Highbury College Outstanding Literacy, Numeracy and ESOL Welcome by Karen. Introduce us both etc. Breakdown of presentation: Curriculum and vocational content Progression pathways High Success rates (outstanding teaching and learning) Our experiences ESOL MyCourse and good practice files/evidence which were scrutinized by Ofsetd Author: Katie Danvers and Karen Northover Prepared for: Outstanding Showcase Date: 4th November 2011

Curriculum Design - ESOL Full time ESOL programmes Part Time ESOL programmes External provision Pre-Entry to Level 1 Numeracy, ICT and ESOL at every level Online Learning Employability ESOL as a Stepping Stone Katie – Relevant quotes from Ofsted about ESOL curriculum. Talk about issue regarding use of college certificates in ESOL and how it was evidenced. Detailed triangulation needed. ‘Highly effective planning integrates the development of literacy, numeracy and language skills into vocational, citizenship and employability themes.’

Curriculum Design – Literacy/Numeracy Part Time Discrete Adult Numeracy and Adult Literacy classes Discrete Functional Skills classes (delivered across all vocational departments ) Full Time Moving On programme Part Time Back on Track programme Part Time Parenting Futures programme ‘Students develop these skills through a wide range of community projects, events and trips.’ Karen: Quote- Holistic nature of the Lit/Num provision shows we are constantly looking at how we can increase independence, employability skills and embed common everyday themes. Discrete classes – 2 hrs per class, roll on/off programme, classes at times that fit around school Functional Skills - Moving On programme -

Progression Pathways – ESOL as a Stepping Stone Progress through the levels of ESOL Progress onto non ESOL provision Progress into Employment How we do this at Level 1 – progression is talked about at interview, IAG, tasters, visits, access talks, curriculum Heads visit to do q and A, mock interviews Impact on peoples’ lives – education, children , doctors, neighbours Collecting the evidence ‘Students successfully progress onto vocational programmes, access to higher education courses or gain employment.’

Progression Pathways – Literacy/Numeracy ‘The standard of students’ work is high and many make outstanding progress towards attaining their individual learning goals. Students with low levels of literacy, numeracy and language skills consistently exceed academic and personal learning outcomes.’ Moving On Back on Track Support given t Specialist teachers IAG encouragement, healthy living groups ‘Collaborative working provides exceptional support for vulnerable students, enabling them to continue with their learning.’

High Success Rates Thorough IAG, initial and diagnostic assessments Excellent staff profile Outstanding facilities and resources Quality processes Academic and pastoral student support Close monitoring of data 1 – karen – placing of students – realistic learning aims which are shared and achievable 2 katie CPD, Level 5 and CELTA training, Mas, Opportunities to train and feed into training for members of staff 2 – teamwork, peer observations, shared resources – 3 Katie Outstanding facilities – aid teaching and learning , CPD, curriculum design, innovation, independent study, 4 karen Quality processes – 3 yearly progress boards, PQRs SAR ( qip - and the importance of sharing it with staff and for it to be a living documentbut importantly staff are involved at all levels in inputting to the quality and strategy how to improve importance.) Observations and Review week and being observed every 2 years by EQRs 5 tutorials - help with retention rates and persistance, academic and pastoral support – tutorials, counsellors, safeguarding, environment, library again resources help. 6 monitoring of data ‘The self-assessment process is systematic, rigorous and accurate. All staff contribute to the process and are clear about the contribution they are making to promote improvement. There is a strong team approach with excellent communication strategies and shared values.’

Inspection Reflection! ‘Exceptional leadership and management provide a clear and well-defined strategy and direction. Managers communicate excellently with staff and students to promote high levels of motivation and commitment.’ Preparation Supporting the staff Don’t make assumptions… Triangulate evidence Inspectors Karen- it’s over before you know it and I can’t remember which overtook life at the time. Files – kept up to date and active esp the anecdotal evidence to back up data, the three weeks before 2 – Katie meetings, briefings, after the daily catch up feedback to staff what they haven’t seen yet, get the staff on board 3 – Karen Don’t assume they have looked at the data and the SAR before; know the college; know the demographics; 4 Katie – Triangulate evidence – supportive data is just that, they need to see evidence to back up the data, e.g pre-entry use of College Certificate 5 Karen - different experiences – so different inspectors have different ways of working and can be like J and H . By end of Tuesday and Wednesday they really do a picture formed in their heads about your grade profile , strengths and weaknesses. Paramount to listen to the questions and comments a bit like an interview. Thanks and questions - please feel free to look at the files, mycourse

Level 1 Entry 3 Full Time Curriculum Offer Entry 3 and Level 1 Diploma in Progression at Level 1 OCN City & Guilds Adult Numeracy at Level 1 and 2 Online Learning – MyCourse Writing Class Entry 3 City & Guilds Skills for Life at Entry 3 City & Guilds Adult Numeracy at Entry 3 and Level 1 Online Learning - MyCourse Katie - appendix

Full Time Curriculum offer – Entry Level 1 and 2 Katie