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 | OFSTEDStaff are well qualified and have good experience in their areas of work and of teaching in prisons. Separate training is now provided for learners with Pre-entry literacy levels and those who may be experiencing difficulties through dyslexia.
There is good integration of key skills with painting and decorating programmes. Key skills are taught using assignments, which link the key skills to vocational training. Learners are involved in assessing their own performance in communication skills. Some key skills are also well integrated in PE, and evidence is gained from work in practical and theory lessons.
The teaching and learning on foundation courses is good. A variety of teaching styles ensures the communication of learning objectives and the outcomes are reviewed at the end of most lessons. Lessons are well planned to maintain learners’ interest. In the best lessons, learners are challenged and encouraged to develop independent working skills.
Teaching is good and learning materials and activities are well designed and appropriate to learners’ needs and abilities. Key skills portfolios are good. In ESOL, teachers prepare thoroughly, use a good range of teaching methods and work effectively with learners with poor self-confidence. Learners work individually in all subjects on a range of tasks.
Teaching and learning are good and meet the needs of individual learners. Teachers are well qualified, knowledgeable about their subject area and understand their learners’ needs. They plan sessions carefully and set individual learning targets for learners. Teachers use a good range of teaching strategies that engage and motivate learners. Working relationships between tutors and learners are highly effective. Learners and staff demonstrate mutual respect and the behaviour and attitude of learners in sessions is very good. They give good explanations of concepts and tasks. There is good checking of knowledge and understanding and learners receive good individual tuition and support from their teachers.
The evening and Saturday classes are popular. Some learners attend two or three evenings each week. Evening classes are held five evenings a week and Saturday classes are monthly. Open learning training is also available. There are waiting lists for most training courses.
The education building is well maintained and has good accessibility to people with restricted mobility. Learners’ work is celebrated and displayed in classrooms, corridors and on noticeboards. There is a good range of relevant posters on classroom walls.
Teaching of key skills in communication and literacy are good. A good range of appropriate teaching methods is used to meet learners’ individual needs. Work is relevant to everyday life. Learners make good progress in these lessons. Learners work on topics including letter writing and reading contracts useful to them in everyday life situations. In one lesson learners used laptops to type their work from the previous day and one learner produced a curriculum vitae ready for release from prison.
View the inspection report for HMYOI & Remand Centre Reading
In a mathematics class, a new learner received a thorough diagnostic assessment, which led to specific targets being set which were then recorded on the learner’s personal record card. This card also acts as a monitoring and review record, so that progress against targets can be assessed readily and new targets set as appropriate. This comprehensive and effective system is used throughout the basic skills provision.
Resources for learning are good. There is a good range of books for adults with literacy and numeracy needs. Skill building packs are used to develop learners’ understanding in areas such as grammar and punctuation.
View the inspection report for HMYOI & Remand Centre Reading
Tutors have good relevant experience and qualifications and provide good learner support. They are able to work towards teaching qualifications, dyslexia training and other relevant training to meet individual specific needs. They fully understand learners’ needs and work effectively to help learners with learning or personal difficulties. Learners settle quickly into their learning with the minimum of disruption.
All teaching rooms have a computer for use in literacy, numeracy and ESOL lessons. Other resources include appropriate textbooks, reading books and handouts. For literacy and numeracy support, the library has a good range of talking books, easy readers and large print books.
Teaching in family literacy and for outreach groups is good. Young adults are mostly at Entry Levels 2 to 3 and some are Level 1. Learners, sufficiently challenged, are satisfactorily engaged in completing set tasks. Appropriate teaching styles and contexts to meet the needs of learners provide good individual coaching and support to build on their previously acquired skills and knowledge. For example, in the parenting session young adults, asked to define honesty and express views on how and when to be honest with their children, spoke confidently on the issues and most felt that they would prefer their children to be aware of their prison sentence.
Almost all young offenders are members of the library, which is situated in the education block. It is run by the local authority’s library service, and is staffed by a qualified librarian and a prison officer, both of whom work 20 hours each week. The library is open for three and a half days each week. All young offenders are able to attend once each week. The timetable is changed each month to ensure that any young offenders who may have difficulty attending are able to attend at a different time. A selection of books is also delivered regularly.
There is good teaching and learning. All lessons observed were satisfactory with 77 per cent graded as good or better. A variety of teaching styles was observed. All sessions included the learning objectives at the start of the session and the review at the end of most lessons. Lessons are well planned to maintain learners’ interest. Long lessons are broken down into manageable sessions and a variety of methods are used. In the best lessons, learners are encouraged to develop independent working skills. Many of the sessions have a workshop element which includes good individual tutoring.
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