ISLE OF WIGHT COUNCIL

ADULT LEARNING PLAN

2003 – 2004

LEA: Isle of Wight

LEA Number: 921

Name and address of LEA contact officer:

Jo Treagus

Lifelong Learning Officer

Education and Community Development Directorate

Guildhall, High Street

NEWPORT

Isle of Wight PO30 1TY

Telephone: (01983) 823823 Fax: (01983 823841)

E-mail: [email protected]

1.0 Local Authority details

2.0 Introduction

3.0 Funding

4.0 Learner numbers and retention rates

5.0 Review of provision 01/02

6.0 Review of provision 02/03 autumn term

7.0 Proposed programme 2003/04

8.0 Business Plan

9.0 Self Assessment Review 2003

10.0 Additional funding requirements

11.0 Extension of programme

Appendix 1 – Report format as specified by Local LSC

Appendix 2 – Learner numbers and retention rates 2001/02

Appendix 3 – External Evaluation – IW College Adult Education

Appendix 4 – External Evaluation – Family Learning

Appendix 5 – External Evaluation – ACL Projects

Appendix 6 – Business Plan 2003/04

Appendix 7 – Self Assessment Review 2003

Appendix 8 – Development Plan 2003/04

Appendix 9 – Disability Statement

Appendix 10 – Learner numbers 2003/04

Appendix 11 – Learner numbers 2003/04 Adult & Community Learning Programme and Family Learning and Family Literacy, Language and Numeracy.

ISLE OF WIGHT COUNCIL

ADULT LEARNING PLAN

ACADEMIC YEAR 2003/4

1.0 Local Authority details

Isle of Wight Council

County Hall

Newport

Isle of Wight

PO31 1UD

LEA: Isle of Wight

LEA Number: 921

Name and contact details of LEA contact officer

Jo Treagus

Lifelong Learning Officer

Tel: 01983 823823

Fax: 01983 823841

E-mail [email protected]

2.0 Introduction

The provider for the Adult and Community Learning on the Isle of Wight is the Local Education Authority of the Isle of Wight Council (LEA). The LEA is located within the Education and Community Development Directorate which has its headquarters in Newport. Responsibility for Adult and Community Learning lies jointly between the Strategic Director of Education and Community Development and the Assistant Director of Community Development. They are assisted by a Lifelong Learning Officer and the Lifelong Learning Support Officer. The Isle of Wight Council do not provide learning directly and thus have no other staff involved in the management of Adult and Community Learning.

The LEA has contracted over the past year for the core provision with two learning providers, the Isle of Wight College and the East Cowes Family Learning Centre. The College provides the leisure programme and the Family Learning Centre provides literacy, numeracy and personal development programmes. Additional projects have been provided through contracts with the Workers’ Educational Association (WEA), Platform One, the Isle of Wight College Learning Opportunities and the Isle of Wight Council Arts Unit.

Much of the background information has not altered during the last twelve months and details may be obtained from the 2002/3 adult Learning Plan.

3.0 Funding

From 1.4.2001 the funding for Adult Learning moved from the LEA to the Hampshire and Isle of Wight Learning and Skills Council. Funding was guaranteed until July 2003 at the previous level on submission of Adult Learning Plans for the period 1.4.2001 – 31.7.2002 and 1.8.2002 – 31.7.2003 prior to the proposal to introduce formula funding from 2003/4. The Learning and Skills Council have decided not to move to formula funding in 2003/4 but to allocate funding at a similar level including an inflationary element. The provisional allocation for the Isle of Wight LEA for 03/04 is:-

Main ACL Grant - 176,556

Family Learning - 31,214

Family Literacy, Languages and Numeracy - 50,064

Adult Ethnic Minority Achievement Grant - 2,893

Total - 260,727

4.0 Learner number data and retention rates

Learner numbers and retention rates for 2001/2 are shown in Appendix 2.

The planned learner numbers for 2002/3 shown in this table have been amended from those originally submitted in the 2002/3 Adult Learning Plan. The learner numbers for the IW College for 2003/4 have been obtained by taking the learner numbers achieved for 2001/2 and adding on 3% for growth for both years. Family Learning numbers do not include learners funded through ESF/LIF in 2002/3.

Name of Provider	Actual Learner Numbers 2001/2	Planned Learner Numbers 2002/3	Planned Learner Numbers 2003/4
Isle of Wight College	1456	1500	1545
IW Coll. Learning Opportunities	79	120	120
Family Learning	379	200	250
WEA	68	90	90
Platform One	111	120	120
IWC Arts Unit	158	100	100
Total	2251	2130	2225

Retention targets are set annually with each provider and included within the provider contracts. Targets for 2003/4 will be set in July/August 2003 to build on retention achieved in 2002/3. Retention data for 2001/2 is shown in Appendix 2.

5.0 Review of Provision 01/02

The annual monitoring report for 01/02 submitted to the LSC details the individual targets set and actual numbers achieved from all contracted provision. With the exception of the IW College all providers exceeded their target learner numbers. In total 2251 learners participated in 01/02 with an average retention of 91.7%. New programmes were introduced which aimed to:-

widen participation
engage new learners
encourage participation in other training activities
encourage participation in community activities
support local regeneration

The ALP 01/02 contracted with the following providers:-

Isle of Wight College Adult Education to deliver non-certificated leisure programmes
East Cowes Family Learning Centre to deliver Family Learning and Family Literacy and Numeracy
WEA to deliver personal development programmes, Treat Yourself & Getting Started and Keeping up with the Children
Platform One to deliver Community Samba programme.
IWC Arts Unit to deliver lantern workshops and scholarships on the Carnival Isle Project
Isle of Wight College Learning Opportunities in partnership with Arts/Museums/Libraries to deliver community basic skills programme

The academic year 2001/02 saw a great deal of progress made in all aspects of provision. Funding Agreements were introduced for all core and project providers. The completion of provider reports and the collection of statistical data on a termly basis were introduced and a MIS system was developed to handle this data. The provision of accurate MIS data from the IW College has proved to be difficult and the College has had to introduce a manual system to meet the requirements. A quality framework was put in place and self-assessment and development plans were expanded to include the 14 areas of learning and separate sections for leadership and management and equality of opportunity. An annual report was required from providers and a framework provided for its completion.

An external evaluation was commissioned of all core and project programmes to evaluate the achievement of overall aims, key objectives and targets and to analyse the impact of the programmes on:-

widening participation
engaging new learners
social inclusion

The evaluation also made recommendations for future development of the programmes. The executive summaries and recommendations from the evaluations are contained in Appendix 3.

The evaluations found that the overall objectives of the provision were being met. The innovative nature of many aspects of the provision was highlighted and ranged from the imaginative first-step courses on carnival and samba drumming themes and the work of the IW College Learning Opportunities unit with the IW Library Service to the cultural changes Family Learning had brought about in local communities. The growing development of collaborative working between the providers was an example of developing best practice and the introduction of the Quality Improvement Programme was a major contribution to the quality assurance process.

Areas for investigation and improvement were identified. These included the reduction in adult education courses offered by the IW College and the fall in learner numbers. The need for more accredited courses, more tracking of learner progress and further refinement of the quality framework were also recognised.

The results of the evaluations was fed into the self-assessment review process and used to inform the development plan.

6.0 Review of 2002/03 Autumn Term

There are no changes to the contracted provision from 2001/02 in the 2002/03 autumn term. The following table details the learner numbers at the end of the autumn term. (Targets are as set in the 2002/3 Adult Learning Plan)

Learning Provider	Type of Provision	Learner numbers in Autumn 2002	Learner target numbers 2002/03
IW Coll. Adult Ed.	Adult Ed.	891	1801
IW Coll. Learning Opportunities	Community basic skills	0	40
East Cowes Family Learning Centre	Family Learning and Family Literacy and Numeracy	176	207
WEA	Widening participation and social inclusion	133	85
Platform One	Widening participation and social inclusion	87	90
IW council Arts Unit	Widening participation and social inclusion	60	105
Total		1347	2328

A key development was the appointment of the Lifelong Learning Support Officer in October 2002. A Quality Improvement Programme was started to give advice and support to providers, to improve monitoring of provider performance and to help providers meet the standards of the Common Inspection Framework. A series of provider workshops have been set up and included training on Self Assessment reports and Development Plans.

The community basic skills programme is currently being developed and will commence in the Spring Term. In addition the Creative ICT programme will also commence in the Spring Term. The learner numbers on the WEA programme include learners on the ‘Keeping up with the Kids’ ICT programme that commenced late in 2001/02.

7.0 Proposed Programme 2003/04

Subject to sufficient funding from the LSC it is proposed to continue with the current contracted provision as detailed below. The Adult Education target has been reduced on the 2002/03 target and is based on a 3% growth in the 2001/02 actual learner numbers.

Learning Provider	Type of organisation	Provision	Target Learner Nos.	Approx. current value
IW College AE	FE	Adult Education	1545	50,000
IW College LO	FE	Community basic skills	120	10,000
EC FL Centre	LEA	Family Learning and Family Literacy and Numeracy	250	149,000
WEA	Voluntary organisation	Widening Participation and social inclusion	90	10,000
Platform One	Non profit making	Widening Participation and social inclusion	120	22,000
IWC Arts Unit	LA	Widening Participation and social inclusion	100	3,000

The key priorities of the 2003/04 ALP are:-

widening participation
quality assurance
social inclusion
partnership working
family learning
developing links with Community Development Service

The planned 03/04 programme supports the priorities of the Local Learning Partnership Business Plan objectives of:-

Basic skills
Achievement and retention
Quality
Access to learning

And supports the Local LSC priorities of

widening participation
family learning
basic skills
capacity building

8.0 Business Plan 2003/04

A business Plan (Appendix 6) has been developed for the 2003/04 programme with the

key outcomes as detailed below.

Delivery of core and project programmes in partnership with contracted providers
Develop Quality Assurance programme
Deliver training programme to ACL contracted providers
Develop and undertake a programme of extended lesson observations
Commission external evaluation of contracted provision
Develop a survey of non-learners in partnership with ACL contracted providers
In partnership with ACL contracted providers implement recommendations from programme evaluations
Implement Development Plan objectives from self-assessment review
Review the management structure of adult and community learning and family learning.

9.0 Self Assessment Review 2003

A self-assessment review has been completed which is to be submitted with the Adult Learning Plan to the LSC at the end of March. (Appendix 7) The review identifies the key strengths and weaknesses of the LEA Adult and Community Learning Programme as detailed below and gives overall grades for Leadership and Management (3), Equality of Opportunity (3), Quality Assurance (3) and Areas of Learning (3).

Key Strengths

Consistently high retention and attendance rates
Good subject expertise by teaching team which leads to high rates of student satisfaction
Innovative delivery aimed at widening participation by engaging disadvantaged learners
Commitment of staff
Increase in the collaborative working between providers enabling a broader range of courses to be developed

Key Weaknesses

Need to increase accredited learning opportunities
Need to improve the recording of achievement and progression
Funding and staffing inadequate for the roll out of Family Learning Curriculum to other venues

Other Improvements Needed

Need for more formal teaching observation to be carried out
Need to budget for an increase in administrative support
Improving ability to meet demand
To further widen student participation in adult Education Programme
Need to systematically record soft outcomes and additional benefits
No system of tracking learner progress in place

A development plan (Appendix 8) for 2003/04 has been produced to work with ACL contracted providers to build on strengths and address the weaknesses and other improvements needed.

10.0 Additional Funding Requirements

During the initial planning meetings with the LSC the need for additional funding was identified for the following areas:-

LEA infrastructure
External lesson observations
External evaluation of programmes
Quality Improvement Programme
Implementation and management of MIS
Share Programme Co-ordinator
Additional family learning activities currently delivered through the ESF/LIF bid

11.0 Extension of Programme

If additional LSC funding is made available programmes can be developed which build on the ESF/LIF funded projects – Carnival Island and Family Learning in Island Partnerships, extension of creative arts projects i.e. ‘Telling Tales’ and developing new learning programmes with IW Libraries utilising ‘Peoples Network’.

Appendix 1

Format of Plan

The Local LSC requested the Adult Learning Plan of 2003/4 should include the following details:-

Learner number data in the prescribed formats

Review of provision 01/02

Review of provision 02/03 Autumn Term

Proposed Programme 03/04 including any changes from 02/03 ALP

Details of subcontracted provision

Self Assessment Review 2003

Development Plan 2003/4

Business Plan 2003/4

Disability Statement

Appendix 2

Academic Year 2001/2

Annual Monitoring Report for Learning Activities Funded From LEA Adult Learning Fund (Learners)

	WEA		IW Council			Platform One			Platform One Creative ICT		ECFL			IW Coll. BS		IW Coll. Ad Ed			Total
T = Target A = Actuals	T	A		T	A		T	A	T	A		T	A	T	A		T	A		T	A
Total number of learners	68	68		22	158		60	111	n/a	n/a		250	379	40	79		1752	1456		2192	2251
Number of learners in basic skills provision	0	0		n/a	0		0	0	n/a	n/a		100	379	40	79		0	0		140	458
Number of learners with disabilities/learning difficulties	10	5		n/a	0		1	1	n/a	n/a		5	22	0	0		3	27		19	55
% of learners with disabilities/learning difficulties	15%	7.4%		n/a	0		1.7%	0.9%	n/a	n/a		2%	5.8%	0	0		0.2%	1.9%		0.9%	2.4%
Number of learners who are male	21	4		n/a	36		24	54	n/a	n/a		70	46	4	16		438	397		557	553
% of learners who are male	31%	5.9%		n/a	22.8%		35%	49%	n/a	n/a		28%	12.1%	10%	20%		25%	27.3%		25.4%	24.6%
Number of learners from ethnic minorities	5	1		n/a	1		1	9	n/a	n/a		4	1	0	1		30	25		40	38
% of learners from ethnic minorities	7.4%	1.5%		n/a	0.6%		1.7%	8.1%	n/a	n/a		1.6%	0.3%	0	1.3%		1.7%	1.7%		1.8%	1.7%
Number of learners aged 60+	18	8		n/a	23		0	1	n/a	n/a		10	18	0	0		461	356		489	406
% of learners aged 60+	26.5%	12%		n/a	15%		0	0.9%	n/a	n/a		4%	4.8%	0	0		26.3%	24.5%		22.3%	18%

Academic Year 2001/2

Annual Monitoring Report for Learning Activities Funded From LEA Adult Learning Fund (Enrolments)

	WEA		IW Council			Platform One			Platform One Creative ICT		ECFL			IW Coll. BS		IW Coll. Ad Ed			Total
T = Target A = Actuals	T	A		T	A		T	A	T	A		T	A	T	A		T	A		T	A
Total number of enrolments	138	99		22	158		60	111	n/a	n/a		400	422	40	82		2680	2136		3340	3008
Number of enrolments in basic skills provision	0	0		n/a	0		0	0	n/a	n/a		240	422	40	82		0	0		280	504
Number of enrolments with disabilities/learning difficulties	16	7		n/a	0		1	1	n/a	n/a		5	27	0	0		3	45		25	82
% of enrolments with disabilities/learning difficulties	12%	7%		n/a	0		1.7%	0.9%	n/a	n/a		1.25%	6.4%	0	0		0.1%	2.1%		0.8%	2.7%
Number of enrolments who are male	21	8		n/a	36		24	54	n/a	n/a		100	56	10	16		590	521		745	691
% of enrolments who are male	15%	8%		n/a	22.8%		35%	49%	n/a	n/a		25%	13.3%	25%	19.5%		22%	24.5%		22.3%	23%
Number of enrolments from ethnic minorities	11	2		n/a	1		1	9	n/a	n/a		4	1	2	1		68	4		86	18%
% of enrolments from ethnic minorities	8%	2%		n/a	0.6%		1.7%	8.1%	n/a	n/a		1%	0.2%	5%	1.2%		2.5%	0.2%		2.6%	0.6%
Number of enrolments aged 60+	20	16		n/a	23		0	1	n/a	n/a		10	18	0	0		808	613		838	674
% of enrolments aged 60+	14.5%	16%		n/a	15%		0	0.9%	n/a	n/a		2.5%	4.3%	0	0		30%	29%		25%	22.4%

Academic Year 2001/2

Annual Monitoring Report for Learning Activities Funded From LEA Adult Learning Fund (Retention and Attendance)

	IW Coll Ad Ed 2000/01	IW Coll Ad Ed 2000/01	IW Coll BS 2000/01	IW Coll BS 2001/02	ECFL 2000/01	ECFL 2001/02	WEA 2000/01	WEA 2001/02	Raw Samba 2001/02	Total 2000/01	Total 20001/02
No. of learners who commenced course	2509	2136	N/A	82	104	379	N/A	99	60	2613	2756
No. of learners who completed course	2195	1998	N/A	74	86	332	N/A	75	48	2281	2527
% retention achieved	88%	94%	N/A	90%	83%	87.5	N/A	76%	80%	87.3%	91.7%
Potential taught student hours	N/A	41455	N/A	760	N/A	12189	N/A	2014	3600	N/A	600018
Actual taught student hours	N/A	28537	N/A	613	N/A	9408	N/A	1276	2793	N/A	42627
% attendance	N/A	69%	N/A	80%	N/A	77.2%	N/A	63%	78%	N/A	71%

Appendix 3 – External Evaluation

Isle of Wight College – Adult Education

Executive Summary

The College provision has some significant strengths. Retention and satisfaction levels are very high and there is high degree of commitment from the staff. AE has been integrated administratively with the FE system and in the last two years much progress has been made.

There are however, several issues which need to be taken forward. The reason for the continuing fall in enrolments and learner numbers needs to be investigated and the effect of the minimum class size policy needs to be quantified.

The College needs to develop its Lifelong Learning role to meet the overarching objectives of widening participation, attracting new learners and engaging those from socially excluded backgrounds. Stimulating the learning ethic amongst these groups promotes citizenship and results in strengthened communities and increased economic activity. The traditional AE approach needs to be revised and more work needs to be done to establish the needs of the various groups to be targeted (disabled, ethnic, rural and socially deprived communities). Pilot courses need to be set up and used more extensively to test out approaches. Venues, courses and delivery locations need to be expanded and additional funding sources identified. All this needs to be done in close collaborative working with other sections within the College (curriculum development, learning opportunities, community outreach for example) and with other community partners.

There is a recognised need to refine the College MIS system and further work needs to be done in terms of data collection and provision to meet CIF standards and the needs of the Adult Learning Inspectorate.

Recommendations

1. It is recommended that the reason for the falling levels of learner numbers and enrolments is investigated in detail.

2. It is recommended that the effects of the reduction in courses on learners are quantified.

3. It is recommended that the numbers of students affected by the cancellation of courses is calculated.

4. It is recommended that more courses with accreditation and qualification outcomes are developed.

5. It is recommended that learning outcomes be recorded for each learner and achievement evaluated.

6. It is recommended that attendance information is included in the report to the IOW Council.

7. It is recommended that prior learning be recorded for all enrolments and that the information is subsequently analysed to determine the percentage of new learners commencing courses.

8. It is recommended that the LLSO discusses with the College the best way to implement a pilot tracking exercise on a sample basis.

9. It is recommended that the College produces comprehensive, accurate and timely reports which link with the SAR and development plan.

10. It is recommended that a review of communications between the College and the Isle of Wight Council is undertaken.

11. It is recommended that contracts for new tutors include qualification and personal development requirements as standard conditions.

12. It is recommended that AE develops a specific and detailed strategy to widen participation, attract new learners and learners from backgrounds of social exclusion.

13. It is recommended that the AE section develop more partnership working.

14. It is recommended that the work of the Outreach Community Manager is extended to include Adult Education courses.

15. It is recommended that further evaluation work is carried out.

Appendix 4 – External Evaluation

Family Learning

Executive Summary

The determination of the Family Learning Consultant, with the active support of the Lifelong Learning Officer, has been the driving force behind the development and expansion of a very positive and effective programme.

A strong and cohesive team has been assembled. Their commitment, openness and the creation of an imaginative and innovative range of courses have all played a part in engaging and empowering parents, carers and children in a way that has not taken place in these communities before. The Family Learning programme has acted as the catalyst for cultural change encouraging the concept of learning as an activity for all the family and emphasising the message that involvement with the school is a natural and desirable part of the education process.

Widening participation and social inclusion underpin all of the activities of the programme and evidence of progress and achievement is gathered through the monitoring and review systems. This indicates major gains in confidence for parents and children alike and an increased willingness to take an active part in school life.

The principal targets have been achieved and the programme supports the broader objectives of the IOW Council, the LSC and the LLP by promoting the fundamental message of Lifelong Learning linking schools, families, learning and citizenship in the formation of dynamic and supportive local communities.

The Family Learning message has been spread and reinforced by a variety of means including attendance at meetings, the promotion of school governors and teachers as Family Learning champions, the Family Learning Awards evening and the production of a comprehensive and informative annual report.

Areas for improvement and future development have been identified. There is a need to introduce teaching observations and developmental work needs to be carried out in relation to tracking the progress of learners involved in the programme. The strengthening of links with the Schools Inspectorate Team is recommended and in general terms the ‘Family Learning message’ still needs to be publicised more prominently and moved higher up the agenda to ensure that the profile of learning within the community is raised. Finally the sustainability of the cultural changes, achieved in the first ten schools involved in the programme, needs to be monitored to ensure that these changes are being sustained into the future.

Recommendations

1. It is recommended that the LLSO discusses with FL the best way to implement a pilot tracking exercise on a sample basis.

2. It is recommended that a regular programme of teaching observations be established.

3. It is recommended that a formal link is established between the FL Consultant and the Schools’ Inspection Team and that a timetable for periodic meetings is set up. In this context the statistical information and reviews produced by FL should be routinely sent to the Inspection team.

4. It is recommended that Inspectors advocate the Family Learning programme as a method of improving performance in schools.

5. It is recommended that the consultation process for producing the Education Development Plan includes input from the both LLO and the FL Consultant.

6. It is recommended that the FL Consultant attends school governor’s meetings to promote the role of FL Governor.

7. It is recommended that FL Governors are encouraged to attend the Family Learning Forum.

8. It is recommended that the FL Consultant holds meetings with senior staff to promote FL.

9. It is recommended that the LLSO sets up a programme to monitor the sustainability of both the cultural change and the FL programme in the first 10 schools after the end of the two year period.

10. It is recommended that more emphasis is placed on increasing the number of accredited courses.

Appendix 5 – External Evaluation

ACL Projects

Executive Summary

This programme has been very successful in generating and supporting a wide range of innovative projects. The objectives have all been met and some of the work of the providers has been particularly effective. The enthusiastic response of the Library Service staff to their training has been a catalyst for a series of improvements which provide a better service for customers with basic skills needs. The Samba course has proved to be an exciting way of attracting new learners from underrepresented groups and the Raw Samba performances have raised public awareness and as a tourist attraction have made a valuable contribution to regeneration. The work of the WEA has been particularly effective in the provision of first step and confidence boosting courses.

Virtually without exception the targets set for the providers have been exceeded and retention rates have been good overall. There is supporting evidence that learners are achieving well but this is not collected or collated in a systematic way.

The appointment of the Lifelong Learning Support Officer will assist with a range of issues related to resources, monitoring, evaluation and the provision of advice and guidance to providers in relation to CIF standards

In conclusion this has been a very effective project and many opportunities for further development have been identified.

Recommendations

1. It is recommended that a project by project review of the administration resource requirements is conducted by the Lifelong Learning Support Officer.

2. It is recommended that soft outcomes and additional benefits are systematically recorded through learner evaluations

3. It is recommended that the Lifelong Learning Support Officer conducts a research exercise to identify best practice in recording achievement of soft outcomes.

4. It is recommended that prior learning is systematically recorded to enable the accurate identification of new learners to be made.

5. It is recommended that the Lifelong Learning Support Officer carries out a pilot exercise on a sample basis to enable a judgement to be made about the value of tracking.

6. It is recommended that an agreed set of core data requirements is established.

7. It is recommended that as part of the review of data requirements providers revisit their induction procedures, for new learners, to ensure that any potential issues surrounding form filling and information giving are anticipated and addressed.

8. It is recommended that new initiatives for raising awareness of the Adult and Community Learning programmes are tried.

9. It is recommended that attention is focussed on expanding the message from the schools that are already involved in Family Learning Centre projects.

10. It is recommended that the flexible approach of the Lifelong Learning Officer in relation to project substitution and realignment be maintained.

11. It is recommended that an investigation is carried out to explore strategic linkages between different sections of the IOW council and to consider a mechanism for identifying linking opportunities.

12. It is recommended that funding for future projects contains an element for childcare/crèche facilities where appropriate.

Appendix 6 – Business Plan 2003/04

ISLE OF WIGHT COUNCIL

ADULT AND COMMUNITY LEARNING

BUSINESS PLAN 2003 – 2004

This is an overview document that identifies the principal ACL activities planned for 2003/04. These activities which are derived from the corporate objectives of the IW Council also support the LSC objectives:-

Widening participation
Family Learning
Basic skills
Capacity building

and the Local Learning Partnership priorities: -

Basic skills
Achievement and retention
Quality
Access to learning

BUSINESS PLAN

1. Programme delivery

Continue to deliver core and project programmes in partnership with contracted providers
Meet objectives of Education and Community Development plan where appropriate e.g. 3% increase in participation

2. Quality

Develop Quality Assurance programme further by:-

Implementing recommendations of external evaluation in partnership with providers
Commissioning external evaluation of contracted provision
Developing and undertaking a programme of extended lesson observations
Implementing the Development Plan objectives from self-assessment review

3. Provider training

Deliver training programme for ACL contracted providers

4. Needs analysis

· Develop a survey of non learners

5. Organisational structure

Review the management structure of adult and community learning and family learning.

Appendix 7 – Self Assessment Review 2003

ISLE OF WIGHT COUNCIL

ADULT AND COMMUNITY LEARNING

SELF ASSESSMENT REPORT

2002 – 2003

LEA: Isle of Wight

LEA Number: 921

Name and address of LEA contact officer:

Jo Treagus

Lifelong Learning Officer

Education and Community Development Directorate

Guildhall, High Street

NEWPORT

Isle of Wight PO30 1TY

Telephone: (01983) 823823 Fax: (01983 823841)

E-mail: [email protected]

SECTION ONE

1.1 Introduction

1.2 Table of Overall Grades

1.3 Overall Performance

1.4 Key Strengths

1.5 Key Weaknesses

1.6 Other improvements needed

1.7 Leadership and management

SECTION TWO

2.1 Reports on Learning Provision

2.2 Isle of Wight Adult Education Programme

2.3 Grades

2.4 Key Strengths

2.5 Key Weaknesses

2.6 Other Improvements Needed

2.7 Progress

2.8 Observation Grades

2.9 Performance

2.10 Areas of Learning

2.11 Leadership and Management

2.12 Family Learning Programme

2.13 Grades

2.14 Key Strengths

2.15 Key Weaknesses

2.16 Other Improvements Needed

2.17 Observation grades

2.18 Performance

2.19 Areas of Learning

2.20 Progress

2.21 Leadership and Management

2.22 Projects Programme

2.23 Grades

2.24 Observation grades

2.25 Key Strengths

2.26 Key Weaknesses

2.27 Other Improvements Needed

2.28 Progress

2.29 Leadership and Management

SELF ASSESSMENT REPORT for the academic year 2001-2002

ADULT AND COMMUNITY LEARNING

SECTION ONE

1.1 Introduction

Much of the background information has not altered during the last twelve months and details may be obtained from the 2000-2001 self-assessment report.

1.2 Table of Overall Grades

Leadership and Management	3
Equality of Opportunity	3
Quality Assurance	3

Areas of Learning	Grade
Overall Grade Adult Education	3
Overall Grade Family Learning	3
Overall Grade for Projects	3

1.3 Overall Performance

Learner numbers – Whole provision 2001/2002

	Target	Actual
Total number of learners	2192	2251
Number of learners in basic skills provision	140	458
Number of learners with disabilities/learning difficulties	19	55
% of learners with disabilities/learning difficulties	0.9%	2.4%
Number of learners who are male	557	553
% of learners who are male	25.4	24.6%
Number of learners from ethnic minorities	40	38
% learners from ethnic minorities	1.8%	1.7%
Number of learners aged 60+	489	406
% learners aged 60+	22.3%	18%

Enrolment numbers – Whole provision 2001/2002

	Target	Actual
Total number of enrolments	3340	3008
Number of enrolments in basic skills provision	280	504
Number of enrolments with disabilities/learning difficulties	25	82
% of enrolments with disabilities/learning difficulties	0.8%	2.7%
Number of enrolments who are male	745	691
% of enrolments who are male	22.3%	23%
Number of enrolments from ethnic minorities	86	18
% enrolments from ethnic minorities	2.6%	0.6%
Number of enrolments aged 60+	838	674
% enrolments aged 60+	25%	22.4%

Retention and Attendance – Whole provision 2001/2002

	Total	Total
	2000/1	2001/2
Number of learners who commenced course	2613	2756
Number of learners who completed course	2281	2527
% retention achieved	87.3%	91.7%
Potential taught student hours	N/A	60,018
Actual taught student hours	N/A	42,627
% attendance	N/A	71%

1.4 Key strengths

· Consistently high retention and attendance rates.

· Good subject expertise by teaching team which leads to high rates of student satisfaction

· Innovative delivery aimed at widening participation by engaging disadvantaged groups

· Commitment of staff

· Increase in the collaborative working between providers enabling a broader range of projects to be developed

1.5 Key weaknesses

· Need to increase accredited learning opportunities

· Need to improve the recording of achievement and progression

· Funding and staffing inadequate for roll out of Family Learning Curriculum to other venues

1.6 Other Improvements Needed

· Need for more formal teaching observations to be carried out

· Need to budget for an increase in administrative support

· Improving ability to meet demand

· To further widen student participation in Adult Education Courses

· Need to systematically record soft outcomes and additional benefits

· No system of tracking learner progress is in place

In general the performance against the targets set has been very good. Numbers of learners exceeded the target and the numbers of learners in basic skills provision and those with a disability/learning difficulty showed a significant increase over the target. The target for male learners and learners from an ethnic minority background were both met whilst the numbers of learners in the 60+ category fell by 4.3%. Retention rates are encouragingly high and increasing which indicates a high level of learner satisfaction. There have been many examples of innovative approaches being used e.g. IW College Learning Opportunities Community Basic Skills Project involved the delivery of training for the Initial Certificate In Teaching Basic Skills for the staff of the Isle of Wight Library Service. It is also apparent that the personal commitment of both Council and Provider staff has been a key factor in delivering a successful programme.

Several weaknesses have been identified and several relate to the collecting of more detailed information which enables the effectiveness of the courses to be more accurately ascertained. Consistent data relating to prior learning, soft outcomes, progression and tracking is required. There is also a general need for more courses which offer accreditation and qualifications for learners.

1.7 Leadership and Management

Overall Strengths

· Focus on improving quality standards

· Programme of provider topic workshops

· Commissioning of a series of independent evaluations of majority of provision.

Overall Weaknesses

· Improved quality assurance systems have yet to impact sufficiently on standards achieved by students

· Inexperience of CIF standards and documentation and reporting requirements

· Short term funding

Other Improvements Needed

· Improvements in communications with providers required

· Disability policy to be rewritten

Considerable effort has been directed at raising quality standards. The appointment of the LLSO has played an important role here. This has enabled a Quality Improvement Programme to be set up and a more detailed programme of provider reviews put n place. A series of workshops for providers has been set up to address various quality issues e.g. the SAR and the recognising and recording of learner achievement. This emphasis on CIF standards and preparing for ALI Inspections has helped providers to improve their quality systems and documentation but as this is still a new area for some of the providers further time is needed for these systems to be integrated into everyday working.

A series of evaluations has been commissioned from an external consultancy company to evaluate the effectiveness of the majority of the provision. This has proved to be a very useful exercise. It helped the providers view the provision from a different perspective and a number of recommendations were identified e.g. IW College to investigate the reason for the fall in learner numbers. The evaluation also identified some issues not captured by the SAR process. This evidences has been used to a re-evaluate the current system used.

Regular provider meetings are held to disseminate information, to encourage networking and to act as a forum for the exchanging of ideas and best practice.

SECTION TWO

2.1 Reports on Learning Provision

This section is completed in three sections. The first covering the Isle of Wight College provision of leisure courses, the second that of the Family Learning and the third relates to additional projects.

2.2 Isle of Wight Adult Education Programme

The course programme for the last academic year included 175 courses mainly of 8-10 week duration. The number of learners for the year was 1456. Courses were provided at both the main college campus and also in community venues cross the Island. The programme offered a diverse range of courses as previously detailed in Section One.

2.3 Grades

Leadership and Management	3
Equality of opportunity	-

The College have provided a textural report for whole college for Equality of Opportunity but this doesn’t have a grade. Quality Assurance was reported in general terms under leadership and management and not given a separate grade.

Areas of Learning	Grade
Hospitality, Sports, Leisure and Travel	2
Visual and Performing Arts and Media	3
Humanities	3
English, Languages and Communication	2

2.4 Key Strengths

· Very high student retention and attendance rates.

· Good subject expertise by teaching team which leads to high rates of student satisfaction

2.5 Key Weaknesses

· No formal recording of progression or achievement

· Poor teaching on 20% of observed classes

· Schemes of work and lesson plans not in place across the whole provision

· Communication and information dissemination is difficult with a number of staff

2.6 Other improvements needed

· To achieve Adult Learning Inspectorate grade 2 during 2003

· To improve the appearance of the Adult Education Office

· To further widen student participation in Adult Education Courses

· No accredited learning opportunities in place

· Further market research needed to identify the community’s learning requirements and whether proposed programme meets community need

A copy of the Isle of Wight College’s self-assessment report, summary sheet, strengths and weaknesses and development plan is included as an appendix.

2.7 Progress

The majority of key strengths have been maintained from 2001/2002.

Of the three recorded weaknesses in the 2000-2001 SAR two have been carried forward – no formal recording of achievement or progression and schemes of work and lesson plans not consistently in place. This is certainly a concern as it suggests the SAR system is not working as it is intended as these areas should have been priorities for action. The absence of the Programme Area Manager may have been a contributory factor and now that Adult Education has been integrated into the College’s quality assurance system this situation is unlikely to recur.

Progress has been made in the area of teaching observations and a programme has now been started.

2.8 Observation Grades

Grade 1-3 Grade 4 Grade 5-7

	Observations	%	Observations	%	Observations	%
Teaching	9	47%	6	33%	5	20%
Learning	7	36%	7	43%	5	21%
Attainment	4	25%	9	75%

2.9 Performance

Actual course delivery 2000/2002	Daytime	Evening	Total
Courses that were offered	114	226	340
Courses that were completed	72	141	213

Actual course delivery 2001/2002	Daytime	Evening	Total
Courses that were offered	101	208	309
Courses that were completed	75	100	175

Learner numbers – Adult Education 2000/2001

Performance Indicator	Actual
Total number of learners	1673
Number of learners in basic skills provision	0
Number of learners with disabilities/learning difficulties	3
% of learners with disabilities/learning difficulties	0.2%
Number of learners who are male	419
% of learners who are male	25.1%
Number of learners from ethnic minorities	29
% learners from ethnic minorities	1.1%
Number of learners aged 60+	441
% learners aged 60+	26.0%

Learner numbers – Adult Education 2001/2002

Performance Indicator	Target	Actual
Total number of learners	1752	1456
Number of learners in basic skills provision	0	0
Number of learners with disabilities/learning difficulties	3	27
% of learners with disabilities/learning difficulties	0.2%	1.9%
Number of learners who are male	438	397
% of learners who are male	25%	27.3
Number of learners from ethnic minorities	30	25
% learners from ethnic minorities	1.7%	1.7%
Number of learners aged 60+	461	356
% learners aged 60+	26.3%	24.5%

Enrolment Numbers – Adult Education 2000/2001

Performance Indicator	Actual
Total number of enrolments	2556
Number of enrolments in basic skills provision	0
Number of enrolments with disabilities/learning difficulties	3
% of enrolments with disabilities/learning difficulties	0.1%
Number of enrolments who are male	564
% of enrolments who are male	22.1%
Number of enrolments from ethnic minorities	65
% enrolments from ethnic minorities	2.2%
Number of enrolments aged 60+	773
% enrolments aged 60+	30.3%

Enrolment Numbers – Adult Education 2001/2002

Performance Indicator	Target	Actual
Total number of enrolments	2680	2136
Number of enrolments in basic skills provision	0	0
Number of enrolments with disabilities/learning difficulties	3	45
% of enrolments with disabilities/learning difficulties	0.1%	2.1%
Number of enrolments who are male	590	521
% of enrolments who are male	22%	24.5%
Number of enrolments from ethnic minorities	68	4
% enrolments from ethnic minorities	2.5%	0.2%
Number of enrolments aged 60+	808	613
% enrolments aged 60+	30%	29%

Retention and Attendance Rates – Adult Education 2001/2002

Enrolment Information	2000/2001 Actual	2001/2002 Actual
No. of enrolments	2509	2136
No. of learners who completed course	2195	1998
% retention (relates to enrolment)	88%	94%
Potential taught student hours	N/A	41,455
Actual taught student hours	N/A	28,537
% attended	N/A	69%

2.10 Areas of Learning

8 – Hospitality, Sports Leisure and Travel

Grade – 2

Strengths

· Comprehensive range of courses

· Teaching was satisfactory or above in all lessons observed

· Attendance across the range of provision is 88%

· Retention on courses overall is 94%

Weaknesses

· There has been a reduction in the number of courses offered due to the lack of suitable staff and available facilities

11 – Visual Aid and Performing Arts and Media

Grade – 3

Strengths

· Wide range of topics offered

· Wide range of community venues across the Island

· Good attendance in most lessons at 85%

· Good retention in courses overall at 91%

Weaknesses

· Some unsatisfactory teaching. Observers noted lessons were not challenging enough. Two of the given lessons observed (22%) were judged to be unsatisfactory

· Lack of appropriate venues for certain areas of the Island

· Low recruitment for ethnic minorities and certain economic and social groups

12 - Humanities

Grade 3

Strengths

· Wide range of general history courses

· Enhanced provision to encourage male students to participate in the general history provision

· Some teachers with impressive vocational experience especially in writing

· Attendance across the range of provision is 75%

· Retention on courses overall is 97%

Weaknesses

· Declining recruitment to bridge

· Some poor teaching and learning in this area

13 – English, Languages and Communication

Grade – 2

Strengths

· High pass rates for BSL 1 stage 1at 90%

· Teaching and learning were graded good or better in 80% of lessons observed

· Comprehensive range of courses and levels

· Courses available across the college campus and district venues give access to a broad spectrum of students

· High retention on courses overall at 95%

· High attendance on courses overall at 77%

Weaknesses

· Low recruitment of ethnic minorities and certain economic and social groups

· Lack of recognised progression to qualification courses

2.11 Leadership and Management

The strengths and weaknesses applicable to Adult Ed have been extracted from the leadership and management section of the College’s SAR which in turn is based on the analysis of the outcomes of 24 curriculum and support area SARs. Only an overall grade for Leadership and Management has been provided no separate grade for Equality of Opportunity or Quality Assurance is available. No ‘other improvements needed’ have been provided.

Grade - 3

Strengths

· Successful implementation of the first stage of the recovery plan

· Effective planning of re-development of the college site

· Governors, managers and staff have responded positively to substantial change

· Governors have set a clear strategic direction and educational character for the College

· Robust financial controls are now in place

Weaknesses

· Improved quality assurance systems have yet to impact sufficiently on standards achieved by students

· Monitoring of performance indicators and targets need strengthening

· College systems and procedures not implemented consistently across the College

· Planning of curriculum changes not always timely

· Inadequate monitoring of equality of opportunity

· New staff not always sure of college processes and procedures

· No strategic marketing plan to inform corporation and management decisions.

Until recently Adult Ed has been outside most of the quality systems operated by the College and it was only represented in the SAR for the first time in 2002. A review of the management structure has been carried out and as a result Adult Education has been integrated with the College’s mainstream administrative systems. It now has a Programme Area Manager and an Adult Education Supervisor This development paves the way for the introduction of further changes and it is acknowledged that it will take time to embed good QA systems. There have however, been positive developments during the year with increased teaching observations, provision of schemes of work and lesson plans and an audit of tutor’s teaching qualifications has been carried out. This information has been input on to a database and used to encourage all new tutors and current tutors, who teach more than twenty hours a term, to work towards the FAETC qualification. To assist the planning of courses an audit has been carried out to monitor retention, attendance, numbers and learner satisfaction. A website has been developed for Adult Education that identifies progression to other college courses and a tutor handbook incorporating all relevant quality and paperwork systems has been introduced. A mock ALI Inspection is planned shortly to prepare for Inspection and the monitoring and reviewing of recruitment procedures and career progressions has been carried out.

2.12 Family Learning Programme

There were three separate elements to the 2001/2002 Family Learning Programme.

East Cowes Family Learning Centre is based at East Cowes Primary School and opens five days a week. It offers parents, carers and grandparents local learning opportunities to support their child's development as well as their own. Courses include Basic Skills, IT, the Arts, parenting, health and volunteer training eg. Promoting Adult Learning (PALs).

The schools programme operates in ten schools across the Island and involves an intensive 30 week course on Family literacy and numeracy. The course is offered in partnership with the Isle of Wight College who deliver the Basic Skills element.

The SHARE programme operates in fifteen schools and enables a teacher at each school to deliver parents’ sessions which are specifically geared to the literacy and numeracy curriculum of the week. Accreditation is offered to the parents on the programme through the Open College Network (OCN).

2.13 Grades

Leadership and Management	3
Equality of opportunity	2

Areas of Learning	Grade
Science and Maths	3
Information and Communication Tech.	2
Hospitality, Sports, Leisure and Travel	3
Health, Social Care and Public Services	3
Visual and Performing Arts and Media	2
Humanities	2
Foundation Programmes	1

2.14 Key Strengths

· Well qualified/experienced/trained staff

· Partnerships with IW College on Family Learning and Numeracy programmes and other providers for Family Learning Centre

· Meeting Learner needs e.g. content

· Well resourced to support learner need e.g. Disabled, Childcare, FLSA

· Targets numbers exceeded

2.15 Key Weaknesses

· Short term funding of all posts

· Demand outstripping supply in parenting network

· Limited awareness and support from Middle/High schools/Colleagues

· Lack of training opportunities for parents for progression

· Numeracy provision not embedded into school programme

· Funding and staffing inadequate for roll out of Family Learning Curriculum to other venues

2.16 Other Improvements Needed

· Numeracy provision not yet fully embedded in schools

· Lack of formal training for parent facilitators

· Poor quality of independent materials from IW College

· Access to IT (including internet) out of hours and during school timetabled sessions

· Improved communication links with Schools’ Inspectorate Team

· Need to increase the number of accredited courses

A copy of the Family Learning SAR, strengths and weaknesses and development plan is included as an appendix.

2.17 Observation grades

To date only informal monitoring of teaching has been carried out. The need for formal teaching observations has been recognised and is included in the development plan.

Summary of grades for lesson observation

Learning Area	Teaching	Learning	Attainment
Science and Maths	2	2	3
ICT	3	2	2
Hospitality, Sports, Leisure and Travel	2	2	3
Health, Social Care and Public Services	2	2	3
Visual and Performing Arts and Media	2	2	2
Humanities	2	1	2
Foundation Programme	1	1	1

2.18 Performance

East Cowes Family Learning Centre

Number

Of courses offered

Average attendance

Number of enrolments

Potential number of hours to be accessed

Actual number of learning hours accessed

Male learners

Learners with a disability

Learners over 60

74%

102

4031.5

2976.9

17.34%

8.16%

5.1%

Family Learning Programme including Family learning Centre 2001/2002

Performance Indicator

Target

Actual

1. Total number of learners

a)Enrolments

b)Headcount

a)400

b)250

a)422

b)379

2. Number of learners who are male

a)Enrolment

b)Headcount

a)100

b)70

a)56

b)46

3. Number of learners aged over 60

a)Enrolments

b)Headcount

a)10

b)10

a)18

b)18

4. Number of learners who have difficulties and/or learning difficulties

a)Enrolments

b)Headcount

a)5

b)5

a)27

b)22

5. Number of learners who state they are of their ethnic minority origin

a)Enrolments

b)Headcount

a)4

b)4

a)1

b)1

6. Number of learners who do not provide their ethnic origin

a)Enrolments

b)Headcount

a)-

b)-

a)-

b)-

7. Number of learners on basic skills courses

a)Enrolments

b)Headcount

a)240

b)100

a)286

b)94

8. Number of learners on Family Learning courses

a)Enrolments

b)Headcount

a)160

b)150

a)422

b)379

9. Number of learners on ICT courses

a)Enrolments

b)Headcount

a)10

b)10

a)20

b)20

10. Total number of daytime courses

a)Offered

b)Completed

a)30

b)30

a)84

b)84

11. Total number of evening/distance learning courses

a)Offered

b)Completed

a)5

b)5

a)1

b)1

2.19 Areas of Learning

The work undertaken by Family Learning does not fit conveniently into Areas of Learning and this exercise was difficult, time consuming, artificial exercise and of little value for the Family Learning Consultant or her staff. It is recommended that for the next SAR Family Learning will be treated as a single discrete area of learning.

1 – Science and Maths

Grade – 3

Strengths

· Numeracy teacher’s subject knowledge and rapport with students

· Numeracy consultant very experienced in delivering programmes

Weaknesses

· Provision not yet fully embedded in schools

6 – Information and Communication Technology

Grade – 2

Strengths

· Well trained competent staff – experienced IT facilitator

· Links with IW College to provide accreditation for courses

· 86% pass rate

· Use of school IT suite in dedicated adult sessions

Weaknesses

· Internet link needed in Family Learning Centre

· Poor quality of materials from IW College

· Limited use of IT suite

· Evening access to the school IT suite

8 – Hospitality, Sports, Leisure and Travel

Grade – 3

Strengths

· Well co-facilitated by parents with excellent support from teaching staff

· Valuable partnership with Five Star Catering, the premier hospitality group on the Isle of Wight

Weaknesses

· Lack of formal training for parent facilitators

10 – Health, Social Care and Public Service

Grade – 3

Strengths

· Well trained staff attending ongoing professional development

· Popularity of courses shows that it is meeting learner needs

Weaknesses

· Demand well outstrips supply for courses/workshops

· Short term funding ends Aug 2003

· Lack of trained facilitators

11 – Visual and Performing Arts and Media

Grade – 2

Strengths

· Partnership with Arts organisations including Ryde Art Works, Isle of Wight Council Arts Team, Community Artists and WEA

Weaknesses

· Specialised arts material expensive

12 – Humanities

Grade – 2

Strengths

· Excellent partnership with English Heritage (national) and IW Council Museums Officer

Weaknesses

· Funding and staffing are inadequate to undertake roll out to other schools

14 – Foundation Programmes

Grade – 1

Strengths

· Well qualified team

· Good level of learner support

· Well resourced

· Exceed target numbers in most venues

Weaknesses

· Limited awareness and support from Middle School colleagues where provision has not been available

· Access to IT provision limited in schools due to timetabling restrictions

2.20 Progress

The strengths identified in the 2000/1 SAR have been built upon. Imaginative courses have been developed and introduced to reflect and stimulate learner need e.g. ‘Dosh and Nosh’, Men and Boys’ courses. The first Island Pals (Promoting Adult Learning) Course was started and the first accredited parenting course was also delivered. All courses are now mapped to the Adult core curriculum and a Family Learning curriculum has been devised which links the Children’s core curriculum to the Adult curriculum.

Links with other providers have been consolidated and extended and include the IW College (Learning Opportunities), the IW Council Arts Unit (Carnival Isle), community artists (Family Learning Arts workshops), WEA (class sign-posting) and Platform One (Samba course). The sharing of best practice has taken place in relation to the development of Family Learning with a visit from Basingstoke College of Technology and the Family Learning Advisor has been invited to develop Drugs Awareness Education at national level. Parents are encouraged to lead courses and the FAETC has been offered to learners.

Publicising the message and celebrating learner achievement have been the focus of increased activity e.g. the Family Learning Weekend, Family Learning Awards evening and the All Age Learning and Guidance event. The Family Learning Consultant was named as Teacher of the Year at the Isle of Wight Learning Festival.

The weaknesses identified in the 2000/1 SAR have been addressed. Health and Safety Risks assessments have been completed and improvements have been made to the Family Learning MIS system. The recent external evaluation found that there is still work to do to keep Family Learning high on the agenda and there is a need to improve awareness generally but particularly in Middle Schools. A programme of formal teaching observations needs to be set up and communication links need to be strengthened with the Schools’ Inspection Team.

2.21 Leadership and management

Quality Assurance has not been graded separately but is covered under Leadership and management.

Grade – 3

Strengths

· Strategic/operational role enables realistic decision making which is ‘ground up’.

Weaknesses

· Short term funding. Lack of accountability to Education Dept. LEA

The quality assurance system is in place although it is not yet supported by a quality framework document. Learner evaluations are carried out on a termly basis and soft outcomes are recorded. Staff performance is monitored through an appraisal system and informal teaching observations and there are regular staff meetings and feedback sessions. This information is used both to monitor the quality of course delivery and to inform the SAR and development plan. A comprehensive annual report is produced by the Family Learning team which provides a summary of this information. Training has been organised nationally for teaching staff and the Family Learning Consultant has attended a ‘Managing Better’ course at Warwick University for ACL managers.

An exit strategy has been devised for the ten schools coming to the end of the two year Family Learning programme and the SHARE scheme has been introduced.

Equality of Opportunity

Grade 2

Strengths

· Well resourced to meet learner need e.g. provision of Childcare funding. Resources and specialist equipment of students with disabilities

Weaknesses

· Access to IT

The underlying ethos of the programme relates to improving the learning opportunities for socially disadvantaged groups and both learner evaluations and teacher feedback indicate a very positive situation. Parents’ levels of confidence and self-esteem have increased and they are now far more involved in school life. Specific measures to provide equality of opportunity include the provision of childcare for all courses and the installation of a loop system at East Cowes Primary.

2.22 Projects Programme

The ACL programme commissioned four projects during 2001/2002.

WEA

The WEA promotes high quality learning opportunities for adults and central to this philosophy is the desirability of WEA students determining their own educational needs and development. Four courses were supported by ACL. Three were women’s courses – Treat Yourself (short course), Treat Yourself (long course) and Getting Started – which focus on issues affecting women. The fourth course was entitled Keeping Up With The Kids and is designed for parents who wish to keep pace with their child’s education in relation to IT.

Platform One

Platform One is a local Arts and Media based not for profit organisation. ACL funded the delivery of a course teaching learners to play Samba rhythms and instruments. The course also provided the opportunity for learners to perform in public with Raw Samba.

IW Council Arts Unit

ACL supported the Carnival Island project which was delivered by the Isle of Wight Council’s Arts Unit. This project focussed on providing accessible arts related subjects in non-formal environments.

IW College Learning Opportunities (Basic Skills)

This project was delivered by the Programme Area Manager for Learning Opportunities and involved the delivery of training for the Initial Certificate in Teaching Basic Skills for the staff of the Isle of Wight Library Service, Dinosaur Isle and Silver Wheel. A series of Art based projects was also delivered.

2.23 Grades

Leadership and Management	3
Equality of opportunity	3

Quality Assurance is included within Leadership and management and was not graded separately.

Areas of Learning	Grade
Grade Adult Education	3

2.24 Observation grades

WEA made teaching observations of the Keeping up with the Kids Course but no grades were recorded. The IW College Learning Opportunities made only informal observations.

Learning Area

Teaching

Learning

Attainment

Platform One

Visual and Performing Arts and Media

IW Council Arts Unit

Visual and Performing Arts and Media

The need for increased formal teaching observations has been recognised as an improvement needed and has been included in the development plan.

2.25 Key Strengths

· Highly motivated and experienced tuition staff

· Positive attitude of learners

· Accessibility of programme and the provision of opportunities for progression

· Innovative nature of the delivery

· Enrolments and retention exceeded targets

· Many soft and unexpected outcomes

2.26 Key Weaknesses

· Need for further development of procedural and reporting systems

· Lack of follow on courses

· Lack of formal assessment of learning/achievement

2.27 Other Improvements Needed

· Need for more formal teaching observations to be carried out

· Need to budget for an increase in administrative support

· Improving ability to meet demand

2.28 Progress

Innovation has been the key to widening participation. The work of the IW College Learning Opportunities with staff from the IW Library Service undergoing training to deliver basic skills has acted as a catalyst for change in the Library Service. The work of the IW Council Arts Unit and Platform One in the non-traditional areas of learning has provided exciting first step courses which have attracted learners who have not engaged in learning since leaving formal education. A further example of this imaginative approach is the IW College Learning Opportunities development of a course embedding dance with basic skills and the range of Bite Size courses offered. There is evidence of learner progression from these first-step courses but assessment and tracking procedures need to be developed further.

Progress on the introductions of schemes of work and lesson plans has been made and there has been a strong emphasis on the provision of training opportunities for delivery staff. Observations of teaching however, need to be carried out on a more formalised basis.

Collaboration between providers has been good and is developing further. A recent example is the link between Family Learning and Platform One to deliver after school Samba workshops for families and a project involving all project providers is planned to gather evidence of learner achievement by video.

2.29 Leadership and Management

Quality Assurance was included within Leadership and Management and the Equality of Opportunity strengths and weaknesses have been combined with those of Leadership and Management.

Strengths

· Experience, background and commitment of staff

· Accessibility and progressions offered by programme

· Provision of support for individual learners

· Impact on neighbourhood renewal

Weaknesses

· Assessing learning experience and achievements of learners

· Inexperience of CIF standards and documentation requirements

· Low percentage of learners from some target groups

· EO policy needs to be rewritten

One consistent need identified by the project providers is the accurate prediction of the level of administrative resources required by a project. To date the requirement has been consistently underestimated.

CIF standards and the SAR process have been unfamiliar to some of the providers and there has been a lead in time to build up knowledge and experience of this method of continuous improvement. The work of the LLSO and the Quality Improvement programme has played a vital role in improving quality standards but this is still a developing area and more work is required for this process to become an integral part of project providers planning and review processes.

Appendix 9 – Disability Statement

Isle of Wight Council

Directorate of Education and Community Development

Adult and Community Learning

Disability Statement

1. Introduction

The Isle of Wight Council adopted its Equality and Diversity Policy in May 2002. Equality is one of the components of a quality service, ensuring that the service is accessible, flexible to the requirements of users and treats people fairly and with dignity.

Embedding Equality into everything the Council does:

Ensures we treat everyone fairly.
Increases local democracy and accountability.
Enhances community satisfaction.
Make the Council a better employer.
Avoids discrimination.
Promotes social inclusion.

2. Equality and Diversity Policy Statement

The Isle of Wight Council appreciates the diversity of the people of The Isle of Wight. We recognise that to provide the best quality of local government we must identify and address the needs and aspirations of all sections of the community.

The Isle of Wight Council will therefore:

Work in partnership with other community organisations to provide services which meet the requirements of residents of the Isle of Wight and are accessible to everyone who needs them.

Consult and involve local people and service users when taking decisions that affect them.

Promote equality of opportunity for everyone and strive to eliminate unfair discrimination and disadvantage.

Recruit people based only on the basis of merit, ability and justifiable job requirements; ensuring that employment terms, conditions and benefits are offered fairly and consistently.

Support the development of strong, secure, self-reliant, self confident communities free from unlawful discrimination.

Although this list is not exhaustive, we will not discriminate against anyone on the grounds of:

Disability.
Ethnic or national origins, race or colour.
Gender.
HIV status.
Age*.
Income level.
Marital status.
Religious beliefs.
Responsibility for children or dependants.
Sexuality.

* The Council has set a general maximum retirement age of 65. This has been found to be acceptable under case law and accords with the Directive on Discrimination in Employment.

To support the Equality and Diversity Policy this Disability Statement in relation to Adult and Community Learning has been produced.

3. Disability Discrimination Act

The Disability Discrimination Act 1995 placed a duty on employees and those supplying goods and services not to discriminate against people with a disability. This Act has been amended by the Special Educational Needs and Disability Act 2001 which removed education’s exemption from part 3 and which introduced a new Part 4 to the DDA which places a duty on providers:-

Not to treat students less favourably without justification, for a reason which relates to their disability.

To make reasonable adjustments to ensure people who are disabled are not put at a substantial disadvantage compared to people who are not disabled in accessing further, higher and LEA secured education.

4. Disability Statement

The Isle of Wight Council is committed to widening and improving access to learning opportunities on the Isle of Wight and welcomes learners with disabilities. We are working with contracted providers to identify and remove barriers to learning. We will ensure that all reasonable adjustments are made to ensure that learners with disabilities are treated fairly and that they are not placed at any substantial disadvantage.

5. Contracted Learning Providers

The Isle of Wight Council’s adult and community learning programme is delivered in partnership with the following providers:-

Isle of Wight College Adult Education.
Isle of Wight College Learning Opportunities.
East Cowes Family Learning Centre.
Workers Education Association.
Platform One.
Isle of Wight Council Arts Unit.
Isle of Wight Council Library Service.
Isle of Wight Council Museum Service.

Courses are delivered across the Island using the College campus, local schools, libraries, museums and community venues.

All providers are required to produce a disability statement identifying the support available for learners with disabilities. Providers contact details are given at the end of this statement.

6. Adult and Community Learning Programmes

All adult learning opportunities are open to learners with disabilities. Most courses are part-time, offered at a variety of times and a range of venues.

If you have concerns about the location, facilities or level please do not hesitate to contact the programme manager. They will be happy to talk through your concerns and how they can best be addressed.

7. Cost of Courses

The course fee is printed in the Isle of Wight College prospectus. Fee reductions of 25% on one course per term per person for those in receipt of job seekers allowance, family tax credit, disability benefit or income support are given.

The Family Learning Programme, Workers Education Programme and Project Programmes are aimed at widening participation and social inclusion and are offered free.

8. Advice and Information

If you have questions about specific courses, premises, enrolment arrangements, support and equipment please contact the programme provider, Details can be found at the end of this statement.

General information and advice on choosing a course can be obtained from the Isle of Wight College, local libraries or from Link to Learn.

9. Course Assessments

Your tutor will discuss and agree the best way for you to record and demonstrate progress. These might include diaries, photos, audio tape or video for example.

If you have any concerns about how your progress will be assessed, do not hesitate to talk to the course tutor or programme manager before or during the course.

10. Accessibility of Buildings

Every effort is made to choose venues that are physically accessible to all potential learners but it is recognised that some are limited. All providers are currently working to improve the accessibility of their premises.

11. Complaints

If you experience difficulties please talk first of all to your tutor or programme manager. They will do their best to solve any problem. However if your complaint is not handled to your satisfaction the Isle of Wight Council has a formal complaints procedure for services it provides or secures. Copies are available on request.

12. Isle of Wight Council Contacts

The person with overall responsibility for the Isle of Wight Council’s Adult and Community Learning Programme is:

David Pettitt

Strategic Director

Education and Community Development

County Hall

High Street

Newport

Isle of Wight

PO30 1UD

Supported by the Lifelong Learning Officer

Jo Treagus

Guildhall

High Street

Newport

Isle of Wight

PO30 1TY

Tel: (01983) 823823

Fax: (01983) 823841

E-mail: [email protected]

13. Alternative Formats

This statement can be provided in Braille, Audio Tape and Large Print.

14. Adult and Community Learning Provider Details

Organisation Address Contact Tel/Fax/E mail

Isle of Wight College Medina Way Kate Lacey Tel: 01983 535212

Adult Education Newport Fax: 01983 521707

Isle of Wight Email: [email protected]

PO30 5TA

Isle of Wight College Medina Way Pauline Hitt Tel: 01983 526631

Learning Opportunities Newport Fax: 01983 521707

Isle of Wight Email: [email protected]

PO30 5TA

Workers Education Highclere Lynne BroomTel: 01983 884992

Association Main Road Email: [email protected]

Havenstreet

Isle of Wight

PO33 4DH

Platform One 48a Dodnor Lane Dave Pontin Tel: 01983 537550

Newport Fax: 08701 675098

Isle of Wight Email: [email protected]

PO30 5XD

Isle of Wight Council Ryde Development Trust Chris Slann Tel: 01983 616362

Arts Unit Old Post Office Fax: 01983 611541

Union Lane Email: Rydedevelopmenttrust.org

Ryde

Isle of Wight

PO33 2ER

Isle of Wight Council Library HQ Bernie Hawkins Tel: 01983 825717

Library Service Parkhurst Road Fax: 01983 528047

Newport

Isle of Wight

PO30 5TX

Isle of Wight Council Guildhall Mike Bishop Tel: 01983 823824

Museum Service High Street Fax: 01983 823481

Newport Email: [email protected]

Isle of Wight

Po30 1TY

I:\Admin\learningcnt\Disability Statement 25th feb.doc

Disability Statement 01/03/03

Appendix 10 – Learner numbers 2003/04

Table 4. Performance Indicators: Learner Recruitment

Learners	Actual 2001/02	Planned 2002/03	Planned 2003/04
Total number of learners (ACL provision only)	2251	2130	2225
% males	24.6%	21%	22%
% with learning difficulties and/or disabilities	2.4%	2%	2.5%
% from minority ethnic group	1.7%	1.7%	1.7%
% aged 60+	18%	22%	22%
% Basic Skills Learners	8%	10.3%	9.9%

Table 5. Performance Indicators: Make up of Adult Population

Total Adult Population	% with learning difficulties	% from ethnic minority groups	% 60+
100,464	7%	0.7%	36.5%

Action required	Target dates	Responsibility	Monitoring	Progress	Success criteria
Deliver training programme for ACL contracted providers and continue a QIP for contracted learning providers	Dec 2003	LLSO	Quarterly reports to LSC	Workshops delivered	Programme delivered

Action required	Target dates	Responsibility	Monitoring	Progress	Success criteria
Implementing recommendations of external evaluation in partnership with providers	July 2004	Strategic Director (E+CD) LLO, LLSO All providers	½ termly reviews Quality Improvement Programme (QIP) End of year reports SAR process	Review progress on implementation at half termly reviews	Recommendations implemented
Commissioning external evaluation of contracted provision	Dec 2003	LLO, LLSO	Outline brief produced Reporting dates to be set for consultant	Draft report	Report produced
Developing and undertaking a programme of external lesson observation	Dec 2003 Mar 2004 June 2004	LLO, LLSO	LLO to monitor evaluation progress	Draft report	Report produced
Implementing the Development Plan objectives from SAR	Ongoing	Strategic Director (E+CD) LLO, LLSO All providers	½ termly reviews Quality Improvement Programme (QIP) End of year reports SAR process	½ termly review reporting linked to Dev. Plan objectives	Dev. Plan objectives implemented

Action required	Target dates	Responsibility	Monitoring	Progress	Success criteria
Approach LSC for additional funding	Dec 2003	Strategic Director (E+CD)	Responsibility of Strategic Director (E+CD)	LSC contacted	Additional funding received

Action required	Target dates	Responsibility	Monitoring	Progress	Success criteria
Approach LSC for additional funding	Dec 2003	Strategic Director (E+CD)	Responsibility of Strategic Director (E+CD)	LSC contacted	Additional funding received

Action required	Target dates	Responsibility	Monitoring	Progress	Success criteria
LLSO to work with individual providers on specific solution for each provider	July 2004	LLSO	LLO team meetings	Providers seen by LLSO	Specific systems developed for each provider

Local Learning and Skills Council	Hampshire and Isle of Wight

Local Education Authority	Isle of Wight

	Targets for 2003/04



		Target 03/04

Number of adults involved		250

Number of children (under 18 years) involved		200

Percentage of adults with disabilities and learning difficulties		7%

Percentage of children with disabilities and learning difficulties		9%

Percentage of male adults		9%

Percentage of adults from ethnic minority groups		1%

Percentage of children from ethnic minority groups		1%

Percentage of primary school children ( 0-9 )		85%

Percentage of middle school children ( 9-13 )		12%

Percentage of secondary school children ( 13-18 )		3%

Percentage of learners aged 60 or over		3%

LEA: Isle of Wight

Jo Treagus

CONTENTS

ISLE OF WIGHT COUNCIL

Isle of Wight Council

Jo Treagus

IW College AE

This is an overview document that identifies the principal ACL activities planned for 2003/04. These activities which are derived from the corporate objectives of the IW Council also support the LSC objectives:-

and the Local Learning Partnership priorities: -

Action required

Sept 2003

Action required

Action required

Action required

Sept 2003

Review undertaken

Action required

Target dates

LEA: Isle of Wight

Jo Treagus

CONTENTS

SECTION ONE

Learner numbers – Whole provision 2001/2002

Enrolment numbers – Whole provision 2001/2002

SECTION TWO

2.1 Reports on Learning Provision

2.2 Isle of Wight Adult Education Programme

2.3 Grades

2.4 Key Strengths

2.5 Key Weaknesses

2.6 Other improvements needed

2.7 Progress

2.8 Observation Grades

2.9 Performance

Courses that were offered

Courses that were offered

Learner numbers – Adult Education 2000/2001

Learner numbers – Adult Education 2001/2002

Total number of learners

Enrolment Numbers – Adult Education 2000/2001

Total number of enrolments

Enrolment Numbers – Adult Education 2001/2002

Total number of enrolments

Retention and Attendance Rates – Adult Education 2001/2002

Enrolment Information

No. of enrolments

Grade – 2

Grade – 3

Grade 3

Grade – 2

2.12 Family Learning Programme

2.13 Grades

2.16 Other Improvements Needed

2.17 Observation grades

2.23 Grades

2.24 Observation grades

Action required

Action required

Target dates

Action required

Action required

Action required

Action required

Action required

Action required

Action required

Action required

Action required

Action required

Action required

Action required