Learning community inspection
A report by HM Inspectorate of Education
Inspection of the learning community
surrounding Paible School including
Daliburgh and Sgoil Lionacleit
Comhairle nan Eilean Siar
27 April 2010
We inspect learning communities in order to let those who use services and the
local community know whether learning communities provide appropriate learning
opportunities and help learners in their development. We are also interested in
how community and voluntary groups are helped to contribute to making
communities better places to live and work. At the end of inspections, we agree
ways in which staff and volunteers can improve the quality of learning for young
people and adults and how the impact of community and voluntary groups can be
further developed.
At the beginning of the inspection, we ask managers and staff about the strengths
of the learning community, what needs to improve, and how they know. We use
the information they give us to help us plan what we are going to look at. During
the inspection, we join other activities which young people, adults and community
groups are involved in. We also gather the views of learners, active community
members and staff. We find their views very helpful and use them together with
the other information we have collected to arrive at our view of the quality of
provision locally.
This report tells you what we found during the inspection and the quality of
learning and development provided. We describe how well learners are doing
and how good the learning community is at helping them to learn. We comment
on how well staff, learners and groups work together and the difference they are
making in the learning community. Finally, we focus on how well the learning
community is led and how leaders help the learning community achieve its aims.
If you would like to learn more about our inspection of the learning community,
please visit www.hmie.gov.uk.
Contents
1.
The learning community
2.
Particular strengths of the learning community
3.
How well do participants learn and achieve?
4.
How well are communities developing and achieving?
5.
How effective are providers in improving the quality of services?
6.
Does the learning community have a clear sense of direction?
7.
What happens next?
1. The learning community
The population of North Uist, Benbecula and South Uist is slightly under 5000.
The main sectors of employment include agriculture, fishing, tourism and the
public sector. There are higher than average levels of part-time work and self
employment. Addressing population decline is a major challenge for the
community. The population of the area fell by 18% between 1991 and 2001.
Economic development plans to reverse population decline include the business
strategy for Stòras Uibhist, an organisation which has achieved a community
buy-out of a 92,000 acre estate covering most of South Uist and Benbecula.
Gaelic arts, language and culture are strong features in the activities of local
community groups and organisations.
2. Particular strengths of the learning community
•
Strong, committed and able local voluntary organisations are delivering high
quality services.
•
Strong local leadership by community members is improving community life.
•
People are achieving well through a diverse range of high quality learning
opportunities.
•
High levels of volunteering across a strong, informal network focused on
improving quality of life.
•
High quality learning environments.
3. How well do participants learn and achieve?
High quality learning and development activities are enabling participants to
achieve well across a range of provision in the community. Performance reports
by individual community organisations demonstrate clear progress. Targets are
being set and achieved for some aspects of work, such as numbers achieving
learning goals in adult literacy and numeracy. All age groups show high levels of
participation in Gaelic language, music and cultural activities. Growing numbers
are taking part in sport and fitness groups. In South Uist plans to develop the
local economy following a community buy-out are helping to raise confidence.
Community groups delivering services are well organised, ambitious and have
clear aims. Levels of successful community led activity are very high in relation to
population size. There is inconsistency in the approach of Council services to
planning and performance monitoring across departments. There is a limited
overview of trends in performance across partnerships. Individual community
organisations are achieving well. However it is difficult to assess overall
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performance against aims, objectives and targets since collective partnership
planning is not well developed. There is insufficient use of target setting to
improve performance. Progress in developing a coherent partnership plan for
community learning and development (CLD) has been slow.
Young people
Young people are achieving, developing confidence and learning to work
effectively together across a good range of provision. Those taking part in Gaelic
cultural activity are gaining a better appreciation of the area’s heritage. Members
of Oigridh Uibhist Youth Club are successfully developing skills in Gaelic
language. This is helping them to make better progress at school. There are high
levels of participation in events for young musicians organised by Ceòlas.
Growing numbers are taking part in Fèis Tir an Eorna and Feis Tir a Mhurain
(Gaelic festivals). More young people are now able to take part in certificated
achievement awards such as the Duke of Edinburgh’s Award and the John Muir
Award. The Film G group developed effective team working skills through
producing an award winning short film. Young people taking part in the recently
formed Uist Youth Council are able to share their views with increased confidence
on the islands’ priorities. The popular Hi-Fires programme, led by the Highlands
and Islands Fire and Rescue Service, is helping young people to develop
communication skills, build confidence and increase awareness and knowledge
of first aid and personal safety. Young people would benefit from more
opportunities to develop leadership and take more responsibility for their learning.
Awareness of broader citizenship activity, such as the Scottish Youth Parliament
is too limited. Youth literacies support and work focused on improving progress in
employment and training at local level need more development.
Adults
Adult learners are developing confidence and skills and gaining qualifications
through a range of high quality learning opportunities. There are strong examples
of learners making progress to further and higher education and employment
through programmes developed in Cèolas and in Taigh Chearsabhagh, an arts
centre established by North Uist Arts Association. The centre now offers
progression from National Certificate to diploma and degree level courses in
partnership with University of the Highlands and Islands and Moray College.
Some learners have progressed from gaining qualifications to securing arts
related employment at local level. Genealogy courses make good use of
information and communication technologies to build learners’ skills. Literacies
learners at Cothrom are developing confidence and skills. This is having a
beneficial effect on family and community life. Increased participation in sport,
including Jog Scotland provision, is helping adults to improve health and fitness.
Male participants in adult learning provision are relatively fewer in number.
Progression to college and provision for employment related skills could be
improved and extended. The content of learning provision could be made more
relevant to the local economy and economic development plans. Partnership
work with Lews Castle College local campus is limited to a few courses. Better
planning and provision for online and distance learning could extend scope and
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choice. Guidance and opportunities for learners to reflect on their learning
experience could be improved.
4. How well are communities developing and achieving?
Communities within the area are achieving very well. There are very high levels
of voluntary community activity. Community groups and volunteers provide a
wide range of services which bring substantial benefits. There is a strong informal
network of support and resource sharing among community organisations.
Urachadh Uibhist, Taigh Chearsabhagh and Cothrom are delivering a range of
high quality learning opportunities. All three organisations have developed new
facilities and have put in place opportunities which contribute to local employment
and tourism. Much of this work is intended to contribute to reversing the trend in
population decline. Urachadh Uibhist have developed and extended the
Claddach Kirkibost Centre and manage programmes of adult learning, a childcare
facility including a Gaelic medium nursery, and three community enterprises.
These initiatives provide highly valued volunteering, training and employment
opportunities. Taigh Chearsabhagh provides informal learning opportunities in a
range of arts media, an exhibition space and programme of events. It also
provides important local services through the cinema, café, shop and post office.
A recent survey found that 99% of Uist residents have visited the facility. This
community enterprise has had a very positive impact on local community
confidence. In addition to adult literacy and numeracy support, Cothrom provides
nursery facilities and has established a community enterprise which renovates
and recycles furniture for sale. Cultural organisations are thriving. Sgioba Drama
Uibhist won six awards at last year’s Mod, Ceolas support students to the HNC
level in music with Lews Castle College, Benbecula Campus. Community land
ownership of South Uist by Stòras Uibhist is leading to improved confidence and
high levels of community involvement in planning for regeneration and economic
development. Almost all households in the area are represented in the
organisation’s membership. A stronger collective stated vision amongst partners
and a more integrated approach across Council services would enable better
planning and use of resources. There is a need to give more consideration to the
promotion of inclusion and equality.
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5. How effective are providers in improving the quality of services?
Voluntary sector organisations have effective arrangements in place to evaluate
and plan their services. For example, Ceòlas produces an attractive annual report
outlining activities and achievements and analysing levels of participation by age
and gender. Across provision, staff reflect on their work and are committed to
providing high quality learning experiences. At an informal level, organisations
and participants are aware of the impact of their work. Joint planning between
schools and CLD providers on Curriculum for Excellence is limited. Formal
planning and reporting at a local partnership level is not yet sufficiently
coordinated. Partners have recently formed a Core Learning Providers’ Group to
undertake shared planning and evaluation. Reporting to Western Isles CLD
Partnership is limited. The full impact of provision across sectors and
organisations, such as their contribution to sustained economic development, is
not being sufficiently assessed or reported.
6. Does the learning community have a clear sense of direction?
The formation of a Core Learning Providers Group is a first step towards more
coordinated planning amongst partners and Council services in the area. Better
joint planning and communication between the Council’s Economic Development,
Education and Social and Community Services departments is needed. A
stronger lead for CLD partners should enable different organisations to state a
clearer shared vision and direction. Partners are now working to produce a plan
to address their key priorities for the islands.
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7. What happens next?
There are some important improvements needed but because communities are
achieving well we have ended the inspection process at this stage. We will
monitor progress through our regular contact with the education authority.
We have agreed the following areas for improvement with the education authority
and its partners.
•
Develop a coherent delivery plan with clear targets for CLD in North Uist,
Benbecula and South Uist.
•
Improve self-evaluation and reporting on progress at a partnership level.
•
Improve joint planning for Curriculum for Excellence between the schools’ and
CLD providers.
Quality indicators help CLD providers and inspectors to judge what is good and
what needs to be improved in the learning community. You can find these quality
indicators in the HMIE publication “How good is our community learning and
development? 2”.
HMIE checks five important quality indicators to keep track of how well all Scottish
CLD provision is doing. Here are the results for the learning community of North
Uist, Benbecula and South Uist.
Improvements in performance
Impact on young people
Impact on adults
Impact of capacity building on communities
Improving services
Managing Inspector: Pete Hamilton
27 April 2010
5
satisfactory
good
good
very good
weak
This report uses the following word scale to make clear judgements made by
inspectors.
excellent
very good
good
satisfactory
weak
unsatisfactory
outstanding, sector leading
major strengths
important strengths with some areas for improvement
strengths just outweigh weaknesses
important weaknesses
major weaknesses
If you would like to find out more about our inspections or get an electronic copy
of this report, please go to www.hmie.gov.uk.
Please contact us if you want to know how to get the report in a different format,
for example, in a translation, or if you wish to comment about any aspect of our
inspections. You can contact us at HMIEenquiries@hmie.gsi.gov.uk or write to us
at BMCT, HM Inspectorate of Education, Denholm House, Almondvale Business
Park, Almondvale Way, Livingston EH54 6GA.
Text phone users can contact us on 01506 600 236. This is a service for deaf
users. Please do not use this number for voice calls as the line will not connect
you to a member of staff.
You can find our complaints procedure on our website www.hmie.gov.uk or
alternatively you can contact our Complaints Manager, at the address above or by
telephoning 01506 600259.
Crown Copyright 2010
HM Inspectorate of Education