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 | OFSTEDTeaching is good. In the better lessons, the purpose of each activity is clear and the methods and materials are suited to learners with literacy needs. In computer courses, some excellent task sheets are used which have large print and clear instructions. Learners progress particularly well in lessons that have a practical focus. Lessons that use oral work as a starting point also produce good learning.
View the inspection report for Northern College for Residential Adult Education
The teacher for literacy and numeracy and the construction coordinator work closely together to plan the effective integration of literacy and numeracy training into the programmes. For example, support for numeracy is carried out before learners are introduced to measuring and estimating the materials required for painting and decorating tasks.
View the reinspection report for Nottinghamshire City Council Learning Works for Young People
Assessors introduce key skills training at an early stage in the learners' programmes. This is integrated well with the vocational training. Learners are taught well and take the external key skills tests at an early stage. Good use is made of workplace activities when producing the relevant evidence.
Learners experience a wide range of activities, including large- and small-group work, quizzes, and individual support. Teachers use a good variety of text, media, IT and information from external sources. They employ a good variety of teaching styles to accommodate the preferred learning styles of the learners.
Learners on the magazine journalism course receive extensive, systematic support for the development of their literacy skills. They fully understand publishing terminology and work through progressively challenging projects which lead to the completion of articles for inclusion in their final magazine.
Learning sessions are well planned and structured. Trainers make good use of questioning and activities. Good use is made of relevant industry examples. There are good independent study packs for learners, which are written clearly. These packs are used well to encourage learners to work at their own pace with support from assessors.
The promotion of equality of opportunity on E2E programmes is good, and learners show a sound understanding of equality issues. All training is fully inclusive and designed to take particular account of the diversity of the group of learners. Many learners take an additional externally accredited module to raise their awareness of prejudice and discrimination, which is a strong theme throughout all learning activities.
View the inspection report for Nottinghamshire County Council Culture and Community Department
Learners receive a comprehensive induction over a period of four weeks, which includes an assessment of their literacy and numeracy skills and their individual learning styles. At the end of this period, tutors summarise the information that has been collected to date and discuss its accuracy and sufficiency with the learners. Actions and targets are agreed to help overcome any highlighted issues or to develop weak areas. Target-setting for literacy, numeracy and language skills development is an integral part of learners' progress reviews.
Initial assessment procedures have improved since the previous inspection and there are new procedures. Where appropriate, learners take an assessment in key skills or literacy and numeracy skills. There is a comprehensive application form and detailed information is obtained through Connexions, through in-depth discussions at interview and during the eight-week induction period.
Initial assessment is thorough. Springboard identified a need for a wider variety of initial assessment methods and has established a more comprehensive process. Learners complete literacy and numeracy tests and receive a copy of the report. Assessment is flexible. Some learners choose an assessment that uses visual prompts. In addition, trainers talk to learners individually to identify their needs more precisely.
Basic skills needs are carefully assessed when learners first start their training. Levels of basic skills are reassessed after six months to check progress towards meeting targets and to reassess further support needs.
The literacy, numeracy and language needs of work-based learners are identified effectively using an appropriate test and observation of learners' performance during the training sessions.
View the inspection report for CMS Vocational Training Limited
Assessment practice is good and is provided on demand. The flexibility and responsiveness of the assessors make the best use of assessment opportunities. Assessment planning is good. Feedback from the assessors is very good, and in some cases excellent. It is clear, comprehensive and helps the learners to progress.
Key skills training and assessment are good. A range of resources at the appropriate levels is available to support learners' development of key skills. Learners are provided with an outline plan of the key skills work related to their vocational units, and opportunities for integrating key skills assessment into vocational work are thought out well.
View the inspection report for Nottinghamshire County Council Culture and Community Department
There is very effective use of integrated assessment practice with the key skills and customer service units. A range of assessment methods is used, including holistic observation, questioning, professional discussion, and work-based assignments.
View the inspection report for Sandwell and West Birmingham Hospitals NHS Trust
Assessors are very well supported by the internal verifier and receive regular feedback on their performance and development needs. There are regular standardisation meetings where the team share best practice.
There are good resources for learners with additional learning needs, including the loan of a computer for learners with poor writing skills and software for learners with dyslexia.
The care assessor also has experience and qualifications in support for literacy and numeracy, which enable her to support directly the needs of the care learners.
There are good resources for literacy and numeracy. Specialist support is used effectively for dyslexic learners and young people who speak English as an additional language.
A new computer-based resource is used by assessors to carry out assessment of learners' numeracy, communication and language skills. It also provides relevant training for learners.
There are good resources to support learning. All training rooms are conducive to learning. Staff use a good range of learning materials. All learners have a full list of available resources. Learners have access to books, journals, handouts, leaflets and computers.
Task sheets for off-the-job training are clear and are closely examined by staff to ensure that the level and language in the documents is suitable for the learners' reading level and ability.
View the reinspection report for Nottinghamshire City Council Learning Works for Young People
Most of the training takes place in two dedicated rooms, both of which provide a well-lit and attractive learning environment for learners. Both teachers have had additional training in basic skills.
'How is success in teaching, training and learning recognised?' in other guides:
- Adult and Community Learning
- E-learning
- Embedded Learning
- Family Learning
- Further Education Colleges
- Jobcentre Plus Programmes
- Learners with Learning Difficulties and/or Disabilities
- Prisons
- The Juvenile Secure Estate for Young People Aged 15-17
- Voluntary and Community Sector
- Young Offender Institutions for Young People Aged 18-21
