5C: How are successful leadership and management recognised?

The council has made social inclusion one of its 10 main objectives in the 2002-03 performance plan. There is a particularly well-written equal opportunities policy statement and a comprehensive range of associated policies….The community education service contributes to council strategies for regeneration, health and the promotion of social inclusion. The service plan for 2002-03 sets a clear direction for the service and identifies seven clear service objectives. These include...improving basic skills provision across the curriculum.

National data supplied by the Basic Skills Agency have been used to quantify the scale of local basic skills needs and targets have been set accordingly.

The [local education authority] has good internal working relationships with other departments of the council which lead to direct benefits for learners. Community education service staff often initiate new areas of work with cross-council departments. For example, a joint project with the social services department has led to training in basic skills for home-care assistants.

The basic skills curriculum is effectively managed. A basic skills action plan developed by the management team gives clear direction for the basic skills programme. The managers and tutors take a leading role in a number of local and regional strategic initiatives to promote the importance of basic skills. Staff have visited other European countries to learn how basic skills provision is managed and offered. Links are now being established for learners to take part in an exchange system with learners from other countries.

Managers use data from neighbourhood surveys, student satisfaction surveys and enrolment and achievement data to plan new provision.

Performance is reviewed regularly by senior managers in the directorate and by council members.

Retention rates [on literacy and numeracy courses] were low in 2001-02, but have significantly improved in 2002-03 following the introduction of a range of strategies…including more accurate definition of the levels of classes for learners, and the introduction of more short courses.

The centre reviews its performance each year against a set of standards which clearly define the level of service learners can expect, and a set of performance indicators covering many aspects of the centre’s operations, including its financial performance and learners’ achievements. The annual report on the centre’s performance is reviewed by the centre’s management committee and the quality assurance committee. Trends in performance are closely monitored. Analysis of data shows that, in many instances, high standards have been maintained, or that performance has improved.

In foundation programmes, all staff are observed annually and new staff have three teaching observations during their first year. This usually ensures that courses taught by new tutors are good…lesson observations form the basis of tutors’ appraisal and a personal development plan.

The centre has carefully developed its quality assurance system over a number of years. The system is very effective in maintaining good standards of teaching…The aims of the quality assurance system focus on the individual learner’s experience. Detailed quality assurance policies, procedures and guidelines cover each stage of the learner’s involvement with the centre. The centre uses a wide range of formal and informal methods to obtain learners’ views of the service provided by the centre.

The centre operates a well-designed lesson observation scheme. The vice-principal responsible for quality assurance monitors the process closely. Tutors are regularly observed in lessons by their department head. Following the lesson observation, the tutor and the department head have wide-ranging discussions. Lesson observations contribute to the evaluation of the course, the tutors’ appraisals and the identification of staff development and support needs.

Staff have been fully involved in the development of self-assessment of this curriculum area. The review has led to changes in provision, such as the introduction of shorter courses, and spoken language classes.

Staff are well qualified and there is an ongoing programme of staff development. Many staff are appropriately experienced and are working towards literacy and numeracy teaching qualifications….Approximately 50 per cent of tutors hold a dyslexia qualification…. Seventeen tutors have completed additional teacher training in assessing dyslexia in adults and providing appropriate support… Most [tutors] have done the national curriculum training.

Staff take part in a professional course for ESOL practitioners at the centre at weekends.

The service has a particularly well-managed programme of staff development and training. Staff development is prioritised, with an action plan that is linked to strategic objectives. New tutors receive a very good induction, incorporating shadowing, observation and mentor support. Staff development programmes are very responsive to staff development reviews, individual and service needs and feedback from staff. The appraisal process is supportive, with staff performance being reviewed and development targets set for the following year.

At community centres, the resources are excellent…All major centres have their own basic skills and ESOL resources rooms and these are well stocked.

The service has a specific objective to promote learning to disadvantaged groups living in the most deprived wards in the city and in this it has been particularly successful. Between 2002 and 2003, participation rates in priority deprived neighbourhoods increased from 7 per cent to 9.2 per cent of the population. Data related to retention and achievement are analysed in many ways including by gender, ethnic group, area of learning and local district. The results are used to set realistic targets to deal with issues relating to equality and diversity.

Equality of opportunity is effectively promoted and monitored. The equality assurance committee meets every term to monitor targets set for the recruitment of learners, and to discuss a wide range of equal opportunities issues. It is also responsible for producing the centre’s equal opportunities policy…The equality assurance committee reviews any breaches of the equal opportunities policy each term. [It] has arranged relevant equal opportunities training for the centre’s staff.

A database is kept of all learners who identify on their enrolment form that they have a physical disability or learning difficulty. Where appropriate, action is taken to ensure tutors have this information and can respond accordingly. There is an effective system for ensuring that learners are always provided with any specialist equipment they need in the classroom and care is taken to ensure that they are shown how to use it. Members of staff frequently offer considerable support to learners who find it difficult to resolve personal problems because of language problems or physical disabilities.