1. Community Learning tender September 2015

2. We respond to local needs by providing and supporting a variety of learning opportunities for local communities. We do this through our direct delivery team and sub-contracted providers. We supported engagement with 2500+ learners in 2014/2015. Ofsted grade 2 (May 2014)

3. Strategic aim 1 – Champion adult, family and community learning Strategic aim 2 – Properly understand local assets and community needs Strategic aim 3 – Carefully listen to learners and local stakeholders Strategic aim 4 – Maximise resources Strategic aim 5 – Effectively commission, deliver and promote excellent learning Strategic aim 6 – Measure, evidence and share the impact of learning

4. CE-LL have a wide social and economic impact across the Cheshire East borough. Community Learning needs to impact positively on: Economic growth and prosperity Health and wellbeing Family life Older people’s lives Social mobility and a more equal society Active citizenship and empowered cohesive communities Sustainability

5. Community learning is typically non-accredited provision at entry level to level two. Programmes delivered within the borough for residents of the borough who are aged 19+ and would most benefit from raising their skills. Clear focus on target groups of learners, preferably in communities of disadvantage, with informed and in-depth knowledge of local area

6. Provision is expected to be offered within the areas of highest deprivation and/or specifically targeted at those in most need, such as: Families with complex needs Older people Young adults aged 19-25 Those with few or no qualifications Ethnic minorities Those with a disability or difficulty Rural isolated communities Volunteers The unemployed or those seeking to become economically active

7. Lot 1 - Health and Wellbeing Programmes Learning is used as a means of improving the health and wellbeing of individuals. There is no requirement to progress learners on to employment, although the progression on to further learning and/or employment, if appropriate, would be a desired outcome. A positive impact on the health and wellbeing of learners should be demonstrated by the end of the course.

8. Projects which improve health and well being should focus on: Healthy lifestyles, including mental health issues Family learning and parenting, including addressing anti- social behaviour, working with complex families and focusing on those with most problems to face, so that children’s learning is encouraged and supported at home Developing the skills of those with learning difficulties and physical disabilities Promoting an ageing well concept, which includes physical and mental well being and also includes supporting older people with skills to remain economically active.

9. Lot 2 - Taster/Engagement Programmes Creative and innovative approaches are used to engage individuals who may normally experience barriers to learning. The desired outcome is that learners will progress on to further learning that will lead to further learning and/or employment outcomes.

10. Projects which build capacity should focus on: Volunteering – building skills of volunteers and developing volunteering programmes Local decision making Building effective partnerships in order to deliver services in an effective way (Big Society) Encouraging social responsibility and social integration Social enterprise and self employment

11. Lot 3 - Longer Programmes Leading to Employment Outcomes These programmes are intended to equip individuals with the skills and confidence needed to be able to access work or accredited learning. The desired outcome is that learners will progress on to employment or accredited learning that will lead to employment.

12. Projects which widen the participation of those who are disadvantaged, with barriers to learning, need to: Build confidence, raise aspirations Deliver qualifications which employers want Prepare for work or the next step Develop self organised learning skills and self motivation Develop financial literacy Bridge the digital divide Develop communication skills including maths and English Address rural isolation

13. Knowledge of the local area, needs of the local communities, learners and, where relevant, businesses. You need to evidence how this knowledge has informed your proposed programme of learning and delivery format A very clear focus on target groups of learners who meet the eligibility criteria and would benefit most from raising their skills. You must be able to demonstrate in-depth knowledge of the needs of local people and explain how you will market courses and recruit learners.

14. You need to recruit learners in line with the Skills Funding Agency (SFA) eligibility guidance. No second level subcontracting will be allowed. Insurance levels required: Employer’s Liability Insurance=£10 million (required in respect of each and every claim). Public Liability Insurance = £10 million (required in respect of each and every claim with no abuse exclusion/inner limit) Professional Indemnity Insurance = £1 million.

15. Ensure that our minimum standards for retention, achievement and success for Community Learning are met and exceeded. CE-LL sets targets of 85% for retention, 75% for achievement and 63% for success. Capture learner and course data and comply with the Data Protection Act principles for capturing, processing, storing and submitting learner and provision information. Ensure that required data and paperwork is submitted in a timely manner.

16. Registration on the SFA RTO If you are in receipt of £100,000 of SFA Funding (15/16). If this contract brings value of direct or in-direct SFA funding to or above £100,000, contract subject to successful registration. UK Register of Learning Providers (UKRLP) with a valid UK Provider Reference Number (UKPRN).

17. You have Safeguarding, Health and Safety and Equality and Diversity policies and training. These should be embedded into provision. You offer high quality information, advice and guidance (IAG) to all learners to enable them to make the best choices in terms of their progression/next steps. Partnership working with CE- LL and other CE-LL providers will support this. You can assure quality of your provision using the current Ofsted Inspection Framework. You need to be equipped and dedicated to ensure continuous quality improvement.

18. Use a robust initial assessment to establish starting points and levels of learning Use SMART goal setting and RARPA (Recognising and Recording Progress and Achievement). Learners need to be involved in setting and measuring their individual goals and these should be monitored and reviewed by learners and delivery staff. Embed personal, social and employability (PSE) outcomes/English and maths support

19. We need a number of assurances from you, but we have a team of dedicated Development Officers who will monitor and support you, with regular quality support visits and provision of training for your staff whilst you are contracting with us. This includes observations of teaching, learning and assessment and moderation of RARPA goals Any questions?

20. Tender published - late September / early October Deadline for bids – late October / early November Evaluation of bids – early November Contract commence – early December

21. Networking Feedback and discussion Any questions?