4A: How to achieve success in guidance and support

Pre-course information and advice

Learners on a family literacy programme will probably hear about the programme through a school, playgroup, children’s centre or community centre. The course may also have been recommended by another agency such as social services or a health visitor. The written information about a course needs to be clear and should give details about the purpose and outcomes of the programme, written in plain English.

In many cases, the initial contact may be through a schoolteacher, who may have emphasised the benefits for the child, although the parent may not have appreciated the possibility of learning for them as an adult. Before the start of the course, learners need to be clear about how the particular programme will meet their needs. They also need to be aware of the support available to them. This may be financial, personal or practical.

Childcare

Childcare or crèche facilities will be necessary to enable many parents and carers to access provision. This might be a permanent crèche facility in buildings used by a provider or a suitable space that can be used a crèche in a host organisation such as a school. Some providers give financial assistance towards childcare costs.

Others provide programmes at the same time as a local playgroup. Providers need to ensure that childcare support for family learners is available in whatever format is appropriate to the type of programme and that it meets the national childcare standards.

Support

Learners should be made aware of the support services available to them. It will not be possible for some organisations to provide the whole range of support services in-house. In these cases it is important to establish referral arrangements with local agencies or individuals who can provide specialist services. For example, where the family learning is managed by a college, it may be possible to call upon the support services based at the main college site.

Learners’ additional support needs should be identified before the programme begins. This might include language support for speakers of other languages, or specific support to assist learners with sensory or physical impairments. Some learners may require additional support with literacy, language or numeracy within a wider family learning programme. Ensure that tutors are aware of the support services available and how they can access them for the learner. Tutors must also monitor the learners’ progress and uncover any barriers to learning.

Learner handbooks

A learner handbook issued at the start of a programme ensures that all learners receive basic information about the organisation, what they can expect from the organisation and what the provider expects from them. For instance, a handbook may contain information on:

• learner entitlement
• learner responsibilities
• attendance
• equal opportunities
• support for learners with a disability
• data protection arrangements
• childcare provision
• additional support
• financial support available to students
• health and safety
• information, advice and guidance, for example on progression routes
• student questions, comments and compliments
• complaints and appeals procedures.

Being explicit about the expectations on learners, and clear about what the organisation can provide, is a good basis for learning, as in the following sample of a statement of learner entitlement.

View a statement of learner entitlement and learner responsibilities

Attendance

Adult learners may have many commitments and responsibilities that can affect their punctuality and attendance. The occasional absence or arriving late is inevitable and acceptable. Persistent lateness can affect the rest of the group and be detrimental to learning. It needs to be addressed. Monitor attendance carefully.

If a learner cannot attend a session for any reason there should be an expectation that they will inform the course tutor or the centre they attend. Have a process for following up absence and be clear about who in the organisation has this responsibility. Some providers expect the tutor to make contact after two missed sessions because they are likely to know the learner best.

Sometimes a learner is reluctant to return after they have been absent and a message of encouragement will help them return. Some may identify specific barriers to attendance and appropriate support or referral to support agencies can then be offered.

Information, advice and guidance

Since many learners come on programmes to know more about how their child learns in school, it may only be when they are on a programme that they recognise their own learning needs. It may be the first time they have engaged with learning as an adult. One of the strengths of family learning is that it can act as a springboard to other learning.

Good information, advice and guidance needs to be available at different levels. Tutors should be aware of the opportunities available to learners to progress, but their knowledge will be limited. Learners should also have access to a full range of professional guidance about the possibilities open to them. Where these cannot be provided in-house, make proper arrangements with appropriate external agencies. There are adult guidance networks in most areas that have experienced and qualified staff.

Arrangements might be made for an information, advice and guidance worker to visit the group towards the end of a longer course. Where a learner requires more detailed and individual help to discuss a career direction or make decisions about applying for jobs, training or courses, make arrangements for them to visit a local information, advice and guidance centre. Even on a short course, a good provider points out the possibilities of progression.

Individuals should be invited to suggest what further learning they would like to pursue, if any. Some may request specific further family learning provision, which can be obtained in the same centre. There may also be the potential for linking with basic skills providers that run specific literacy, language or numeracy classes.