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

The family learning service has strong partnerships with schools, colleges and other agencies and works with these partners to recruit hard-to-reach learners. Almost all the learners are women; however better targeting is gradually attracting men to the family learning provision. For example, the dads and lads ICT course has been designed for male learners.

Courses are usually promoted through leaflets and letters from local primary schools. In some cases, community learning workers identify a need and courses are set up as a response.

College staff work hard to pilot imaginative new courses in partnership with the council and a variety of local and regional agencies involved in family learning. Many of the family learning programmes are deliberately located in schools and communities where literacy and numeracy targets are not being met, and where adults and children are not confident in their ability to learn effectively. In one primary school, children with behavioural difficulties meet weekly, with their families, to carry out exciting practical projects linked to work on the national curriculum.

There is a good range of programmes and courses that meet the needs of the learners. These range from one-off tasters, short courses, to longer provision, much of which is accredited. The majority of provision is in the day. There is an imaginative summer programme. Venues are local and accessible, including primary schools, secondary schools and community centres.

The service responds very well to community interests through the effective use of Community Learning Advocates who work directly with individuals and groups in local communities. Many learners have not previously been involved in learning as adults and have little previous educational attainment. An innovative range of opportunities for learning ensures that the interests of different under-represented groups are met.

The family learning curriculum area has productive links with a range of external organisations. The high number of learners enrolling on family learning courses is due to recruitment campaigns carried out with local schools and community groups. Staff work hard to pilot new courses in partnership with a variety of local, regional and national agencies involved in family learning. These links are often used to raise funds to put on courses for under-represented groups of learners. Twenty-six per cent of learners in family learning courses come from minority ethnic backgrounds. There are an increasing number of fathers participating in family learning. A number of courses are targeted specifically at male learners.

There are good partnerships that assist in widening participation. The family learning team has established productive partnerships with schools and a range of external organisations that are effective in recruiting under-represented learners. Good communication between partners enables the family learning team to communicate effectively with specific groups of isolated or otherwise socially excluded learners. Local schools and community groups provide useful feedback to the team and this is used in planning future courses. The partners jointly monitor provision across the LEA and identify gaps in the existing provision.

There is a wide range of learning programmes, which are designed to be responsive to learners’ needs. Programmes available include personal development, literacy and numeracy, preparation for key skills courses and a volunteer development course. There is also an international family group to develop the language skills of asylum seekers.

New projects are developed in collaboration with partnerships, which have already been established by the family and parent learning service. Family learning has been extended beyond schools, to deprived communities, through links with voluntary sector groups.

Family learning has good learning sessions which are often sensitive to the varied needs of learners. All the family learning courses have access to good childcare support.

View the inspection report for Hillingdon LEA

There is a wide range of first step courses to widen participation in family learning. The local radio and football fun workshops are successful in attracting more men to the programme.

View the inspection report for Hertfordshire LEA

Family learning has a beneficial impact on the school and community. The behaviour and performance of children who participate with their parents have improved significantly since starting the course.

View the inspection report for Derbyshire LEA

In family learning sessions there is good participation by learners and adults and children learn effectively. Learning activities and sessions reflect diversity and society well.

View the reinspection report for Kirklees LEA