Adult learning in literacy, numeracy and ESOL in the voluntary and community sector context should be underpinned by:

• the national standards for literacy, numeracy and ESOL
• the core curricula for literacy, numeracy and ESOL, with a curriculum framework for learners with learning difficulties and/or disabilities
• a common screening tool
• a common approach to initial assessment
• diagnostic assessment
• appropriate learning materials.

What an Adult Learner Can Expect

An adult learner receiving tuition in literacy, numeracy and ESOL in the voluntary and community sector context should expect:

• good advice on how to improve their skills
• a report resulting from their diagnostic assessment
• an individual learning plan
• a programme of learning relating to the national standards and matching their aims and aspirations
• full involvement in planning and reviewing their learning
• feedback and support on their progress
• flexible forms of learning which suit their needs and preferences
• a range of opportunities to acquire non-externally accredited achievements as a springboard to nationally recognised qualifications
• expert and impartial advice on progression routes to other education, training or employment opportunities.

What a Learning Organisation for Learners in the Voluntary and Community Sector Should Provide

All providers of literacy, numeracy and ESOL for learners in the voluntary and community sector must:

• prepare and undertake an annual self-assessment that informs their plans to address weaknesses and secure continuous improvement
• monitor, recognise and record all learner progress through non-externally accredited achievement as well as through national qualifications
• raise the level of competence of all teachers of literacy, numeracy and ESOL by offering opportunities for continuing professional development and access to programmes of training that lead to nationally recognised qualifications.

The Skills for Life Strategy Unit is committed to ensuring that all learners seeking to improve their skills have access to high-quality materials and support in literacy, numeracy and ESOL irrespective of past experience, skills level or learning context.

HELP FOR PROVIDERS PREPARING FOR SELF-ASSESSMENT AND INSPECTION

How to Prepare for Self-assessment and Inspection

The purpose of inspection is to ensure that learning programmes maintain good standards across the country. No learner should receive a worse deal because she or he has attended a venue run by the voluntary and community sector rather than the best college or local authority.

Many people working within the voluntary and community sector have yet to experience their first inspection. It may help to look on inspection as a means of helping you towards the goal of continuous improvement. Avoid the trap of ‘window dressing’ to make your provision and practices fit what you perceive to be required. Instead, concentrate on providing evidence to support your achievements and those of your learners. This will include:

• sound data on retention, achievement and progression
• case studies of learners who have achieved excellent results, or who have progressed to other forms of education or employment
• a good variety of learners’ work
• copies of ILPs, session and course plans and progress reviews
• records of learners’ achievements, such as certificates, photographs or learning journals
• records of staff development
• copies of relevant plans and policies.

Those organisations or groups receiving LSC funding, or who are subject to inspection, will be familiar with preparing self-assessment reports. All who offer Skills for Life provision will benefit from reviewing their work and evaluating their success. Organisations and groups in the voluntary and community sector should familiarise themselves with the Common Inspection Framework (CIF). They should address the five questions in the CIF in their self-assessment.

Self-assessment should involve staff, learners, managers, learner supporters, partners, support agencies and members of the management committee (or board of directors).

It should be a document that is perceived to be useful rather than purely one that is produced for funding or inspection purposes. Self-assessment should be based on an analysis of strengths and weaknesses in making progress against targets, in achieving the priorities outlined in the development plan and of the results of monitoring quality. It should focus on learners’ progress and experience. It should also:

• be rigorous
• be honest
• have clear strengths and weaknesses supported by evidence
• contain SMART targets for improvement.

How to Monitor and Record Progress

Each step of a learner’s journey from the moment they first approach the voluntary and community sector organisation or group should be recorded. This not only provides valuable evidence for inspection but enables the organisation to ensure that a learner is on the right path: that they are getting the best advice and support and that they are making at least the progress that is expected of them.

The outcomes of initial assessment should inform SMART targets that are recorded in the individual learning plan (ILP).Where the learner is working towards learning goals in other subjects, the ILP should show how literacy, numeracy and language targets contribute towards achieving those goals. Progress against these targets should be recorded carefully in the ILP and monitored during progress reviews that are held at regular intervals. New or amended targets or learning goals that emerge as the learner progresses should also be recorded.

Learners should have the opportunity to work towards nationally recognised accreditation. Where the learning programme is too short, or where they are content to work towards non-accredited outcomes, their achievement and milestones should be carefully recorded. It is especially important to track the progress and refresh the ILPs of those learners who are among the hard to reach and who may attend erratically, although of course regular attendance should be encouraged.

How to Help Ensure Effective Staff Development

The best learning organisations encourage their staff to develop and update their skills and knowledge. New teachers and learner supporters should complete the qualifications outlined in the Skills for Life National Qualifications Framework (NQF), while existing staff should have access to continuous professional development.

Staff development needs should be identified through an audit of skills and qualifications, the results of appraisal and teaching observation, and linked to the organisation’s or group’s priorities. These should then be addressed in a plan that:

• includes targets for staff qualifications
• describes arrangements for staff to work towards these awards
• identifies the staff development needs of Skills for Life managers and coordinators
• anticipates participation in local, regional and national training programmes
• makes provision for Skills for Life awareness training at all levels of the organisation.

Of course staff develop their skills and knowledge and improve their effectiveness through means other than training. There should also be:

• opportunities for staff to work and meet together, and to share ideas and materials, including opportunities to meet staff from other organisations, especially if they work in isolation
• sound staff induction and appraisal arrangements
• opportunities to visit other areas of the organisation, or other organisations, to explore good practice
• encouragement for learner supporters or teachers of other subjects, to become qualified Skills for Life teachers if they have the appropriate qualities and skills
• a culture that values individual contributions, rewards initiative and encourages reflective practice.