Medway Adult and Community Learning

Service

Self-Assessment Report

2005-2006

L E A R N I N GL E A R N I N G

Main components of the SAR

Page no.

Introduction 3

About Medway 4

About Medway Adult & Community Learning Service 6

Overall efficiency and capacity to improve 7

Summary of grades 11

Leadership & management 13

Subject sector reports 26 - 83

Sector 1 26

Sector 2 28

Sector 3 32

Sector 4 35

Sector 5 37

Sector 6 40

Sector 7 44

Sector 8 47

Sector 9 50

Sector 10 55

Sector 12 57

Sector 13 63

Sector 14 69

Sector 15 74

Family learning 78

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Introduction

This self-assessment report (SAR) covers the academic year from August 2005 to the end of July 2006. It describes and critically reports upon the developments and progress made in improving the quality of the Service in that period, and incorporates the goals we need to set for ourselves for the coming year. All staff and learners have directly or indirectly contributed to the content of this report. With a full re-inspection of the Service by the Adult Learning Inspectorate (ALI) having taken place in May 2006, their findings and reported outcomes have also been integrated into our overall report, since these represent an important and valuable part of the overall assessment process.

Community projects have not been reported on as a separate area of learning for the purpose of this re-inspection. The learner numbers are comparatively low, so any on-going activity is indicated under the relative area/s of learning. Family learning, however, is identified separately.

Please note: During the year, the Service has had to cope with a change in the curriculum categorisation from ‘areas of learning’, as used for the re-inspection, to ‘subject sector codes’, as now required by the Learning and Skills Council (LSC) and the ALI.

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About MedwayMedway is the largest unitary council in the South East, with a population of 249,502, according to the 2001 national census. It currently has a larger population than the majority of the London boroughs and is expected to grow by further 50,000 in the next 5 to 10 years, in response to the high levels of financial investment and the growing number of regeneration activities.

Medway has a relatively young population, with 21.1% of people aged 14 or under, compared with the national average of 18.9%. However, the number of people aged 65 and over in Medway is only 12.6%, lower than the national average of 15.9%. Medway also has a lower than national average black minority ethnic (BME) population of 5.4%, where the national average is 8.7%. In some areas of Medway, BME groups comprise more than 10%, which is relatively high when compared with the rest of the South East. The largest BME group in Medway is Indian, making up 2.1% of the local population.

As with many areas across the country, Medway is a place of contrasts. It has wealthy suburbs, such as Hempstead and Wigmore, which are ranked among the wealthiest wards in Kent, but it also has areas of deprivation. For example, in Twydall 38% of households receive some form of benefit whereas in Hempstead and Wigmore it is only 6%. In the White Road estate, which is amongst the 11% of most deprived neighbourhoods in England and Wales, nearly a third of the working population there are economically inactive and in terms of income, it sits within the lowest 5% in the country.

Medway is the designated city of the Thames Gateway and as such regeneration is a fundamental part of the future of the area. It is already attracting people to live in the area who are on higher incomes than has traditionally been the case. However Medway has nearly 10 wards where between 20% and 38% of households receive some form of benefit and in terms of the child poverty index there are eight wards where more than 50% of children aged under16 are living in a household that is claiming some kind of benefit.

Jobs requiring the skill and dedication of the workforce are moving into Medway, but it is not simply about getting better-paid jobs into the area. The people who need help must have the skills that will enable them to obtain these jobs. Based on data from Basic Skills Agency/Skill Insight 2001, 34,773 (23.4%) people have poor literacy and 35,683 (24%) have poor numeracy.

Skills for Life and provision for families continue to be service priorities. The service works in a variety of active partnerships, including 44 of the 114 schools in Medway (38.6%) and with more than 30 community and voluntary sector groups and organisations.

Further and higher education provision in Medway is extensive and somewhat unique for a conurbation its size, although with limited levels of local uptake, it does not deliver the necessary opportunities for those people who need to carry on learning, to improve their skills. This ‘skills gap’ is well recognised and is a key factor behind the low education and skills attainments, reflected in the current patterns of continuous learning in the area.

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The proportion of people with no qualifications in Medway is consistent with the national average. However Medway is ranked in the lowest 15% of local authorities in the South East. Only 8.6% of people in Medway are educated to degree level or higher compared with 14.2% nationally. Medway Council is working closely with its partners to change this situation, particularly with the flourishing universities complex developing at Chatham Maritime.

Business and industry in Medway is dominated by small and medium-sized enterprises (SMEs) - employing 50 people or less. They account for 96% of businesses in the area. These small isolated businesses generally lack the critical mass to develop in-house training. In the context of the strategic area review (StAR), the service is investigating how best to liaise with other providers to meet the needs of these organisations.

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About Medway Adult & Community Learning Service

Mission statementMACLS is committed to opening up opportunities for learning to all adults in

Medway’s diverse communities, treating every learner equally and with respect, so

that they reach their goals as an individual and as a member of their community, gain

achievement and progress to further learning.

MACLS directly provides adult learning opportunities in Medway and has no subcontracting arrangements. An Adult Learning Manager, who reports to the Assistant Director for Economic Development, Skills and Leisure, manages the service. An Advisory Board, (the MACLS Committee), with representatives from Medway Council along with other stakeholders, advises the Adult Learning Manager on a range of quality, staffing, planning and funding issues.

Funding comes from two main sources: The Learning and Skills Council, who funds our adult and community learning and further education provision under a ‘plan-led’ funding arrangement; and from student fee income. MACLS also receives varying levels of additional funding in relation to specific projects, although over this last year since failing its first ALI inspection in April 2005, it has not been able to bid for or access any additional external funding streams. However, following the more recent successful re-inspection outcome, the Service is now able to engage in other funding opportunities.

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Overall effectiveness and capacity to improve

Quality improvement achieved

Following the ‘inadequate’ / Grade 4 ALI inspection outcome in April 2005, the Service produced a Post Inspection Action Plan (PIAP) to detail the changes and improvements that the Service needed to undertake in the lead up to re-inspection in May 2006, and beyond. All the actions were carefully managed and monitored, with the Senior Manager for Quality Improvement overseeing the process. Between inspections there were three monitoring visits by the new Lead Inspector. The successful re-inspection outcome (‘Good’/Grade 2, ALI Silver standard) in May 2006, repositioned the Service in the top 20% of adult and community learning providers across the country.

At the time of re-inspection the impact of many of the new quality systems that had been introduced could not be fully evaluated. This was due to the short period of time between the unsatisfactory inspection, the processes being reviewed and their implementation. It is anticipated that the Service will be able to demonstrate an improvement in quality in the next SAR.

In April 2006, the Service also underwent the ISO 9001 assessment and was successful in achieving this internationally recognised quality benchmark, for the standards of its quality systems and procedures. There were 12 non-compliances identified at that time, five were signed off in October and the Service is working to eliminate the remaining seven before the next ISO audit in January 2007.

The significantly improved Inspection outcome across all areas of operation and the achievement of ISO 9001 underlines the commitment being made by the Service and individual staff to improve quality.

Leadership and management

The Service has continued to respond to the relevant Government policies and initiatives during this period.

Many MACLS policies and plans were developed during the year to improve effectiveness and to ensure a consistent and common approach across Service functions. These continue to be reviewed to ensure they are fit for purpose and that there is compliance.

There was a marked increase in the use of data to inform management decisions, especially by the individual curriculum managers. During 2006/7 the Service has planned to introduce a curriculum managers’ file that will identify the various monitoring activities, frequency, purpose, sources of information and evidence required. There will be a series of report forms to record the actions they identify as necessary with the final outcomes. These will be closely monitored to ensure consistency of standards across the Service.

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Curriculum managers and the quality team gave significant support and training to tutors to improve teaching and learning, the outcome of which is evidence by the observation grading (both internal and ALI).

From 2006/7 all tutors will have an individual action plan to ensure that any actions agreed are followed through and lead to quality improvement.

Senior management are supporting a drive to embed e-learning across the curriculum. Several successful bids to NIACE resulted in further development of the learning platform, purchase of equipment and staff training. This continues into 2006/7.

Service review

Numerous changes in the levels of funding and priorities over recent years, together with an on-going budget deficit, identified the need to review the way the Service operated and to look at current and future staffing needs. Although this need to restructure was identified back in 2005, its implementation was delayed so the Service could concentrate on the re-inspection. However, consultations did take place with staff and Unions to introduce a more fit-for-purpose and cost-effective service structure overall for 2006/7. Appointments were made to the majority of senior posts by the end of July with others to follow shortly.

With effect from 1 October 2006, when the new structure comes into effect, the Service will have three distinct strands of activity – ‘skills for life’, ‘skills for work’, and ‘personal and community development learning’ – and curriculum manager responsibilities will align with subject sector codes. The structure will facilitate a greater emphasis on curriculum development, partnership working and sourcing alternative funding for community projects.

Partnership working

The Service works closely with a number of local agencies and community groups. However, opportunities to widen participation have been restricted since the Service has been unable to bid for external funds for the best part of the year due to the unsatisfactory inspection in April 2005. However, it has continued to increase the number of partnerships with schools and external services/agencies in relation to family learning.

The revised staffing structure sees the introduction of a Community Liaison Officer post and there are plans to develop a ‘learning champions’ scheme.

Financial management

There has been improvement in the management of the budget through tighter expenditure controls and improved programme planning and monitoring for 2006/7.

The Service is introducing a course resource fee in 2006/7 to ensure there is adequate financial provision to purchase and maintain classroom resources

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and equipment, so as to reduce any impact of the budget situation on the learners.

The Service restructure will make savings in the longer term but for a period of three years there will be a number of staff on protected salaries. Also for the immediate future there will be redundancy payments and pension costs to be met.

The Service aims to achieve a zero budget by 2009/10.

Learner numbers

The FE funding allocation was reduced by over £100,000 (£1,283,000 in 2004/05 to £1,173,980 in 2005/06), but LSC target learner numbers increased from the numbers achieved in 2004/05. Following negotiation with the LSC, where it was explained it was not possible to deliver the learner numbers within the funding allocation due to the high volume of Skills for Life and NVQ provision, it was agreed to reduce learner numbers by 14 to 161 for 16-18 year olds and 774 to 2343 for 19+. This explains the reduction in learner numbers from 2004/5. The revised learner numbers were met.

There were no significant changes in the age distribution of the learners from 2004/5 to 2005/6.

Learners % 04-05 05-06Under 29 17.2 19.230-59 57.8 55.160 and over 25.0 25.7

During 2005/6 there was a reduction in the number of learners whose ethnicity was unknown (from 11.93% to 10.1%).

04-05 05-06Participation (nos)Total learners 9,389 7,954FE learners 3,394 2,715ACL learners 6,145 5,343Non LSC learners 436 372Other LSC learners 199 67Total enrolments 17, 063 13,861FE enrolments 5,858 4,322ACL enrolments 1 0,144 8,985Non LSC enrolments 846 487Other LSC enrolments 215 67

Learners %BMEs % 16.58 19.95Male % 26.55 25.86ALDD % 9.75 9.99Age 60+ % 21.35 22.53New learners 45.79 41.95

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Against the background of reduced learner numbers overall, there was an increase of 268 learners classified as ‘white other’ (increased from 5.016% to 8.16%). This was mainly due to an increase in the Eastern Europeans enrolling on ESOL courses.

The quality and diversity impact measure targets allocated by the LSC were met or exceeded:

2005/6 TARGET OUTTURN% ALDD 10% 10%% BME 6% 19.95%

The Service did not reach the targets that it set itself for ‘male learners’ (target 30% and outturn 25.86%) and those ‘aged over 60 years’ (target 30% and outturn 22.53%). However, these two targets of 30% were arbitrary and the programmes were not planned to meet them. The process of target setting for the Service overall and the delegation to subject sectors is to be reviewed.

Courses by funding stream04-05 05-06

Plan’d Cancel’d Run Plan’d Cancel’d RunFurther education 684 153 531 478 134 344No LSC funding for LEA

42 29 13 51 24 27

Other LSC funding stream

37 7 30 12 2 10

Reserved for ACL 1,388 525 863 1,087 316 771Total 2,151 714 1,437 1,628 476 1,152

Whilst the number of courses cancelled is still unacceptably high there has been an overall reduction in 2005/6 from 33.1% to 29.2%. (ACL courses a reduction from 37.8% to 29.1%). A review of the programme planning process for 2006/7 should give a better outturn in the next SAR.

Retention, achievement and success

Overall, there has been a slight reduction in the retention rate but an increase in achievement and success during 2005/6.

% 04-05 05-06Retention 87.61 87.36Achievement 78.82 82.04Success 68.96 71.68

It is anticipated that with improved initial assessment, a formal induction session at the start of each course, improved understanding and use of ILPs by tutors and learners and improved recording of achievement that the percentages will all increase in the next SAR.

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SAR grading 2005/6 under subject sector codes’

SAR grade2005/6

Leadership and managementLeadership and management 2Equality and diversity 3Quality improvement 3Subject sector codes

1 Health, public services and care 32 Science and mathematics 33 Agriculture, horticulture and animal care 34 Engineering and manufacture

technologies3

5 Construction, planning and the built environment

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6 Information communication technology 17 Retail and commercial enterprise 38 Travel, leisure and tourism 39 Arts, media and publishing 310 History, philosophy and theology 311 Social sciences n/a12 Language, literature and culture 313 Education and training 314 Preparation for life and work

ESOL 2Literacy and numeracy 3

15 Business, administration and law 3Family learning 2

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Inspection grading under ‘areas of learning’

ALI Inspection

Grades April May 2005 2006

Leadership and managementLeadership and management 4 2Equality and diversity 3 3Quality improvement 4 3Areas of learning

1 Science and mathematics n/a n/a2 Land based learning n/a n/a3 Construction n/a n/a4 Engineering, technology and

manufacturingn/a n/a

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Business administration, management and professional

n/a n/a

6 Information communication technology 2 17 Retail, customer services and transport n/a n/a8 Hospitality, sports leisure and travel 4 39 Hairdressing and beauty therapy n/a n/a10 Health, social care and public services n/a n/a11 Visual and performing arts and media 4 312 Humanities n/a n/a13 English, languages and communication 3 314 Foundation programmes

ESOL 3 2Literacy and numeracy 3 3Family learning 3 2

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Leadership and Management

Report Leadership and management

Quality Improvement

Equality and diversity

Grade 2 3 3

Strategy and business planning

Impact of Government initiatives The Service responds to the range of relevant Government policies and initiatives by reviewing its provision across all curriculum areas, and implementing appropriate adjustments to meet the ongoing changes and challenges.

In 2005/6 Skills for Life (SfL) was given a high priority and a number of developments were instigated to embed SfL. Through our links with the Basic Skills Quality Initiative, a SfL Strategy and SfL Handbook were drafted, identifying the cross-service approach to be adopted. However, at inspection our slow implementation of SfL strategies was identified as a key area for improvement. More recently, through our up-dated SfL Implementation Plan for the LSC, we have highlighted our ongoing commitment to SfL.

LSC steers and local priorities

Curriculum planning and development has been managed and monitored much more carefully, to ensure a much closer fit and alignment with LSC directives. Our 2006/07 3-Year Development Plan for the LSC shows our contributions and commitment to achieving local LSC targets. At the same time, our Curriculum Provision Review Provider Action Plan outlines how the Service adjusted the overall mix of our FE offer and moving increasing amounts of non-qualification courses to countable provision, to meet the increasing FE targets within our LSC funding. Support from the local authority

Within Community Services, MACLS is positioned in a Directorate that has a strong focus on social and economic regeneration activities in Medway and as such, has benefited from increasing levels of local authority support, both directly and indirectly. The Assistant Director monitors Service activities on an ongoing basis through regular line management meetings with the Adult Learning Manager, who also provides Quarterly Reports with updates on progress and developments for the Council Portfolio Holder.

Working with other learning providers in Medway

In line with the Adult StAR and other LSC steers, the Service recognises the importance of closer collaborative working, particularly with the other main education providers within Medway. MACLS has been proactive in developing its existing partnership links with the local FE provider, Mid-Kent College, to ensure we complement each other’s provision and avoid any unnecessary

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duplication or competition. With the support of the LLSC, a comparative analysis was undertaken and this will form the basis for joint curriculum planning for the future.

Similarly, MACLS has been creating closer and more productive links with the HE sector, with the Universities of Greenwich & Kent and the University College for the Creative Arts, to develop and improve progression pathways for adult learners in Medway. A sharing of facilities and resources is also under consideration, to encourage learner movement from AE to FE / HE.

Working with both the FE and HE providers, MACLS is involved in developing a Medway-wide spectrum of learning opportunities under a combined ‘Learning in Medway’ offer. Shared events such as an ‘Education Fortnight’ and a joint website are under consideration.

MACLS also has links with many local schools, both Primary and Secondary. Some evening provision is delivered through Secondary schools and we are increasing our current connections with Primary and Secondary Schools through our Family Literacy, Language and Numeracy (FLLN) and wider Family Learning provision. The Service also links into Heads of Primary Consortia meetings and is involved in the emerging ‘extended schools / extended services’ agenda within Medway.

Links with other agencies and groups

MACLS works closely with a wide number of other local agencies and community organisations, to widen participation and encourage more adults into the learning arena. The individual sector reports detail these activities. However, due our inability to apply bid for external funds, we have not been able to undertake the same level of wider community developments as in previous years and any activity has primarily been within family learning. Re-establishing partnerships and getting involved in externally funded project work is an area for development that we will be addressing.

Service policies and plans

Alongside of this, to ensure a more cohesive, consistent and common approach across Service functions, a number of additional plans, policies and procedures have been developed and instigated. These include: Curriculum Development Policy (30/09/05), Widening Participation Policy (30/9/05), Marketing Communications Plan 2005/06 and 2006/07, Marketing Policy (updated 08/12/05), Quality Improvement Framework (June 05), Retention Strategy (01/07/05), Staff Training and Development Policy (25/06/05), Widening Participation and Inclusion Policy (30/09/05) and Skills for Life Strategy (not yet adopted).

Financial position

Over the last two years, the Service moved into a deficit position brought about by a combination of circumstances which include: high staffing costs associated with an outdated Service structure; clawback of some LSC funding

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streams; inefficient programme planning, a largely static fee structure over a five year period, and more recently, reductions to our LSC funding allocations.

At the start of the year the local authority agreed to write off some of the budget deficient, but the Service is required to return to a zero budget line within Medway Council within the next three years and consequently currently faces many financial pressures.

MACLS has started a series of positive actions to respond to these financial challenges and to reduce the level of overspend, by:

Placing a moratorium on Service expenditure in April 2006. A full staffing restructure (to come into effect 1 October 2006) A review of centres – this resulted in the closure of the Walderslade

Centre (December 2005); Lifelong Learning Centre (July 2006) and a withdrawal from the Lordswood Centre (July 2006)

Programme planning to ensure delivery is within the financial allocation

A phased increase in our course fees. A 5% increase for FE provision and 10% for ACL, linked to a reduction in the discretionary fee concessions from 50% to 40% was agreed for 2006/7

Recovering more direct costs from learners, to cover a fuller range of curriculum expenses including classroom resources was agreed for 2006/7

Working more collaboratively with other education providers in Medway, to avoid duplication / competition and to maximise the use of resources and facilities should also bring cost savings in the future.

Curriculum planning

A new Curriculum Planning and Development group was formed to ensure that appropriate curriculum responses were made to local and regional and national initiatives/directive, to provide a forum for discussion of issues relating to curriculum planning, development and progression and to facilitate cross-curricula working.

This group was very successful in agreeing how the FE allocation and ACL grant would be allocated, agreeing developments and associated resources and estimating learner numbers for the following year.

It was also the forum for discussing and developing the pre-enrolment initial assessments pilots and initial skills screening on vocational courses.

Information, advice and guidance

The Service continues to work to the matrix quality standard for information, advice and guidance services, gained in December 2004.The nextstep careers guidance service Medway office in our Gillingham Centre continues to allow us to offer a drop in facility for our learners and staff.The following developments have taken place this year:

The Service is now able to use NARIC to access comparability of international qualifications

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Training took place in November 2005 to update all curriculum staff on the work of the nextstep advisers to enable more appropriate referring for advice and guidance. Some tutors also undertook training.

Nextstep advisers interviewed learners enrolling on NVQ courses and to refer as appropriate for fee remission in line with level 2 entitlement

Exit interviews were carried out for learners in some Family Learning classes, City & Guilds Manicure and Make up and NVQ Early Years.

During the year the ESOL education adviser carried out 97 advice and guidance interviews for learners without a level 2 qualification in line with the nextstep provider agreement.

Resources

Human resources Medway Council imposed a freeze on all vacancies in December 2005, although permission was granted to appoint to two vacant curriculum posts - an appointment was made for the Curriculum leader e-learning post but despite a number of adverts we were unable to recruit to the vacant Learner Services and Equalities co-ordinator post.

Interim arrangements were implemented to cover subsequent vacant posts within the service, which included a Deputy Strategic Manager, Senior Manager QA and Staff Development, Curriculum Leader Learner Services and a number of business services posts:

Adult Learning Manager assumed overall responsibility for Equalities and Diversity

Senior Manager Marketing took on the Head of Quality role PA to Adult Learning Manager dealt with requests for additional

learning support passing them onto the appropriate curriculum manager for action

Front-line staff covered the vacancies within Business Services by changing hours or working extra hours and taking time off in lieu.

Consultation on the Service restructure started in March 2006. The new structure will have 85 posts, a reduction of 19 posts.

Uncertainty of the changes has contributed to a higher staff turnover than previous years. During the academic year, 17 staff left the service. Of these, three retired, (one after more than 20-years service), two moved away and four were on fixed-term contracts, which ended.

Teaching resources

As a consequence of the financial pressures, curriculum managers were asked to identify essential expenditure for their curriculum area at the time of planning their provision. Any subsequent requests for expenditure were checked against these submissions before going to SMG for final approval.

Resources essential for course delivery across the curriculum, including some ICT hardware, were approved along with any expenditure of a health and safety nature.

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A variety of ILT equipment has been purchased using funding awarded by NIACE.

Enabling equipment has been purchased for learners with disabilities has been purchased using DDA funding from the LSC.

Integrated learning technology

This is an area that has developed significantly during the year.

Successful bids for NIACE project funding have ensured that new equipment is available to tutors, extra staff development has been possible and a learning platform is now available to tutors and learners. Projects are under way to develop online materials for the learning platform, which will be tested by tutors and learners in the relevant curriculum areas.

Support given by the ILT Technician has allowed more tutors to try out new equipment in classes, e.g. Smartboards, E-beams, digital cameras, MP3 players.

MACLS’ E-Guides have been used effectively to encourage and support tutors in the use of ILT within their specialised area of the curriculum.

Learners are beginning to access the learning platform for materials to support the learning done in lessons.

Most curriculum areas are using Yahoo forums to disseminate information to tutors. The ESOL department also has a Yahoo forum for learners.

Bid writing has improved with successful outcomes in all bids applied for from NIACE during the year.

CACL (Content for ACL) 2 - completed Feb 06 (£2,000) Infrastructure funding (for equipment) - completed Mar 06 (£12,000) Peer Support Event (E-Guide cascade training day) - completed Mar

06 (£2,500) Peer Support Systems (individual training by E-Guides) - completed

Mar 06 (£5,000) Learning Platforms Phase 2 - ongoing (£20,000) E-Assessment Action Research - ongoing (£5,000) E-Shift - ongoing (£10,000) Content Creation Action Research - ongoing (£4,000)

The completed NIACE projects met all their requirements and received the full funding.

The learning experience has improved during the year for many learners as tutors use technology in their classes. Creative Studies have photographed learners’ work to show progression; MFL tutors have used projectors and laptops in classes and some have also used Smartboards and E-beams so that learners can take a greater part in the lesson; some Health and Fitness classes have been photographed or video clips have been made of learners; ICT classes have started to use the learning platform as a repository of extra materials to be used out of the classroom between lessons.

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E-Learning is developing satisfactorily, although some curriculum areas have not yet taken E-Learning on board and more support needs to be given to the relevant managers in these areas.

Equality and diversity

Since the departure of the deputy Strategic Manager, the Adult Learning Manager assumed responsibility for this area of the Service. The Equalities group was retained under the review of the Service groups with a slightly modified membership to meet the needs of inspection and the Service.

All MACLS’ staff have been updated on the new Equality legislation in the provision of teaching and learning in March 2006 when a page of the staff development bulletin was devoted to information about the Disability Discrimination Act (2005) and the Employment Equality (Age) regulations (2006).

Following the Impact Assessment training in February and March 2005, an action plan was drawn up which prioritised service policies/functions to be put through the impact process during the academic year 2005/06. Three MACLS policies/functions were prioritised and work has started on these:

The enrolment process Recruitment and selection of staff Accommodation

To increase accessibility of information about the service for learners and potential learners for whom English is a second language, a number of documents and statements have been translated into the relevant community languages. These include:

Acknowledgement letter for ESOL learners who have completed assessment tests

Equalities statement – notice for reception areas Absence letter for ESOL department ESOL text about their courses and about eligibility Health and safety notices for all classrooms Handbill for Family literacy Key statements in the directory of courses

Linked to the Service re-structuring, a Diversity Impact Assessment was undertaken in May 2006 by 2 senior managers from another Medway Council service area, and concluded that the revised service would not have a adverse impact on customers from diverse groups or communities.

Supported learning classes

In response to the 2005 inspection judgement, the Service reviewed the way in which it would meet the needs of learners with learning difficulties / disabilities wanting to attend a range of classes across the curriculum. From September 2005, MACLS offered only ACL funded courses to these learners and provision that was no longer categorised as ‘Independent Living and Leisure Skills’.

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All learners now undergo an initial assessment by the Curriculum Leader for Learning Support during which a learner information sheet is completed and an individual risk assessment is undertaken. This information is passed to the class tutor to ensure they are fully aware of the learner’s needs and enabling them to plan their learning sessions appropriately. Learners are unable to enrol without this process having taken place.

To improve quality of provision, class sizes were reduced from 10 to 8 learners and a learning support assistant allocated to each class.

The withdrawal of FE funded classes and fewer supported learning classes being offered due to increased costs, resulted in a reduction of 30% in the total learner numbers within supported learning classes.

Learner support

Following the reduction of the learning support fund allocation for the academic year 2005/06, a decision was taken to reduce the post of Curriculum Leader, Learner Services from a full-time post to 0.5fte. As mentioned previously, this post was vacant for the second part of the year and alternative measures were put in place to ensure the work continued.

The learner support fund allocation of £16,281 for the academic year 2005/06 represented an overall reduction in funding of 52% from 2004/05. To continue to be able to provide a broad level of support to more learners, a ceiling on individual awards was introduced. 231 learners received an award from the learner support fund, compared to 651 in 2004/05.

The retention figure for learners in receipt of learner support funds was 88.78%. The achievement and success rate of these learners was 78.03% and 69.28% respectively. Overall retention, achievement and success rates were 87.40%, 81.94% and 71.61% respectively.

A small, parallel fund for learners on ACL provision is operating during 2005/06 for learners on ACL provision. 14 learners received awards to help with the costs of tuition, travel and childcare.

Additional learning support

The additional learning support allocation was maintained at £17,000 for the academic year 2005/06. The number of learners in receipt of additional learning support was 15 (11 in 2004/05) with a total spend of £7,101, down from £9,247 in 2004/05. Of the 15 learners, 6 are profoundly deaf and receiving communication support to help them in the classroom. Other support being provided is language support, materials/handouts in different formats and additional teaching to help with coursework or written work. The retention, achievement and success rates for learners in receipt of additional learning support was 93.33%, 83.33% and 77.78% respectively, which compare favourably to the overall Service retention, achievement and success rates – 87.40%, 81.94% and 71.61% respectively.

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Equality and diversity impact measures (EDIMs)

For the 2005/06 academic year, target equality and diversity measures were set for each curriculum area. Proposed targets were drawn up using the previous full year figures as a base and these were discussed and agreed at a senior management team meeting in June.

Monthly reports are sent to curriculum managers detailing the EDIMs for the service and the curriculum areas and the percentage achieved to date. Progress towards meeting targets and any actions being considered or taken to achieve targets are discussed at monthly meetings with line managers and recorded on the notes of those meetings.

Disability discrimination

DDA capital works funded by the LSC include: Rochester centre

The ground floor accessible toilet has been upgraded and work to provide an accessible toilet on the first floor and DDA upgrade of the toilets on the ground floor were completed.

Gillingham centreDDA upgrade of the ladies and gents toilets.

Management information system and data

The release of the new software, Aqua SQL, has been further delayed and an initial release is now due for October 2006. This delay has meant that we have not been able to take advantage of the new facilities, which the new software will eventually incorporate – such as tracking mechanisms and increased capacity to customise the data we collect. This has resulted in Skills for Life developing an additional database to collect and analyse the data they require for their department.

A training day on the use of data was held in September 2005. Curriculum staff were given the opportunity to look at reports available and discuss how they could be used to help plan and monitor their programmes. This was followed, during the Autumn term, with the MIS manager meeting with individual curriculum areas to discuss what their data requirements were, how existing reports were able to meet this and which new reports would be needed. A timetable of reports was drawn up detailing which ones were to be run by all curriculum areas, their frequency, the data they gave and how they were to be monitored. Other reports are run as needed and depending on the requirements of the curriculum area.

During the spring term a series of training sessions in the use of ProAchieve was rolled-out to all programmes planners. The software can we used to drill down to give explanation to outturns and also to benchmark performance against other institutions.

The data training has impacted considerably on the management of the curriculum areas, and this was recognised in the ALI inspection, although it

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will take a little longer to see the full impact of ProAchieve, too recent to be fully effective.

The planned introduction of Crystal XI in the 06-07 academic year will further improve reporting capabilities and report distribution.

Health and safety

A high emphasis was placed on the completion of risk assessments to embed in initial course preparation. Training was provided at all departmental meetings on the preparation and use of activity risk assessments. This was followed with additional support for individual tutors

Online training is now available for some health and safety topics including manual handling. Two members of staff have undertaken this training and passed. Basic fire awareness, fire warden, first aid and risk assessment training has also taken place

Annual portable appliance testing is in place and additional testing has taken place on emergency lighting in the main centres and areas for improvement have been identified

New procedure drawn up for class outings. Mobile phones have been purchased and contact name and number is given to all staff and learners in case of emergency

Learner newsletters continued to raise the profile of good health and safety practice

Fire drills have taken place within reasonable time limits and without incident

Quality Improvement

Self assessment process

MACLS reviewed its SAR process from September 2005. Proformas were devised and shared with all staff in order to encourage maximum input from all staff. Part time tutors, especially in ICT, welcomed the active involvement in the process.

Quality framework

A MACLS quality framework was developed and introduced during Summer 2005. This incorporates a quality improvement policy together with a definitive strategy for monitoring quality across the Service and details the audit and monitoring that will take place.

Improved publicity to learners

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The published information for recruiting learners was reviewed during 2005/6 and the following improvements have been put in place for 2006/7 recruitment:

Separate directories for accredited and non-accredited courses The accredited directory includes helpful flow charts for learners to

follow the information, interview and enrolment processes in each curriculum area

Progression charts have been produced for the front line staff to assist with initial information

Improved course information sheets (see following section). As a result of a full audit carried out Jan 2006.

Website revised to ensure information is accessible to all (PDFs not to be used) and more attractive (introduction of images).

One place for all information. The curriculum areas were given more space within the directory for increased lead-in text (replacing the former curriculum booklets) and the courses have short descriptions (rather than simply a listing). There is also more general information (replacing the four former service information leaflets)

The 2006/76 directories were published in June 2006. The initial feedback from staff on the front line, learners and other stakeholders has been excellent.

Recruitment of learners

Following the individual reviews of success rates, greater emphasis is to be placed on recruiting learners to the right course to ensure that they achieve their desired learning outcomes. Some of the measures put in place for 2006/7 recruitment include:

Course pre-requisites are clearly stated on the course information sheets and learners will be unable to enrol unless they fulfil them or have spoken to the curriculum specialist

The course information sheet pro forma was reviewed. The information is now more clearly displayed, the learning outcomes of the course listed and essential information, such as support with skills for life, is given as a generic message across all courses

Learners wishing to enrol on FE funded courses will, in the majority of cases, need to attend a interview with the curriculum manager/tutor for an initial subject screening and, in some areas, screening for Skills for Life – literacy, numeracy and language.

Subject induction

As from September 2006 all courses will have an allocated time for a formal induction. This has been detailed on the course information sheets so learners now expect it. This will ensure learners are fully informed about all aspects of the Service and the support available to them, are given full details of the course and the intended learning outcomes; and are given a full explanation of the ILPs, the initial assessment and on-going progress reviews. This practice had already been adopted in the ICT department and has worked to good effect; there is a much better understanding and appreciation by learners of the quality assurance processes we have in place.

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Recognising and recording achievement

Initial assessment was an area for development highlighted in the 2005 inspection for some subject areas. Following two pilots during 2005/6, there have been noticeable improvements in the initial assessment (pre-enrolment) for ICT and GCSE/A levels learners. Further improvements are planned for 2006/7. Modern Foreign Languages also piloted a self-assessment tool for new learners. All sectors of learning are reporting improved recording of initial assessment.

The RARPA process continues to be reviewed and embedded across the Service. Training and management support have been available for tutors at all five stages of the process and there are noticeable improvements in the recording planned learning outcomes and tutor assessment records.

A new Individual Learning Plan (ILP) was implemented in September 2005 to evidence the recognition and recording of achievement. Following feedback from tutors and learners and discussion at Quality Group meetings, it has been evaluated and redrafted for 2006/7 to make the process more streamlined and less arduous.

Sharing of good practice

Good practice within teaching and learning is identified through a variety of means: observation, monitoring visits, course file audits, register checks, etc. Sharing of good practice is now a standing item on curriculum meeting agendas and tutors are encouraged to carry out peer observations.

Monitoring teaching and learning

A new process for observing teaching and learning was set up for 2005/6 to standardise the observation process and grading, and to allow curriculum managers additional time to support tutors to improve the poor teaching and learning identified in the initial ALI inspection. This process was for one year only and was funded by additional monies from the LSC.

A team of three appointed observers, led by the Quality and Staff Development manager, carried out all graded observations and forwarded reports to curriculum managers who managed the follow up actions.

The target for the team was to observe and grade 50% of all curriculum areas by July 2006 using the ALI 4-point scale.

During 2005-2006, 93 classroom observations were carried out. Tutors from all curriculum areas were observed. The following grades were awarded:

 Grade awarded 1 2 3 4 TotalHealth, public services and care

1 2 3Science and mathematics

1 1 2

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Agriculture, horticulture and animal care1 1 1 3

Engineering and manufacture technologies 0Construction, Planning and the built environment 0Information communication technology 2 7 1 10Retail and commercial enterprise

1 2 2 5Travel, leisure and tourism

4 8 2 14Arts, media and publishing

2 14 4 20History, philosophy and theology

2 2 4Language, literature and culture

4 6 1 11Education and training

0ESOL

1 2 3 6Literacy and numeracy

1 3 4Business, administration and law

2 1 1 4Family learning

7 2 9

Total 17 54 23 1 93

Three grading moderation meetings took place to ensure consistency and standardization of the process. Details from these meetings were fed back to all curriculum staff.

Curriculum managers carried out one hour monitoring visits in their own curriculum area, focusing on subject specific development and support to improve teaching and learning. Supportive reports were written but were ungraded. All tutors were to be visited by July 2006.

The two observation processes dovetailed. This allowed Curriculum managers to develop an action plan for each tutor in order to ensure effective support and development. It also identified good practice to be shared appropriately at their meetings.

Continuing Professional Development

A full audit of teaching qualifications was carried out. Forty nine per cent of tutors hold a current teaching qualification and 9.5 per cent were working towards achieving a teaching qualification. City & Guilds 7407 and 7302 are free opportunities for all tutors.

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A significant amount of training has taken place for all staff despite funding restrictions.

To support teaching and learning the main focus of training for tutors was on writing SMART Learning outcomes and Differentiation. 110 tutors service wide undertook this training. To reinforce RARPA, certain curriculum areas offering non-accredited learning included RARPA training within their curriculum meetings.

Learner satisfaction

MACLS continues to use a system of learner satisfaction analysis which incorporates the core methodology used in the national surveys. Classes are systematically surveyed: autumn term Friday and Saturday classes, spring term Monday and Tuesday and summer term Wednesday and Thursday.

From the 1629 responses received:

96% indicated MACLS made them feel welcome 99% felt that they had chosen the right course 99% said they would recommend their course/s to a friend 99% were satisfied with the quality of the teaching 99% were satisfied with their learning experience at MACLS

From the 570 responses received from Skills for life and learning support learners:

98% were happy with their class 100% thought their tutor was helpful 98% though the staff were helpful and friendly 7% though that their class was too difficult or too easy

Complaints were received via questionnaires, learning agreements, the ‘Comments, compliments, complaints’ form, by letter and email. All complaints were responded to in accordance with published procedure. Reports are extracted to identify any emerging trends in the level of service provided. Since September 2005 there have been a number of complaints from learners enrolled on yoga courses at Rochester who have been displaced due the current building works. We have re-accommodated the learners in community venues as best we can but there have been a series of events outside of our control that have caused this process to run less smooth than we planned.

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Subject Sector 1 Health, Public Service and CareManager/s responsible

Linda JonesGill Adams

Indicative grade 3

Scope The courses referred to in this report relate to Alternative Therapies, First Aid, Counselling, Health and Social Care and Early Years Care and Education. There were a total of 51 courses programmed across 6 centres and in the case of some Early Years NVQ provision, through the Medway Early Years Partnership. Health and Social Care NVQs were also delivered to a private foster care organisation in the Kent area. The majority of the programme was accredited, primarily NVQs through City & Guilds and the Counselling Certificate through AQA. All the Alternative Therapies provision was non-accredited, along with some counselling courses. There were a total of 10 tutors and 382 enrolments.

Key strengths High retention and achievement rates Good NVQ provision for Social Care

Key weaknesses High course cancellation rates on alternative therapy courses

ProvisionThe accredited NVQ provision enabled those without a level 2 qualification to achieve a vocational qualification that increased their opportunities in the workplace. The NVQ provision met the required high standard for the workplace and the needs of local employers in childcare. The accredited counselling courses meet residents and employers needs as it enables learners to gain a skill that is invaluable in the community as well as in the workplace. The non-accredited provision allowed learners the opportunity to get a foot on the ladder and to gain a skill that could develop into a workplace skill or for personal/family use. The provision for alternative therapy was over estimated, which led to a very high number of course cancellations (44%).

Recruitment and inductionThe programme attracted 52% of new learners, with a high concentration in NVQ Social Care, and 12% of learners were from BME groups.

Improved course information sheets helped learners to enrol on the most appropriate course to meet their needs, which is evidenced by high overall retention rate (93% across all areas and 97% in non accredited alternative therapy courses)

All accredited provision had a formal induction session at the start of the courses to expand on the pre-enrolment information. Schemes of work and lesson plans show that learners were given adequate and appropriate information to support their choice of training.

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Initial assessmentTo identify each learner’s starting point and to guide them on to appropriate NVQ course and level, the curriculum manager or tutor carried out 100% initial assessments prior to enrolment. In other subjects initial assessment was carried out at the first session but records were sporadic.

ILPsA new Individual Learning Plan was introduced this year where all learners indicated their previous experience or knowledge. Learners adequately recorded planned learning and achievement on the ILPs. However progress was not always recorded effectively. Teaching and learningObservation of teaching and learning was undertaken on 3 tutors on non-accredited courses, 2 tutors were graded at 2 and 1 tutor at 1. Monitoring visits were undertaken on 2 NVQ tutors which identified good practice in the classroom.

Progress reviews and assessmentTutors, trained assessors, internal verifiers, external verifiers and the quality co-ordinator continually monitor progress for NVQ learners. This is to ensure that the specific criteria are met in terms of their competency and knowledge and understanding. Tutors on all other courses discuss progress with their learners and give constructive feedback.

Assessment on non-accredited courses is less formal and records kept by tutors vary in effectiveness. This will be addressed in 06-07.

AchievementThe overall achievement rate for the sector is 84% (alternative therapies 89%, and NVQs73%).

ProgressionAll accredited and non-accredited learners on NVQ, counselling, alternative therapies or any other subjects are made aware of the progression opportunities available within the service by providing information on course information sheets

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Subject Sector 2 Science and MathematicsManager/s responsible

Jeremy Jones

Indicative grade 3

Scope Fifteen year-long courses were planned in the sector. 2 courses had to be cancelled because of low enrolments – one GCSE Human Biology and A2 Human Biology. Courses offered were 7 GCSE Maths, 1 GCSE Human Biology, 1 AS Human Biology, 1 GCSE Psychology, I AS Psychology, 1 A2 Psychology, 1 AS Maths for one term only (a 4-term course that had begun in September 2005). One more GCSE Maths course was added in February 2006 to complete in November 2006.

There were 67 enrolments for science courses (29 Human Biology, 38 Psychology) and 155 for Maths courses. 8 tutors were employed in the sector.

Key strengths Achievement in GCSE Maths and improving retention in this sector. An effective pre-enrolment initial assessment and screening for Maths

GCSE, with a more rigorous referral system

Key weaknesses No courses available within the Service to prepare learners for science

courses at GCSE.

ProvisionThe continuing demand for GCSE Maths courses reflects the critical importance of this subject for employment and access to F/HE. There is a wide diversity in GCSE Maths learners, from 16-18 (25%) to 60+ (1.3%), but more than 56% were new learners with no previous experience of the Service. At 2:1, the ratio of female to male learners is less marked than for other GCSE courses.

Learners are able to start GCSE maths courses in September and February.

There are identifiable demands from specific groups for GCSE Maths – e.g. classroom assistants, learners aiming to qualify as teachers, 16-18 year olds hoping to improve on grades achieved at school – but we have not planned to address these demands in discrete classes, as tutors and curriculum managers believe that a diversity of learners in each class is beneficial, creating a productive and distinctive learning environment with Medway Adult Learning.

Some learners explain that they need GCSE Human Biology for access to nursing or midwifery careers. Many learners lack adequate background in science to support a fairly intensive GCSE course. As a service, while we can provide pre-GCSE courses in Maths to prepare GCSE learners, we have no comparable provision in Human Biology or Psychology, though we are

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advocating GCSE English as a valuable pre-qualification, addressing at least the reading and writing demands of the science subjects.

The AS Maths course has had disappointing outcomes, with no achievement recorded for its final term. We were anxious to develop progression opportunities in Maths but have found in practice that potential learners have differing aspirations often inconsistent with the completion of AS – for example they may need to demonstrate recent study of Maths as part of an HE application, or simply wish to revise their mathematical skills. It is proposed not to continue the AS Maths offer but to revisit this issue when the impact of the impending change from 3 to 2-tier GCSE Maths can be analysed.

RecruitmentImproved course information given to learners before enrolment defined the prior qualifications and skills required. While retention over the whole sector was only 62.4%, this represents a substantial improvement on the 55.8% recorded for 2004-5. A significant factor accounting for this improvement was the introduction of systematic initial assessment. In GCSE Maths classes, retention in evening classes was decidedly better (57%) than in daytime classes (46%). Feedback from tutors suggested that some learners had left daytime classes to take up, or to return to, employment.

Initial assessment is being used to refer learners not yet ready for 1-year GCSE course onto Skills for Life courses, and we expect most of these learners to progress onto GCSE in due course. This service-wide response to learners’ needs is not currently possible in our wider science provision – currently Human Biology and Psychology – where no pre-GCSE provision is offered. The possibility of a short pre-GCSE course introducing learners to scientific concepts and techniques will be explored.

Measures to improve Maths initial assessment – conducting assessments pre-enrolment and refining the assessment tool – were piloted for the February-start GCSE maths course due to complete in November 2006. After 2 terms it had retained 83% of its learners. However, it is reasonable to suppose that there are limits to the improvements in retention to be secured solely through more effective initial assessment, and that other potential explanations for learners leaving courses should be explored – particularly the need to support learners more effectively elsewhere than in their weekly 2-hour classes.

InductionFeedback from tutors suggested that, while they and learners recognized the importance of induction in terms of completing course administration, fulfilling Health and Safety obligations and so on, extensive form filling at the first class was unpopular and not conducive to the creation of a motivating learning situation. The Service has responded by adding a dedicated induction meeting for each course for 2006/7.

Initial assessmentAs explained previously, a uniform system of pre-enrolment assessment has been developed and piloted in Maths. Approximately 30 potential learners were assessed in the pilot. It will extend to all GCSE Maths applicants in 2006-7 and will be used to direct them either to GCSE classes or to

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appropriate pre-GCSE classes in Skills for Life. Maths tutors were involved in designing the assessment tool and in conducting assessments; they will have access to the assessments and their outcomes to help them plan their courses.

The Service recognizes the benefits of establishing each learner’s starting point at the pre-enrolment stage.

Tutors in Human Biology and Psychology have devised their own forms of initial assessment and use these in planning provision. We intend from September 2006 to specify GCSE as a required pre-qualification for AS Psychology and Human Biology and this will clarify and standardise learners’ starting points in these subjects.

ILPsThe prevalence of assessed homework and classwork characterizing GCSE and A level courses already informs learners of their progress and achievement, but the ILP has been valuable in prompting formal and regular reviews.

Teaching and learningTwo graded observations of tutors in this sector were undertaken in 2005-6, 1 at grade one and 1 at grade 3. Curriculum managers carried out three monitoring visits. Managers felt that monitoring visits created opportunities to experience classroom situations, to interact with learners and tutors and to share ideas in ways that were less inhibited than in the more formal graded observations.

28% of tutors and 45% of courses in the sector were audited as part of the Service’s tutor file audit programme. The audits identified some minor deficiencies that were rectified immediately

87.5% of tutors in the sector have a recognised teaching qualification. Further CPD opportunities need to be made available for tutors – for example to prepare Maths tutors for the 2-tier GCSE to operate from 2007, and in the demands of managing Psychology coursework at GCSE and A2 levels. Monitoring visits and subsequent discussions established that tutors both want and would benefit from training and familiarisation with teaching technologies such as the interactive whiteboard; these are already available and tutors will be encouraged to take part.

Recruitment of suitably qualified and experienced tutors for Maths and Science is becoming increasingly difficult despite regular advertisement. This represents a severe constraint on the courses and progression we may be able to plan.

Progress reviewsSystematic assessment and progress reviews ensured that learners were carefully prepared for the coursework and examination assessments on which their achievement depended. The Maths tutors met as a team with the Curriculum manager to co-ordinate and moderate coursework and to share

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good practice. All Maths and Science tutors were invited to attend termly meetings of all tutors involved in GCSE and A levels.

AssessmentTutors’ systematic and thorough recording of assessments helps learners to achieve their exam aims. In Maths classes, learners’ individual needs are differentiated so that each learner works purposefully at her/his own pace.

AchievementLearners completing GCSE Maths generally achieved their goal. Maths achievement was 87.65%, but this included the final term of a 4-term AS Maths course that was introduced to increase progression, with limited success. Achievement in GCSE Maths was approximately 95%.

ProgressionThe nature of GCSE Maths as a key requirement for many careers and to progress to F/HE means that most learners will not plan to continue their Maths study beyond GCSE.

In Human Biology and Psychology, the Service aims to make progression courses available and some learners have indicated their intention to progress to AS or A2 as appropriate. Psychology learners can also progress to UKC courses, which are run in our centres.

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Subject Sector 3. Agriculture, horticulture and animal careManager/s responsible

Nicky Silby, Gary Bassett

Indicative grade 3

Scope FE provision: City and Guilds 0062-01 Certificate in Gardening, City and Guilds 0062-02 Practical Certificate in Gardening.ACL provision: Floristry, flower arranging, gardening, history of gardening and garden design.Within this sector there were 110 learners, 13 courses run and 7 tutors employed.

Key strengths Highly experienced and professionally active teaching staff. Good celebration of learners work

Key weaknesses Ineffective initial assessment

ProvisionThe advertised programme for 05-06 was informed by identified needs indicated by data, requests from learners and prospective learners as well as local and national initiatives. However there were still 7 cancellations from the 20 courses planned.

We have a highly skilled and professionally active team of tutors who are aware of employers needs with regards to ACL and FE courses.

Accredited provision forms a small portion of the overall programme. We have offered a range of accredited routes in Gardening but not in Floristry. However, an accredited route into Floristry is to be offered in 2006/7, National Association of Flower arranging societies (NAFAS) through National Open College Network (NOCN). This is in direct response to another local provider no longer offering this course. A suitably funded FE course in Garden Design is to replace 0062-02. This has been addressed in the 06/07 programme.

Due to high costs, consumable resources for floristry demonstrations are to be included in the course fees from 2006/7 and consequently recovered from the learners.

We have recently acquired an allotment (free of charge from the local council) which we plan to use to enhance learning and as a resource for all including supported learning in 2006/7.

RecruitmentA pre-course meeting is arranged for potential learners on Pathway to Floristry and City and Guilds to introduce the course content and assess each learner’s ability to complete the course.

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49.1% of learners were new and this could be attributed to the improved course information sheets with good celebrations of current learners achievement.

The overall retention rate is good (94.3%).

For the introduction of the NAFAS course and 7822-48 Garden design in September we have made links with floral art and gardening/allotment groups in the South East.

InductionA formal induction takes place on the first session with Pathway to Floristry and City and Guilds Gardening. This involves completing initial assessment forms and ILPs to aid the tutor in planning and differentiation.

Initial assessmentTutors were encouraged to use their own methods of initial assessment. This included question and answers, tick sheets and resumes written by the learners in the first session, although all the tutors within this sector have not yet adopted this. Training during the latter half of 05-06 and further information and training planned for 06-07 should correct this matter and deliver a more robust learner centred approach within the sector.

ILPsILPs are used to monitor progress and achievement through recorded learning outcomes. These are still proving to be problematical for some tutors where they are not being mapped clearly to the course information sheets.Additional training and modified ILPs for 06/07 are intended to improve the situation.

Teaching and learning

83% of tutors have a recognised teaching qualification and all continued their CPD through in-house training sessions.

Three tutors had graded observations: once each at grades 1,2 and 3.

Monitoring visits undertaken by curriculum manager: 100%

Tutor file audits carried out: tutors: 100%, courses: 69.23%

Graded observations, monitoring visits and file audits result either augment or trigger support visits designed to tackle and improve areas of weakness or indeed to compliment good practice.

The Garden Design tutor visited Swindon College as a exercise in sharing good practise in anticipation of the City and guilds 7822-48 course starting in September 06/07.

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Progress and assessmentRegular individual and group assessment as well as self assessment – recorded on lesson plans and sector learner tracking documentationAll tutors used departmental tracking forms to record progress alongside RARPA. Learners are identifying more appropriate objectives on their ILP and consequently it is easier to measure their progress.

AchievementThe achievement rate in floristry was good (91.3%) but in gardening this was low (62%) due to incomplete ILPs.

A celebration of learners work in Pathway to Floristry was shown in the Rochester Showcase. Individual Pathway to Floristry learners exhibited work in the Rochester foyer and widow ledges. A certificate presentation of City and Guilds 0062 Gardening learners took place at the Gillingham centre and received local media coverage.

ProgressionInternal progression is provided wherever possible through the offer of graded courses (progression map available). Where this is not possible all ability groups are formed and individual learning plans established, monitored and evaluated.Advice is always available from the tutor, curriculum manager or ‘Nextstep’ advisor.

We have decided to provide an advanced level to our popular Pathway to Floristry course as a direct consequence of learner request to progress.

There is evidence to support that individual learners have progressed from short courses to Pathway to Floristry and City and Guilds.

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Subject Sector 4 Engineering, Manufacturing TechnologyManager/s responsible

Linda Jones

Indicative grade 3

Scope The courses referred to in this report cover the Royal Yachting Association (RYA) land based accredited provision delivered at three centres. There are two Dayskipper courses and one Yachtmaster course. The RYA Yachtmaster course enabled learners from previous years the opportunity of progression. There were 2 tutors teaching within this sector and a total of 44 enrolments.

Key strengths High achievement rate Good retention of learners

Key weaknesses Resources needing to be updated.

Provision

The program meets the need of the leisure boat activities on the River Medway and offers a good starting point for novice learners.

RecruitmentEnrolment numbers have been maintained for the RYA Dayskipper courses. A total of 44 enrolments were made and 89% retention rate was achieved. However the RYA Yachtmaster was low but, by the agreement with learners, this became a private study group.

Induction and initial assessmentAt the first session, tutors expanded upon the pre-course information to ensure learners understood how the course would be conducted and what resources they would be required to obtain. Init6ial assessment was carried out at that point.

ILPsILPs were completed satisfactorily with SMART learning outcomes recorded, as a direct consequence of tutor training and curriculum manager input. Learners had a greater involvement in the learning as evidenced on ILPs. Teaching and learningThese tutors were not formally observed, however, one monitoring visit was carried out. One tutor documented that resources would need to be updated to ensure they meet the criteria of the course for 2006/7.

Progress and assessmentProgress was reviewed as recorded by learners on their ILPs .

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Formative assessment was undertaken informally with the tutor identifying any learners who required extra support or had any special requirements. Completed ILPs indicate that this led to achievement of qualification.

AchievementSummative assessment indicated that teaching and learning met the criteria of the course and led to high achievement levels of 97% and success rate of 86%.

ProgressionProgression is available within this sector but not within the same academic year. However the RYA Dayskipper course is recognised as being sufficient for leisure sailors and most learners are not looking for a progression course.

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Subject Sector 5 Construction, planning and the built environmentManager/s responsible

James Harrison, Gary Bassett

Indicative grade 3

Scope We offer a limited range of ACL courses in bricklaying, patio-laying, general woodwork and furniture restoration. Bricklaying/patio laying and furniture restoration is delivered at a main centre due to resource and storage issues. An outer centre is used for woodwork courses. Three tutors were employed offering a total of 12 courses (2 were subsequently cancelled), with 82 learners.

Key strengths Good delivery of practical skills to learners Good use of learner feedback has led to a more focused planning

approach to this area of the curriculum

Key weaknesses Restricted curriculum development and progression: Tutors do not hold recognised adult teaching qualifications.

ProvisionDue to careful planning following tutor and learner feedback from 04/05 and a rigorous appraisal of resource availability and budgetary commitments for 05/06, plumbing was discontinued. Wherever possible advice and guidance was passed to learners by curriculum management about alternative courses offered by other providers (for instance Mid-Kent College).

We acknowledged at the planning stage that we had the requirement, need and capacity to supply a small number of basic DIY courses, which could conceivably lead to further study with other providers.

Both bricklaying and general woodwork have continued to thrive with full classes and no cancellations. Class sizes are limited (6) for health and safety reasons and consequently it is difficult to meet demand.

Due to the retirement of the furniture restoration tutor and our inability to recruit a suitable replacement, two courses had to be cancelled. The statistics for this sector reflect the retirement of this tutor. 12 courses were planned in this sector but only 10 delivered (2 furniture restoration cancelled due to the aforementioned tutor retirement)

Development of courses is limited due to restrictions limitations within available venues. Outer centre venues are schools with excellent and generally large workshop facilities but the lack of storage available to us at these centres makes using them difficult.

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RecruitmentWe ensure the information in the course directory and on the course information sheet directs potential learners to courses that suit their needs. Wherever possible those with a desire to undertake accredited courses, or courses of a level above that which we can offer, are sign posted to other local providers.

The courses offered in this sector recruited well and retention was 94.05%

InductionThe course information sheets provide clear information prior to the first session. It is intended that this information differentiates between learner experience and ability in classes where “mixed ability” is expected.

At the first session tutors negotiate with learners, through completion of both ILPs and personal contact, to ensure that they are fully engaged in the course.

The tutors ensure that all learners receive full explanations of all aspects of health and safety at the first lesson - this is of the highest priority when dealing with potentially dangerous tools and machinery. During monitoring visits good practice has been identified with regard to health and safety.

Initial assessmentAlthough tutors engaged in verbal initial assessment with learners to assess any prior knowledge and individual aims, physical documentation has historically been weak. Due to better training, from both one-one assistance and targeted curriculum monitoring it is evident that tutors are now better equipped to record this evidence via departmental trackers and ILPs. We have seen an increase of recorded data over this academic year.

ILPsFollowing departmental training and monitoring visits ILPs were used to better effect. Learner feedback showed all learners who completed the end of course evaluation form indicated their learning experience was satisfactory or better.

Teaching and learningAll tutors had at least one curriculum-monitoring visit during the year of this report and this has resulted in closer contact between curriculum management and tutors.

The tutors within this sector are practicing experts in their field who are known to update their skills continually, enabling them to pass on their knowledge and experience of these practical subjects to learners. However, they do not hold recognised adult teaching qualifications and require support with teaching specific tasks and paperwork. One tutor is expected to start a C & G tutor training course next year.

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AssessmentRegular individual and group assessment by tutors was observed through the review of the lesson plans and ILPs. Peer assessment is seen to be particularly effective in practical subjects.

AchievementThe achievement rate is 82.28%. The achievement rate does not show the true picture due to missing data from courses concluded by a tutor who is no longer employed in this sector. The future recording of achievement will be addressed in the sector development plan for 06/07.

ProgressionWe acknowledge that we have restricted scope for provision due to resource limitations. However, all tutors have knowledge of local FE provision within their area of expertise, and will refer learners to them as necessary, or to nextstep should the information required be future employment based.

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Subject Sector 6 Information communication technologyManager/s responsible

Sohini Patel

Indicative grade 1

Scope This sector has achieved incredible success this year. The programme was innovative, progressive (pre-entry up to level 3) and carefully planned to meet the needs of young and retired, waged and unwaged, for business and for pleasure, accredited and non-accredited, at evening centres as well as other community venues. In all, 1271 learners enrolled on 144 courses across 11 centres including community-based venues. The length of courses generally varied from 10 weeks to 1 year, but a few longer courses were spread over 2 years. Some short taster courses were planned in 7 local Libraries to provide learners with a good opportunity to sample computer topics and help them decide which course to do next.

Key strengths Excellent retention and achievement Good attainment of skills and knowledge Very good teaching Very good range of provision

No significant weaknesses identified

ProvisionA team of 20 part-time qualified tutors supported the learners, 2 of which are qualified E-guides. We have 6 high specification dedicated computer suites for classes and learners can drop-in and use our 2 computer resource rooms. The computer rooms are fully DDA compliant. More than 11% of learners declared they were disabled or had learning difficulties. Learner support funds provided additional support for 3 learners on level 2 courses.

To reach more people we worked in partnership with: JobsMatch - (Initial assessment takes place and learners placed on

appropriate courses) North West Kent NHS - (6 Introduction courses) Medway Council - (Touch-typing) Medway libraries – (short taster courses) Kent Association for Blind

Approximately 70 parent learners benefited by courses offered at community venues through Family Learning.

65 JobsMatch clients enrolled mainly on introductory level courses and a few who joined at levels 1 and 2. The results were very encouraging. 42 achieved their first learning aims, some continuing on to next level, 4 entered employment and only 19 learners (29%) withdrew due to personal reasons. This is satisfactory considering their employment status.

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This year we piloted 2 flexible learning courses (ECDL and CLAiT) with built-in tutor email and VLE (Virtual Learning Environment) support. They proved to be very successful as it suited learners who had limited time to attend the courses every week at the centre, for example, schoolteachers, 16 to 19 years olds and those in full-time in employment. Further ECDL courses are planned for 2006-7. Use of Moodle (VLE-learning software) is now embedded within these courses.

An increase in demand from learners for computing courses for the retired has led to increased participation by 1% of 60 age group (36% compared with 35% for 04-05). Courses are constantly developed to meet their identified needs.

There were fewer enrolments on accredited courses than predicted. This was possibly due to a combination of factors: fewer learners interested in accreditation, longer courses due to the exam board requirements for more guided learning hours and subsequent increase in tuition fees and an increase in exam fees.

RecruitmentThe high overall retention rate of 91% (94 % ACL and 84% FE) indicates that the learners stayed with the course to achieve their learning outcomes. Initial assessment and improved course information sheets with clear pre-requisites helped learners enrol on the correct course.

InductionA 100% class tutor file audit evidenced that formal learner induction is carried out by all of the tutors on the first lesson, thus settling learners into their chosen study at the earliest opportunity. Tutors keep individual learner records within their tutor folders. This has helped tutors prepare and differentiate appropriate work and has contributed towards the high retention and achievement rates. Tutor induction at the start of the course enables tutors to highlight learners who have enrolled on the wrong course, thus enabling us to transfer them to the correct course at the earliest opportunity.

Initial assessmentTo address last year’s (04-05) only weakness (insufficient initial assessment) this sector piloted a pre-enrolment Initial Assessment process. With the help of our Skills for Life Manager, we identified appropriate literacy and numeracy level requirements that were needed for the course information sheet and an initial assessment form was designed and trialled. The Initial Assessment process is to be embedded for 06-07 for all learners wishing to enrol on level 2 and 3 courses. Pre-entry, entry and level 1 learners are not required to have formal IA unless they specifically request to see the Curriculum Leader, as the course information sheets are very informative. However, all learners have the opportunity to make an appointment to see the Curriculum Leader and they are then guided on to an appropriate course. IA has been beneficial in identifying the learners’ starting point. The 2005-6 pilot was evaluated and considered a success; it identified that just 2 learners were transferred to another course due to being on the wrong level.

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ILPsA new Individual Learning Plan (ILP) form was introduced for 2005-6 and the ICT department piloted these along with pre-enrolment initial assessment. This gave tutors a profile of their learners prior to the first session. However, this was not a successful process because learners either did not complete them properly or they did not return them. After review the process was changed so the ILP was completed post enrolment.

Teaching and learningAll tutors are suitably qualified and experienced to teach an exceptionally wide range of levels in ICT.

Ten lessons were observed - 2 lessons were graded one, 6 lessons were graded two and 1 was graded three. For the one graded three, full support is in place starting with tutor observation.

The ALI inspector observed and reported in the May 2006 inspection report: “Teaching is consistently very good. Most lessons are extremely good

environment, with excellent examples of collaborative learning. Tutors use a wide variety of activities very effectively to maintain learners’ interest and meet their differing learning needs. They respond to questions from learners promptly and provide excellent clarification to prevent misunderstanding. Tutors make very good use of variety of resources to illustrate aspects of the topic.

Support from each tutor is swift, sensitive and helps learners to progress with their work. Tutors have consistently high level of awareness of classroom activities while giving individual support. Tutors monitor the learners’ progress thoroughly and effectively. For example, the tutor in one lesson made good use of a quiz”

The National Learner Satisfaction Survey (NLSS) 2004-05 identified that 93% of FE adult learners and 94% of ACL adult learners indicated they were, ‘extremely’, ‘very’ or ‘fairly’ satisfied with overall learning experience. Our overall satisfaction learner service survey for 2005-06 identified that 125 out of 127 (98%) ICT learners were satisfied with current learning experience at MACLS.

Progress and assessmentsThrough using the ILP, tutors as well as learners review, their individual progress and each learner is provided with feedback on their achievement. At the back of each ILP form learners have an opportunity to evaluate their learning and give feedback to tutors. Through monitoring visits tutors were witnessed giving excellent feedback to learners.

At the end of each course, tutors filled in an end of course evaluation form, which informed the curriculum manager on how the course went and what improvements or changes need to be made for future planning.

The continuous assessment and feedback has helped the learners identify, focus and address their weaknesses before moving on to the next learning outcome. This allowed for learners to work at their own pace and for differentiation of individual learner needs.

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AchievementThe overall achievement rate for ACL courses was excellent at 98%. For FE funded courses the achievement rate is 91%. This shows all learners progress and achieve well on their chosen learning programme.

ProgressionPlanned courses ranged from pre-entry, entry, level 1 and up to level 3. Learners were able to progress from entry all the way up to level 2 in both accredited and non-accredited courses in the majority of ICT subjects. At the end of each course, tutors provide specific advice to learners on which course to progress on to. At least 8 learners on specialised courses like AutoCAD have progressed up to level 3. Some learners progressed horizontally, for example, learners completing CLAiT level 2 moved onto ECDL at level 2 enabling them to learn other applications at the same level. According to the Learner end of course destination report on AQUA, 11 learners went on to further education and 6 learners entered higher education.

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Subject Sector 7 Retail and commercial enterprise Manager/s responsible

Nicky Silby, Gary Bassett

Indicative grade 3

Scope An ACL programme was offered in Cookery, with some discrete provision for learning support, and Sugar craft.

FE program: Chartered Institute of Environmental Health courses - Foundation certificate in food hygiene and Foundation certificate in health and safety in the workplace.

40 courses were planned for 2005/6 and seven tutors were employed.

Key strengths Highly experienced and professionally active and resourceful teaching

staff.

Key weaknesses Poor resources in the cookery room at Rochester.

ProvisionThe advertised programme for 05-06 was informed by identified local needs, internal and external data, requests from learners and prospective learners. It was affected by availability of resources, fundability and viability.

A Beginners’ Cookery for Men was offered with a beginners/ intermediate class offered as progression to meet the interest generated by the media.

A discrete provision for supported learning was developed in conjunction with the CL for Learning Support who has links with outside agencies and familiesHaving low-level hobs and cookery rooms on the ground floor means greater access to these classes for learners with mobility concerns, especially those who are wheelchair bound.

CIEH level 2 qualifications in food hygiene and health and safety are revised for 2006/7, making courses are more specific to hospitality and catering areas. The new CIEH exams will only be delivered in the English language however we are able to give an aural exam on request.

RecruitmentThe overall retention rate is good (90.1%)

End of course learner evaluation indicated that most learners’ expectations were met, although comments were made regarding limited resources. This may prohibit future recruitment in this area.

High cancellations may have been partially due to the poor facilities in the cookery room. Learners expressed this feedback during classes and in course evaluations on ILPs.

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Induction and initial assessment Induction and initial assessment are carried out at the first session. However, initial assessment has been observed to be ineffective. Tutors were encouraged to use their own methods of initial assessment. This includes question and answers and prior knowledge tick sheets but has not been appropriately adopted by all the tutors within this sector. Further training is required.

ILPsIndividual learning plans were not as effective as hoped. In better cases they reflected well what was planned within courses, learner expectations and hopes and the achievement of these goals. In most instances however, they were not mapped clearly to course schemes, lesson plans and only superficially to learner identified desired outcomes. Additional training and modified ILPs for 06-07 should enable us to deliver a more robust learner-centred approach within this sector.

Teaching and learningFive graded observations were undertaken – 1 at grade one, 2 at grade two and 2 at grade three.

Five tutors had curriculum monitoring visits.More regular curriculum monitoring visits have proved to be welcomed and helpful to all concerned. It is also clear that short support visits while always the norm are of more value when recorded.

100% tutor file audits carried out

Observation reports and file audit results either augment or trigger support visits designed to tackle and improve areas of weakness or to complement good practice

Tutors received training and support in writing SMART outcomes, diversity, equality and differentiation; the learners benefit form having teaching sessions more tailored to their individual needs. Tutors also received training in ILT.

Supported learning classes benefit from being integrated into the relevant curriculum department and are included in departmental activities. Care assistants now work with the learners in all these classes.

There is marked improvement of the quality of provision - consideration of individual needs, planning and recording - evidenced by ILPs, observation (formal and informal), attendance, retention and achievement data. Observations have confirmed areas of very good practice; the tutors are encouraged to share these practices at the tutor meetings.

There has been a much larger step forward as a result of the previous inspection and our re-evaluation of our own management performance and practices. We now have improved awareness, improved skills and a rapidly

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improving set of systems in place to monitor, assess, evaluate and support the learners and the tutors.

AssessmentFormative written assessment records in the form of ILP reviews, learner tracking reports and tutor notes as well as visual evidence, portfolio, recording, performance etc. are used to inform the setting or amendment of individually negotiated learning outcomes.

Summative evaluation at the end of a project or course informs planning for future activities and/or progression opportunities both within and outside of the Service.

AchievementOverall achievement: 87.73%, success: 79.75%

Tutors are encouraged to work with their learners to evaluate learning, development, progress and ambition. In the best examples this process is frequent and operated on both an individual and group basis with all learners fully involved. However, in the worst examples there is little evidence visible.

ProgressionAdvice is readily available from the tutor, curriculum manager or ‘Nextstep’ advisor.

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ScopeThe range of courses covered in this area includes sport, exercise, tai chi, yoga, and contract bridge. Progression is available in some areas but most classes are mixed ability. No accredited courses are offered. Classes take place at the 3 main centres, 5 outer school based centres and Strood Leisure Centre. 22 delivered 81 courses. The total number of learners was 782 and the number of enrolments was 1,247.

The Active Life Scheme, in partnership with the Primary Care Trust (PCT) encourages ethnic minority, unfit or overweight learners to join fitness classes through a system of GP referrals. Seven classes under this scheme were offered. 3 tutors were employed. The total number of learners was 171 and the number of enrolments was 206.

Key strengths Quality of teaching in sport and exercise Good health and social benefits for most learners. Progression route established from Active Life into mainstream

Key weaknesses Insufficient links and funding to widen participation

Provision The displacement of yoga and tai chi classes caused by the building of a new library on the site of the old yoga studio (out of our control) was a cause of great dissatisfaction to many learners and resulted in 13 individual letters of complaint, plus a letter to Medway Council signed by 44 learners. IT is anticipated that learners will be relocated for 2006/7.

Of 99 planned classes a total of 21 (21.21%) were cancelled. If we deduct the 5 classes were cancelled because we were unable to recruit a suitable tutor and six swimming classes at various levels were cancelled due to low enrolments. As the Leisure department at Strood swimming pool offers swimming lessons, it was decided we should no longer compete with them and swimming has not been entered in the programme for 2006/07.

Dedicated courses are offered for the older learner in Exercise to Music, Keep fit for 50 plus as well as Gentle Exercise to Music and Gentle Yoga for less fit learners.

There were a total of 9 supported learning classes in Fitness Fun, Keep fit for women, and Sport for all. Due to the amount of attention needed by each learner, these classes run as small groups. They attracted 64 enrolments and had a retention rate of 100%.

Subject Sector 8 Leisure, Travel & TourismManager/s responsible

Gill AdamsHanife Dacosta – Active Life Scheme

Indicative grade 3

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Discussions were held with ESOL department with a view to setting up Yoga classes in the Gudwaras in Gillingham and Strood to attract elderly Asian learners, also with the PCT to establish classes with embedded literacy and numeracy as part of the SWISS project (Sex workers intensive support programme) for sex workers on a drug withdrawal programme. These projects have been put on hold subject to funding. As a result of the successful ALI inspection we are now in a position to bid for funds.

RecruitmentLearners who seek information pre-enrolment are able to speak with the curriculum leader to ensure that they select the most appropriate course.

Classes were well supported, especially by the older age group with 39.6%of learners being over 60. Most learners report good health and social benefits from these courses, including increased mobility and flexibility, stress control and reduced joint pain.

Contract bridge was again very successful with excellent retention (97%). The overall retention rate for the department was 86.26%. These results would have been higher but for poor retention figures on Tai chi beginners (33.33%) and Yoga for beginners (38.1%) both held at the Bull Hotel. These classes were disrupted when the ballroom at the hotel was flooded and many classes had to be cancelled.

Induction and Initial AssessmentAll learners attending fitness classes are required to complete a health and fitness questionnaire, which, as well as listing any medical conditions asks if they are a newcomer to exercise. Most initial assessment is by observation in the first lesson and this, along with information from the health and fitness questionnaire is used to provide differentiated learning for all participants. Through the sharing of good practice at tutor meetings forms have been devised to record initial assessment and progress appropriate for the health and fitness courses.

It was noted in the ALI inspection report of May 2006 that “Tutors successfully cater for a diverse range of ability levels and impairments. Differentiation between learners in sessions is good and tutors offer them alternatives to ensure they are fully involved.”

ILPsTalking to learners during monitoring visits, it was evident that learners are now accepting the necessity of ILPs although there have been complaints about the time it takes to complete all the paperwork for their non-accredited class. This situation will improve in 2006/07 as ILPs have been revised and learners will be aware from the course information sheet that time is allowed for completion of paperwork during the lesson.

The end of course evaluation on the ILP gives learners the opportunity to comment on and grade their learning experience. This information is then used to monitor the quality of the courses on offer.

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Tutors have developed as a result of training sessions delivered.

Teaching and learningFourteen tutors were observed. Two were graded 3, 8 were graded 2 and 4 tutors were graded 1. For sport and exercise, 100% tutor monitoring visits took place, which gave the Curriculum Leader the opportunity to see tutors individually and enabled any problems with either paperwork or teaching to be rectified at an early stage.

100% tutor file audits were carried out to ensure that all tutors were keeping appropriate records. Tutors were given action points and support to improve and these were followed up.

The 2 tutors who received a grade 3 will receive a re-observation visit at the beginning of term. Tutors are encouraged to undertake peer observations and 3 took place. Subject specific training days are planned for 2006/07.

Progress reviewsLearners are encouraged to review and record their progress during the course by discussion with the tutor and the use of ILPs. During monitoring visits tutors have been observed giving constructive feedback. AssessmentThrough the sharing of best practice, assessment forms were developed to provide each tutor with a method of assessment that best suited his/her class. However, the aim of many learners on exercise classes is to maintain their level of fitness, which can fluctuate from week to week. In these cases summative assessment can be more appropriate than formative.

AchievementThe overall achievement rate was 91.4%. This would have been higher if all tutors had completed all appropriate paperwork. Closer monitoring of the tutors’ paperwork by the Curriculum Manager and the introduction of the revised ILP should see an increase in the level of achievement in 2006/07.

ProgressionDifferentiated learning takes place within all abilities classes, so learners progress at their own pace. The tutors offer on-going advice to learners regarding progression.

Twenty -seven sport classes in Archery, Badminton, Golf and Swimming were offered at different levels ranging from beginners to intermediate. Yoga was offered in 6 different categories.

A Gentle Exercise to Music class was added to the programme as a progression for those learners who had completed the Active Life Scheme. This was very successful, as 74.5% of learners who enrolled on this course had previously attended an Active Life class. This is an area that could be developed, with exercise classes contributing to the government initiative on controlling obesity.

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Subject Sector 9 Arts, media and publishingManager/s responsible

Gary Bassett, James Harrison, Nicky Silby

Indicative grade 3

Scope FE: City & Guilds level 2 qualifications in photography, stained glass and interior décor and GCSE Photography with a total enrolment of 79ACL: drawing & painting, life & portrait, ceramics, sculpture, stained glass, iconography, mosaic, calligraphy, jewellery & silversmithing, paper & textile crafts, art appreciation, drama, guitar, keyboard, singing, patchwork quilting, garment construction (fashion), dressmaking, needlecraft, bobbin lacemaking, cross stitch (counted thread embroidery), upholstery and soft furnishing with a total enrolment of 3,498.Courses requiring specialist resources or storage are accommodated in the main centres but two outer centres and a range of community venues are also used.45 tutors are employed in this sector.

We have an harmonious relationship with ‘Art for Life’ an entirely independent charitable organisation set up more than ten years ago to enable artists with learning and physical disabilities to work together and develop their creativity. Members of this group exhibit regularly in the centre gallery and are well known to most staff and learners of the centre.

Key strengths Good development of practical skills observed through class

observations, exhibitions, displays, performances etc. Good celebration of learners’ work both within the classroom and

through exhibition, performance, publication etc Significant personal enrichment perceived visibly through activities and

by report from learners Good resources maintained and suitable for working to high standards

Key weaknesses Ineffective initial assessment observed through file audits Insufficient challenges to extend creativity observed through

observation Insufficient progression opportunities formally in place

ProvisionLearners were asked about their needs and expectations and these responses were considered alongside external data (external and internal) when programme planning.

Non-users and information from enquiries, word of mouth from all sources and local knowledge led to some new courses being trialled. Beginners and all ability courses provide first steps.

Accredited provision forms a small portion of our overall programme, as the majority of our learners do not want accreditation. It is also the case that the

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LSC learning aims database (LAD) provides very few funded routes at levels suitable to our learners and prospective learners. The introduction of new, creative photography courses may provide the foundation for further accredited provision during 07-08.

Links to enable external progression exists with various FE/HE providers but there is a need to formalise these arrangements and to track learners more effectively on their journey.

RecruitmentThe advertised programme for 05-06 was informed by identified needs indicated by data, requests from learners and prospective learners. It was affected by availability of resources, fundability and viability.

365 courses were planned for 05-06 recruiting 3577 learners, of which 24.96% were new.

81 of the 365 courses planned were cancelled (22.19%). The majority of courses cancelled were short courses (2-6 glhs) that were designed to give tasters of different subjects and feed the more substantial courses or to introduce new elements to the department.

InductionInduction is through clear, informative course information sheets, individual advice by front line staff and curriculum managers and, if necessary, the course tutor. On-course induction covers the parameters of the course, the evaluation of the learners’ previous experience (see initial assessment), preferred learning style and ambition. This information is recorded by tutors and learners on the ILP and by the tutor on tracking documents and personal journal, it is reflected in the scheme of work and lesson plans. This has resulted in good retention (92.8% overall) Transfers to more appropriate courses/levels are available to learners. This is usually the direct result of self-selection during enrolment (discovered during induction) and not through course inadequacies. During 05-06, 14 learners in sector 9 were placed in more appropriate courses. Advice is available at all times from both tutors and curriculum managers.

Initial assessmentInitial assessment linked to ILP requirements has been observed to be ineffective. Too much irrelevant information was recorded and the relevant issues not fully addressed. Training during the latter half of 05-06 and further information and training planned for 06-07 should correct this. Learner end of course evaluations and discussion with learners during support visits and at other times, indicates that differentiation is good and that evaluation of starting points for each learner is the norm, however, the recording of these can be patchy.

ILPsIndividual learning plans were not as effective as hoped. In better examples they reflected well what was planned within courses, learner expectations and

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hopes and the achievement of these goals. In most instances however, they were not mapped clearly to course schemes, lesson plans and only superficially to learner identified desired outcomes. Additional training and modified ILPs for 06-07 are intended to improve this situation ensuring fuller learner involvement during the whole process.

Teaching and learningTwenty tutors had graded observations. 2 at grade one, 14 at grade two and 4 at grade three.

The tutors who were graded as satisfactory will be supported to make improvements. Tutors are also encouraged to, where necessary, study for teaching qualifications. The observed weaknesses are largely related to inadequate or informal record keeping.

98% of tutors had a supportive monitoring visit undertaken by the curriculum managers and 100% of tutors submitted their files for audit. Observation reports and file audit results either augment or trigger support visits designed to tackle and improve areas of weakness or to complement good practice. More regular curriculum support visits have proved to be welcomed and helpful to all concerned. It is also clear that short support visits while always the norm are of more value when recorded.

There is marked improvement of the quality of provision - consideration of individual needs, planning and recording - evidenced by ILPs, observation (formal and informal), attendance and retention and the achievement and success data that we have to date. Lesson plans show SMARTer outcomes but ILPs lag behind in this respect indicating the need for tutors to be more involved with their completion.

Tutors are encouraged to employ ILT within the learning environment examples of which are tutors using prepared examples to project, internet research, internet accessed resources and research facilities. Wireless network facilities available at Rochester in the very near future to be followed by similar facilities at Gillingham.

Observations have confirmed areas of very good practice; these tutors are consulted for their opinions on the way forward. Sharing of best practice is a regular item on our tutor meeting agenda and inspires good conversation. There is evidence that informal communications takes place between tutors.

A good range of educationally valuable trips and visits are organised for a wide range of subjects

There are life drawing sessions for staff and staff of other centres, colleges etc once a week – again informal but a good vehicle for sharing and networking.

Good professional resources are available, well maintained and improved. Plans to incorporate a resource acquisition and maintenance fee in 06-07 should ensure continued quality and improvement

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Curriculum managers have continued with their professional development through a variety of in-house and external training.

A more informed, better-organised and more self-critical approach to teaching and learning providing improved focus upon individual learner needs and development opportunities.

There has been a much larger step forward, as a result of the previous inspection, and our re-evaluation of our own management performance and practices. We now have improved awareness, improved skills and a rapidly improving set of systems in place monitor, assess, evaluate and support the learners and the tutors.

Progress and assessmentContinuous verbal evaluation and feedback to individual learners and groups as well as peer evaluation and assessment (within the classroom and through exhibitions, events and performances) is regularly employed within creative subjects. We aim to ensure that all learners are fully involved in the process and that outcomes are understood and acted upon to ensure suitable progress

Regular individual and group assessment as well as self-assessment are recorded on lesson plans and sector learner tracking documentation.

Opportunities are taken up to display and celebrate achievement publicly – Main centre galleries and display facilities are good and well utilised, public performances are regularly arranged and recordings made. These have demonstrated high levels of skill and developing creativity.

Formative written assessment records in the form of ILP reviews, learner tracking reports and tutor notes as well as visual evidence, portfolio, recording, performance etc. are used to inform the setting or amendment of individually negotiated learning outcomes and learning goals resulting in a more structure approach to skill acquisition and the development of creative practice.

Summative evaluation at the end of a project or course informs planning for future activities and/or progression opportunities.

AchievementTwo learners were nominated for NIACE adult learner awards - one from ceramics and another from line dancing.

C&G photography allows for learners to have their work collectively assessed and moderated at any time during the 3-year registration period. During 05-06 2 learners offered 2 units each for assessment and certification for C&G6923-03 (from the previous years scheme) resulting in 1 pass, 2 credits and 1 distinction, this also completed the full award for both learners. Also 8 learners have submitted and had assessed one unit each, which are to be moderated in November 2006 – Assessments show no failures

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GCSE Photography suffered 50% withdrawal. This is due to the large amount of coursework required and the limited time available to part time adult students. The programme for 06-07 will see the temporary absence of GCSE, AS and A2 Photography and the introduction of a series of creative photography courses which will more fully prepare students for GCSE/AS accredited routes.

C&G 7822 courses have produced some excellent work, which has been praised by the EV. This year withdrawals have been greater than previously experienced but explained by personal commitments.

C&G 6923-04 still suffers from time lag. With 3-year registration periods allowing learners to have extended portfolio production period, assessment is not always in the same academic year as the course. We are to make extended efforts to alter this during 06-07. The resulting work is always of excellent quality and noted by C&G.

The overall achievement rate for sector 9 is good (85.8%),

End of course learner evaluation taken from a 25% sampling of ILPs indicated that most learners’ expectations were met.

RARPA: while achievement is recorded by the use of digital media, the effectiveness of this method is diminished by poor cataloguing – A continuing training issue included in 06-07 staff development plan

ProgressionInternal progression is provided wherever possible through the offer of graded courses (Progression map available), where this is not possible all ability groups are formed and individual learning plans established, monitored and evaluated.

Advice is always available from the tutor, curriculum manager or ‘Nextstep’ advisor.

Firm lines of communication are maintained with UCCA (formerly KIAD), Kent Music School, Kent Adult Education and West London University as a reciprocal arrangement - These links are informal and more formal arrangements with these and other providers will be sought during 2006-07 and beyond.

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Subject Sector 10 History, Philosophy and TheologyManager/s responsible

Linda Jones

Indicative grade 3

Scope Only history is offered as a subject in this sector. There were a total of 20 courses programmed, which included 5 accredited courses. The non-accredited provision ranged from Egyptology to the Victorian era, with some courses focussing on characters and events that shaped history. There were 6 tutors within this sector and a total of 146 enrolments.

Key strengths High retention and achievement rates

Key weaknesses High cancellation rate, 37%, particularly in relation to short courses

ProvisionThe provision in this sector is narrow and there may be opportunities to develop into areas other than ‘history’ in the next programme.

RecruitmentImproved course information sheets with clear pre-requisites helped learners enrol on the correct course.

The Retention rate of 89.66% evidences learner satisfaction and from the positive comments made by learners on their Individual Learning Plans. Tutor comments on Course Evaluation Sheets reinforced the learner satisfaction as well.

These courses attracted a high percentage of older learners - 44% learners over 60 years of age.

InductionTutors expanded upon the pre-course information in the first session (as documented in lesson plans), and in particular in the courses relating to characters and events that shaped history, learners were made aware that they could within the group choose the characters and events they wished to study. In the accredited courses tutors gave learners more information about the syllabus and the requirements of the course.

Initial assessmentThe tutor as a group undertook the informal initial assessment during the class sessions and the learners identified and recorded their starting point on their individual learning plan.

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ILPsThe new Individual Learning Plan was used to record and monitor individual learner progress by the tutor but it also helped learners to identify their own learning outcomes. This also contributed towards higher achievement rate of 92.69%.

Teaching and learningObservation of teaching and learning was undertaken on 4 staff, resulting in 2 at grade three and 2 at grade two. Further support was put was put in place for the two ‘satisfactory’ tutors by the Curriculum Leader.

Progress reviewsLearner progress was reviewed through ILPs, with some learners recording the achievement dates.

AssessmentFormative assessment was undertaken as indicated on lesson plans, which were monitored during class visits. Summative assessment was undertaken and recorded on tutor course evaluations, unfortunately further data was not analysed.

AchievementSummative assessment indicated that teaching and learning met the course criteria which is evidenced by an achievement rate of 92.7%.

ProgressionProgression is available in history from non-accredited to accredited courses, starting at GCSE level with the opportunity to progress further to University of Kent combined study courses.

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Subject Sector 12 Languages, Literature & CultureManager responsible

Helen Moller

Indicative grade 3

Scope This report covers the journey of 1455 learners enrolled on accredited and non-accredited provision across a variety of centres. Of the total number of learners, 1048 were MFL and Communications, 185 EFL and 222 English.

The accredited programme included GCSE French, Spanish and English, AS Spanish, English Literature and English Language, A2 English Literature and French, KMOCN Creative Writing, CBLC German Level 2 and French Level 1, Lip reading and CACDP British Sign Language Level 1.

The non-accredited programme covered 14 Modern Foreign Languages at a range of levels, EFL at a range of levels, Braille, Sign Language, Creative Writing and Family Learning.

Key strengths The effective pre enrolment initial assessment and screening

procedure for GCSE English and specified pre course requirements for the A level courses.

High number of mother tongue speakers in the MFL (91%) and EFL (86%) departments. Three of the five communications tutors use the language they teach as a means of communication.

Rigorous process of initial assessment and placement for EFL.

Key weaknesses High level of cancellations of MFL courses (42.14%). A lack of flexibility in the EFL programme led to difficulty in placing

students. For GCSE English courses, progression routes were limited.

ProvisionThere was increased use of data to inform programme planning following training for curriculum leaders.

The range and content of language courses encouraged greater cultural awareness throughout the community; of the MFL provision, courses were held in 5 minority languages - Arabic, Chinese Mandarin, Japanese, Russian and Turkish – as a direct response to enquiries within the Medway community. This diversity will be extended in the 2006-7 programme to include Panjabi and Modern Greek.

MFL courses were held at all main centres and all five outer centres; GCSE English courses took place at each of the main centres and two of the outer centres; EFL courses were held at two of the main centres.

In GCSE and A Level planning, strategic and service objectives were addressed: in line with national priorities, a range of Level 2 qualifications was

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offered and opportunities for progression from Level 2 to future Level 3 courses were made available. GCSE English was part of the Skills for Life Programme and closer work with the Skills for Life department was undertaken to ensure MACLS contributed to national targets.

For MFL, too wide a programme led to a high number of cancellations; however, learners on cancelled classes were given the opportunity of transferring to another appropriate course. The high number of cancellationswas due mainly to duplication within the programme. This will be addressed in the 2006/7 programme with improved planning to ensure the provision more closely meets demand, and a more unitised approach with Asset language based courses.

In the EFL programme, a lack of flexibility in courses led to difficulty in placing many students, with waiting lists for many exam classes. Provision could not meet demand on some exam courses. This will be addressed in the 2006/7 programme with a wider, more flexible programme of exam-based and non exam-based courses.

As progression routes were limited for GCSE English courses, 2006-7 provision will be enhanced by the addition of GCSE English Literature and A2 English Language to complete distinct progression routes.

Family Learning widened participation by offering Parent and Child language courses out in the community and within three schools.

RecruitmentFeedback from learners and tutors suggests that learners enrolled on the right course, and the number of transfers in MFL supports this: 26 of the total 1048 learners enrolled. Of cancelled MFL courses in the 2005-6, 69 of the 254 enrolled transferred.

Across the sector, the overall retention rate was 72%, with an upward trend in all areas except MFL. Following curriculum monitoring visits, tutors with poor retention had areas for development and action plans devised and implemented, with ongoing support from the Curriculum Leader.

For EFL, the 4.5% increase in retention, from 66.67% in 2004-5 to 71.19% in 2005-6, was the result of more controlled initial assessment and placement. This suggests that the programme met the learners’ needs. Even taking into consideration the nature of EFL, 12.5% of learners in this area were returning learners, moving along the set progression routes of the Cambridge examination courses.

Having 65% returning learners on MFL suggests that there was progression through the levels by existing learners.

Eleven CBLC courses were offered in the programme; however, nine courses were cancelled due to low enrolments. There were only eight candidates for CBLC exams in 2006. As a direct response to the feedback, low numbers entering for Business exams and the high number of cancellations of CBLC

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courses, the 2006-7 programme will offer Asset Language examinations as an alternative general language exam opportunity.

Developments for the 2005-6 programme included pre-course initial assessment and screening for GCSE, and the specification of pre-qualification requirements (GCSE or equivalent) for entry to AS courses. This resulted in a 2% improvement in retention in this area, and a 6% improvement in the success rate. This more rigorous referral system led to more efficient placement of learners on appropriate programmes of study.

The adjustment from a more traditional GCSE Maths and English programme to a more flexible offer of January-start courses reflected learner demand with courses enrolling to their maximum number i.e. 16. The changes in programme were made in response to waiting lists and the ALI inspection report.

Equality of opportunity was pursued through planned objective initial assessment with support offered across all areas and special exam access arrangements for FE courses. For MFL courses, a newly designed self-assessment form used pre-enrolment for all French, Spanish, German and Italian gauged learners’ perceived ability and experience of the target language. This resulted in 98% of learners being placed on an appropriate course.

Course information sheets were more comprehensive; giving clearer outlines of course focus, curriculum and expectations. This course clarity impacted positively on the courses and learners, resulting in learners enrolling on appropriate courses for their needs and levels.

For MFL and EFL, a new core curriculum was designed to unify the language scope at all levels to provide clearer progression routes for learners. Levels were also modified and simplified, as previous levels had not been competency based. Levels have been reviewed for the 2006-7 programme to simplify course progression at higher levels.

Induction Within MFL, EFL and Communication courses, induction was held at the first session. Feedback from tutor meetings and tutor file audits show that tutors carried out a course subject induction as guided in the 2005-6 tutor file; many tutors devised induction activities to help learners settle at the beginning of the course.

In line with a service decision, all courses in the 2006-7 programme will undergo a formal induction.

Initial assessmentA self-assessment form was devised, to be used pre-enrolment for MFL. It impacted on the quality of learning by providing tutors with key course planning information and gave a clear indication of the learners’ starting ability. Feedback suggests that tutors found this information useful in course planning. The form has been modified for the 2006-7 year.

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All new EFL learners were given a pre-course diagnostic assessment enrolment, which gave a clear and valid indication of starting ability. This information impacted positively on lesson planning with activities relevant to individual need, both personal and professional. Where appropriate, tutors were encouraged to use diagnostic testing for all learners and to maintain records of marks (RARPA). For EFL, the initial assessment and placement processes led to a greater percentage of placements on appropriate courses: only eight of the total 185 learners enrolled were transferred between courses.

A uniform system of pre-enrolment assessment has been developed and piloted in English. It will extend to all GCSE English applicants in 2006-7 and will be used to direct them either to GCSE classes or to appropriate pre-GCSE classes in Skills for Life. English tutors were involved in designing the assessment tool and in conducting assessments; they will have access to the assessments and their outcomes to help them plan their courses. Measures to improve English Initial Assessment – conducting assessments pre-enrolment and refining the assessment tool – were piloted for the February-start GCSE English course due to complete in November 2006. After 2 terms it has retained 73% of its learners. However, it is reasonable to suppose that there are limits to the improvements in retention to be secured solely through more effective initial assessment, and that other potential explanations for learners leaving courses should be explored – particularly the need to support learners more effectively elsewhere than in their weekly 2-hour classes.

ILPsThe prevalence of assessed homework and class work characterizing GCSE and A level courses already informs learners of their progress and achievement, but the ILP has been valuable in prompting formal and regular reviews.

For MFL, EFL and Communication classes, although ILPs were valued, feedback suggests that tutors and learners felt the format of the ILPs made them too time consuming. This has been addressed in a Service review of the form for 2006-7.

From monitoring visits, it was evident that ILPs had been invaluable for providing a basis for structured formative assessment; however, end-of-course ILP audits revealed that the form had not been used to evidence RARPA as anticipated. This will be addressed at tutor meetings in 2006-7.

Teaching and learning

11 tutors were given graded observations – 4 at grade one, six at grade 2 and 1 at grade three. Curriculum Leaders followed up observations with tutors to discuss reports and areas for development. Examples of good practice identified in observation reports were shared at tutor meetings.

Across the whole department, staff are well qualified: 83% of tutors hold a recognised teaching qualification. 100% of all GCSE and A Level tutors hold

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at least a first degree and a recognised teaching qualification; 74% of MFL, EFL and Communications tutors hold a recognised teaching qualification.

There is a high level of mother tongue speakers in both the MFL and EFL teaching teams, 92% and 86% respectively, giving high levels of exposure to the target language, both orally and through authentic materials. In the Communications team, several tutors use Braille, Lip reading and Sign Language as their first or second language of communication, or as a tool for communication within the wider community.

A high level of creativity was seen in the use of teaching materials and learning styles in many Language classes observed. Examples of good practice could be identified in most classes visited particularly in those classes where tutors had attended ILT training.

For MFL, EFL, Communications and GCSE and A Level English the curriculum managers carried out 21 monitoring visits. These visits were effective as they fostered a greater understanding of the teaching and learning taking place within the department as a whole, and led to greater tracking of class progress. Curriculum Leaders were able to put support in place as necessary, for example, providing input on schemes of work and lesson planning. Action plans were devised for two tutors who failed to provide quality provision. Regular one-to-one meetings were held to track and update the progress and quality issues concerned.

22 tutor file audits were carried out. Curriculum leaders met with tutors or contacted them by telephone/email to discuss areas that needed addressing and offered support.

Progress reviews and assessmentProgression was addressed by moving learners in MFL classes from one level to the next through class provision, aiming to run classes at the same time and venue from year to year to facilitate continuity for the learners.

Evidence for RARPA has been discussed extensively at tutor meetings, on the Languages Yahoo forum and at monitoring visit feedback sessions, leading to a wider variety of tools being used and good practice being identified.

All learners have completed ILPs, on which there is room for learners to review and acknowledge the progress they are making. Asset language courses are also being investigated as a future method of recording progress and achievement

For GCSE and A Level English, systematic assessment and progress reviews ensured that learners were carefully prepared for the coursework and examination assessments on which their achievement depended. The English tutors met as a team with the Curriculum manager to co-ordinate and moderate coursework and to share good practice. All were invited to attend termly meetings of all tutors involved in GCSE and A levels.

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AchievementMFL, EFL and Communications tutors were encouraged to devise summative assessment tools for their courses. For FE Communications and MFL courses, and accredited EFL courses, the exam syllabus provided the ideal format, and was used by tutors with good effect. Within the Communications teaching team, the Sign Language tutors have video recorded learners with the very positive effect of learners being able to see their progress in a very real way. For MFL, EFL and Communications classes, most tutors reported reviewing learners’ progress during and at the end of sessions and on a termly basis. They felt that this gave their learners encouragement in their language acquisition; learners have commented that they felt involved in their learning and were aware of their progress through direct discussion with their tutor.

Success rates generally improved across the department, with a higher percentage of people achieving their learning goals compared with 2004-05: for GCSE and A Level English, there was a 6% increase, while for EFL, success rose by over 2%.

ProgressionThere were clear progression routes in the MFL and EFL programmes, encouraging learners to move from one level of study to the next. To encourage re-enrolment and progression, an advice slip was produced for tutors to complete and hand to learners, giving details of the level class they should enrol on for 2006-7. This will be continued in 2006-7 and it is hoped that the Asset Language exams, which will be piloted in some classes in the 2006-7 programme, will provide extra evidence of progression for many learners, and will give a clear progression path for their learning journey.

For Communications, there was a lack of progression available for sign language learners: courses were only offered at Level 1 for British Sign Language due to inability to recruit a suitable qualified tutor for a Level 2 course. This will be addressed in the 2006/7 programme with a Level 2 course being offered.

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Subject Sector 13 Education and TrainingManager/s responsible

Lindsay Perrin

Indicative grade 3

Scope During 2005-6, 8 teaching and linguistic courses and 25 direct learning support courses were delivered in this sector. Of the 11 planned teaching courses, 3 (C & G Certificates in Adult Literacy, Numeracy and ESOL Subject Support) were cancelled due to lack of clarity at a national level about the need for Level 3 qualifications for vocational tutors in literacy/language/ numeracy, which adversely affected demand. Of the 35 planned direct learning support courses, 10 were cancelled due to low enrolments. The majority of teaching courses delivered through the Professional Development Centre at Woodlands Lifelong Learning Centre were the Skills for Life accredited professional qualifications, including (at Level 4): the Certificate for Adult Literacy Subject Specialists (accredited by and delivered in partnership with Canterbury Christchurch University [CCCU]); the Certificate for Adult ESOL Subject Specialists (Trinity College London); the CertTESOL and FE Certificate Stage 3 TESOL (both Trinity College London); and (at Level 3) Embedding Skills for Life for Non-SFL specialists (OCN). In addition, non-accredited training sessions on the Numeracy and Literacy Core Curricula were delivered.

16 tutors contributed to the delivery of courses in Education and Training. These included the Curriculum Managers for Skills for Life, ESOL and Quality and Staff Development, and the PDC Manager. The relatively high number of tutors in relation to the number of courses delivered is due to the subject specialist inputs required for teacher training courses.

A total of 357 learners enrolled on courses in the sector, 104 on teaching and linguistic programmes and 253 on direct learning support programmes.

Key strengths Effective use of project funding to widen participation and create

pathways into SfL teaching and support Excellent EV report for newly introduced initial teacher training courses. Excellent facilities and resources to support learning on teacher training

and SfL professional courses Significant increase in enrolments for accredited courses Excellent retention on Direct Learning Support programmes

Key weaknesses Unitised planning for flexibility of PDC Level 2 courses resulted in a

high level of cancellation. Poor retention of Widening the Net (WtN) candidates on Trinity Level 4

Certificate in Adult ESOL Subject Specialism

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Little evidence of ILPs being used to review and record progress (PDC based courses)

Only 22% of learners are male Insufficient identification and sharing of best practice

ProvisionThe PGCE/Cert.Ed. (University of Greenwich – distance learning mode) continued but delivery of this franchised course is no longer cost-effective and therefore no further learners will be recruited to the programme. Two generic ‘preparing to teach’ courses were successfully introduced in 2005-6: the Introduction to Delivering Learning (C & G 7302) and the Certificate in FE Teaching Stage 1 (C & G7407).

At Level 2 the Certificate in Adult Learner Support (C & G 9295) provided a popular and accessible stepping stone into Skills for Life support and tutor roles. There were 4 level 2 NVQ Teaching Assistants courses and progression was mapped to further 2 courses at level 3.

Additional project funding was used to enhance provision and recruit new learners in this sector. A project funded by WAPAF, which had begun in 2004-5 and was extended to March 2005, enabled an expanded programme of Level 2 courses to be offered (see Provision below). The Widening the Net project (ESF), managed by MALS and delivered through a partnership of 10 organisations across Kent and Medway, started in September 2005. The project aims to increase the capacity of SfL tutors by recruiting new tutors to undertake training for Level 4 subject specialisms. In its first year, 9 WtN beneficiaries enrolled on the Level 4 Literacy and 12 on the Level 4 ESOL courses, thus ensuring their viability. SEEDA funding was used to develop materials for the ESOL module of the Level 3 Teaching in the SfL Sector and to support the delivery of an OCN accredited course Embedding SfL for non-specialist teachers in spring/summer of 2006.

Learners from ESOL classes in Kent and Medway were specifically targeted to join a contextualised Unit 1 of the Adult Learner Support qualification. The WAPAF project aimed to widen adult participation in SfL by training VCS members to develop their awareness of SfL by joining the C & G 9295 Certificate in Adult Learner Support. The course was offered in a modular format across a range of delivery times. 46 learners from VCS completed and achieved Unit 1, and 16 of these continued to complete the full qualification Thus, learners not supported by project funding were able to benefit from the increased availability of this course.

The current review of qualifications for teachers in the Lifelong Learning Sector has led to uncertainty; in particular about the need for Level 3 qualifications for vocational tutors (previously in literacy/language/numeracy, together with the lack of paid employment for teaching assistants in SfL had an adverse impact on demand for Level 3 courses. As a result the two planned Level 3 courses had to be cancelled.

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Recruitment51% of learners enrolling on courses in this sector (53% of those on Direct Learning Support courses) were new learners. 19% came from a black or minority ethnic background, considerably exceeding the Service EDIM target of 6%. On teaching and linguistics programmes, 78% of learners were female; perhaps not surprisingly, given the part-time nature and career structure associated with a learning support role, 86% of learners on DLS courses were female. Strategies to increase the participation of males need to be implemented.

Compared with some other sectors overall retention rates for Teaching and Linguistic courses were good (85%) and excellent for Direct Learning Support courses (96%). There was 100% retention on the overwhelming majority of courses; however, 10 of these were able to run with relatively small groups (8 or less) due to project funding. High retention can also be attributed in part to the quality of pre-course information, advice and guidance activities offered to learners prior to enrolments. Project funding has enabled more time and resources to be allocated to these than would otherwise be the case.

For example, recruitment activities undertaken through the Widening the Net project helped to raise awareness of SfL training and career pathways. A leaflet distributed to all libraries, doctors’ surgeries, job centres and other learning providers across Kent and Medway resulted in 580 requests for further information. Of these, 174 of those making enquiries lived in the Medway area. A recruitment/information pack containing information on SfL professional qualifications, the national qualifications framework, progression opportunities and ‘Frequently Asked Questions’ (which were updated periodically as enquiries were received) was sent to all enquirers, thereby helping to raise awareness of routes into SfL.

Similarly, a recruitment event, funded by the Widening the Net project, was held in the YMCA Training Centre, Chatham Dockyard. Everyone who had requested an information pack but had not attended a taster session (see below) was sent an invitation to attend. Those attending were given the opportunity of a discussion with a member of the Project Team or PDC staff and received advice and guidance as to progression options. Of the 24 people who attended, 3 went on to enrol on a Level 4 Subject Specialist course, 2 on to a Level 3 and 7 onto a Level 2 course.

The WtN project also funded a series of ‘taster sessions’ that were delivered in the PDC. Taster sessions were organised primarily for WtN beneficiaries but benefited a wider group of potential learners. Anyone who had enquired by telephone, email or in person about SfL training courses or the project was invited to attend a taster session. The taster programme included a presentation about Skills for Life, types of learners and the potential barriers to learning, a career options and training opportunities. In addition attendees watched a video of a SfL class in action and took part in activities and a quiz designed both to assess current levels of knowledge and understanding and provide information. Four taster sessions were delivered during the course of the year (in September, November, April, and July). In addition, taster sessions provided an important first step in the initial assessment and induction process, by outlining in detail the course content and assessment

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requirements, recording learners’ personal details and support needs, responding to questions and requests for clarification. Medway PDC exceeded its targets initially set for attendance at taster sessions.

The majority of learners to Skills for Life professional training courses were recruited through projects, direct targeting of specific groups such as voluntary and community sector staff and volunteers, the Kent and Medway Basic Skills Consortium (in particular via its newsletter), Learning Partnerships, the Kent & Medway PDC website, and MALS staff development.

InductionFor a number of learners, taster sessions (see above) have provided the start of their induction. All applicants for Level 4 courses received an individual interview, at which details of the content, assessment process and progression opportunities were explained.

Initial assessmentAll potential learners applying for accredited courses in the Professional Development Centre are required to undertake a written initial assessment, the purpose of which is to assess their ability to study at Level 3 or 4 (as appropriate) and their additional support needs. They are also encouraged to undertake an on-line assessment for Literacy and Numeracy at Level 2. Applicants for the Certificate in Adult Learner Support whose level of literacy and/or numeracy was below Level 2 were offered support by the MACLS Skills for Life department to achieve the required level.

The initial assessment process is effective in ensuring that learners are on an appropriate course of study and has contributed to high retention rates. Where necessary, they were referred to a lower level programme. However, it has become apparent in the case of Widening the Net beneficiaries especially, who are new tutors to SfL, that to maximise achievement they are fully aware of the challenges associated with SfL teaching and are empathetic and sufficiently flexible to respond to the particular needs of this group of learners. The initial assessment process, including the taster sessions and interviews described above, is designed to take this into account as well as the academic ability of these learners.

ILPsThere is little evidence of MALS ILPs being used to record and track progress. However, observation and assessment requirements of education and training programmes generally provide regular opportunities for oral and written feedback and discussion about progress. Written reports of observation of teaching practice are presented in learners’ portfolios and contribute to assessment of their achievement. Tutorials are an integral component of the Trinity Cert TESOL. Learners on the Trinity Level 4 Stage 3 were encouraged to self-assess and complete a tracking record of their progress at the end of every session.

Teaching and learningNo recorded observations of teaching and learning were undertaken of tutors in Education and Training during the year. However, the PDC Manager/Course Leader frequently observed tutors informally during the year.

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Team teaching, peer mentoring and discussion contributed to the CPD of tutors delivering SfL professional courses, but were not formally recorded.

The PDC staff worked closely with Trinity College London to develop their new Level 4 Certificate in FE teaching Stage 3 (TESOL), which was the first of this newly validated course to run nationally.

A strong team of SfL teacher trainers as well as generic teacher trainers has developed over the last 2 years and it is intended that this will continue to strengthen and go forward to be part of a Centre for Excellent in Teacher Training. All tutors in the sector have an initial Level 4 teaching qualification and at least 5 years teaching experience in their specialist areas. Learning Support Assistant courses are supported by 3 qualified and experience tutors/assessors and 3 moderated by 3 internal verifiers.

Teaching and learning on courses delivered in PDC at Lifelong Learning Centre are enhanced by consistent use by tutors of its dedicated computer suite, interactive whiteboard and digital cameras, and has contributed to high achievement. The Widening the Net project, through its partnership agreement with South Kent College, used the SKC VLE to support learning on the Level 4 Subject Specialist courses. The withdrawal of SKC from the partnership in August 2006 and the development of the MALS Moodle VLE means that we will be actively encouraging use our own VLE to support the learning of all WtN beneficiaries. The PDC and ESOL department have developed materials to encourage better use of ILT by ESOL tutors, and these materials have been adapted and are now available on the SFLQI website in downloadable professional development modules.

Progress reviewsThe structure and delivery of education and training programmes provide regular opportunities for oral and written feedback and discussion about progress. (See ‘ILPs’ above)

AssessmentThe External Verifier commenting on the C&G 7302/7407 courses, confirms that ‘The Centre has approached the two certificates in a thorough, organised manner with good attention paid to detail and documentation. Candidate evidence was accurately assessed with excellent levels of feedback given, targeted to help the candidates develop their skills.’ EV reports on the new OCN and Level 2 Adult Learner Support qualifications were similarly positive.

Achievement100% of learners on 11 courses (4 NVQ Teaching Assistants; Trinity CertTESOL; 3 Certificate in Adult Learner Support; 2 OCN Embedding Skills for Life; and Train the Trainer Unit 3) achieved. Of these, only 3 did not also have a 100% success rate.

Learners on the C & G 7407 Stage 1 and C & G 7302 completed the courses in September with the achievement rate of 90%. Learner achievement on Level 4 Certificate in Adult Literacy has yet to be confirmed by CCCU.

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ProgressionThe programme of SfL professional qualifications offered in Sector 13 provides a good progression route for new and experienced tutors and adult learner supporters. There is some evidence of progression between levels but there is no reliable tracking system at present. All learners on level 2 learning support assistants courses were able to progress on to level 3 courses.

Widening the Net project specifically targeted new tutors of adult SfL and provided the necessary support, including provision of a teaching placement, mentoring and help with finding employment in SfL. So far, we have evidence that 6 beneficiaries who undertook the Level 4 Subject Specialism in Medway PDC in 2005-6 are employed as SfL tutors.

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Subject Sector 14 Skills for Life (Literacy, Numeracy and ESOL)Manager/s responsible

Toni Oxlee (Literacy and numeracy)Allison Belger (ESOL)

Indicative grade 3 (Literacy and numeracy)2 (ESOL)

Scope Literacy and Numeracy562 learners, (646 enrolments) a rise of 5%, at all abilities attended a core programme of 41 courses per week and 16 focused, or short courses (e.g., maths for teaching assistants, fast track to Level 2 numeracy). Learners were actively encouraged to focus either on literacy or numeracy rather than both during sessions to improve attendance and achievement. Classes took place in two main centres, evening centres, a hospital and three primary schools.

The department has 15 tutors, 2 fast track trainee tutors, 6 Learning Support Assistants plus 4 supported placements through Widening the Net project.

ESOL 748 learners (an increase of 22%) attended ESOL classes from Introduction (early Entry 1) to Level 2. Most learners attend at least 2 classes per week and enrolments (1883) increased by 6% from the previous year. 76 classes took place each week in a variety of venues including three main centres, a Chinese community centre, two libraries and a primary school.

The department has 29 tutors.

Key strengths Good and responsive range of provision in Literacy, Numeracy and

ESOL Improved achievement, retention and attendance rates in all areas of

SfL Good teaching in ESOL Outstanding leadership and management in ESOL

Key weaknesses Poor teaching in many Literacy and Numeracy classes Insufficient opportunities to achieve accreditation Insufficient use of the dedicated SfL database

ProvisionLiteracy and NumeracyThe department delivered a good and responsive range of provision. Gateway courses, Fast-track Saturday sessions and courses specifically for school teaching assistants were targeted at learners wishing to achieve National tests. As a result of a targeted programme which encouraged participation from learners who were returning to employment and/or had school aged children (62% of learners were aged between 30-49), there were

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no class cancellations. Learners may use the IT facilities in the two main centres at any time.

In response to a request from English Churches Housing Trust, a course was delivered where literacy was embedded within the setting up and performing of a musical production

ESOLThe range of provision is good and responsive. There was a significant increase (34%) in learners who identified as ‘white other’ or ‘any other’ (51.2%). This expansion in the number of migrant workers from Eastern Europe resulted in an increase in the number and range of classes offered in the evening.

Classes were offered which enabled learners to concentrate on the skill which was most important to them e.g. Speaking and Listening, as well as classes in all four skills. Some classes were offered to support learners with their learning e.g. tutorial support classes/literacy classes. Whilst 70% of ESOL learners were between 20-39 years old, classes were run specifically for certain age groups and ethnic groups e.g. the Chinese Elderly group. In addition to formal classes, two reading groups took place which the librarian from the local public library attends monthly. Learners may use the IT facilities in the two main centres at any time.Learners undertaking other accredited courses in MACLS e.g. NVQ teaching assistant were given additional language support.

RecruitmentLiteracy and NumeracyWithin Literacy and Numeracy, short taster sessions were offered during the summer to encourage new learners into the provision.

New arrangements for initial assessment within GCSE English and Maths from February 2006, has resulted in an increase in the number of learners referred to Skills for Life, particularly for numeracy.

ESOLThe ESOL Curriculum Leaders – Outreach are well known and respected in the local communities. Often a friend or family member approaches them informally to arrange an initial interview and assessment for a new learner. Course information and letters are available in 11 community languages. A restriction was placed on the number of times during the year that ESOL learners joined classes and transfers were authorised only by Curriculum Leaders. As a result of these changes, the ALI inspector found that there were now few disruptions to lessons and learning

InductionInduction takes place both at Initial Interview and within the class. This is conducted by Skills for Life specialists. Full and detailed information is provided regarding courses, identification of individual learning programmes. All learners are given information about health and safety, equal opportunities and attendance policies. The ALI inspection reported that, within ESOL,

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‘Staff set learners’ expectations at induction and learners are required to attend regularly and promptly…’

The introduction of an attendance policy and its effective communication and implementation has resulted in an improvement in attendance. The ALI inspection reported that, ‘Management had established a culture of learners taking responsibility, while at the same time maintaining good support for them.’

Initial assessmentAn effective initial assessment of all learners is carried out and recorded by Skills for Life specialists. Tutors are then able to use this to inform and agree individual and group learning outcomes.

ILPsAll learners have ILPs. These are working documents with clear individual aims and objectives, evidence of learner and tutor comments, progress and achievement and regular reviews.

Given the constraints of the recent restructuring, the newly developed and dedicated SfL database still requires to be fully implemented within the department.

Teaching and learningLiteracy and NumeracySix tutors were observed – 1 graded one, 2 graded two, 3 graded three. Six literacy and numeracy monitoring visits were carried out.

There was poor teaching in many lessons (5 graded satisfactory and 4 unsatisfactory) in inspection. ALI reported that there was insufficient attention given to learning. Planning, delivery and assessment focussed on the activities that learners would carry out rather than the learning that they have achieved. There was insufficient focus on the needs of individuals and their interests. In many lessons, there was an over-reliance on handouts or working through exercises in textbooks with insufficient contextualisation of the skills taught. Teaching methods were insufficiently varied and did not involve the learners sufficiently. Questioning techniques to check learning were brief and failed to extend or stretch the learners’ understanding.

A detailed and comprehensive literacy and numeracy PIAP, and accompanying staff development plan, has been presented to SMG to address the ALI inspector's identified area of weakness. The PDC has an important role to play in the raising of teaching standards within the department.

ESOL4 tutors were observed – 1 grade two, 3 grade three.

8 ESOL monitoring visits were carried out.The standard of teaching was good (6/9 graded good or more in inspection). The ALI inspection reported that, ‘Tutors plan lessons thoroughly to meet learners’ needs. Tutors identify learning targets clearly and check and record

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learning. Tutors establish a supportive learning environment in which learners feel confident to speak, while correcting pronunciation and word patterns. The good pace of lessons challenges learners. A wide variety of stimulating activities reinforce learning. Tutors prompt learners, elicit responses, and give clear explanations. Resources include real-life objects and attractive picture and language prompts.’ An important factor in this improvement in teaching is that a large number of staff (48%) attended Level 4 training at the PDC which they found both interesting and useful.

Progress/assessment/reviewsSkills for Life (Literacy, Numeracy and ESOL) has a comprehensive working ILP which clearly identifies review dates to carry out formative and summative assessments. Targets are negotiated and agreed, checked and clear records of progress and achievement are maintained. The recent ALI re-inspection noted that, ‘Learners’ literacy, language and numeracy skills are assessed appropriately using nationally standardised tests. Speaking and listening skills of language skills are also assessed.’

AchievementLiteracy and Numeracy115 learners passed 196 Skills for Life Literacy and Numeracy exams; this is a 15.9% increase in the number of exam passes from the previous year. The pass rate for external achievement was good at 88%. However, the overall achievement rate has fallen by 21% this year to 59.26%. This figure reflects changes to the collation of ‘countable’ achievement data now necessary to meet LSC Funding requirements. The ALI inspection reported that, ‘Many learners develop much increased confidence, which extends beyond the skills they have learnt in the classroom to the personal, family, working life.’ Retention rates have continued to improve rising by 4% to 79.62%.

ESOL300 learners passed 628 Skills for Life ESOL exams; this is a 39% rise in the number of learners taking external accreditation from the previous year. The pass rate for external achievement was good at 88.45%. The achievement rate rose by 6.7% to 83.36%. The ALI inspector found that, ‘At all levels, most learners are achieving their personal learning targets.’ The retention in ESOL is continued to be good at 88.34%. However, the ALI inspector reported that, ‘There are insufficient opportunities for learners to achieve accreditation.’ Holding tests only four times a year, was not sufficiently flexible for learners, especially those who may need to leave the area at short notice to improve their employment opportunities. Increasing the frequency of accreditation opportunities is to be investigated.

ProgressionLiteracy and NumeracyAll learners are provided with progression opportunities at the end of their course. These options are noted on their ILPs. Learners are able to progress within Skills for Life provision and/or other further learning opportunities. Learners are also referred to Nextstep advisors.

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ESOLThe ESOL Education advisor visits all ESOL classes and provides learners with the opportunity of individual advice interviews. All learners have an end of year review in which progression routes are discussed. A recent ALI inspection reported that, ‘There are clear progression routes and most ESOL learners progress to higher level courses.

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Subject Sector 15 Business Administration and LawManager/s responsible

Heather Drew, Jeremy Jones

Indicative grade 3Scope This sector forms a small part of the Service’s provision of courses. 11 year-long courses were planned, 5 of these were cancelled due to low enrolments – GCSE’s in Law, Business Studies and Accounts, one Return to Work course and one Certificate in Customer Service course. 28 short courses of 10 weeks or less were planned – of these only 3 were cancelled (Sage accounts at various levels).There were 271 enrolments for Business, Admin and Law courses and 12 enrolments on OCR Levels 1/2/3 Text Processing. 8 tutors were employed in this sector.

The department works with JobsMatch Medway who refers learners who are seeking to better their employability skills. They are interviewed on a one-to-one basis and then join a computerised accounts course.

Key strengths A2 Law 100% retention and success.

Key weaknesses Insufficient pre-course screening and initial assessment. Insufficient progression opportunities in Sage accounts and Business

Studies.

ProvisionComments on end of course evaluation forms where learners are asked what they have gained from the course, for example, “confidence, knowledge, drive and enthusiasm to set up own business” show that Planning and running a small business courses, although not accredited, meet the growing demand of learners who wish to gain the knowledge to manage their own businesses and the course material is adapted to meet learners’ needs.

There is a continuing demand for A/S and A Level Law courses as learners seek to use A Levels for access to higher education. There is evidence gleaned at pre-enrolments discussions that learners employed as legal secretaries and other such occupations seek to gain law qualifications as a way forward in their chosen professions.

The ICT facilities are good to support the delivery of the Sage accounts courses and the Service offers City and Guilds qualifications in Sage which are well recognised by employers and therefore in demand by learners.

RecruitmentIn 2005-2006 a considerable amount of time was spent on revising course information sheets in order to highlight skills and pre-qualifications needed. This has worked well in Law because learners are progressing in an orderly

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and coherent path from GCSE to A/S Level and then onto A Level. A GCSE in Business Studies was planned so that learners would have the necessary foundation skills to progress to A/S Level but due to insufficient enrolments this course did not run.

Levels 1 and 2 Sage accounts courses continue to be popular and extra Level 1 courses were put on to meet the demand. However, a planned Level 3 course had to be cancelled due to low enrolments.

Overall the retention rate was 87.68% (100% retention rate on 8 of the Sage accounts courses).

InductionPart of the first lesson of Business and office skills courses and law courses was given over to induction in order to assess the learners’ skill level, to pick up any special needs and to give learners more information about the subject. There was just 53.85% retention on Return to work and 64.29% on Planning and running a small business courses. It asks the question that if learners are getting sufficient information prior to enrolment.

Initial assessmentCourse information sheets stated the pre-requisite skills required for courses in this curriculum area and learners were given the opportunity to have one to one information and guidance appointments if requested. A decision was made in January 2006 that new learners entering computerised Sage Accounts courses underwent pre-course initial assessment to establish their ICT skills and any prior knowledge. Tutors are then able to use this to inform and agree individual and group learning outcomes.

ILPsAt the start of the year there was poor consistency in the completion of individual learning plans. Similarly there was insufficient monitoring and reviewing of the ILP as learners’ progressed through their learning. During the year tutors had ILP training, class-monitoring visits took place and tutors were given support in order to improve the ILPs. At SMART learning outcomes training and RARPA training tutors were made aware of the benefits of ILPs both to themselves in that having very clear learning outcomes and initial assessment would help them to plan and deliver their courses and the benefit to learners that they could see clearly what they want to achieve and then progress. By the end of the year ILPs were much better and new improved forms are being introduced for 2006-2007. At tutor meetings tutors are being encouraged to use ILPs as working documents with clear individual aims and objectives, with evidence of learner and tutor comments, progress and achievement and regular reviews.

Teaching and learning4 graded observations were carried out – 2 at grade two, 1 at grade 3 and 1 at grade 4.3 of the tutors who were observed had follow up meetings with their Curriculum Manager to analyse observation reports and to identify areas for development and improvement of course delivery. The Grade 4 observation prompted immediate action from the Curriculum Manager and discussion took

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place of how ILT could have been used to increase learner interest. It was too late in the year for a second observation to take place but training needs were identified and the Curriculum Manager ensured that training would take place at the earliest opportunity.

Monitoring visits of classes were introduced last year and in this area 5 were undertaken. 6 tutor file audits were carried out and these along with the monitoring visits ensured that any minor problems could be identified and quickly addressed.

Progress reviewsUsing Individual Learning Plans (ILPs), tutors as well as learners review their individual progress and each learner is provided with feedback on their achievement. The Curriculum Manager checked ILPs during the courses to ensure that tutors and learners were revisiting their ILPs and recording their progress and achievement. Monitoring visits were carried out where tutors were observed giving feedback to their learners.

In GCSE and A level courses, feedback is intrinsic in assessment of learners’ work and ongoing review is also part of the ILP monitoring.

AssessmentTutor monitoring and observations visits showed that there was a lot of evidence of assessment records being kept for learners and that tutor formative assessment is ongoing.

Quizzes for assessment; observation, feedback and questioning taking place during lesson to check progress; work saved to disc, printed and kept on file; regular notes of learner progress is recorded. A weakness that was picked up through tutor observation was that assessment records are kept electronically and not kept/signposted in the tutor folder. Tutors have now been instructed to make records available in the tutor folder so that the Curriculum Manager can look at them at any time.

In GCSE and A level classes, on-going formative assessment enables learners to develop their work to meet exam and coursework assessment demands.

AchievementThe overall achievement rate in this sector was 71.46%

Achievement rates on accredited Level 2 Sage accounts courses were unacceptably low at the beginning of the year, (below 50%). Following contact with the Examining Board it was established that tutors had a lack of understanding as to the requirements for the exam and an Examinations Support Guide was purchased. This subsequently led to 100% achievement.

In 2004-2005 A2 Level Law was cancelled but this year it was run for the first time on a Saturday morning. This course had 100% achievement.

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Achievement in the Planning and Running a Small Business courses was 77.8%, which was down on 2004-2005. In the Diploma in Text Processing it was 70%, an increase on the previous year.

ProgressionProgression opportunities were available in Law, but not in Business Studies where a planned GCSE class was cancelled due to low enrolments. It is planned to try and establish the GCSE Business Studies so that learners have a better foundation to be able to go on and do A Level. Learners want to undertake A Levels in order to access higher education.

In Sage accounts learners have the opportunity to progress to Level 2 in any one year. A Level 3 course that was planned as a progression from Level 2 was cancelled due to insufficient enrolments.

According to the Learner end of course destination report on AQUA for Business and Office Skills courses 201 learners went on to undertake the next level in the same subject, 26 did another accredited course, 11 entered further education and 6 higher education.

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Subject Sector Family learningManager/s responsible

Hanife Dacosta, Toni Oxlee, Alison Belger.

Indicative grade 2

Scope Wider Family Learning The programme offered a range of courses for families and also for parents/carers. 432 of these courses were mainstream enrolments and were based within one of our centres across Medway. 903 enrolments were made, an increase of 13% of which 471 were out in the community in schools and healthy living centres. The department has continued to build up partnerships within the community and maintained a good response in meeting the local needs and targeting specific groups such as teenage parents, single parents and BME. There has been an increase in working with a variety of partners including schools, agencies and community centres, a total of 13 new partners.

FLLN The programme offered a range of courses for parents/carers where they developed their own literacy/numeracy/language skills to support their children and/ or where they worked with their children to jointly develop these skills. Classes were delivered in a wide range of settings including an adult education centre, primary and secondary schools, Surestart premises, a library and prison. The length and focus of the courses reflected the diverse needs of learners.

Key strengths Wide range of responsive programmes to widen the participation of

learners from under represented groups. Interesting and engaging teaching in lessons Good development of learners’ personal skills Good working relationship between the family learning department and

community partners Successful FLLN classes, which helped adults, understand what their

children are learning at school.

Key weaknesses Insufficient planning of course requirements in outreach centres Tutors not returning required paperwork Some poor lesson plans/scheme of work. Schemes of work for the longer family literacy and numeracy courses

fail to mention the three strands that constitute such courses No Curriculum manager(s) for FLLN

ProvisionWider family learningFL offered a wide range of courses within Family Learning from fitness classes to cookery, healthy living and ICT. We have listened to parents within

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school across Medway and community a group, which has enabled us to plan courses to suit their needs. This area attracted 48% of new learners. Learners whose first language is not English have had support by other family members and ESOL staff have assisted with translations during classes.Due to low participation from 60 plus and men, specific courses have been targeted, towards Age concern, retirement homes, men groups, connexions teenage pregnancy groups and home educators.

When planning out in the community and working closely school head teachers, a questionnaire with a few options of courses was sent out and learners were able to choose their preferences. This has helped to ensure that the programme and activities meets the needs and interest of the local community.End of course evaluations completed by learners evidenced that 85% graded the quality of teaching and learning experience 9 out of 10.Just over 50% wanted the courses to be longer. Taking into account learner feedback the curriculum leader has lengthened many courses and closely planned courses that learners can progress onto. Learner’s requests have also had an influence in the future programme planning. The department has introduced new courses such as Weight Management for Families that successfully ran at three outreach venues, Food Safety and Food Hygiene courses where initially the learners completed a Healthy Living course and then progressed onto one of the accreditation courses.

FLLNThere is a wide range of responsive programs to widen the participation in learning and learners from underrepresented groups. Effective partnership with schools, young offenders organisation, and minority ethnic organisations encourage adults into learning courses, which take place in a wide variety of accessible community venues where learners feel comfortable and at ease. Crèche and childcare are available if required.Whilst the post of curriculum leader FLLN has remained unfilled, interim measurements to cover outreach e.g. attendance at Head Teacher Consortium and individual recruitment of participating schools, has raised the profile of FLLN and led to increased demands for courses. There has been a particular increase in the participation of ESOL learners in response both to needs identified through outreach work e.g. Surestart and the rise in the number of parents/carers and children from the new European countries settling in Medway. FLLN publicity translated into community languages for schools/pre-schools/nurseries has supported minority ethnic learners in accessing the provision.In response to a need identified by a secondary school, the first 3-strand numeracy scheme course was set up and has been successfully completed.Negotiations with the prison service resulted in the delivery of a taster session, followed by a KUWC course at Cookham Wood Prison.

RecruitmentWider family learningBefore learners enroll on courses, course information sheets are available to enable the learner to find out exactly what the course is about. The

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curriculum leader is also available via email and telephone and learners are able to ask any questions they may have before starting the course. The completion of paperwork is still inconsistent for courses held in some of the out reach venues, however this was an improvement from previous years. Training and closer monitoring of paperwork will continue. To ensure improvement continues the feedback from the Family Learning questionnaires show that positive comments are continuously being recorded. For example 70% of learners stated that they enjoyed learning together with their child and 35% stated that they felt more confident. The learner survey sampled some family learning courses, 100% of the respondents (41) felt that they chose the right course which shows that the pre course information is effective. 49 of our learners were from black and ethnic minority groups and many were encouraged to attend from our ESOL department with where we work closely with to help promote FL courses. 90% retention rate overall.

FLLNEffective recruitment into FLLN classes is achieved through strong partnerships with schools, children’s centres and community groups, who are able to identify and target potential learners. ESOL curriculum managers are also able to signpost minority ethnic learners to FLLN classes.

InductionWider family learningIn parent and child classes to ensure that the induction is effective, the children present have identified activities to complete so that parents can focuses on the induction with little distractions. In line with the service improvement all learners for 2006/2007 will have a formal induction at their first session. The length of time indicated to this is identified on the course information sheet.

FLLNInduction takes place at pre-arranged taster sessions offered at agreed community venues and settings. These sessions provide learners with detailed information about the course and course content, timings are negotiated and questions answered. These taster sessions also ensure that appropriate and necessary arrangements are agreed with FLLN partners and are in place ready for the start of the course e.g., crèche arrangements, accommodation, risk assessments etc.

Initial assessmentWider family learningOne-to-one/group feedback during the first and second classes are being carried out in classes. This was not occurring and responding to learners needs and it has been identified that learners prefer to speak to tutors rather than just feedback in writing. Tutors enter into discussion with learners to establish preferred learning styles and what knowledge and skills they have in preparation to agreeing their learning outcomes. Tutors get the information so they can plan lessons and learners are receiving their tuition at the appropriate level.

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FLLNInitial assessment of learners is carried out by Skills for Life specialists. Tutors are then able to use this to inform and agree individual and group learning outcomes.

ILPsWider family learningParents are asked to identify if their child has any special needs in order to enable the tutors to differentiate activities. Tutors enter discussion with learners to establish previous knowledge and skills in preparation to agreeing their learning outcomes. The benefits to the tutors are that they can plan lessons more effectively to suit learner’s needs. The learner’s impact is that they are being taught at an appropriate level. Tutors and learners discuss the learning outcomes and recorded progression and achievement throughout the course using individual learning plans. The curriculum leader audited individual learning plans and where these were not appropriately completed actions were put in place and subsequently received.

FLLNILPs are working documents, and learners of all levels use them.

Teaching and learningWider family learningDuring the last ALI inspection (May 2006) one of the strengths identified was ‘interesting and engaging teaching in most lessons’. 9 wider family learning tutors were observed and 7 of these were graded two and 2 were graded three. Alongside this, the curriculum leader carried out monitoring visits, 80% of courses were observed. Tutors were given feedback identifying the strengths and weaknesses and drawing up on an action of improvements. This enables the tutor to record achievement and feedback to the learners on how they have been progressing. E- Guide Mentor training was taken up by 7 tutors this has helped them to use ICT in using more effective methods within the classroom.

FLLNIn the recent re-inspection, it was noted that, ‘Learners feel more confident to be able to help children with homework, as well as having more positive relationships with them.’ Six tutors were observed – 2 graded one, 3 graded 2 and 1 graded 3.Follow up meeting with tutor to analyse observation report and to identify areas for development and improvement of course delivery.

Monitoring visits undertaken by curriculum managers: Four curriculum monitoring visits were carried out. In the majority of these monitoring visits, the needs of individual learners were met and activities were well structured with clear evidence of differentiation.

Tutor File audits carried out: peer group self audit during staff meetings plus there was a service audit of 20% of tutors on 3 occasions.

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Progress reviewsWider family learningDuring monitoring visits feedback was good and the learners were responding. Good discussion between both tutor and learner. In many parenting classes it was evident that learners were going home to reflect and kept a personal journal, which was discussed with the tutor when they next attended class.

FLLN FLLN has a comprehensive working ILP, which clearly identifies review dates to carry out formative and summative assessments. Targets are negotiated and agreed, checked and clear records of progress and achievement are maintained.

AssessmentWider family learningA simple assessment form with a grading system has been devised and is currently being used by 50% of tutors. The benefits for both tutor and learner are that they both are aware of exactly where they are and what they may need to do.

Weakness identified from ALI inspection 2005/2006 training was put in place to show tutors how they can record assessments. This is now effectively happening in classes.

From our recent survey 95% of learners said that they had received feedback on how they were doing within the class. Training was delivered to all the family learning tutors during the past three departmental meetings. RARPA is now clearly being evidenced within tutor files, good in creative courses and languages. There has been an increase use of ICT for assessment records, where both tutor and learners have equally benefited from this as it enables them to track where and are at what still needs to be achieved.

AchievementWider family learningCompetition of all relevant paper work required from our quality department has affected our achievement rates. However this has improved and the feedback and assessment records are being used many more than previous years. Documentation isn’t fully completed or submitted for some community courses and this impact on the achievement rates mainstream 80%, community 75% with an overall of 76% achievement rate.

FLLNThe recent ALI re-inspection noted that, ‘Learners’ literacy, language and numeracy skills are assessed appropriately using nationally standardised tests. Speaking and listening skills of language skills are also assessed.’

ProgressionWider family learningProgression opportunities within family learning are limited however there is some evidence that 42% of learners are enrolling on the same subject area with their child or moving onto an adult course independently.

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The course Finding Out About Working with Children (2005/06) has been very successful and evidence shows that 6 learners are progressing onto NVQs Classroom Assistant courses. New for this year we have offered a range of accredited courses in food hygiene and CIEH Level 2 Award in Nutrition Awareness courses. Both of these courses were developed for learners who were progressing from family cookery courses and healthy living courses similar with first aid and then progressed onto the accreditation courses.

FLLNThe ESOL Education advisor visits all family language classes and provides exit advice. Learners are referred to nextstep advisers. Learners progress onto Skills for Life (Literacy/Numeracy/ESOL)

provision and further learning opportunities.

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MedwayAdult and Community Learning

Service

How to contact us

Postal address:Medway adult and community learning serviceGillingham CentreRochester Kent ME1 !EW

Telephone: (01634) 33 84 00

Fax: (01634) 33 84 01

Email: enquiries@medway.gov.uk

Website www.medway.gov.uk

Contact names

Adult Learning Manager: Malcolm Tite

Head of Curriculum Development and Quality: Marilyn Elford

Head of Business Services and Resources: Hilary Treays

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