2C: How is success in teaching, training and learning recognised?
The following extracts from ALI and Ofsted inspection reports illustrate effective practice in teaching, training and learning.
Adult Learning Inspectorate | OFSTEDThe behaviour of young people in classes and workshops was particularly good. Most were well engaged in learning, relationships were good and the high expectations set were generally well met.
The best sessions had a clear structure, including a recapitulation of previous work, a beginning, a middle and an end, and a variety of activities to match needs. Good use was made of questioning, marking and feedback. The final reviews were well-managed and the behaviour points being allocated were discussed. There were some very positive relationships that encouraged learners to engage with the work and, in some cases, challenged them to extend themselves and to be self-analytical and critical.
There had been some good-quality new developments with, for example, impressive learner behaviour underpinned by a new, well-designed and well-delivered behaviour management scheme. The quality of teaching and learning was good, enabling young people to address literacy and numeracy needs and develop new skills. Good initial assessment, leading to new, well-designed and well used individual learning plans, enabled teachers and learning support assistants to adjust to individual needs.
Lessons were well planned and matched to learners’ need and interests, and there was a good balance of group and individual working overall. Teachers had good knowledge of individual students and showed good classroom/workshop management.
In the best sessions in education and training, young people worked productively on a wide range of relevant, challenging and interesting activities. Relationships between staff and young people were good. There was a purposeful atmosphere and young people responded well. They received clear and frequent feedback on their progress and behaviour was managed skilfully. Learning resources, such as videos and posters, were used well to consolidate learning. Discussions were managed effectively by teachers, young people were good humoured and they supported each other. In vocational training sessions, young people worked hard on particularly well-planned practical tasks.
The overall 30-hour curriculum was based on a sound rationale to provide a range of opportunities for young people with diverse needs. A new timetable with increased options was put in place in March 2004 when the new education block opened. Young people were offered a programme of half-time education and half-time vocational training combined with three hours of physical education per week and weekly half-hour visits to the library.
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