Medway Council

Published date 27 July 2010 Inspection Number 345773 Unique reference number: 53295

p.1

Address:

Medway Council Adult Education Service Gillingham Adult Education Centre Green Street ME7 5TJ Telephone number: 01634 338421 Medway Adult & Community Learning Service

p.1

Focused monitoring visit report

Focused monitoring visit: Medway Council, 24 June 2010 1 of 6

p.2

Context and focus of visit

Medway Council delivers its adult and community learning through Medway Adult and Community Learning Service (MACLS/ the service), which is located in the Business Support Department (Corporate Services). MACLS is a direct provider of adult and community learning provision and operates from two main centres in Rochester and Gillingham, three school-based evening centres and around 70 community venues. Medway is the largest unitary authority in the south east. Minority ethnic groups make up 5.4% of the population overall and over 10% in some areas of Medway.

p.2

Context and focus of visit

MACLS offers courses in 16 subject areas, including Train to Gain programmes, from pre-entry level to level 4. In 2008/09, some 5,570 learners were enrolled, a fall of 736 learners from the previous year. Around two thirds of the learners are on non- accredited courses. The previous inspection took place in January 2009. Achievement and standards were reported to be good, and the service’s overall effectiveness, capacity to improve, quality of provision, and leadership and management were judged to be satisfactory. This report focuses on the themes explored during the visit, which include the two mandatory themes of outcomes for learners and self- assessment and improvement planning.

p.2

progress

The previous inspection reported that self-assessment was satisfactory and judgements were broadly accurate. A new Head of Curriculum and Quality was appointed in October 2009 and new procedures for self-assessment have been introduced. Data on learners’ outcomes and other evidence inform judgments in the self-assessment report. Curriculum managers are involved fully in the self- assessment process, each producing a report for their subject area. A panel of senior managers provides challenge and moderation to these reports. Curriculum leaders and senior managers follow up areas for improvement in regular one-to-one meetings. However, there is inconsistency in the quality of self-assessment reports produced. While key areas for improvement are identified, the actions and targets required to remedy these weaknesses, and timescales for these improvements, are not always clear.

p.2

progress

The service shows commitment to ensuring that all teaching and learning is of a high standard. Observations of teaching and learning are prioritised appropriately and a standardisation panel moderates judgements. Some records of observations are too Focused monitoring visit: Medway Council, 24 June 2010 2 of 6

p.2

progress

descriptive. A small number of observations have been completed under this new system and it is therefore too early to judge the impact of the new arrangements.

p.3

progress

Outcomes for learners were judged to be good at the previous inspection. For programmes not leading to external accreditation, which comprise about two thirds of provision, the proportion of learners who achieve their learning goals shows an improvement on 2008/09. Current retention rates for 2009/10 are slightly better than for the previous year, and they are particularly high at 95% for arts and crafts programmes. Success rates for courses leading to qualifications show a consistent trend of improvement and are comparable to national figures. However, there is much inconsistency in learners’ outcomes between subject areas. Overall success rates on information and communication technology (ICT) and preparation for life and work courses are significantly above the national averages, whereas education and training, and business and administration programmes are well below them.

p.3

progress

Overall and success rates within the planned time, for employer provision, were low in previous years. They have improved in 2009/10 and are now above national figures, with very high success rates within the planned time for Train to Gain learners on level 3 programmes.

p.3

progress

Information on the progression of learners is not collated systematically across the service, although managers in some subject areas, for example ICT, collect the intended destination of learners at the end of their course. The overall attendance of learners has continued to be satisfactory.

p.3

progress

A key area for improvement at the previous inspection was the slow development and implementation of the service’s Skills for Life strategy. A Skills for Life group was established in 2009, comprising of relevant managers and led by the Head of Service. Actions by this group have improved the quality of literacy and numeracy programmes and have helped to establish a coherent, service-wide approach to Skills for Life provision supported fully by managers. Training is provided to staff, highlighting the key importance of literacy and numeracy skills to vocational learners. The teaching of literacy and numeracy is now integrated better into the main programme for vocational learners. Focused monitoring visit: Medway Council, 24 June 2010 3 of 6

p.3

progress

A recruitment drive to address shortages of Skills for Life tutors has led to the appointment of two part-time posts. However, other initiatives aiming to encourage staff to retrain and teach literacy and numeracy have not yet met with any success. A very high proportion of Skills for Life tutors hold specialist literacy and numeracy qualifications.

p.4

progress

The Skills for Life policy is still in draft form and senior managers fully acknowledge the need for this policy to be adopted formally by the service. An overall quality improvement plan for implementing the Skills for Life strategy, with specific and time-bound targets, is in place for 2010/11. This will enable managers to monitor progress towards targets more systematically.

p.4

progress

The previous inspection highlighted that insufficient use was made of initial assessment to plan for individual learning and inspectors reported that learners’ progress was insufficiently well recorded and monitored. Since then, the service has established initial assessments of the literacy and numeracy skills for all vocational learners. The results of these assessments determine the way in which learners are prepared for national qualifications. Success rates for these courses have improved steadily and they are now just below the national average for numeracy programmes, and comparable to national figures for literacy courses. However, the results of these tests are still not being used fully to enable learners to improve their literacy or numeracy skills. For example, individual learning plans contain few specific targets relating to literacy or numeracy weaknesses identified by initial assessment.

p.4

progress

The service judged science and mathematics provision to be inadequate in its 2008/09 self-assessment report. This judgment was based primarily on poor outcomes for learners, with low retention rates particularly in GCSE psychology and GCSE biology. A number of actions have taken place aimed at streamlining provision and improving quality. To improve learners’ retention rates, an initial assessment of numeracy skills takes place to ensure learners can cope with this aspect of their course. Teaching and learning styles have been revised to encourage a more participative learning approach. Poor attendance by learners is followed up more actively by tutors. The assessment of learners’ work is monitored more regularly and personal support is provided to learners who experience difficulties with aspects of the subject. Although staff have set up a number of actions to improve the weaknesses identified by self-assessment, no coherent quality improvement plan has

p.4

progress

been established to drive forward these improvements. Focused monitoring visit: Medway Council, 24 June 2010 4 of 6

p.4

progress

An encouraging sign of improvement is the increase in the retention rate of science and mathematics learners, from 64% in 2008/09 to 72% in 2009/10, with overall attendance, at 84%, remaining the same as the previous year. However, it is too early to judge the impact of these actions on the overall quality of provision.

p.5

progress

The previous inspection reported that learner surveys were carried out, but feedback to learners was not comprehensive. A new learner involvement strategy and action plan is in place. The service now captures learners’ views in a number of ways, including learners’ meetings, surveys and course evaluations. Managers respond well to the views of learners on a day-to-day basis. For example, lesson times are changed to better meet learners’ lifestyles. New developments take into account the needs of local communities well. Provision has been developed at a local school in response to learners’ requests. As a result of learners’ views, managers raise issues such as safety and car parking with relevant council officers. An initiative to reduce bureaucracy is a result of feedback from learners and tutors.

p.5

progress

The recent use of a commercial questionnaire package enables learners’ views to be sought and responded to more efficiently. Managers respond well to individual queries and concerns raised by learners, telephoning and meeting them to discuss these as necessary. Notice boards in the two main centres provide feedback to learners on issues that they have raised. A relatively small number of learners attend learners’ meetings, although it was intended that learners from all subject areas would take part. The service continues to explore further ways of involving learners in service development, for example through learner representation at senior management team meetings.

p.5

progress

The previous inspection judged that staff took safeguarding seriously, but procedures were not thorough enough. Safeguarding learners is a top priority for the service. All staff have received appropriate safeguarding training, which is delivered in a variety of ways. All new staff receive training to raise their awareness of safeguarding during the induction programme. On-going training is delivered through termly tutor meetings held at each of the two main centres and online training has proved effective for approximately a quarter of staff. The content of training is appropriate and is adapted according to the role of each individual. For example, bespoke training on safe recruitment and selection practice was organised for managers and human resources staff. Focused monitoring visit: Medway Council, 24 June 2010 5 of 6

p.5

progress

Designated safeguarding officers are appointed and helpful information, including the contact details of these individuals, is distributed to all staff. Staff benefit from good support from the local authority’s safeguarding coordinator. Staff report greater awareness of safeguarding issues as a result of training and they are clear on the pathways for action and referral should they have safeguarding concerns about learners.

p.6

progress

A high rate of cancellation for courses was reported at the previous inspection. The existing course cancellation policy and its application have been reviewed and a more pragmatic approach to cancelling courses is now in place. The number of courses cancelled during the current academic year has been reduced by one half compared to the previous year. Managers have good information on which subject areas cancel courses and the reasons for this. The primary reason for course cancellation remains low enrolments. Although reduced dramatically, the number of learners affected by course cancellation is higher than the service would like and plans are in place to reduce the numbers of learners affected by cancellations even further. inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social

p.6

progress

care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection.

p.7

progress

If you would like a copy of this report in a different format, such as large print or Braille, please telephone 08456 404040, or email enquiries@ofsted.gov.uk.

p.7

progress

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.7

progress

Royal Exchange Buildings St Ann’s Square Manchester, M2 7LA

p.7

progress

T: 08456 404040 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.7