5C: How is success in leadership and management recognised?
The following extracts from ALI and Ofsted inspection reports illustrate effective practice in leadership and management.
Adult Learning Inspectorate | OFSTEDThe quality improvement group (QIG) and extensive staff development had had a beneficial impact on Feltham's evident vision and sense of purpose.
Relationships between staff (officers, teachers, learning support assistants) and students were good. The head of learning and skills was an integral part of the senior management team.
Good progress had been made in improving staffing with the appointment of specialists such as the assessment tutor and the special needs tutor.
Continuing development of resources such as computers and interactive whiteboards offered better potential opportunities for stimulating multi-sensory approaches.
Good staff development, especially for LSAs, had supported significant improvements and new ways of working. The staff observed were generally well qualified and experienced, and effective use was made of their specialist skills.
Much work had been done to bring unused accommodation into good use, especially in the education department. The education manager and a deputy were now well sited in the centre of the department and small rooms had been adapted to provide 'Greenland', an important and effective 'chill out' facility with an LSA present. An attractive reading room had also been provided and most staff had much better office space and facilities, especially those with specific roles such as the head of basic skills and the special educational needs coordinator (SENCO). A previously disused room adjacent to the construction workshop had been cleaned and refurbished as a youth club and was used for the open learning group during parts of the day.
Staff were offered a substantial programme of staff development that was designed to improve teaching and learning. This included a Level 2 teaching qualification delivered on site. Most staff had recently attended a variety of relevant courses and programmes. The beneficial effects of this development were reflected in some of the grades given for teaching during inspection, particularly in vocational training. An effective mentoring programme provided support for new staff. Teachers were enthusiastic and committed to the young people in the establishment. They worked well together and felt well supported by their colleagues.
The library was pleasant, welcoming and well used by young people. All groups were timetabled in the library for a half-hour period each week and sometimes tutors requested additional time for young people to consult and research materials. The librarians visited the wings on two evenings each week and stocks of books were available for young people who could not visit the library. Library stocks were sufficient and well suited to the reading styles of young people. In consultation with the learning support staff, the librarian had colour-coded books to indicate their level of difficulty. This effectively helped staff to guide young people in choosing books appropriate for them. The library included a comprehensive range of materials for careers and further education guidance. It also provided information points on drugs and health. A separately funded project encouraged young people to involve themselves and their families with books. Young people made a recording of themselves reading a children’s book, which they then sent, along with the book, to their child or to a younger brother or sister.
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