2C: How is success in teaching, training and learning recognised?

All students are initially assessed for their basic skills needs. These results are communicated effectively to course tutors using the college intranet. Arrangements for supporting students who have basic skills needs are outstanding. Teachers in many departments assess the preferred learning styles of students to plan the most appropriate teaching methods and activities and support.

Key skills are an integral part of husbandry teaching. Teachers plan and use real situations to develop students' key skills and to gather evidence. In one lesson on forklift truck driving, students developed their numerical skills by calculating the weight of the loads on pallets that were being lifted. Teachers regular check that students are learning through effective use of question and answer sessions and short tests at the end of lessons. They use good handouts and other materials to support learning.

Lessons are well planned and schemes of work are appropriately detailed and link to the core curricula for adult literacy and numeracy. Activities are suitably varied, stimulating and directly related to the students' vocational interests. Where appropriate, activities and materials are matched to the different needs and learning styles of students. In basic skills lessons, materials and activities are related directly to the vocational interests of the students. In the vocational lessons, activities are designed to teach both basic skills and vocational skills. Some lessons are taught jointly by basic skills and vocational teachers. In one joint lesson, students were developing accurate weighing skills using a variety of materials.

Teaching and learning are very good and often excellent. In many lessons, two teachers work well together to cover the curriculum area and work on literacy, numeracy and essential living skills. The use of individual learning plans is good in literacy, numeracy and life skills. These plans are carefully designed to reflect individual need and the teaching is planned to ensure that learning activities are closely related to these development needs. The plans are regularly updated. In many lessons, learning targets are also identified for the subject or vocational curriculum undertaken.

The teaching of key skills is an integral part of most courses. Teachers in vocational areas have a good understanding of the features of the key skills framework which they have successfully absorbed into their own subject areas. The excellent integration of basic skills into vocational provision is particularly effective. Attendance is high and students are motivated and respond well to their teacher's demands. The progression from foundation courses to further vocational programmes is good.

The majority of lessons are well prepared, well planned, structured and organised. Lessons have clear objectives which are shared with the students. The development of basic skills was seen in many lessons. There are good relationships between staff and students and students are highly motivated. In the better lessons, teachers use a wide variety of interesting methods and activities to involve and challenge the students. Theory and practice are well linked and in practical lessons there is good reference to industry standards.

Theory and key skills lessons had a good vocational focus, making the learning relevant to the students. Lessons are carefully planned, with consideration being given to students' individual needs and learning styles. Teachers are very knowledgeable and extend students' knowledge beyond the requirements of their qualification. Students are eager to learn and very motivated. There is no difference in the teaching and learning between students aged 16 to 18 and adult. All teaching is good with examples of some inspirational and innovative teaching.

Resources for the teaching of literacy and numeracy are very good, both at the main college sites and at community venues. Literacy and numeracy courses are timetabled in good classroom accommodation as well as in the excellent and well-equipped learning resource bases which are used for drop-in workshops for adult basic skills students. These are equipped with computers with Internet access and appropriate learning programmes, together with practical mathematics equipment and well-designed worksheets. Teachers integrate the use of computers effectively and students are encouraged to use the wide range of software available. The team of full-time, well-qualified teachers are highly committed and provide very effective support to students. Basic skills champions, trained and mentored by the basic skills coordinator, have responsibility for improving the capability of vocational course teams to provide literacy and numeracy support.

Resources for the literacy and numeracy programme are excellent. A specialist, customised call centre training suite includes 12 computer workstations, all with high-speed Internet access. A 12-point telephone system is used for call centre training and role-play activities which models equipment in industry. This is used to prepare learners for the real work environment in a call centre. There is also an eight-point mobile telephone system and a portable call centre, enabling learners to access training at outreach locations when required. Learners recognise and value the progress they make because of the skills gained in a realistic work environment. Staff provide literacy and numeracy training with a call centre emphasis. Accommodation for coaching, initial assessment and testing at employers’ premises varies according to the space and resources available. The mobile technology available to learners is good and they benefit from on-site diagnostic and online testing facilities available through G3 wireless technology.