22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Final...

22/3/2007

Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project

Final Practitioner Dissemination Event

Maggie Semple, The Experience Corps – MC for event

22/3/2007


Welcome and aims of the event

Trevor Field, KPMG

22/3/2007

Aims of the Event

• Share good practice and lessons learnt from the WOA project

• Provide an introduction to a range of resources• Share practical advice and guidance on embedding

Skills for Life into the curriculum• Meet representatives from the pathfinder

organisations who have interesting stories to tell

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The Whole Organisation Approach Project

•Engaged 35 Pathfinders•Covered a number of sectors and settings•The project has run from September 2004 to March 2007•A number of valuable resources have been developed•A website is in place www.woasfl.org •The WOA is now the remit of the Improvement programme.

http://www.woasfl.org/

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Pathfinder Improvement – Data Evidence

Trevor Field, KPMG

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Pathfinder Information. Examples

•Overall retention improved or maintained in 70% of the pathfinder colleges•Achievement improved in 70% of the pathfinder colleges•Success rate increased by 22% in one cohort of learners in a pathfinder college • All of the pathfinder colleges who have been inspected have maintained or improved the grade which reflects Skills for Life•A 200% increase in Skills for Life has been reported by the TUC•Discrete Skills for life provision has risen from 0 to 155 learners in one of our pathfinder prisons

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Pathfinder Information [Continued]

•Success rates have improved by 4% in a voluntary and community pathfinder organisation

•Use of the learning centre by employees in a pathfinder employer organisation has increased by over 200%

•In a recent ESF inspection a voluntary and community pathfinder received an ‘outstanding’ grade in their Skills for Life provision

•Achievement rates in a particular region, where a work based learning pathfinder has adopted the WOA, is more than twice as good as their other regions

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Jan Eldred

Associate Director

NIACE

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Interpretations of the term ‘embedded’

• A widely used term, lots of potential for misunderstanding

• Many believe it to mean either one teacher does it all OR lots of team teaching – the effective programmes fitted neither of these extremes

• Fully embedded programmes offered an integrated experience for learners, but sometimes included built-in discrete LLN.

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Recent NRDC studies

• Embedded teaching and learning of adult literacy, numeracy and ESOL: Seven case studies

• “You wouldn't expect a maths teacher to teach plastering…” Embedding literacy, language and numeracy in post-16 vocational programmes – the

impact on learning and achievement

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NRDC report: “You wouldn’t expect a maths teacher to teach plastering….”• Set out to compare different ways of meeting literacy

and numeracy needs within vocational training, not to compare embedded to discrete provision in general

• Treated all literacy and numeracy teaching equally, through labelled variously as Skills for Life, key skills or essential skills

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Embedded research

• 1916 learners on 79 vocational courses in 16 organisations in five regions

• Vocational programmes at levels 1 (52%) and 2 (48%) in:– Health and social care (26%)– Hair and beauty therapy (18%)– Construction (22%)– Business (14%)– Engineering (20%)

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Maths/numeracy levels of the learners at initial assessment

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Literacy/language levels of the learners at initial assessment

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The findings

• Higher retention rates• Higher vocational success rates• Learners report better preparation for future job

roles• Higher achievement of literacy/language

qualifications• Higher achievement of numeracy qualifications• Less success where vocational teachers have had

to take responsibility for LLN teaching

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Higher retention rate for embedded courses

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Higher retention rates at different vocational levels

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Numeracy achievements

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Literacy achievements

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But…

• Where learners were taught by a vocational teacher taking additional responsibility for Literacy Language and Numeracy; learners were twice as likely to fail in literacy and numeracy qualifications.

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Vocational teachers

• Concern expressed at being asked to teach in areas outside their expertise

• A few with dual skills and expertise

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Learner perspectives…

“It is clear that our key skills teacher knows nothing about our (vocational) course, so then how can they help us make sure we succeed in our course? I mean, that is what we are here for. Our (vocational) teacher tries to help us with our key skills work, but it is clear that they don’t work together”

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Learner perspectives…

“He comes and sits in with us every week (in the vocational session) – he asks our (vocational) teacher questions, he sees what we need to know, the vocabulary and stuff…then we have our class with him, it feels like he can totally support us.”

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Learners’ views

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Implications for Train to Gain?

• ‘Spiky profiles’ across vocational and LLN levels

• Learners with entry level LLN, going on to achieve appropriate Skills for Life qualifications alongside Level 1 or Level 2 vocational qualifications

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Features of embedded programmesThe successful embedded programmes showed great variations but all included:

• Teamwork between LLN teachers and vocational teachers

• Staff understandings, values and beliefs

• Aspects of teaching and learning that connect LLN to vocational content

• Policies and organisational features at institutional level

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Team work had been achieved in various ways

• Regular shared planning • Team reviews with focus on progress of individual

learners• Some access to one another taught sessions for

observations/ research purposes• Occasional double staffing/ team teaching

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What works…• Learners being taught by teachers/trainers with

deep knowledge of their subject areas and how to teach it

• Teachers/trainers working together positively and collaboratively

• An ongoing focus on individual learner progress, and the role of different team members in contributing to learner’s achievements

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Some practical implications…

• Structural and timetabling issues• LLN staff need time to familiarise with a new vocational

area• Vocational staff need time to deepen understanding of

the role of LLN • Occasional opportunities for team teaching or

observation

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For more information, please visit www.nrdc.org.uk

http://www.nrdc.org.uk/

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Group activity in workshops

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Group activity in workshops

Effective use of teaching and learning resources – guidance and support packs for practitioners, Tribal CTAD

How to embed LLN into session plans and assessment. A Team approach, Rathbone

The ‘Buddy’ System. How to get started, LSN and Work Solutions

Developing an effective teaching and learning strategy – embedding literacy and numeracy into vocational programmes at foundation level, City of Bristol College

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Lunch

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Witness presentation – embedding Skills for Life into the curriculum

Ealing, Hammersmith and West London College

22/3/2007

Our contextLondon West - the most ethnically diverse sub-region in the UK

22,000 students per annum following merger in 2001/2

75% of our students are from minority ethnic backgrounds

Over 100 nations, 70 different languages

70+% of enrolments are on courses at level 2 or below

70+% from disadvantaged backgrounds

An Essential Skills College(many of our students require support in developing literacy, language, numeracy or ICT at the level required for achievement on their courses)

A High Expectations College:

‘Disadvantage is a context, not an excuse.’

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OFSTED 2002

• Newly merged college

• Majority of curriculum areas graded as satisfactory with ESOL graded as good.

• Learning needs of individual students not adequately met .i.e:

• “support for students with identified basic skills needs are inadequate.”

“Students studying on mainstream courses, who have English as a second language, sometimes receive insufficient support in the classroom and struggle to keep up.”

• Students' key skills are not developed.

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Definition of Essential Skills?

Literacy, language and numeracy skills development to form an ‘essential’ component of all students’ learning entitlement through an embedded approach.

To include ICT, where appropriate.

And also delivered through:• Basic skills (Adult Literacy, Numeracy and ICT up to and

including level 2)• ESOL [and EFL]• SLDD [linked to core curriculum]• Key Skills (Application of Number, Communication and ICT at all

levels)• ESOL or basic skills delivered as part of main programme of

vocational, academic or occupational course• GCSE Maths, English and ICT

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Essential Skills Strategy

Seeks to provide support to enable all students to gain success on the courses they choose to study.

Many of our students will initially access discrete ‘essential skills courses’ before progressing.

Students joining academic or vocational courses require learning development for essential skills to continue alongside their main programmes.

Each division is required to develop strategies to provide appropriate language, literacy, numeracy and ICT support to their students.

Each teacher has a role in supporting the development of their students’ essential skills.

Expertise within and outside the College needs to be harnessed to develop the capacity of the whole organisation.

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SWLC EWLC HWLC AWLC BCI

6FCESOLA&Voc

6FCESOLMedia

HumSci FoundTLTHos&CBusICTHealthHair&BESOLPerf Art

EngConstESOLFound

DisabilityOSDLContractsBDU

DP

P

Curr Servs

2002

College structure

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Gen Ed Business Tech Engl & Comm

H HumH SciH FounA FounE 6FCS 6FC

TLTHos&CBusHealthHair&BPerf ArBDUH ICT

A EngA ConstE MediaWBLDist L

DisabilityCommunityH ESOLE ESOLA ESOLS ESOL

DP

P

College structure

2005/06

Essential Skills Development Manager

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Essential Skills Development Manager

ES Co-ordinator ES Co-ordinator ES Co-ordinator ES Co-ordinator

ES SpecialistsNum, Lit & ICT




Essential Skills structure

Divisional ES Champions

Amarjit Basi Deputy Principal

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Training for teachers

Aims:

•Raise awareness and help staff develop the knowledge and skills to support the development of their students’ literacy, language, numeracy and ICT skills.Each division to be supported by 15 hours of tailored training.

•ESOL & SfL divisions to support the capacity-building of other areas.

•Essential Skills team provide training on Key Skills Standards and assessments and Adult literacy & numeracy Specifications and assessment alongside SfL divisions.

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Rationale teacher training programme

Drawing on existing practice we would

•Raise awareness (language)

•Encourage the transfer of SfL approaches to vocational teaching

•E.g. Most trainers from SfL and ALS teams

•We would not

Try to turn vocational teachers into SfL teachers

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Divisional action plan

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Challenges

Resistance to and suspicion of• Terminology• Yet another initiative• Perception of increased workload• Time pressure – meeting vocational/academic

objectives and now LLN as well• Concerns about own skills

“I am not a maths teacher.”

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Challenges

Getting the message across a multi-site college

.. To teachers and all levels of management

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Meeting the challenges•1:1 meetings with Division Managers

•Essential Skills a standing item on School & divisional meeting agendas

•Senior Curriculum Team reports

•Use of Bulletin Board, Intranet, fliers in pigeon holes and posters etc to promote common understanding

•Weekly direct emails highlighting new developments, resources and good practice cross college

•Teacher training:

Flexibility – eg in timetabling sessions to accommodate team plans / meetings

Tailoring sessions to need (re-emphasised)

Centralised site records made available through the web

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Overall findings

• The terminology of EES, Key Skills, Skills for Life and basic skills, had created confusion in basic concepts for some teachers

But

• Staff are interestedSome see it as a natural element of their teaching and always have done, others are drawn to the policy and training

• Their main concern is that EES will be time consuming

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Understanding, values & beliefs

• Establish the strategy before embarking on widespread training

• Agree the terminology

• Draw on (recognise) existing good practice

• Training - Use a standard framework but engage staff in tailoring sessions

• Engage staff through a variety of evaluation processes

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OFSTED November 2006

• The College is now officially the most effective provider of education and training in West London, and one of the best in England with “High and much improved success rates at all levels and ages”

• Inspectors judged the College as GOOD, with 94 out of 100 judgments graded as OUTSTANDING or GOOD

• “OUTSTANDING education and Social inclusion”

• “GOOD guidance and support for learners”

• The College’s courses in Science and Mathematics and English for Speakers of Other Languages (ESOL) were judged to be OUTSTANDING, with courses in health and care, information technology and media confirmed as GOOD

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OFSTED Essential Skills

• The extent to which the college meets the needs and interest of learners is outstanding

• The rigorous efforts of teaching and specialist essential skills staff are reflected in the improving provision and success rates

• Curriculum areas: ‘Lessons are well planned, especially to promote

language literacy and numeracy skills’

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What next?

• Continue training programmes including Teaching & Learning Clinics TLC

1:1 help with lesson planning and schemes of work

• Training for Division Managers

• Essential Skills action plans – identify & share good practice

• ILPs

• Incorporate LLN skills development into recruitment and appraisal for teachers.

• Internal marketing of Essential Skills to our learners.

Outcomes:

• Raise achievement especially for Key Skills

• MLE (managed learning environment)

• Functional Skills

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Embedding Skills for Life at VC Train

Sarah ToppDirector of OperationsVC Train

22/3/2007

Background and context

•VC Train - South Yorkshire Voluntary and Community Sector Learning Consortium

•Barnsley, Doncaster, Rotherham and Sheffield

•123 member organisations

•56 contracting members

•Delivered learning activities to over 4,000 learners in 2005-06

•ESF 17, 11 and 13 and entry to employment delivery contracts

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Providers

•Lone parent support

BME

•Voluntary sector infrastructure support

•Local learning centres

•Advice and guidance

•Specialist providers (e.g. drug and alcohol advice)

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Provision•Initial engagement and non-accredited

•Skills for life and ESOL

•Entry level, level 1 – 3 accredited

•Vocational learning

•Work-based learning

•IT

•Social care

•Creative industries

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VC Train quality strategy

•Quality framework mapped to the CIF, embedded into every organisation’s contract through milestones

•Initial assessment, schemes of work and LPs, ILPs, resources

•Quality team provide support and advice, conduct OTLs

•Annual SAR required from all contracting organisations

•Skills for Life embedded into SAR process

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Skills for life development activities

•Whole Organisation Approach

•Change Up

•Training events and awareness raising

•Resources

•One-to-one support

•Sharing of best practice

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Provider activities and developments

•Mapped core curriculum against Schemes of Work

•Developed signposting and partnerships (eg Skills Market)

•Accessed 9295 training

•Developed vocationally related Sf L activities

•Become Learn Direct centres

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Issues arising•Lack of available training, especially at level 4

•Conflicting organisational priorities, stretched to release staff to attend training

•Cost of training

•Lack of qualified staff

•Confusion around understanding of ‘embedding’, ‘WOA’ etc

•Sensitivities around approaching results of assessments and diagnostics

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Benefits for learners and organisations•Improved diagnostics and initial assessment procedures ensuring learning opportunities are not missed

•More choice of provision around S4L

•Improved achievement and progression

•Increased confidence

•Better trained staff

•Improved services to learners

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Next steps

• Curriculum development Overall VCTrain strategy focussing on organisation’s curriculum

development

• Skills for Life cluster specific developments Sharing good practice, developing accreditation etc.

• Regional skills for life developments Sharing good practice, working with other consortia

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Witness presentation – embedding Skills for Life into the curriculum

HM YOI Portland

22/3/2007

Whole Organisation Approachesto Delivering Skills for Life –Pathfinder Project

Witness presentation – embedding Skills for Life

Into the curriculum

Cumbria Adult Education Service

22/3/2007

Cumbria Adult Education Service – The ‘minimum’ modelContext for the Whole Organisation Approach

72 Centres (decreasing to 45 during the period of the Pathfinder)

Over 500 sessional tutors – FE and PCDL

Skills for Life directly managed, all other provision sub-contracted

Delivery of Skills for Life mainly outside the sub-contracted centres

- 174 enrolments in 2004/05 out of nearly 1200

A land mass of 50% of the North West of England

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The Vision

All staff and learners will know how and where to access free Skills checks and literacy, numeracy and language classes, whatever their point of contact in the Service• Awareness training delivered to nearly 500 staff at all levels in the

organisation (including the Level 2 Adult Learner Support qual).

• Team formed to implement Skills checks in all 45 Centres.

• Service paperwork changed to embrace a Whole Organisation

Approach, particularly focussing on point of contact with learners

and teachers.

• An increase in SFL learners in Centres by 148% to 431 in 2005/06

out of a total enrolment figure of 1900.

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Group discussion and formulation of questions

- facilitated sessions in breakout rooms

(Coffee served during session)

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Group discussions and formulation of questionsEaling, Hammersmith and West London College witness presentation – facilitator Mark Johnson, KPMG

VC Train witness presentation – facilitator Trevor Field, KPMG

HM Portland YOI witness presentation – facilitator Wayne Tomlinson, KPMG

Cumbria LEA – facilitator Sue Street, KPMG

22/3/2007


Questions to witnesses

Maggie Semple, The Experience Corps

22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Final...

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