2. 8th most deprived borough in London and ranks 9th among 354 authorities in England Among those of working age who are unemployed 44.5% lack any qualifications 4th lowest in England for literacy and 2nd lowest for numeracy

3. Too many learners with inadequate maths and English skills to succeed in life, work and their vocation courses Lack of interest, poor attendance to programmes designed to help them improve or develop these skills – leading to poor retention and achievement Low level engagement in lessons Frustrated tutors trying to do a job

4. Uncover learners impassive attitudes and disengagement with LLN/ FS classes Explore different models of promoting and delivering LLN/ FS and Test out models and recommended effective promotional and delivery strategies

5. “ Companies are struggling to find skilled staff as thousands leave school with a poor grasp of the 3Rs. Low standards of literacy and numeracy among the young have left the economy exposed to competition from India and China”- Sir T. Leahy A word from Sir Terry Leahy…

6. Result: 1st year - achievement low; most tutors struggled to deliver 2 nd year - poor attendance & behaviour; low achievement Before the study :

7. 260 learners filled questionnaires 50 learners were interviewed – formally and informally 10 vocational and LLN tutor filled questionnaires 3 workshops involving 3 vocational and 4 FS tutors

8. Problems at point of entry Lessons.. boring, boring Timetabling issues Resources/ Qualification.. irrelevant not useful Developing skills or just more exams? Team work- what’s that? Key findings …

10. Supporting Learners Timetabling Promoting collaboration Advertising LLN Open days, initial interviews, course handbooks and induction FS & VT will now work together with training and opportunity/ time for collaboration Reviewing SoW – for relevance; effective teaching, learning & support strategies being put in place Cross-college centralised & relatively effective timetable

11. - Market development of FS on college website and during induction as integral part of main course - Continue to promote collaborative planning and delivery and give training as identified - Monitor how recommendations are being carried out in the different curriculum areas - Monitor effect of recommendations on teaching and learning experiences; attendance and retention