Learning in literacy, numeracy and ESOL in the embedded learning context should be underpinned by:

• the national standards for literacy, numeracy and ESOL
• the core curricula for literacy, numeracy and ESOL, with a curriculum framework for learners with learning difficulties and/or disabilities
• a common screening tool
• a common approach to initial assessment
• diagnostic assessment
• appropriate learning materials.

What an Adult Learner Can Expect

An adult learner receiving tuition in literacy, numeracy and ESOL in the embedded learning context should expect:

• good advice on how to improve their skills
• a report resulting from their diagnostic assessment
• an individual learning plan
• a programme of learning relating to the national standards and matching their aims and aspirations
• full involvement in planning and reviewing their learning
• feedback and support on their progress
• flexible forms of learning which suit their needs and preferences
• a range of opportunities to acquire non-externally accredited achievements as a springboard to nationally recognised qualifications
• expert and impartial advice on progression routes to other education, training or employment opportunities.

What a Learning Organisation for Learners on Embedded Learning Programmes Should Provide

All providers of literacy, numeracy and ESOL in the embedded learning context must:

• prepare and undertake an annual self-assessment that informs their plans to address weaknesses and secure continuous improvement
• monitor, recognise and record all learner progress through non-externally accredited achievement as well as through national qualifications
• raise the level of competence of all teachers of literacy, numeracy and ESOL by offering opportunities for continuing professional development and access to programmes of training that lead to nationally recognised qualifications.

The Skills for Life Strategy Unit is committed to ensuring that all learners seeking to improve their skills have access to high-quality materials and support in literacy, numeracy and ESOL irrespective of past experience, skills level or learning context.

HELP FOR PROVIDERS PREPARING FOR SELF-ASSESSMENT AND INSPECTION

The introduction of Skills for Life has created opportunities for all those providing education and training to develop innovative ways in delivering literacy, numeracy and language provision. Embedded learning requires all those involved to play an active part in ensuring that learners receive high-quality provision. The self-assessment report is a vital component in monitoring and developing the quality of this provision. The report is especially important to see how far the organisation has developed, and also to compare and identify strengths and weaknesses in embedded learning across all areas of the organisation. The teaching of literacy, numeracy and language should be recognised and reported on in all areas. The self-assessment should also be recognised as a document that will lead to quality improvements.

How to Prepare for Self-assessment and Inspection

• Work towards creating an organisational culture that is positive about teaching literacy, numeracy and language across all learning programmes.
• Ensure that Skills for Life and the organisation’s commitment to embedded learning is referred to in mission and vision statements and in strategic or organisational plans.
• Ensure that policies, procedures and quality assurance systems support embedded provision.
• Ensure that the literacy, numeracy and language needs of learners are clearly communicated to all staff.
• Ensure that all programmes have been mapped to the literacy, numeracy and language standards.
• Provide evidence that all relevant staff are receiving appropriate professional development that enables them to deliver literacy, numeracy and language provision through embedded learning.

Self-assessment

Each provider should seek to develop a form of self-assessment that is responsive to its own organisational needs and the needs of its client groups.

(LSC, October 2001)

The people involved in the self-assessment process will differ from institution to institution. The general rule in planning the self-assessment process is to consider who has a stake and who should be involved. Use the following as an initial checklist for your organisation:

• governors, principals, trustees, committee members
• users, learners, enquirers, partners (such as people who refer customers to you)
• managers at different levels, from heads of centres to coordinators and lead teachers
• administrative and support staff, teaching staff and volunteers
• community partners, employers, the local education authority or other education and training providers.

Providers must be realistic within their self-assessment. Where provision is weak, an action plan should be drawn up to show how the provision can be improved. Targets for improvement should be SMART – specific, measurable, achievable, relevant and timed. Other tips for effective self-assessment include the following.

• Involve all staff who contribute to embedded literacy, numeracy and language provision.
• Encourage staff to value the self-assessment report and to use it as a working document to drive quality improvement at all levels.
• Make time to enable self-assessment to be carried out effectively.
• Ensure that data recorded on the organisation’s management information system on learners’ attendance, retention rates, achievement and progression through embedded learning are used to support judgements in the self-assessment report.
• Make sure that learner surveys and other data-gathering methods on embedded learning are used to inform judgements in the self-assessment report.
• Use the findings from audits of teaching documents and records of teaching and learning observations to inform the self-assessment.
• Make sure that there is a detailed analysis of what really needs to be improved.

How to Monitor and Record Progress

Progress made by learners on embedded learning programmes should be recorded through an individual learning plan (ILP). This should take the assessment of the literacy, numeracy and language needs of the learner as its starting point. It should also record what else the learner would like to gain from the learning experience. Where learning is embedded into another context such as a vocational activity, the vocational task needs to be broken down to show precisely what literacy, numeracy and language skills will be required to complete the activity successfully. ILPs should also show short- and long-term targets that demonstrate precisely how the literacy, numeracy and language skills will be achieved when combined with the teaching of vocational or other skills.

The targets set on the ILP should be SMART, and the progress the learner makes clearly recorded against them. In embedded learning, the targets should be agreed with the learner and shared with all relevant teachers and practitioners. The targets could include the skills needed to gain competence in a task on a vocational programme in addition to the literacy, numeracy and language skills required.

It is also important to make sure that ILPs measure the ‘distance travelled’ by the learner as well as the achievement of the overall award.

How to Help Ensure Effective Staff Development

Organisations should have plans in place to address the new targets for full-and part-time staff to be appropriately qualified. These plans should clearly show how staff will be given access to continual professional development and national training programmes. Staff training must recognise that to achieve high-quality embedded provision, considerable numbers of staff within many organisations will be engaged in teaching and supporting literacy, numeracy and language and also teaching a range of other skills. Training for appropriate teachers, practitioners, supervisory and support staff will be crucial to ensure success in embedded learning.

Tips on staff development

• Leaders and managers should endeavour to attend the Learning and Skills Council Skills for Life Quality Initiative Leadership and Management Programme.
• Organisations should be aware of local opportunities for the professional development of teachers, trainers and support staff and be aware of the resources offered through the LSC Skills for Life Quality Initiative Professional Development Programme.
• Recruit staff who have the range of skills and qualities that will contribute significantly and be valuable in developing embedded learning provision.
• Recognise the skills and abilities of existing staff and provide additional support, encouragement and training to allow them to become competent in the areas that you wish them to teach.
• Use staff appraisals to identify staff who already have relevant skills and qualities and who are keen to engage in teaching and training learners with literacy, numeracy and language needs.
• Encourage staff to visit other organisations where effective practice has been identified.
• Learn from others by developing learning partnerships.
• Analyse the findings from teaching observations, audits and learner feedback to inform staff development and training.
• Encourage peer observation to help staff identify what teaching methods have proved to be effective, and to share ideas and disseminate effective practice.
• Develop strong links between practitioners delivering main programmes of study and basic skills teachers so that teaching Skills for Life underpins other educational and training provision.
• Provide opportunities for collaborative training and development, such as opportunities for team-teaching involving vocational and Skills for Life tutors.
• Use exemplar learning materials such as the Skills for Life materials for embedded learning that are mapped to the national standards to assist staff in delivering embedded provision.
• Work with staff including work placement providers, employers and volunteers to encourage their participation in training to enable them to meet learners’ literacy, numeracy and language needs.