3C: How is success in meeting the needs and interests of learners recognised?

The college's response to educational and social inclusion is outstanding. The college is strongly aware of the social and economic context in which it works. There is an exceptional commitment at all levels to widening participation in one of the most economically deprived areas of the country. Over half of course provision is at Entry Level or Level 1, reflecting the needs of the local community. Many of these courses are designed for adults considering re-entry to formal education. Courses are delivered in a wide range of outreach venues and in students' own homes, in order to attract students who would not otherwise attend the college. The college accommodates everyone wanting to learn; courses are never “full”.

Partnerships with local employers are particularly effective for the literacy and numeracy programmes and have enabled training to be designed to meet the employers’ recruitment needs. Learners with learning difficulties can access literacy and numeracy skills training delivered in partnership between social services and the training organisation. Learners receive weekly visits by a representative from “Action for Jobs” who advises on the assistance available to help them gain jobs. There are additional effective links with a young people’s charity and a dyslexia association. Effective links with external organisations have increased the profile of the Workforce Development Programme. The programme has successfully engaged learners who have not participated in learning for some time. Workforce development is provided successfully to staff representing 12 employers.

The range of ESOL/EFL courses is comprehensive. There is a growing range of literacy and numeracy courses. The ESOL curriculum is very well designed to meet students' needs and interests whilst also meeting national standards and awarding body requirements. The college's commitment to widen and develop the curriculum has helped students to progress on to mainstream courses. This has resulted in effective collaborative teaching and planning between vocational staff in, for example, beauty therapy, business and catering, and ESOL staff. In one excellent pedicure lesson for ESOL students, excellent opportunities were provided both to learn about foot care problems and to develop language skills and widen vocabulary. Students of ESOL and EFL are offered opportunities to gain a wide range of qualifications at all levels. The college has been proactive in developing literacy and numeracy provision in the workplace. Enrichment activities including visits to theatres and other places of interest, such as Edinburgh and Hadrian's Wall, enhance ESOL students' knowledge and understanding of British culture, history and language.

The integration of basic skills into the vocational curriculum provides excellent opportunities. The programmes and courses are designed to meet the interests of students whilst improving their basic skills. All basic skills and some IT and vocational sessions relate to the core curriculum for adult literacy and numeracy. Basic skills staff and vocational staff exchange schemes of work to improve their cooperation and combined efforts in teaching basic skills.

The range of provision is responsive to community needs in foundation and family learning. A wide range of courses at different levels is available at locations which are accessible to learners. ESOL classes for women are held in the mosque and a range of literacy and numeracy classes are held in workplaces. The curriculum framework for family learning is particularly flexible. Groups are fully involved in negotiating their learning plan.