ADULT &
COMMUNITY
LEARNING SERVICE
TUTOR GUIDE
2015-2016
FOR COMMUNITY LEARNING,
COMMUNITY LEARNING TRUST RESPONSIVENESS FUND
AND ADULT SKILLS BUDGET PROGRAMME DELIVERY
‘Trail blazing – the path to excellence’
CONTENTS
Page
Tutor Information
Introduction5
Tutor Qualifications
6
Tutor Duties and Responsibilities
6
Embedding English, Maths and IT 8
Health and Safety Risk Assessments
9
Safeguarding and Tutor Responsibilities
10
Equality, Diversity and Inclusion
15
Self Assessment Records
18
Monitoring
Class Visits
Observations of Learning, Teaching and Assessment
Developing Your Practice
How to Teach an Outstanding Lesson
Course files
Inspection
18
18
21
22
23
23
Learner Journey
The Learner Journey overview
Recognising and Recording Progress and Achievement
Individual Learning Plans
Initial assessment
Additional Support
Induction
Information and Advice
Learner Feedback
Learner Case Studies
Learner Focus Groups
25
26
28
28
28
28
29
29
30
30
Useful Information
Acronyms
Websites
ACL Tutor Guide 2015/16 – V1
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32
3
WELCOME
This Tutor Guide contains useful information about our delivery, processes and course
documentation requirements as well as updates in the changes of standards with respect to
safeguarding our learners.
If you are new to the Adult and Community Learning Service (ACL), we would like to welcome
you and look forward to your help in providing and developing a high quality service for each and
every learner. We would also like to take the opportunity to thank all continuing tutors for the
energy, hard work and dedication you have shown over previous years.
We pride ourselves on being a learner-focussed Service, so your participation and hard work are
central to our provision and your contribution is greatly valued. We want to give you the support
and guidance you need to make your work with us positive and rewarding.
We know that you do your best for our learners and are committed to delivering high quality
courses to address the needs of learners in local community venues across Staffordshire.
Good luck and best wishes for a productive and enjoyable year.
The Adult and Community Learning Team
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ACL Tutor Guide 2015/16 – V1
INTRODUCTION
The Staffordshire Adult and Community Learning Service (ACL) offers a broad range of learning
opportunities intended to encourage adults to return to learning and to progress to further
learning, volunteering or employment.
ACL works collaboratively with a wide range of organisations and local communities to secure
and deliver a comprehensive and coherent range of high quality learning opportunities for adults
and families, underpinned by Staffordshire’s commitment to Equality, Diversity and Inclusion.
Community Learning encompasses programmes and activities covering a spectrum of learning
including:
F
amily programmes which include Wider Family Learning (WFL) and Family English, Maths and
Language (FEML) which aim to encourage family members to learn together
L
eisure or recreational courses for adults who wish to develop a skill, acquire knowledge,
pursue an interest for the purpose of cultural enrichment, intellectual or creative stimulation
and improve health and fitness
P
rogrammes for adults with learning difficulties and/or disabilities, and/or those with enduring
mental ill health which include leisure, employability and functional skills provision
Employability Skills courses targeted to adults below level 2 who have not recently engaged in
learning and/or are unemployed who want to improve their chances of finding work
F
unctional Skills courses for adults who lack essential skills in English, maths or Information
Technology and do not want to or are not yet ready to enrol on an accredited course
C
ommunity Learning Trust Responsiveness Fund (CLTRF) which offers local grants for the
delivery of needs led adult learning programmes
A
dult Skills Budget (ASB) provision for learners on accredited courses
The Service aims to be responsive to the needs of the community, whilst delivering high quality
and cost effective outcomes and operating within the regulations and guidance of the relevant
funding bodies and inspectorates.
For more details on the range of courses we offer, please see go to ‘Adult and Community
Learning’ on the Staffordshire County Council web site using the following link
http://www.staffordshire.gov.uk/education/home.aspx
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TUTOR QUALIFICATIONS
Tutors must hold a minimum qualification of an Award in Education and Training (AET), or
equivalent to teach on Community Learning programmes.
To deliver ASB funded accredited courses tutors must hold a minimum qualification of Certificate
in Education and Training (CET) or equivalent.
Although no longer a regulatory requirement, the ACL service still expects that full-time tutors
undertake a minimum of 30 hours continuing professional development (CPD) each year (prorata for part-time tutors), as part of their continuous improvement.
TUTOR DUTIES AND RESPONSIBILITIES
F
ully prepare for all teaching sessions
P
romote Equality, Diversity and Inclusion and ensure learners are safe
I
nclude relevant contextual activities which develop English, Maths and IT skills
R
eflect on and evaluate lessons
P
roduce an appropriate scheme of work and session plans which includes a group profile and
learner support needs
C
omplete individual learning plans with learners which record initial assessment, setting
and reviewing of learning outcomes with timely written feedback on learner’s progress and
achievement
U
se a variety of teaching, learning and assessment methods to meet the needs of the group
D
irect and supervise any learning support staff working with the group and provide assistance
to learners when necessary
C
heck that learners fully and accurately complete the enrolment form
S
ign the enrolment form to confirm learner eligibility
R
egularly monitor and accurately record learners’ progress, retention, achievement and
attendance
R
isk assess activities to ensure all learners are safe
C
ollect learner feedback, where online feedback is not available
I
dentify and respond to additional learning support needs, which may include the use of
adaptive technology
I
nvolve the learners in making decisions about course content and the methods and pace of
learning

R
eview learners’ work and give appropriate feedback to enable learners to monitor their own
progress and their next steps
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ACL Tutor Guide 2015/16 – V1
For ASB courses
T
utors need to be aware of the national benchmarks for the qualification being delivered
under ASB funding, and discuss with their line manager where the class performance is likely
to fall below the benchmark.
Evaluate learners’ work against assessment criteria in line with awarding body requirements
(where appropriate), and provide assessment decisions for learners.
To contribute to the SAR process by:
e
nsuring all course paperwork, including the register is kept up to date, stored in a course file
or accessible online and made available during observations of learning and teaching and class
visits
f
ully completing all tutor documentation, including achievement and destination information
r
eporting to your manager any successes, examples of good practice or concerns
providing appropriate programme self assessment as required.
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EMBEDDING ENGLISH, MATHS AND IT
Many of our learners may need help to develop their English, maths and IT skills and all tutors are
expected to embed and develop these skills as appropriate to the course.
All ASB, Family English, Maths, Language and Functional Skills learners (on programmes of 20+ hours)
are required to take a short skills scan in order to find out their English and maths skills level.
The tutor must support the process and give appropriate feedback to the learners. Tutors should
also provide appropriate information and advice on locally available English and maths courses to
stimulate participation and refer or signpost interested learners onto suitable provision.
Further advice and information including ‘top tips’ are available
on our web-based resource FENC
http://www.fenc.org.uk/
See ‘What’s on’ section of the SCC website for listings
http://apps.staffordshire.gov.uk/EventsCalendarPublic/Calendar aspx?
SearchDistrict=0&SearchCategory=15
Staffordshire Libraries are planning to run workshops alongside the National Numeracy
Challenge - contact the library for more information
Local colleges may also offer suitable provision which can be found on their own websites.
The Common Inspection Framework (CIF) makes it clear that all tutors are required to look for
naturally occurring opportunities to develop English and maths skills within their programmes and
include them in their scheme of work.
To achieve this, tutors are required to:
I
dentify the English and maths and IT skills learners need to achieve their learning goals. You
may find the resources useful on the following link
http://www.spicynodes.org/a/45f9faa210fb29397cdbfd02ecea814c
P
lan delivery to embed the development of the identified skills within their teaching
M
onitor and review learners’ progress in their identified English and maths skills
C
onsider the development of learners’ English and maths skills when marking work within
written feedback
D
iscuss with learners the importance of improving their English and maths as appropriate in
the context of their learning goals
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HEALTH AND SAFETY RISK ASSESSMENTS
All venues must be Health and Safety risk assessed by the designated Provider Manager and a copy
made available to the tutor.
Activity Risk Assessment
It is the responsibility of the tutor to ensure that an Activity Risk Assessment has been completed
and a signed copy of the report retained in the course file.
Physical Activity Readiness Checklist
For courses which involve physical activities which include Keep Fit, Badminton, Swimming, Yoga
Tia Chi, Pilates, all forms of dance and the full range of ‘Sport and Leisure’ activities, learners must
complete the Physical Activity Readiness Checklist at the beginning of the first session.
The tutor must review the information provided and inform the learner to consult their GP prior
to participation in any activity if they answer ‘yes’ to any of the questions.
Tutors must ask learners before the start of any session if their physical condition has changed
since the previous session.
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SAFEGUARDING AND
TUTOR RESPONSIBILITIES
Staffordshire County Council’s Adult and Community Learning Service is committed to creating a
safe learning environment that promotes well-being and security for all learners and staff.
What is Safeguarding?
Health and Safety
A culture of safety
Teaching and Learning
Safeguarding
A culture of quality
A culture of vigilance
Equality and Diversity
A culture of respect
All tutors involved with ACL classes must comply with the principles, aims and objectives of the
Staffordshire and Stoke-on-Trent Safeguarding Adults Partnership as set out in the Staffordshire and
Stoke-on-Trent Adult Safeguarding Partnership Safeguarding Strategy.
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Everyone is responsible for the 5 R’s
Recognise - Respond - Report - Record - Refer
Recognise
All staff
Record
All staff
Referral
Designated
Person
Safeguarding
in Practice
Respond
All staff
Report
All staff
In the event of an individual making a safeguarding disclosure to you or if
you have a concern about an individual’s safety
You should
Remain calm and listen very carefully
Demonstrate a sympathetic approach and reassure the person
Explain that you are required to share the information with your line manager and/or designated
person responsible for safeguarding
Reassure the person that steps will be taken to support and protect them
Alert your line manager immediately
M
ake a written report of what the person said to you or the concerns about what you have seen
Do not
Stop someone who is freely recalling significant events
Ask questions or press the person for more information
Promise to keep secrets
Contact the alleged perpetrator or alleged victim
Be judgemental
B
reak the confidentiality agreed with the person disclosing the information, yourself and your line
manager/designated person. Do not talk to anyone else about the information shared with you.
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Cyberbullying
Cyberbullying is when a person uses technology i.e. mobile phones or the internet (social
networking sites, chat rooms, instant messenger), to deliberately upset someone.
It can happen at any time of day and spread quickly, due to the nature of the technology.
Bullies often feel anonymous and ‘distanced’ from the incident when it takes place online and
‘bystanders’ can easily become perpetrators by forwarding or not reporting cyberbullying.
There is not a specific law which makes cyberbullying illegal but it can be considered a criminal
offence under several different acts including Protection from Harassment Act (1997), Malicious
Communications Act (1988), Communications Act (2003) Obscene Publications Act (1959) and
Computer Misuse Act (1990).
The focus group held in 2014/15, showed that many, but not all, learners felt confident in knowing
what they would do in the event of seeing cyberbullying or experiencing it themselves. At induction,
tutors must cover with learners what to do if they experience or are aware of someone else on
the course experiencing bullying.
The Prevent Duty
As a tutor, you need to be aware of the new Prevent Duty which is a legal requirement from July
2015.
Prevent is one of the elements of CONTEST, the government’s counter terrorism strategy.
Prevent is about safeguarding our learners to keep them both safe and within the law. The Prevent
Duty is not about preventing learners from having political and religious views (and concerns) but
about supporting them to use those concerns or act on them in non-extremist ways.
What is the Prevent Duty?
Section 21 of the Counter-Terrorism and Security Act 2015 places a duty on certain bodies, listed
in Schedule 3 to the Act, to have “due regard to the need to prevent people from being drawn
into terrorism”.
What is Extremism?
The government has defined extremism in the Prevent strategy as: “vocal or active opposition
to fundamental British values, including democracy, the rule of law, individual liberty and mutual
respect and tolerance of different faiths and beliefs.” This also includes calls for the death of
members of the British armed forces.
What are British Values?
British values are defined as “democracy, the rule of law, individual liberty and mutual respect
and tolerance for those with different faiths and beliefs”; institutions are expected to encourage
learners to respect other people with particular regard to the protected characteristics set out
in the Equality Act 2010.
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Responsibilities for Staff
You have a legal responsibility under The Prevent Duty to make sure that you:
have undertaken training in The Prevent Duty
a
re aware of when it is appropriate to refer concerns about students, learners or colleagues
to the Prevent Officer, usually the provider’s Safeguarding Officer
report concerns where these arise
e
xemplify British values of “democracy, the rule of law, individual liberty and mutual respect
and tolerance for those with different faiths and beliefs” into their practice as part of their
professional behavior in order to comply with professional standards
Tutors must
have undertaken appropriate safeguarding training within the last two years
r
eview with learners their rights and responsibilities regarding safeguarding, respecting others,
bullying, cyberbullying and The Prevent Duty during induction and reinforce this regularly
during the programme
w
ork in the interests of individual learners and act in a way which promotes and safeguards
their well-being
c
arry out risk assessments on all classroom activities they are delivering to ensure learners are safe
a
lways refer any issues, concerns and reported abuse and/or accusations to the appropriate
designated person
c
heck all disclosed information in relation to learners with learning difficulties and/or
disabilities eg. recorded on enrolment forms
ensure physical and verbal interactions with learners are appropriate
ensure learners understand the complaints procedure
e
nsure learners understand who to contact if they themselves or if they know of someone
who they think is not safe
Advice on Safeguarding Code of Conduct for Staff
ACL staff seek to provide a safe and supportive environment, which secures the well-being
and very best outcomes for learners.
However, the nature of ACL work means that tensions and misunderstandings can occur
during interactions between staff and learners, and staff behaviours may give rise to allegations
being made against them. Allegations may be genuine, malicious or misplaced. They may arise
from differing perceptions of the same event.
Some ACL staff have expressed concern about their vulnerability and have requested clearer
advice about what constitutes illegal behaviour and what might be considered as misconduct;
as well as practical guidance about which behaviours constitute safe practice and which
behaviours should be avoided.
This document can be found on the ACL website
Useful contacts: Designated Safeguarding Persons
Lesley Welborn
Email: lesley.welborn@staffordsghire.gov.uk
Karen Bruce
Email: karen.bruce@staffordshire.gov.uk
ACL Tutor Guide 2015/16 – V1
Tel: 01785 278689
Tel: 01785 278786
Mob: 07970 962 737
Mob: 07580 700 183
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You have the right to feel safe where you learn. Other people should not hurt or abuse you.
Your responsibilities are:
• to respect other people’s rights to safety;
• not to hurt or abuse others; and
• not to threaten to hurt or abuse others.
Sexual abuse
Physical abuse
People should not touch you in a People should not touch you or
way that hurts.
make you touch them in a way
that makes you feel
uncomfortable or upset.
Psychological or
emotional abuse
People should not upset you by
bullying or teasing you.
Financial, money or
material abuse
People should not steal
from you.
Discrimination
People should not treat you
badly because of your age,
disability, gender, ethnicity,
religion, or who you choose for
your girlfriend or boyfriend.
Neglect
If you have personal care
support, people who are there
to help you should not neglect
you or ignore you.
What should you do if you think you are being hurt or abused?
If you think you have been hurt or abused by another student or learner,
member of staff or visitor, you should report this as soon as possible.
Tell a trusted member of staff what is happening or contact:
Lesley Welborn
Adult and Community Learning Service
Quality and Performance Manager
Tel: 01785 278689
Mob: 07970962737
Email: lesley.welborn@staffordshire.gov.uk
You can also contact:
• Samaritans – 08457 909090
• Victim Support – 0845 3030900
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EQUALITY, DIVERSITY AND INCLUSION
The ACL Service’s commitment to supporting adults through lifelong learning is underpinned by
the Equality, Diversity and Inclusion Policy 2015/16. The Service is committed to equality for
everyone; that means it includes everyone but welcomes differences. Our aim is to make adult
learning accessible to all learners and it will work to remove or overcome barriers to learning.
People who want to take part in learning activities and who have a disability which they think
might affect their learning, should ask to discuss their needs in confidence when they enrol, or
when they join the activity for the first time.
For people with disabilities, we will:
Make every effort to ensure that adults can join classes and events
Seek permission from learners before sharing details about their disabilities with others
Pass on information about disabilities only if it can be used to help learning
Support learners with disabilities by providing:
 physical access to buildings, rooms and services
 assessment of their individual learning needs
 programmes designed to meet these needs
 suitable learning materials and equipment
support, information and advice to help them make the most of the learning opportunities
provided
 adaptive technology
In addressing this policy, all tutors have a responsibility to:
identify all individual learner needs
encourage learners to disclose any disability or learning need
deliver the programme in ways that are accessible to all
take into account the needs of all learners
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You should think about:
w
hat they want to learn and how they learn, using teaching styles which ensure maximum
participation and involvement
ensuring that all learners can access practical activities
using appropriate learning resources which are available in different formats including adaptive
technology, where appropriate
fair, objective and supportive assessment and feedback
helping learners to complete Individual Learning Plans (ILPs) to monitor learning and progress
encouraging learners to progress to further learning
providing high quality learning experiences based on an understanding of people’s different
contexts, cultures, individual needs and learning priorities
e
stablishing and maintaining learning environments which promote equality and celebrate
diversity, free from harassment and victimisation of any kind
having a safe, welcoming, inclusive ethos which encourages all learners to feel they belong
working to eliminate unlawful and unfair discrimination
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EQUALITY, DIVERSITY AND
INCLUSION CHECKLIST
Course Planning and content
Tutor notes
Initial assessment and group profile provides
information to support how individual learners’
needs are met
eg: learners’ prior knowledge, learning styles,
personal goals, additional needs
Course documentation records promotion of
equality and diversity
eg, schemes of work and session plans
Learning and teaching resources
Tutor notes
Resources have positive images of a diverse society
eg: older/younger people, minority groups, people with
disabilities, differing family structures
Stereotypes are challenged in the design of materials
eg: 2 men going on holiday rather than a family,
wheelchair users playing sport
Learners receive resources in advance of the session
(if required) based on individual need
eg: learners who have difficulties with reading materials or
following verbal instruction
Classroom Management and activities
Tutor notes
Room arrangements meet all learners needs
eg: older/younger people, minority groups, people with
disabilities, differing family structures
Negotiated ground rules covering learners’ rights and
responsibilities are recorded
Induction and course delivery allow learners to
disclose disability and support additional learning
needs
eg: enrolment forms, tutorials
Differentiated learning opportunities are managed
through small group and pair work
eg: learners mix with people from different
backgrounds
Learners’ contribution of their existing
knowledge and experience is valued
eg: different backgrounds and cultures
Natural occurring opportunities are used to promote
understanding of equality and diversity issues and
celebrate different cultures
Ensure all learners listen and understand the views of
others and enable the views of all to be heard
Inappropriate or offensive language and behaviour is
challenged
Promote a safe, supportive and collaborative learning
environment
ACL Tutor Guide 2015/16 – V1
eg: peer support, team work, learner responsibility
and other skills
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SELF ASSESSMENT FOR TUTORS
Each year the Service prepares a Self-Assessment Report (SAR), making its own judgments about
how well Ofsted’s Common Inspection Framework (CIF) standards are being met. This includes
collating contributory SARs from our Providers across the county.
Tutors contribute to this important report through participation in classroom observations,
completing course evaluations, taking part in RARPA audits and encouraging learner voice
activities. They also contribute by taking part in sharing good practice activities through attending
CPD events and contributing to the Teaching and Learning blog.
CLASS VISITS
The ACL Service may complete at least one class visit per term per programme area to evaluate
the learner experience. Tutors must ensure that all course documentation is available at the
time of the visit and staff will also speak briefly to the learners. During the visit, a report will be
prepared and RAG rated as per the ACL Quality Framework 2015/16.
The report will be shared with the tutor and a copy sent to the Provider Manager within two
weeks of the visit.
ACL managers will not give the Provider
notice of their intention to visit a class and the
tutor may be asked to leave the session whilst
the observer speaks to the learners.
The class visit findings will be used both
to enhance and disseminate existing best
practice and address areas for development.
Providers are required to inform ACL if the class is not running or of any changes to the course
details submitted.
OBSERVATION OF LEARNING, TEACHING
AND ASSESSMENT (OLT)
Observations of Learning, Teaching and Assessment (OLT) will provide evidence of the quality
of learning experience, with a primary focus on learners’ progress and achievement. It is not
just about proof of quality, but about delivering continuous improvement through reflection and
action and, therefore is essentially a developmental process. Tutors can expect to be observed at
least once during each academic year.
The Observation
The overall quality of the lesson will be graded on how well teaching and resources promote
learning and address the full range of learners’ needs and course requirements. The tutor may be
asked to leave the session whilst the observer speaks to the learners.
Full guidance on the protocols governing the ACL OLT process is specified in the ACL Lesson
Observation and Moderation Policy and Procedures 2015/16.
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ACL Observation of Learning, Teaching and Assessment Process
OLT scheduled with provider
The session will be graded on a
four point scale:
1 Outstanding
2 Good
Tutor notified by line manager
3 Requires Improvement
4 Inadequate
OLT performed and verbal
feedback given with provisional
grade and arrangements for
formal feedback agreed with tutor
Moderated report sent to tutor
along with final grade
(within 10 days)
OLT record retained by ACL
and discussed at contract
monitoring meeting
Random anonymised
sample selected for OLT
standardisation panel
Professional discussion and
formal feedback
A two way process between
tutor and observer
Action plan agreed and
completed by tutor within
specified timescales
Re-observation if necessary
Grade 1 observation reports are forwarded to the ACL Service to recognise outstanding tutor
achievement.
They will be used for sharing best practice and will be acknowledged in the monthly Provider
Update with the tutor’s consent.
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Observation of Learning and Teaching - Appeals Process
If the tutor disagrees with the observer’s moderated grade then initially this should be discussed
with the observer during formal feedback.
If, after subsequent discussion, the tutor still disagrees with the grade the tutor must contact
the ACL Quality Manager by email within 5 working days. The evidence will be reviewed and
the Quality Manager will contact the tutor to discuss the issues within a further 5 working days
and to review the options according to the ACL Lesson Observation Moderation Policy and
Procedures 2015/16.
Mentoring
Tutors being observed by ACL staff may be offered mentoring from a member of the Quality
Improvement team in order to address their action plan and to support their professional
development.
Tutors who achieve a grade 1 or 2 may be invited to share best practice with other tutors
including the ‘Teaching and Learning Blog’ and at Provider Meetings.
Continuous Professional Development (CPD)
ACL will offer at least 3 CPD opportunities for tutors and attendees will be required to cascade
the training to other relevant staff. There will also be tutor inductions in August/September, and
attendees will receive a copy of the Tutor Guide.
Tutors are expected to undertake reflective practice and keep up to date with their subject
knowledge, the professional standards and develop their teaching and learning strategies.
The Education and Training Foundation have developed ‘Professional Standards and SelfAssessment toolkit’ which tutors are expected to use to identify their CPD strengths and areas
of development.
http://www.et-foundation.co.uk/supporting/support-practitioners/professional-standards/
Sharing Best Practice and Supported Experiments
As a tutor, what you do in the classroom makes the biggest contribution to your learners’ chances
of success. The best tutors are constantly reviewing and changing what they do to respond to:
d
evelopments in their sector and their course content
t
he individual learners in their groups
new research into innovative teaching and learning activities
Try out something new, and we’ll give you support and help to evaluate and review your practice,
so that you can improve your learners’ success. To take part in the scheme, you need to contact
us for more information.
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DEVELOPING YOUR PRACTICE
New teaching / learning idea
or method or activity
Plan how you are going to implement
your new idea – support available from
the ACL Quality Improvement team
Reflect and review - what did you
learn from you evaluation? How might
you need to adapt your original idea?
Experience - put your idea into
practice with your learners and
ask them to evaluate it.
Analyse how did it go? Make your
own evaluation of the activity and
look at your learners’ evaluations.
We can offer support: meet with the ACL
Quality Improvement team to discuss how
it went and what you might need to adapt;
possibility of working with peers –
other tutors working on similar methods.
ACL Tutor Guide 2015/16 – V1
Please contact the ACL Quality
Improvements team on
acl@staffordshire.gov.uk
Tel: 01785 278770
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FEATURES OF AN OUTSTANDING LESSON
Guide to Observation of Learning, Teaching and Assessment
 Teaching is consistently challenging all groups of learners
 Teachers ensure learners are safe and understand safeguarding including bullying, cyberbullying
and The Prevent Duty
 Activities are matched closely to the learners’ needs
 Learners respond extremely well to the challenges set for them
 Learners ‘progress’ is significantly better than expected
 Teaching promotes independent learning, good working relationships and the productive use
of learners’ time
 Tutors have high levels of subject and vocational expertise
 Learners have a highly developed understanding of how well they are doing and are motivated
to improve their work
 Tutors effectively use opportunities available to develop learners English and maths skills and
promote equality and diversity
 Learners work in a highly productive way and make very good use of their time
 Lessons are thoroughly prepared and tutors are responsive to unanticipated learning
opportunities that arise in lessons
 The tutor’s enthusiasm and commitment inspire learners who respond well to the challenges
set for them
 Learners’ progress is considerably better than might be expected.
 Learning resources, such as ICT, are used very well by tutors and learners to promote
effective learning
 Assessment is rigorous and well organised - the outcomes are effectively used for planning
future learning
 Tutors give constructive feedback in learners’ progress towards their learning outcomes
 Teachers make highly effective use of differentiation to enable learning
 Very effective use of RARPA to evidence learner achievement and success
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COURSE FILES
Tutors are required to keep a course file which must contain the following information as a
minimum:
Scheme of work which includes group and learner profile
Lesson plans and evaluations
Health and Safety Checklist
For ASB programmes the
following are also required:-
Safeguarding vulnerable adults – guidance leaflet
A
warding Body course
standards
Physical readiness forms (if appropriate)
Assessment plan
Register including learner contact information
R
ecord of progress
against the assessment
criteria
Learner Induction Checklist
Individual Learning Plans
Record of learner progress and achievement
R
ecord of IV feedback to
the assessor
Tutor End of Course Evaluation
INSPECTION
Ofsted has responsibility for inspecting every provider of education, training and development.
They make judgements about the quality of the learning experience against the Common
Inspection Framework (CIF).The CIF was devised by Her Majesty’s Chief Inspector in line with the
Education and Inspections Act 2006 and revised in June 2015. The inspectors make a judgement
in four categories – Overall effectivness, outcomes for learners, quality of teaching, learning and
leadership and management.
The relevant handbook for ACL is the ‘Handbook for the inspection of Further Education and Skills’
published June 2015.
This can be found on the Ofsted website
https://www.gov.uk/government/publications/further-education-and-skillsinspection-handbook-from-september-2015
ACL Services are inspected on a risk based approach and was last fully inspected in November
2012 and achieved a Grade 2 - Good for Overall Effectiveness with some Outstanding elements.
This is a summary of what the inspectors said about ACL key findings for tutors –
Learners develop good personal, social and employability skills.
G
ood teaching, training and assessment ensure that the very large majority of learners
successfully complete their learning programmes or apprenticeships.
Teaching, learning and assessment are consistently good, with outstanding features.
T
utors plan sessions carefully to include a good range of practical and interactive activities that
involve learners fully and make learning interesting and relevant.
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Well-qualified and dedicated tutors provide high quality support to help learners achieve.
L
eadership and management are Outstanding. Senior leaders and managers provide particularly
strong leadership to ensure that the Service offers relevant and high quality provision to meet
the needs of the County’s diverse communities.
What tutors need to do to be outstanding
I
mprove learner outcomes by setting clear and achievable
personal targets that stretch and challenge learners
S
hare and consolidate best practice in teaching and learning
across the curriculum
M
ake better use of available information and learning
technology to enhance the quality of learning sessions
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 Verbal and/or written feedback
 Assessment methods
 Formative and summative
assessment
 Register
 Individual learning plan
 Record of achievement completed
 Learner’s next step recorded on
individual learning plan and/or in
learner handbook
 Information and advice activity
recorded on scheme of work
LEARNER JOURNEY
The
Learner
Learning
plans
Initial
assessment
Induction
Teaching &
learning
 Individual learning plans
Progress
reviews
Assessment
Achievement
Progression
Recruitment
 Course information leaflet
 Identifying additional learning needs
 Physical Activity Readiness Checklist
(if appropriate)
 Enrolment forms, fully and accurately
completed
 Equality and
Diversity checklist
 Differentiation
 Resources
 Session plans
 Scheme of work
 Individual Learning Plans
fully RARPA compliant
and fit for purpose
 Subject specific initial assessment
results recorded on individual
learning plan
 Skills scan for Family English,
Maths and Language Functional
Skills, WFL and ASB
 Ground rules
 Register
 Safeguarding poster
 Learner Handbook
 Induction check list
RECOGNISING AND RECORDING
PROGRESS AND ACHIEVEMENT (RARPA)
RARPA is a learner-centred process for assuring the quality of the learners’ experience.
The ACL Service requires tutors to embed RARPA throughout all non-accredited programmes.
Some of the evidence for RARPA will be found in fully completed “fit for purpose” Individual
Learner Plans (ILPs) along with other course documentation such as:
SOW  Session Plans  ILPs
Learner Portfolio  Assessment Records
Course Info/Outline Sheet  Learner Focus Group
Learner Session Evaluations
Learner Surveys  Registers  Enrolment Forms
The checklist below shows the 5 stages and where evidence may be found to demonstrate that
RARPA procedures are being followed. Tutors can use this checklist to ensure that they have
covered all aspects of RARPA. The same template can be used to monitor and audit the process.
RARPA Audits will be carried out by the ACL Quality Improvement team. The results will be RAG
rated against the Quality Framework and those not meeting the required standards will be given
an action plan and re-audited. The audit ensures that
asystematic and holistic approach is followed which evidences that the learner is at the centre
of the learning
learners’ goals are recognised and counted to the success of their learning
a consistent standard is maintained and good practice shared
RARPA stage 1: Aims appropriate to individuals and group of learners
Are previous learners’ views taken into account when you are planning the course?
Have learners received information before they enrolled about…?
overall aims of the course
progression options
pre-requirements eg IT, English and Maths
Are learning aims and outcomes clearly shown on session plans /SoW including Personal,
Social and Employability skills where appropriate?
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RARPA stage 2: Initial assessment to establish learners’ starting points
Does initial assessment record
previous knowledge
previous experience
existing qualifications
existing skills
Does initial assessment record
additional support needs
preferred ways of learning
How does initial assessment feed into course planning?
eg: Group Profile
RARPA stage 3: Identification of appropriately challenging learning outcomes: initial,
re-negotiated and revised
Are outcomes expressed in learner -friendly language?
Are outcomes SMART?
Are learning outcomes suitably challenging?
Is there an opportunity to recognise existing previous knowledge and skills?
Do outcomes include personal, social and employability skills, where relevant?
Do outcomes reflect learners’ own goals where appropriate?
RARPA stage 4: Recognition and recording of progress and achievement (formative)
teacher feedback to learner, learner reflection, progress reviews
Are learners given feedback on their progress ?
Does the feedback enable the learner to progress?
Is there evidence of progress against the individual learning outcomes?
Is there an opportunity to record additional/unplanned outcomes?
Is there an opportunity for outcomes to be renegotiated with the learners?
RARPA stage 5: End of programme learner self-assessment, teacher summative
assessment, review of overall progress and achievement
Is there a summative assessment which reviews and records the achievement of the learner against the
original outcomes?
Is there advice on what the learner can do next?
Is learner feedback collected to inform future planning?
Are all learners’ achievement data recorded to collate for course data?
Do you reflect on the achievement of learners in order to inform future planning?
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INDIVIDUAL LEARNING PLANS (ILP)
ILPs are central to the RARPA process and they must be fit for purpose and fully compliant.
It is the tutor’s responsibility to ensure that the format used meets the course and learners
requirements and explain their importance within non-accredited funded programmes.
Time must be planned for their integration into the session delivery and opportunity provided for
learner and tutor written feedback must be given against learner progress.
In order to quality assure the process, ILPs are sampled and audited as part of the RARPA audit
along with other course and teaching documentation. Provider managers are required to prepare
a sample of these records to ensure that all stages of the RARPA process are met.
There are some suggested ILP templates with tutor guidance available
on the ACL website.
Examples of ILPs can be submitted to the ACL Service for sharing best
practice and standardisation.
INITIAL ASSESSMENT
It is an expectation that English and maths is embedded into the course delivery and needs to be
identified in the scheme of work and recorded on the group profile.
English and Maths
Learners should undertake a skills check of their English and maths skills for functional skills,
family learning and ASB courses.
Where a need is identified, learners should be signposted to the appropriate provision to support
their development.
Subject Area
This needs to include an initial assessment of the learner’s previous knowledge and experience,
existing qualifications and skills where appropriate.
ADDITIONAL SUPPORT
Extra support or specialist resources, such as adaptive technology, may be needed to support
learners on a one to one basis or in small groups. Tutors are expected to discuss support needs
identified with their managers who must ensure that all learners’ needs are addressed on the
course. There are separate learning support funds available for ASB courses.
INDUCTION
All learners must receive an induction on to the course.
There is a checklist on the ACL website for both Community Learning and Adult Skills Budget
funded courses to ensure that everything is covered with the learner.
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All learners should be provided with a copy of the Learner Handbook which should be used
to support the induction process.
Induction at taster sessions is only expected to cover safeguarding, general housekeeping and
course information. On all other course lengths, the full induction process should be reinforced
throughout the course duration, as necessary.
INFORMATION AND ADVICE
Learners must be provided with course information in order to be able to decide whether it is
what they are looking for, and be given the opportunity to discuss their requirements with the
tutor, if needed.
The course information leaflet will provide a description of the course and what the
learner could do next. It will also give the course title, length and number of sessions, where it
will be held and any fees, start and end dates with session times and the entry requirements for
the course. Learners will also be told what they need to bring to the session.
Information and Advice is to be provided by the tutor in order to promote lifelong learning and
enable learners to make well informed and realistic decisions about their next steps. This must be
planned and recorded in the scheme of work and session plans and may include further learning,
voluntary work, employment or other opportunities that help the individual to achieve their
personal learning or work goals.
LEARNER FEEDBACK
All learners must be given the opportunity to provide feedback to the ACL Service, using the ACL
learner feedback questionnaire, preferably completed online, or the paper version in the back of
the Learner Handbook.
Tutors should check that learners understand the statements before they complete the form, or
support the learners if completing on line.
Completed forms should be given to Provider Managers in order to check for any matters
requiring an urgent response, especially safeguarding concerns. Details of how any concerns have
been actioned must be recorded and must be provided when the forms are submitted. They are
then forwarded to the ACL Service for collation and analysis.
ACL Designated Persons will follow up any safeguarding concerns with the Provider Manager.
There will be an alternative version designed for ALDD learners should this be more suitable,
or alternative arrangements to collect feedback may be made. Provider Managers need to
seek prior agreement with ACL before the commencement of the course.
In the second term, learners will have the option to complete the FE Choices on line or paper
based survey. They will need to use the Staffordshire County Council UPIN number, and will need
either their ULN or Learner Number reference number to log in to the website. This information
will be available from your line manager.
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CASE STUDIES
The ACL Service has to show the impact of our courses on individuals, families and communities.
Providers are required to submit one learner case study for each programme type. Case studies
should provide evidence of the difference that completing an ACL course has made to the learner.
Tutors need to identify appropriate learners and complete the case study proforma, or can submit
recordings (video, audio) which can be arranged with the ACL Quality Improvement team, if required.
Any material submitted may be used for marketing purposes and tutors must ensure that learners’
consent is obtained for this purpose, if names and/or photographs are included.
FOCUS GROUPS
Providers are required to hold at least one learner focus group each year per programme type
and tutors may be involved in running these groups.
Details of the topic selected and guidance on the process will be issued to the Provider Manager
by the ACL Service.
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USEFUL INFORMATION
Acronyms
Every occupation has its own language - these are some of the key acronyms which are widely
used in adult learning.
ACL
Adult and Community Learning Service
ALDD
Adults with Learning Difficulties and/or Disabilities
ASB
Adult Skills Budget
DBIS
Department of Business, Innovation and Skills
CLT
Community Learning Trust
ESOL
English for Speakers of Other Languages
FE ChoicesIndependent and official site for comparing performance information about all
further education colleges and other organisations that receive Government
funds to offer education and training to people over the age of 16.
FEML
Family English, Maths and Language
ILP Individual Learning Plan
ILT Information and Learning Technology
OLT Observation of Learning, Teaching and Assessment (procedures for checking
quality in the classroom)
RARPARecognising and Recording Progress and Achievement (in non-accredited learning)
SFA Skills Funding Agency (funding body for all post-16 education)
SCC Staffordshire County Council
SAR Self-Assessment Report (produced annually by the Service for SFA and Ofsted)
QIDP
Quality Improvement and Development Plan (identified from the SAR)
ULN
Unique Learner Number
WFL
Wider Family Learning
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Websites
ACL course documents
Tutor Documents on ACL website
http://www.staffordshire.gov.uk/education/adultcommunity/ProviderInfo/Tutor/
TutorDocumentation.aspx
Learner Documents on ACL website
http://www.staffordshire.gov.uk/education/adultcommunity/ProviderInfo/Learner-Documents/
Learner.aspx
Staffordshire ACL Teaching and Learning blog
http://staffsacl.wordpress.com/2014/05/12/technology-in-teaching-and-learning/
ACL Learning Resources
http://www.fenc.org.uk/
Useful websites
Professional standards for tutors
http://www.et-foundation.co.uk/supporting/programmes/professional-standards-review/
Guidance on The Personal Learning Record (PLR) and ULN
https://www.gov.uk/government/publications/learning-records-service-the-plr-for-learners-andparents
Education and Training Foundation
http://www.et-foundation.co.uk/
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NOTES
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NOTES
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Adult and Community Learning Service
Staffordshire County Council
2 Staffordshire Place
Tipping Street
Stafford ST16 2DH