1. 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

2. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Welcome and aims of the event Trevor Field, KPMG

3. 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

4. 22/3/2007 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.orgwww.woasfl.org The WOA is now the remit of the Improvement programme.

5. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Pathfinder Improvement – Data Evidence Trevor Field, KPMG

6. 22/3/2007 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

7. 22/3/2007 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

8. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Jan Eldred Associate Director NIACE

9. 22/3/2007 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.

10. 22/3/2007 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

11. 22/3/2007 NRDC report: You wouldnt 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

12. 22/3/2007 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%)

13. 22/3/2007 Maths/numeracy levels of the learners at initial assessment

14. 22/3/2007 Literacy/language levels of the learners at initial assessment

15. 22/3/2007 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

16. 22/3/2007 Higher retention rate for embedded courses

17. 22/3/2007 Higher retention rates at different vocational levels

18. 22/3/2007 Numeracy achievements

19. 22/3/2007 Literacy achievements

20. 22/3/2007 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.

21. 22/3/2007 Vocational teachers Concern expressed at being asked to teach in areas outside their expertise A few with dual skills and expertise

22. 22/3/2007 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 dont work together

23. 22/3/2007 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.

24. 22/3/2007 Learners views

25. 22/3/2007 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

26. 22/3/2007 Features of embedded programmes The 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

27. 22/3/2007 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

28. 22/3/2007 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 learners achievements

29. 22/3/2007 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

30. 22/3/2007 For more information, please visit www.nrdc.org.uk www.nrdc.org.uk

31. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Group activity in workshops

32. 22/3/2007 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

33. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Lunch

34. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Witness presentation – embedding Skills for Life into the curriculum Ealing, Hammersmith and West London College

35. 22/3/2007 Our context London 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.

36. 22/3/2007 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.

37. 22/3/2007 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

38. 22/3/2007 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.

39. 22/3/2007 SWLCEWLC HWLCAWLCBCI 6FC ESOL A&Voc 6FC ESOL Media Hum Sci Found TLT Hos&C Bus ICT Health Hair&B ESOL Perf Art Eng Const ESOL Found Disability OSDL Contracts BDU DP P Curr Servs 2002 College structure

40. 22/3/2007 Gen EdBusinessTechEngl & Comm H Hum H Sci H Foun A Foun E 6FC S 6FC TLT Hos&C Bus Health Hair&B Perf Ar BDU H ICT A Eng A Const E Media WBL Dist L Disability Community H ESOL E ESOL A ESOL S ESOL DP P College structure 2005/06 Essential Skills Development Manager

41. 22/3/2007 Essential Skills structure Divisional ES Champions Amarjit Basi Deputy Principal

42. 22/3/2007 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.

43. 22/3/2007 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

44. 22/3/2007 Divisional action plan

45. 22/3/2007 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.

46. 22/3/2007 Challenges Getting the message across a multi-site college.. To teachers and all levels of management

47. 22/3/2007 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

48. 22/3/2007 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 interested Some 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

49. 22/3/2007 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

50. 22/3/2007 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 Colleges 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

51. 22/3/2007 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

52. 22/3/2007 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

53. 22/3/2007 Embedding Skills for Life at VC Train Sarah Topp Director of Operations VC Train

54. 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

55. 22/3/2007 Providers Lone parent support BME Voluntary sector infrastructure support Local learning centres Advice and guidance Specialist providers (e.g. drug and alcohol advice)

56. 22/3/2007 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

57. 22/3/2007 VC Train quality strategy Quality framework mapped to the CIF, embedded into every organisations 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

58. 22/3/2007 Skills for life development activities Whole Organisation Approach Change Up Training events and awareness raising Resources One-to-one support Sharing of best practice

59. 22/3/2007 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

60. 22/3/2007 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

61. 22/3/2007 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

62. 22/3/2007 Next steps Curriculum development Overall VCTrain strategy focussing on organisations 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

63. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Witness presentation – embedding Skills for Life into the curriculum HM YOI Portland

64. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Witness presentation – embedding Skills for Life Into the curriculum Cumbria Adult Education Service

65. 22/3/2007 Cumbria Adult Education Service – The minimum model Context 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

66. 22/3/2007 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.

67. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Group discussion and formulation of questions - facilitated sessions in breakout rooms (Coffee served during session)

68. 22/3/2007 Group discussions and formulation of questions Ealing, 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

69. 22/3/2007 Whole Organisation Approaches to Delivering Skills for Life – Pathfinder Project Questions to witnesses Maggie Semple, The Experience Corps