3C: How is success in meeting the needs and interests of learners recognised?
The following extracts from ALI and Ofsted inspection reports illustrate effective practice in meeting the needs and interests of learners.
Adult Learning Inspectorate | OFSTEDThe Phoenix Centre in Feltham provided an inclusion room which catered for vulnerable prisoners from the special care unit and gradually reintroduced them into mainstream provision. It was also used to manage disruptive students. The unit made a very positive contribution […] The outreach team and the Phoenix Unit had introduced new, more relevant accreditation, explored alternative hours and lengths of sessions and made good arrangements for specific learners.
The range of vocational courses offered relevant preparation for the next steps towards trained employment.
Allocation to activity classes for juveniles was determined, appropriately, by the education department, based on the results of their education induction. Juveniles were assigned to classes immediately on completion of their induction.
All new arrivals were assessed in literacy and numeracy. Learners’ personal tutors or another tutor attended all detention and training order review meetings and reported on academic progress against individual learning plans. Tutors agreed opportunities with learners to move to different courses and to establish new targets.
The educational induction programme had been broadened to provide an initial assessment of level that could be supplemented with practical information about background, aspirations and learning styles. Information collected was used in allocating learners to groups, either in education or vocational training, and to identify where LSA support was needed.
Many young people were suitably prepared to move on to the community phase of their sentence but there was scope to tailor accreditation in education and training more closely to the potential education, training and employment activities likely to be open to them following release.
The ongoing assessment of learning was satisfactory and complied with awarding body requirements. Good records of achievement were kept up to date. Good information was produced for training plan reviews based on assessments provided by teachers and instructors. Education and guidance staff attended nearly all planning and review meetings to present this information.
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