4B: What is ‘success’ in guidance and support?

One provider places a high priority on regular attendance. As one trainer says, ‘I make it clear from the outset that it’s not about them doing it for me, it’s about them doing it for themselves. We agree a learner contract with all of our learners that includes attendance and timekeeping. The ground rules are clear.’ The same provider holds Achievement Days at which certificates are awarded for good attendance.

Many providers support their learners through traumatic life events, such as bereavement, drug misuse and homelessness. As one trainer explains, ‘I quite often take young women to get a pregnancy test. You can’t do your maths if you’re worried. Long division doesn’t matter if you think you are pregnant and your mum will chuck you out.’

One trainer believes strongly in integrating individual support into group activities. For instance, he finds that dyslexic learners can have negative memories of being ‘singled out’ when they were given extra support at school or college. He uses peer support to help ensure that learners with additional needs do not get left behind. His priority is to build their confidence by making them feel fully part of the group.

One WBL provider uses a ‘traffic light’ system: red means a high level of support is needed, through amber to green, where no extra support is needed. The rapport between staff and learners is particularly strong and staff have developed a culture of openness about the system. Learners know exactly ‘what colour they are on’ and why. The system extends to teaching, with red indicating that a learner is lagging behind in a specific area. The trainers find that the system works extremely well. Learners will even ask for extra work when they know they are on red.