1C:How is success in learner achievement recognised?
The following extracts from ALI and Ofsted inspection reports illustrate effective practice in learner achievement.
Adult Learning Inspectorate | OFSTEDStudents' achievements are very good. In 2002/03, retention and pass rates on all ESOL and EFL courses leading to nationally recognised qualifications were significantly above the national averages. Retention and pass rates on literacy and numeracy courses are excellent. Students make good progress in lessons. The achievement of individual targets is good. Staff–student ratios provide a supportive learning environment which enables progression and the achievement of personal goals. Students are highly motivated, gain in confidence and self-esteem and are productively involved in their learning.
Retention rates are high and are well above the national averages for similar colleges. Students work successfully towards their individual learning targets and can enter for external qualifications. Students make very good progress in lessons. Attainment is good or better in three-quarters of lessons. Achievement of national qualifications is excellent. In 2002/03, almost 3,000 students achieved a City and Guilds 3792 qualification in literacy or numeracy at Entry Level, Level 1 or Level 2. Significant numbers of students have successfully completed the new national tests in literacy and numeracy. The pass rate for key skills communication and application of number at Levels 1 and 2 is more than twice the national average. The college makes a significant contribution to local LSC targets for basic skills improvement. Students at all levels share a strong sense that they are making good progress.
The college's internal value added system provides a very useful tool for monitoring and measuring the progress of each student towards their individual goals. It is understood and valued by students and teachers. It enables students to see the progress they are making more clearly and this boosts their confidence and motivation. It is a model of good practice and generates a detailed record of individual students' progress. One student on an adult basic skills course has been attending college for two years. In that time, she has improved her skills in letter writing and form filling, achieved her first qualification and improved her confidence to such a degree that she recently successfully stood for election as president of the students' union.
There is very good achievement on all programmes. In 2003/04, all students receiving literacy and numeracy support achieved their main qualification. There are very high pass rates on accredited courses. Most accredited courses show an improving trend in the number of students obtaining passes. Retention rates on all nationally recognised accredited courses are very high. The retention rate on the college certificate in literacy course is high and improving. Students on discrete and support courses make very good progress and achieve above the level which might be expected. For example, students assessed at Entry Level 2 who found basic multiplication difficult at the beginning of the course are now able to read accurately detailed numerical scales requiring calculations based on counting in multiples of 25. New students assessed at Level 1 contribute confidently and openly in discussions around a variety of complex text types.
Retention rates on most courses have risen significantly in the last two years to at, or just below, the national averages. Pass rates on most courses and at all levels have been high and consistently above the national averages for the past two years. Retention and pass rates of students who received additional learning support in 2003/04 were higher than the college averages at most levels for students aged 16 to 18 and adults. Both adults and students aged 16 to 18 are well motivated and quickly develop increased confidence in using literacy and numeracy skills.
Most pass rates are very good. At key skills Level 1, the pass rate for communication has been significantly above the national average for the three years to 2003. For application of number, the pass rate was well above the national average for two out of the three years to 2003. Students' achievements on discrete literacy and numeracy courses are good, and improving. In 2002 and 2003, pass rates for spelling skills were 100 per cent. Students attending additional support lessons make very good improvements in social skills and personal skills as well as achieving well in literacy and numeracy. Adult students gain in confidence and self-esteem, whilst students receiving support in key skills lessons take a high level of responsibility for their own learning and make very good progress in working together in groups.
The retention rate of 93 per cent for learners receiving additional support is higher than the overall college retention rate.
Additional support is highly effective. Learners on basic skills courses and those who receive additional support for literacy, numeracy or dyslexia perform well. Many learners said that they valued the support highly and felt they would not successfully complete the course without such extra help. Learners who had received additional support displayed their new skills in a wide range of vocational lessons.
Following comprehensive, extended initial assessment, all learners work to suitably detailed individual learning plans. Teachers monitor learners’ progress. Attendance at lessons is good and overall retention is high. Learners work hard in lessons and most are successful in achieving their learning goals.
'How is success in learner achievement recognised?' in other guides:
- Adult and Community Learning
- E-learning
- Embedded Learning
- Family Learning
- Jobcentre Plus Programmes
- Learners with Learning Difficulties and/or Disabilities
- Prisons
- The Juvenile Secure Estate for Young People Aged 15-17
- Voluntary and Community Sector
- Work-based Learning
- Young Offender Institutions for Young People Aged 18-21
