ICT courses are good. In 2004-05, 97 per cent of learners were retained, and a similar number achieved their learning goals. Attendance at the time of inspection was good.

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The quality of provision

68. The training provided by volunteers is particularly effective. In centres for older learners, well-qualified and experienced volunteers provide individual support that meets the need of learners particularly well. For example, a session with six learners was supported by six tutors. Many of these volunteers are retired teachers or computer engineers and are able to support learners very well. The sessions are well organised and are tailored to the interests of the learners so that good progress is made on projects. For example, one learner is developing spreadsheet skills while creating a table of properties of plays for German speakers. In the better sessions, the training begins with an effective review of previous learning. Individual targets are set for each learner, based on their interests and needs.

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The quality of provision

69. Learners are taught in well-equipped centres with computers and software to industry standards. Most centres have access to multi-media projectors which are used well to assist teachers with their demonstrations. Appropriate adaptive technology is available for learners with difficulties or disabilities. These include keyboards with large keys, tracker balls, touch screens, and specialist software to magnify text. Visually impaired learners are supported by additional PC features which allow text to be converted into an audio play back through headphones. Most of the staff have appropriate technical expertise, but only 67 per cent have teaching qualifications.

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The quality of provision

70. Initial advice and guidance is satisfactory. Learners receive appropriate information from the providers before starting courses. The literature varies but usually is a concise summary of the course and its aims. Progression opportunities are not always clear and some tutors are not sure of the best route their learners should follow after completing a course. Most learners are not formally tested for basic skills but have an opportunity to identify their needs on the enrolment forms. Tutors are encouraged to be aware of the needs of learners and they refer them for additional support if required.

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The quality of provision

71. The ICT courses are appropriately focused on the needs of learners who need a first step into computing. The content of the courses is appropriate for these learners and allows them to develop basic skills in word processing, using the internet and e-mail. The needs of older learners who have a visual impairment are particularly well catered for.

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The quality of provision

72. Classroom teaching is unsatisfactory in too many cases. Almost 20 per cent of the observed learning sessions were inadequate. In these poorer sessions, more confident learners are not able to progress as they have to wait until others complete a task. Some tutors spend too long describing detailed features of software to learners on introductory courses. For example, one tutor spent 25 minutes describing table handling in word processing and then set a basic exercise that made little use of what had been described. Some learners then experienced difficulties with this basic exercise. Tutors sometimes use

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The quality of provision

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The quality of provision

technical terms without defining them adequately. Some run out of time and planned practical exercises are not successfully completed. Some of the instructions given are inadequate for the skill level of the learners. For example, a practical exercise instruction on the use of spreadsheets was too complicated for beginners. Learners’ understanding of technical topics is not always checked by appropriate questioning. Some tutors use handouts which do not match the level of software on the computer.

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The quality of provision

73. Individual learning plans are not used effectively. For many courses the learning plans refer to course goals rather than individual aims and are often not used by tutors for lesson planning. This is a particular weakness in relation to planning sessions to meet the needs of learners with difficulties or disabilities. For example, in one class where learners had profound but different needs, all the learners carried out the same task even though it was inappropriate for some of their skill levels. Learners who could not read were asked to enter the word ‘tortilla’ into a search engine on a complicated online shopping environment. The ACLU identified this weakness in the self-assessment report.

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Leadership and management

74. The ACLU provides good support for the centre managers. The communications are good and suitable resources are provided to help ensure consistency of practice. Handbooks have been created for managers, tutors and learners and these have been appreciated by the providers. Management information is collected efficiently and useful reports are produced to identify trends. The information is beginning to be used in the providers’ own self-assessment process. The centre managers appreciate the responsiveness of the ACLU to their needs, and the effective training that has been provided for them. Staff have recently been trained in the use of the management information system and on the self-assessment process. Staff development has been available in meeting the needs of learners and dyslexia training, but little training has been focused on the teaching of ICT. The appraisal of tutors varies according to the provider. In

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Leadership and management

some centres there is an annual appraisal and this takes place after a teaching observation.

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Leadership and management

75. Attention to equal opportunities is appropriate. Good facilities are available for learners who have a visual impairment, and additional learning support is provided when required. The need for additional support is identified through the enrolment form or through a referral from the tutor. Support can take a few weeks to set up, but when in place it is appreciated by the learners and is effective. The access to most venues is good. Some sessions have been rescheduled into ground-floor classrooms to accommodate the needs of wheelchair users. The views of learners are gathered at the end of most courses, and their views are responded to. Courses have recently been changed to accommodate feedback for learners.

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Leadership and management

76. Good practice is not shared sufficiently. Tutors develop their own materials in isolation and often do not have access to developments in other parts of the county. For example, a good initial assessment which requires learners to identify simple icons on a computer was observed in one centre, but it has not been shared with others. IT tutors do not meet to share ideas and resources, and only a third of the tutors make use of an electronic forum that has been set up.

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Leadership and management

77. The observation of teaching and learning is not thorough. The observation reports for 2004-05 are not detailed and make few references to the learning of ICT. Some of the reports include statements that have been copied from one report to the other. The grades

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Leadership and management

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Leadership and management

are based on limited information, as the forms do not include judgments on the quality of teaching. In one case, an unsatisfactory session did not have an action plan. The ACLU is aware of this weakness, and has revised its observation arrangements for the current year.

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Leadership and management

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Leisure, travel and tourism Grade 2

0.00 Number of learners Contributory areas: Contributory grade Sport, leisure and recreation 2 Adult and community learning 781 13 2

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Leisure, travel and tourism Grade 2

78. Courses are offered in yoga, tai chi, Pilates, fitness, badminton, bridge and golf. In 2004-05, there were 3,435 enrolments and 2,201 learners on 266 courses, representing 9 per cent of the total provision. Provision in this area has significantly reduced for the current year. For the current year there are 1,038 enrolments and 781 learners. During the week of inspection there are 40 courses running, all of which are non-accredited. Of the current learners, 13.2 per cent are men, 1.5 per cent are from minority ethnic groups and 1.6 per cent have declared learning difficulties or disabilities. Courses take place in the morning, afternoon and evening throughout the week including a few on Saturday. The courses are held in community colleges, schools and community centres across the county. Most courses are of one, to one and a half hours duration for three terms of 10 weeks. The providers currently employ 37 part-time tutors to deliver the programmes.

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Sport, leisure and recreation

Sport, leisure and recreation Sport, leisure and Grade 2

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Sport, leisure and recreation

Strengths wide range of skills and health benefits gained by learners 00 • good teaching and learning 00 • good communication between ACLU and provider managers 00 • Weaknesses inadequate monitoring and recording of learners’ progress 00 • insufficient specialist support for tutors 00 •

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Achievement and standards

79. Learners gain a wide range of skills and health-related benefits. For instance, in tai chi, many learners who have been attending for only a short time quickly master the basic sequences and progress to higher-level classes and clubs. In yoga, some learners have individual files with handouts which describe each posture. Many practise at home using the files for guidance. Learners are clear about the benefits of their programme. Most are aged over 50 and identify that classes help them to maintain mobility, strength and agility. A number of learners with health problems report significant improvement from attending classes regularly.

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Achievement and standards

80. Retention and achievement are satisfactory. In 2004-05, retention on courses was 93.5 per cent. All courses are non-accredited. Attendance during the inspection was adequate at 81 per cent. The service monitors attendance each week.

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Achievement and standards

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The quality of provision

81. Teaching and learning are good. Sixty-nine per cent of classes observed were good or better. In these lessons, tutors plan sessions well to take account of individual needs. Exercises are suitably modified and learners are encouraged to choose the level at which they work. Tutors use a variety of teaching methods to good effect. They use handouts and visual aids to help develop learners’ skills and confidence. Clear demonstrations, guidance and good individual feedback and correction, enable learners to understand the postures better. Good use of questioning involves learners in their own learning and develops their knowledge and understanding. Tutors give additional individual support to reinforce key learning points. Learners work at their own level and show good understanding of their ability. Many tutors know their learners well, and provide care and attention that helps learners deal with problems. Learners appreciate the support and help

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The quality of provision

they receive from tutors. In the weaker classes, tutors do not plan effectively for individual learning needs. Lesson pace is slow and learners are insufficiently challenged by the repetitive exercises.

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The quality of provision

82. Resources are satisfactory overall. Most classes are held in community colleges or schools where the accommodation is generally light and spacious, and mostly at ground-floor level. Access for learners with restricted mobility is adequate. The use of adaptive technology is not a common feature in this area of learning, but tutors provide appropriate informal support. For example in one class, a learner with a hearing impairment was positioned in the room so that they could see and hear the tutor at all times. In some classes, equipment is provided by the venue, but most learners provide their own exercise mats or blankets. The ACLU has introduced appropriate risk assessments that cover the venue and activity, and these are satisfactorily completed and reviewed. The service has a standard health questionnaire, but some of the tutors do not use it. In some cases, tutors do not keep written health records.

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The quality of provision

83. The needs of learners are met satisfactorily. Individual providers produce a prospectus each year covering all provision in their area. This informs learners about the opportunities available in local sport and leisure classes. New learners are joining classes, in particular tai chi, where they can progress from beginners to improvers and then become members of a club. Information, advice and guidance are satisfactory. The ACLU has a website that is linked to all providers and to the management information system and this gives up to date details of courses in each area. At induction, learners are given a clear handbook which identifies their entitlements.

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The quality of provision

84. Monitoring and recording of learners’ progress is inadequate. The service has introduced appropriate learning plans and individual progress records, but in classes observed during inspection, 50 per cent of tutors were not using them. In many cases, group learning outcomes are too general and do not challenge the learners. Revised goals are not set for learners who achieve their learning goals early. In some cases, learners set individual goals and tutors use them for lesson planning. In other cases, goals are not used by tutors for session planning. This weakness is identified in the self-assessment report.

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Leadership and management

85. Communication between ACLU senior managers and provider managers is good. Centre managers value the support they are given to deal with problems, and to develop

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Leadership and management

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Leadership and management

quality and management information arrangements. Comprehensive procedures are in place, but they are not consistently followed by all tutors.

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Leadership and management

86. Staff are suitably experienced and some have qualifications in their subject. Some tutors take part in continuing professional development with their professional bodies, but the ACLU does not monitor this activity. A minority of staff are teacher qualified, having worked in local schools for Hampshire LEA. All staff receive guidance through their tutor handbooks in managing equality of opportunity, but few can recall the details. However, tutors demonstrate in class that they are aware of the need for differentiated learning, and are responsive to the individual needs of their learners. So far, nine tutors have attended some form of staff development during 2005-06.

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Leadership and management

87. Specialist support for tutors is insufficient. The observation of teaching and learning is insufficient to identify development needs. In 2004-05, only six observations were carried out. An appropriate range of staff development activities is offered through the ACLU, but these are not sufficiently taken up. A few staff attended the training on the Disability Discrimination Act 1995 two years ago, and two attended the training last year. The service has recognised the need for improved support and guidance in this area of learning and a part time subject sector specialist in sport, leisure and recreation has recently been appointed. This person is yet to be trained to carry out graded observations of learning sessions, but had completed seven quality monitoring visits to date. It is too early to judge the effect of this additional support for the area of learning.

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Leadership and management

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p.29

Arts, media and publishing Grade 3

0.00 Number of learners Contributory areas: Contributory grade Dance Adult and community learning 180 13 3 Fine arts Adult and community learning 361 13 3 Crafts Adult and community learning 380 13 3

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Arts, media and publishing Grade 3

88. Arts, media and publishing is the third largest area of learning with 15.9 per cent of the total learners and 17.5 per cent of the total enrolments in the provision. In 2004-05, there were 2,943 learners, and the 404 courses were delivered at 30 centres including schools, community colleges and arts centres. Courses included watercolours, pottery, woodcarving, patchwork, embroidery, guitar, singing, steel pans, tap dancing, ballroom dancing and Middle Eastern dance. Sixty-four per cent of courses are at entry level. Fifty per cent of learners are aged 55 and over, and 75 per cent are women. In 2004-05, 1 per cent of learners were from minority ethnic backgrounds, and 2 per cent declared a disability.

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Arts, media and publishing Grade 3

89. At the time of the inspection, there were 87 courses running, consisting of 31 in art, 37 in craft, four in music, and 15 in dance, and a total of 921 learners. These courses take place in the daytime and evening, and mostly consist of two-hour sessions over 10 weeks. Dance classes are either one or one and a half hour’s in duration. Classes are also offered on Saturdays. These are often run as tasters for a particular subject, and learners are encouraged to progress on to longer courses. All courses are non-accredited. There are 120 tutors currently working in this area of learning across the county, and a subject-specific specialist with responsibilities for the area works with them. Strengths good development of technical and personal skills 00 • particularly effective development of programmes to meet local needs 00 • Weaknesses inadequate identification and recording of learners’ progress 00 •

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Achievement and standards

90. The development of technical and personal skills is good in art, craft, dance and music. For example in creative writing, learners are publishing their work. In lace making, a beginner completed a delicate lace border within three weeks of starting classes. In patchwork and quilting, learners are completing full-size quilts with carefully constructed wadding under the patchwork pieces. Steel pans improvers orchestrated a calypso number with increasingly difficult challenges. In tap dance, learners demonstrate some complex steps to their supportive peers in preparation for public performance. Good social benefits are evident through the interaction and support of attending classes. For example, in an art class, a learner described the session as a lifeline that developed his interest in art as well as

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Achievement and standards

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Achievement and standards

his social contact. Visits to art galleries, drawing and painting sessions in the grounds of local heritage properties, work accepted for public exhibitions, and selling their work, extends the learning experience and enriches lives.

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Achievement and standards

91. Retention is good. In 2004-05 retention was almost 95 per cent, with over 96 per cent of learners achieving their learning goals. Attendance in the week of inspection was satisfactory at 82 per cent.

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The quality of provision

92. Teaching is satisfactory overall. Inspectors observed sessions which covered the full range from inadequate to outstanding, across the areas of art, craft, dance and music. In the best classes there are some very inspiring sessions with challenging activities. In one music lesson, the well-informed tutor established a challenging pace, while working with measured patience and relaxed informality. In an upholstery class, the tutor set clear learning objectives and, through good demonstrations and attention to detail, guided learners in the development of a wide range of skills. Other classes, however, are not structured and there is no formal start or ending. Some poor planning of lessons takes place. Tutors do not recognise the value of using schemes of work and lesson plans to help them plan more effectively. In one class, a teacher was completing lessons plans in retrospect. Many of the lesson plans in the weaker lessons have learning objectives that

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The quality of provision

93. The courses meet the needs of learners. Progression opportunities are satisfactory, with some courses developed specifically to suit the learners’ skills. For example, guitar classes at one centre allow learners to move from beginners to intermediate through three terms at the same centre, and on the same night of the week. The tutors also arrange a monthly ’jam’ session to which all the guitar learners are invited, to share enthusiasm and skills. However, some specialist classes have mixed-ability groups who are not sufficiently challenged, and many of the learners have been attending the same class for long periods. There is little differentiation of tasks and many are repeating techniques from previous years without tangible progression.

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The quality of provision

94. Initial information and guidance is satisfactory. Prospectuses have clear information about course content, and some courses have a planner which sets out the course details. Learners are able to enrol easily at centres, by telephone or in classes. Support for learners is satisfactory. When the need for additional literacy, numeracy or language support is identified, it is available to learners.

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The quality of provision

95. Resources are satisfactory. Most staff are experienced and well qualified in their specialist subject, and 75 per cent of tutors have a teaching qualification. Accommodation is satisfactory with some good specialist workshops, but these vary from centre to centre. One tap class is taught in a drama room with a good floor, plenty of space, good lighting and a full wall of mirrors with an attached dance bar. In another centre however, a ballroom and Latin dance class is located in a school café, which is too small for 22 learners working in dance pairs. Where school classrooms are used, preparation of the teaching space and allocation of necessary equipment is usually carried out by the tutor before the class starts.

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The quality of provision

96. There is inadequate identification and recording of learners’ progress. Initial assessment is not used systematically to plan lessons, or to set challenging targets for

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The quality of provision

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The quality of provision

learners. Assessment practice is inconsistent. Some tutors have devised their own methods of recording assessment. In too many cases, assessment is reliant on verbal feedback to learners and in some cases no assessment takes place at all. When written assessment has taken place using the individual learner records, the comments by some tutors do not identify how the learner can improve. However, in some classes, there is good informal peer group and tutor assessment. For example, in an art class, learners collectively present their work for peer assessment at the end of each lesson. In a dance class the ballroom tutor frequently works individually with the learners as a partner, providing the right posture and hold for a dance.

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Leadership and management

97. There is particularly effective development of programmes to meet local needs, with centres located in the heart of the community. Courses target hard-to-reach learners using family days and other well-conceived ways to promote learning. Courses are advertised well and reach local communities through libraries, centre events, local newspaper features and questionnaires. There are effective partnerships with local colleges and other organisations and to avoid replication of offer. The local centres are a productive link with the community, offering accessible and popular educational opportunities. Centre managers play a particularly effective role in supporting tutors. They are responsive to the operational needs of the tutors, helping with equipment, rooming, timing of classes and administrative support. All centres have good access for those with restricted mobility.

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Leadership and management

98. Suitable policies and procedures are in place and staff have appropriate access to them through a well-developed staff handbook which is available in a particularly wide range of formats. There is adequate involvement by tutors in the development of the self-assessment report. The self-assessment report grade for the area matches that given by the inspection team, and most of the strengths and weaknesses were suitably identified. Quality improvement procedures are satisfactory, but they are not always consistently applied. Many tutors receive insufficient support and guidance in the application of the quality improvement system. Lesson observations during inspection revealed differences in the quality of lessons in the same subject in different centres.

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Leadership and management

99. Specialist curriculum support for tutors is currently insufficient. This has been recognised by the ACLU, and a subject-sector specialist has been appointed very recently, but this has not yet affected practice. Tutors do not have specialist advice to help them effectively plan their curriculum. They do not benefit from an annual appraisal, and there is insufficient sharing of good practice. While the ACLU arranges an appropriate range of staff development activities, including events to improve curriculum planning, the take up by tutors is insufficient to ensure a consistent experience for learners across the county.

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Leadership and management

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Languages, literature and culture Grade 3

0.00 Number of learners Contributory areas: Contributory grade Other languages, literature and culture 3 Adult and community learning 502 13 3

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Languages, literature and culture Grade 3

100. At the time of the inspection, there were 49 courses in modem foreign languages running in 13 adult education centres and community schools across the county. Five hundred and two learners were enrolled, with over half of them aged over 50 years. Sixty-four per cent of all learners are women. Ten European languages are available including French, Spanish, Italian, Portuguese, Greek, Dutch, British Sign Language, Russian, Turkish and Arabic. Thirty-nine per cent of the classes are in French, and 24 per cent in Spanish. Sixty-one per cent of the provision is at level 1, and 28 per cent at intermediate and advanced level. With the exception of one centre, all of the provision is non-accredited. Most classes take place during the evening and some are in the morning. They are delivered over two hours a week for 30 weeks. The service employs 58 hourly paid sessional staff who report to the managers of their centres. The service has recently

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Languages, literature and culture Grade 3

appointed a subject-sector specialist to lead this curriculum area and lead quality improvement activities.

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Languages, literature and culture Grade 3

101. There has been a 10 per cent reduction in funded provision in 2005-06 compared with 2004-05. Eighty-one courses took place in the autumn of 2005, compared with 92 in 2004, with a corresponding reduction in the number of learners from 1,070 to 900. The area of learning accounts for 9 per cent of all enrolments in 2004-05. In 2004-05, the total number of courses was 247, across 26 centres.

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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 high pass rates on accredited courses in foreign languages 00 • good attendance in most classes 00 • good operational and strategic management of centres 00 • Weaknesses poor development of oral skills in too many lessons 00 • unsatisfactory recording of progress and achievement on non-accredited courses 00 •

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Achievement and standards

102. Pass rates on accredited courses in foreign languages are high, at close to 100 per cent in 2004-05. One hundred and thirty-four learners on 17 courses were successful at five different levels in 11 different languages including Arabic, Polish and Turkish. Achievement on non-accredited courses is satisfactory.

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Achievement and standards

103. Retention is satisfactory, and there is good attendance in most classes. The average attendance rate for 2005-06 is over 80 per cent. Learners are keen and enthusiastic. They

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Achievement and standards

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Achievement and standards

enjoy their learning experience immensely, and some travel considerable distances to attend. Learners often make good progress. In better lessons, their rate of learning is rapid and they have good recall of recent learning. Where learners experience full exposure to the foreign language, listening and speaking skills develop well. Enthusiastic participation in paired work helps learners gain confidence in their oral skills and they learn to speak with commendable fluency through extended dialogues. They can write with acceptable accuracy. Where unnecessary English and word-for-word translation is too readily used, oral skills are slow to develop. Learners tend to forget vocabulary from one lesson to the next and are not able to form even rudimentary sentences. Reading aloud in the foreign language is sometimes used to increase confidence, but teachers do not always correct poor pronunciation and Anglicised intonation is sometimes ignored.

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The quality of provision

104. Teaching and learning are satisfactory overall. In half of the lessons observed, teaching and learning was good and occasionally outstanding. In a good advanced lesson, the teacher was very skilled at getting learners accustomed to deducing meaning by giving them numerous examples of appropriate usage in French, and then encouraging them to consolidate their learning by finding their own examples. Wider cultural knowledge is developed alongside language skills. Learners find this stimulating and it adds substantially to their enjoyment. In better sessions, teachers share the aims and objectives of their lessons with the learners, and leave sufficient time at the end of the lesson for a short but thorough revision of the key points. They set and promptly return homework which is conscientiously marked with relevant oral and written comments on how to improve. This contributes significantly to the friendly but purposeful learning atmosphere in many lessons.

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The quality of provision

105. There is poor development of oral skills in too many lessons. In almost 20 per cent of sessions observed, tutors speak too much unnecessary English. They resort too quickly to giving the English translation without any foreign language clues. There is too much focus on individual words at the expense of fluency. Opportunities to show or practise use in a relevant and memorable context are not taken. Learners’ oral skills develop too slowly. The pace of the less successful lessons is often slow and there are few opportunities for systematic learning. Materials are dull and uninspiring and sometimes the layout of classroom furniture inhibits a full range of activities. Lesson plans and schemes of work are often not consistently used, and learning outcomes are not always clearly expressed.

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The quality of provision

106. Learning resources are adequate, but are largely limited to basic whiteboards and portable audio cassettes for listening and comprehension exercises. In one observed session, however, an interactive whiteboard was used to good effect. In a few cases, basic resources are not used well. Teachers make little use of video, internet resources, or computer assisted language learning materials. Accommodation is fit for purpose, but few classes are located in specialist subject rooms.

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The quality of provision

107. Learners benefit from good progression routes. There is productive collaboration between the various providers. Centres have responded to local needs and established classes in less popularly studied languages such as Arabic, Russian and Turkish. Relatively few lessons take place during morning, afternoon and twilight sessions. A small number of appropriate enrichment activities, involving visits to Spain and France for cultural and linguistic purposes, take place as a joint initiative by learners and their tutors.

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The quality of provision

108. Learner support is satisfactory. Learners recognise and value the support received

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The quality of provision

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The quality of provision

from tutors in lessons, and outside the classroom. Some tutors use e-mail for communication with learners, and also recommend suitable websites for further practice and extension materials. There are recent examples where additional learning needs were identified and fully met. Course leaflets contain clear and relevant information and sometimes include details on courses arranged by partner providers.

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The quality of provision

109. The recording of progress and achievement is unsatisfactory. Learners and tutors have difficulty in accurately measuring progress and achievement on non-accredited courses. Initial assessment has been introduced, but the regular recording of progress by teachers and learners is inconsistent. Learning outcomes are not expressed clearly. Records are incomplete, and in some cases do not exist at all.

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Leadership and management

110. The strategic and operational management of centres is good. Centre managers provide good support to tutors and learners, and ensure adequate resourcing of their classes. They work well with other local providers to plan coherent provision and ensure progression opportunities. In some cases, managers arrange training opportunities in the schools for ACLU tutors. For instance, one language tutor was able to attend training on using an interactive whiteboard. Centre managers appropriately ensure that their staff comply with the requirements of ACLU, but some do not have the necessary expertise to judge the quality of documents such as lesson plans, schemes of work and assessment paperwork. Management of the languages curriculum is now the responsibility of a recently appointed subject specialist. The post holder supports staff by providing subject expertise and curriculum leadership, and by driving quality improvement. An electronic

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Leadership and management

communication group for staff has been established, but some of the staff are not aware of its nature and purpose. Appropriate data has been collected, but no analysis has yet taken place for strategic planning.

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Leadership and management

111. A suitable action plan has been produced, and work has started which focuses on supporting tutors through monitoring and observation of teaching and learning. A programme of graded observations, carried out in 2004, does not provide sufficient detail to allow meaningful action to deal with weaknesses. However, recent satisfactory observations carried out by language specialists have given the ACLU a better understanding of what needs to be improved. Language staff have taken up more training recently, but none of it as yet relates directly to issues identified in the observation process. It is too early to judge the effectiveness of the arrangements that are now in place.

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Leadership and management

112. Staff are made aware of their responsibilities through the staff handbook, and centre managers ensure that the needs of learners are dealt with. For example, a French class was moved to the ground floor to accommodate a learner who has restricted mobility. Data on the area of learning is not analysed by gender, ethnicity and disability to identify inequalities in participation, retention and achievement.

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Leadership and management

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Preparation for life and work Grade 3

0.00 Number of learners Contributory areas: Contributory grade Independent living and leisure skills 3 Adult and community learning 250 13 3

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Preparation for life and work Grade 3

113. At the time of the inspection, 250 independent living and leisure skills learners were attending 61 courses, and working towards modules of a national award in independent living. In addition, they gain an internally produced certificate. Thirty-three learners are working towards a certificate at level 1 or 2 in computer literacy, and seven learners are working towards a certificate in basic food hygiene. In 2004-05, the ACLU provided 609 courses supporting 3,644 learners. Of these, 79 per cent were women and over 16 per cent were identified as having learning difficulties and/or disabilities. Most of the learners attend between one and three courses that last between two and four hours a week. Twelve of the current courses support specific target groups of learners, such as people attending day centres or people who require support and training after a specific illness. More general courses for people with learning difficulties and/or disabilities provide

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Preparation for life and work Grade 3

development in subjects such as art, drama and music, sewing, cooking, computer skills, horticulture and sports studies. A team leader and an assistant team leader manage these programmes and work with four assistant tutors and 17 part-time tutors at centres across the county.

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Independent living and leisure skills

Independent living and leisure skills Independent living Grade 3

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Independent living and leisure skills

Strengths good development of learners’ skills 00 • well-resourced courses for those with learning difficulties and disabilities 00 • particularly inclusive planning of the provision 00 • Weaknesses narrow range of targets on learning plans 00 • insufficient co-ordination of individual learning programmes 00 • insufficient specialist training for staff 00 •

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Achievement and standards

114. The development of learners’ skills is good. Learners participate well in a good range of interesting projects and produce work to a high standard in creative artwork and pottery, work on detailed tapestry and embroidery, provide well-prepared meals, and perform lively mimes and dance routines. Learners also develop a good understanding of some specialist concepts and technical terms. For example in art, some learners can identify primary colours and a very good range of shapes, and are aware of different drawing and painting styles such as landscapes, still life and pop art. Staff and learners use cameras well to provide permanent records of their achievements. Learners also develop good personal and social skills, such as teamwork, and the ability to follow and remember instructions. They develop a good understanding of what is acceptable behaviour. The standards of

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Achievement and standards

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Achievement and standards

behaviour are particularly good and this is a significant achievement for some learners. The ACLU celebrates learners’ achievements well at award ceremonies and through displays of learners’ work throughout the college in Hawbush. Recent successes for learners on courses specifically for people who have had a stroke include a national award presented by staff from a well-known museum and a local award in lifelong learning.

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Achievement and standards

115. Retention was good in 2004-05, at 89 per cent. Nearly all learners who completed their programme achieved their main learning goal. Most of these learners achieve an external award at a basic level. However, this award does not adequately recognise all the achievements of learners working above entry level.

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The quality of provision

116. Courses for those with learning difficulties and disabilities are well resourced. Managers strictly adhere to the agreed maximum class size of eight learners on each programme and learners receive good individual support. An additional support tutor is allocated to most classes and they work well with learners and tutors to provide individual personal and learning support. There are some particularly good learning resources. For example, tutors teaching learners who have complex needs, use electronic sensory equipment very well to develop the learners’ ability to communicate in response to specific sounds, movement or lights. Some tutors are particularly thoughtful in the way they prepare the learning environment for each class. They carefully consider learners’ preferences, as well as their background reading or research, when selecting background music or lighting, or when designing wall displays. The computing facilities that are

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The quality of provision

available in every room are used well by some tutors, to provide stimulating learning activities and help learners produce interesting records of their achievements. Practical learning materials are good. Tutors provide learners with a good choice of materials when they start a project and learners take pride in showing their work to other people.

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The quality of provision

117. The service offers a good range of subjects, and adopts a particularly inclusive approach to identifying subjects for the curriculum each year. From the middle of the spring term, managers effectively collect information from initial assessments, progress reviews and guidance interviews to identify learners’ interests and preferences in courses they would like to attend. They use this information very well when identifying subjects for the curriculum each year. Since September 2005, the ACLU has offered many of the courses in practical subjects at three different levels and has successfully created an appropriate range of progression routes. Most courses are supplemented appropriately by a good range of external visits to places such as museums, libraries and galleries. The ACLU has productive links with partners, and provides a wide and appropriate range of courses for specific groups of learners in day or residential centres and community venues,

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The quality of provision

as well as provision for learners with specific disabilities. Providers have been successful in enabling learners to join the courses throughout the year. The new half-termly introductory courses are well designed. They provide good induction training and a wide range of ‘taster’ courses to help learners select a course to join whey they are ready.

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The quality of provision

118. Teaching is satisfactory overall, and some is very good. In the more successful sessions, tutors are particularly skilled at setting high expectations for learners and using imaginative and stimulating activities to help them achieve high standards of work. They also develop and reinforce learners’ background understanding in their subjects particularly well. Most learning sessions are well planned and managed, and learners participate well in a good range of relevant learning activities, including interesting discussions. However, in

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The quality of provision

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The quality of provision

some cases, plans for courses are influenced too much by the curriculum specified by the external awarding body, with insufficient attention to the development needs of some learners. In the less successful sessions, learners do not receive sufficiently constructive feedback on their performance. Generic risk assessments for each learning session are adequate, but they do not relate to individual learners sufficiently.

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The quality of provision

119. Targets in the individual learning plans are too narrow. Tutors negotiate the primary learning goal well with learners. Goals relate appropriately to practical activities and are broken down satisfactorily into milestones. However, some of the targets are not sufficiently challenging, especially for learners on advanced courses who are working towards a national award. The learning plans and progress charts do not include learners’ development needs and progress in social and personal skills. Although many learners make good progress in developing independent living skills, such as following safe working practices, working effectively in teams and showing respect for other people, this progress is not recorded. Few profiles of learners and schemes of work include sufficient details of some learners’ needs. For example, some of the learners who are on programmes for those who have had a stroke have identified that they are using the programme to help

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The quality of provision

them improve their dexterity or gain practice in talking again, but this information is not on their individual records. Learners receive little feedback on their progress, or permanent records of their achievements, in these aspects of their learning. Potential progression routes are not sufficiently recorded early enough, or used sufficiently in the planning of learning activities, to prepare learners for the next step in learning. Learners do not receive sufficient support, training and guidance to help them progress to employment. These weaknesses are recognised by the ACLU.

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The quality of provision

120. There is insufficient co-ordination of individual learning. Tutors who work in independent living and leisure skills have recently started to develop one learning record for each learner that contains the primary learning for all the courses they currently attend. Tutors do not, however, systematically share enough information about learners’ progress or development. Similarly, tutors do not routinely share their interpretation or analysis of learners’ needs sufficiently. Learners attend up to three courses, but these are planned as separate programmes. For example, tutors teaching art do not know which literacy, numeracy or personal development skills their learners are working on in another course. A learner may be working on a skill, such as identifying shape in more than one class at the same time. However, tutors do not check that they are reinforcing learning appropriately in different contexts.

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Leadership and management

121. Staff make good use of course reviews to improve the provision for people with learning difficulties and disabilities. Their evaluation of each programme is thorough and reflective, and their records are constructive and objective. Managers collate their thoughts systematically and use them effectively when producing development plans. They consult well with relevant staff to negotiate proposals for development. Recent improvements have included the introduction of the learning record, courses at different levels, and the half-termly introductory programme. Staff also provide good support for one another and use meetings well to share ideas and learning materials. Self-assessment is a suitably consultative process, and one that staff contribute to well throughout the year. Inspectors’ judgements matched most of the strengths and weaknesses identified in the self-assessment report for 2004-05.

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Leadership and management

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Leadership and management

122. The ACLU provides appropriate support that effectively meets learners’ individual needs. Staff provide many learners with sound guidance in using appropriate and useful adaptive aids. Staff work very well with learners to create an environment of trust and mutual respect, and most learners develop very good skills in working with other people, including their peers. However, although staff review their programmes very well, they are not sufficiently thorough when evaluating the effectiveness of the promotion of equality of opportunity.

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Leadership and management

123. Specialist training for staff is insufficient. Most staff have appropriate qualifications in teaching and in their specialist subject. A minority of staff, particularly those new to this area of work, do not, however, have sufficient understanding of all the disabilities they encounter, or the needs of people with learning difficulties. Some current staff have attended awareness training in autism, behaviour management, deaf awareness and introducing IT to adults. However, little training in these topics has been offered since 2003. Some staff do not use their specialist understanding adequately when defining learning needs and progress. Similarly, many tutors do not have sufficient expertise in teaching literacy and numeracy to learners with learning difficulties and disabilities.

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Leadership and management

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Family learning Grade 3

0.00 Number of learners Contributory areas: Contributory grade Adult and community learning 3 Adult and community learning 727 13 3

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Family learning Grade 3

124. The ACLU family learning provision delivers first step entry-level courses designed to enable parents and carers to learn how to support their children’s learning. Family learning and family literacy, language and numeracy have the largest proportion of learners. At the time of the inspection, there were 461 learners in family learning and 266 learners in family literacy, language and numeracy. In 2004-05, there were 439 family learning courses and 3,766 learners, of whom 84 per cent were women, and 2.3 per cent were learners with difficulties and disabilities. In the same year there were 495 family literacy, language and numeracy courses supporting 3,114 learners of whom 91 per cent were women, and 2.7 per cent were learners with learning difficulties and/or disabilities. The ACLU is responsible for the overall management of all family learning courses. The service comprises of two quality and curriculum development officers for family literacy, language and numeracy. At

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Family learning Grade 3

the time of the inspection, a quality and curriculum development officer for family learning had been appointed but had not taken up their post. Subcontractors and partner organisations deliver all family learning programmes. In 2004-05 there were 59 subcontractors and 119 tutors, most of whom are part time.

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Adult and community learning

Adult and community learning Adult and commu Grade 3

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Adult and community learning

Strengths good acquisition of skills and knowledge 00 • particularly effective use of good resources 00 • innovative range of provision, responsive to local needs 00 • very good partnership links 00 • Weaknesses poor attendance 00 • insufficient literacy, language and numeracy support 00 • insufficient curriculum management of programmes 00 •

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Achievement and standards

125. Learners on both programmes acquire good skills and knowledge. Learners are encouraged to develop evaluative and reflective skills through their own learning and that of their child. In one family learning programme learners are encouraged to choose a book or toys to use at home with their child, to evaluate their value, and present their findings to the group the following week. Learners’ self-confidence increases through the development of their own knowledge and understanding of how their child learns, and through the confidence to express opinions about their learning. They effectively learn how to use practical activities with young children in everyday situations. Learners gain knowledge about the development of the older child, and how to deal with the issues that

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Achievement and standards

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Achievement and standards

can arise with poor teenage behaviour. Learners are aware of the improvements in their parenting skills from participating in family learning courses.

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Achievement and standards

126. Retention is satisfactory. In 2004-05, overall retention was 92 per cent on family learning programmes and 85 per cent on family literacy, language and numeracy. Achievement is satisfactory. Most of the provision is non-accredited and in 2004-05 achievement of personal learning goals was 99 per cent and 96 per cent respectively. In 2004-05, 4 per cent of learners in family learning attended accredited programmes and 75 per cent achieved a qualification. In 2005-06, the number of learners who enter the national test has increased from 3 per cent to 25 per cent. The standard of learners’ portfolios in the accredited programmes is very good. Learners illustrate their work with practical examples of books and toys they have made to use at home with their child.

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Achievement and standards

127. Attendance is poor. During the inspection week, attendance averaged 66 per cent for family learning, and 67 per cent for family literacy, language and numeracy courses. Course registers illustrate a pattern of irregular attendance in some programmes, with attendance below 50 per cent in a few cases. Some providers follow up consecutive absences but, there is no overall ACLU strategy to address poor attendance on programmes. Tutors do not pay sufficient attention to developing learners’ understanding of the links between regular attendance, learning, and the potential benefits to themselves and their child.

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The quality of provision

128. Good resources are used particularly well by staff. Sessions are well staffed. Family learning staff team teach, and work alongside crèche workers to effectively guide learning in parenting sessions. Staff skilfully encourage learners to use books, games and other resources. Learners understand how they and their children learn. Staff use good resources in taught sessions. For example, they encourage learners to make use of ’loan boxes’, which have good selections of games and story sacks. Staff adapt resources appropriately to suit the age group of children. Staff are not sufficiently aware, however, of the effect of poorly photocopied information sheets, and handouts with complex language, on learners with basic skills needs. In some sessions, an ACLU staff member is working with tutors and parents to develop effective use of computers to enhance the learning experience. In one observed session, parents enjoyed an interactive quiz on effective ways

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The quality of provision

of dealing with children’s temper and tantrums. All classes take place in easily accessible buildings. Most sessions are delivered in well-equipped rooms with good attention to safe working.

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The quality of provision

129. There is a wide range of family learning programmes that are innovative and responsive to local needs. Staff effectively consider local needs when planning programmes. Wider family learning programmes offer some very innovative learning opportunities which have been very successful in widening participation and attracting hard-to-reach learners. These include a six-week baby massage course, a children’s rights and responsibilities course, and a 10-week supporting parents of toddlers programme. The family football courses are very effective at recruiting men, as is the 10-week build your own computer course, which enables families to make their own computer together before taking it home. There is a good choice of daytime and evening provision and free daytime crèche facilities.

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The quality of provision

130. Teaching and learning are satisfactory. Many learning sessions are lively and relaxed,

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The quality of provision

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The quality of provision

and tutors create a supportive and non-threatening environment. Some staff are particularly well qualified, and many offer good pastoral support for learners. There are chartered physiotherapists, health visitors and football coaches employed as tutors. However, most of the tutors do not have appropriate adult teaching qualifications. Some sessions are poorly planned, and there are insufficient links between initial assessment and session planning. The individual needs and interests of learners are not used to effectively plan learning and set clear objectives. Some tutors do not challenge and inspire learners sufficiently, and do not offer a wide enough range of activities during sessions.

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The quality of provision

131. Learners receive satisfactory information, advice and guidance. A suitable range of leaflets are available in providers’ centres. Parents are invited to attend courses through partnership agencies such as schools and health services, or directly through family learning promotional activities. Learners are fully informed about their course and progression opportunities, and of support available, such as crèche provision and free courses. Staff have early years vocational qualifications and are able to give individual advice on specific concerns of parents about child development.

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The quality of provision

132. Learners have insufficient support to develop their literacy, language and numeracy needs effectively. During sessions, learners often disclose difficulties with writing and language. Staff are supportive and act as scribes and complete tasks for learners. Good opportunities to practise a range of language and number skills arise in sessions. However, family learning staff are not skilled enough to take advantage of these opportunities to practise literacy, language and numeracy skills within the parenting course activities. Many family learning staff lack confidence in talking appropriately with learners about their basic skills needs. Staff do not sufficiently inform learners about family literacy, language and numeracy courses which are suitable to help their children at school. Learners often do not fully understand the importance of developing their own literacy, language and numeracy

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Leadership and management

133. The service has developed very good partnerships with a large number of partners. Partnership working is very effective and responds to the priorities that have been identified in contributing to the integrated service for families across the county. The ACLU, in partnership with other services, carefully plans the range of courses to ensure that it is meeting the needs of local communities. The contacts and arrangements with providers such as early years centres, primary, secondary, and community schools, specialist voluntary organisations, community groups, and health and justice services are productive in assisting the recruitment of learners to the first steps family programmes. The service is responsive in encouraging and participating in new initiatives with its partners, such as developing specially designed courses for parents of teenage children.

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Leadership and management

134. Self assessment is satisfactory. The self-assessment process includes reports from family learning providers which are appropriately scrutinised by a self-assessment moderation team. The self-assessment report matched many of the findings of the inspection team. The management of equality of opportunity is satisfactory. Teaching materials are appropriate for adult learners and there is awareness that teaching and learning materials should be sensitive to all learners and represent diversity positively. Accommodation has appropriate access for those with restricted mobility.

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Leadership and management

135. The curriculum of the family learning provision is insufficiently managed. There is

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Leadership and management

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Leadership and management

inconsistent practice across providers. For example, initial assessment does not always relate to programme planning, and some individual learning plans are insufficiently used, and in some cases are not used at all. Learners have few opportunities to gain national qualifications. Many of the tutors are not trained to teach adults. The ACLU has insufficient capacity to offer help and advice to providers for development and improvement of the service. Communication between centre heads and tutors to share overall ACLU family learning strategies, aims and targets is ineffective. Not all providers are fully aware of the content of the development plan for family learning and family literacy, language and numeracy. The service is largely aware of these weaknesses, and has plans to resolve them.

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