5B: What is 'success' in leadership and management?

In one specialist college that delivers training for the land-based sector, the senior management team is committed to embedding literacy, numeracy and language teaching within all areas of its provision. The college offers a range of full- and part-time courses in animal care, horticulture, equine, conservation and other land-based studies. Vocational courses offered by the college cover the range from foundation programmes, through NVQs, to national diplomas. A variety of sector-based professional and technical certificates is also available.

In 2003/04, 75 per cent of the learners came from areas with populations that have literacy, numeracy and language levels below the national average. Some 85 per cent of learners were assessed at being below Level 2.

The learners coming to the college are attracted by the practical nature of many of the programmes that are on offer. From the assessment results it is easy to see that a considerable number of learners have achieved very few or no academic qualifications. Literacy, numeracy and language skills were not a priority for them before they arrived at the college.

The principal told us, ‘When taking into consideration the literacy, numeracy and language needs of the learners and their motivation to gain skills and qualifications in very practical subject areas, it seems obvious that literacy, numeracy and language teaching needed to be embedded throughout the curriculum.’

One provider has underlined the importance of Skills for Life by making it a top priority in its strategic plan. Managers from all departments were asked to develop business plans that addressed the operational objectives. All planning is informed by the national standards for literacy, numeracy and language and the adult core curriculum.

A college-wide system of auditing teaching documents was introduced to achieve and maintain consistency in the planning, preparation, assessment and review of lessons. Audit findings are reported to all staff, and training is implemented to address areas of improvement. The audit checks, among other things, that all schemes of work and lesson plans include Skills for Life. The audit process is supported by a regular schedule of lesson observations.

The college has established clear roles in its vocational teams. For example, the Learning Support Team includes Skills for Life teachers, key skills teachers and learning support assistants. Staff liaison is encouraged in joint planning meetings which bring together representatives from the vocational teams and the basic skills staff.