ELP Quality Partnership
LSIS Equality and Diversity Partnership Project
2012-13
Peer Review management context self assessment
Redbridge Institute
Profile of English and Maths learners 2012/13(include data relating to ethnicity, gender, age,
learning difficulty/disability and background info)
The English area has 376 learners on 30 courses. Learners are mainly from non- white UK
backgrounds (BME)83% on GCSE, 83% on Skills for Life and 48% on SkILL (Skills for Independent
Living and Learning courses. Male learners represent 20% of Learners on GCSEs, 30% on Skills for
Life and 47% on SkILL. Learners declared a recognised disability 12% in GCSE 18 % in Skills for life
and 63% in Skill. Learners declared with a learning difficulty are 7% in GCSE, 24% in Skills for life and
99% in Skill. 19 learners in GCSE classes are under 25.
The Maths area has 322 learners on 27 courses. Learners are mainly from non- white UK
backgrounds (BME)87% on GCSE, 85% on Skills for Life and 17% on SkILL courses. Male learners
represent 16% of Learners on GCSEs, 19% on Skills for Life and 13% on SkILL. Learners declared a
recognised disability 8% in GCSE 18 % in Skills for life and 15% in Skill. Learners who declared a
learning difficulty are 1% in GCSE, 17% in Skills for life and 25% in Skill. 15 learners in GCSE classes
are under 25.
Nature of course delivery (include information describing level, length, accredited or non
accredited, part time or full time, daytime or evening etc)
The provision is mainly accredited with 86% of learners on English programmes and 83% on Maths
working towards City and Guilds Functional Skills qualifications from E1 to Level 1 and Pre-GCSE.
14% of learners on English programmes and 17% on Maths programmes who are not ready to take
the qualifications are on ILP learning aims. 144 learners are on Maths GCSE foundation and higher
(EdEXCEL) classes and 127 learners are on English GCSE (AQA) classes. Learners on SkILL provision
are on ILP learning aims.
Classes run in the daytime, evenings and on Saturdays. All GCSE classes are 3 hours once a week.
Weekday English provision is mainly twice and week for 5 hours and evening classes are once a
week for 2.5 hours. Weekday Maths provision is once a week for 2.5 hours. SKiLL learners are able
to attend embedded Maths classes that are linked with practical skill classes like crafts, woodwork
and Keep Fit or embedded English classes linked with practical skill classes like pottery,
photography, ICT and art. SkILL learners attend at least twice a week for 4 hours. The majority of
classes across the English and Maths provision are 30 weeks. With some shorter Maths courses for
progression from Family English Maths and Language and to support learners on vocational
programmes. The majority of courses are at our main centre in Gants Hill with a small number at
Mildmay Neighbourhood Learning Centre in the main shopping area of Redbridge (Ilford).
Performance data (include RAS and achievement rates across different groups)
(Data from 2011-12)
Success rates for on Skills for life(include SkILL) were 82% for Males, 87% for females, 85% for
learners who declared a disability, 85% for non disability, 85% for BME and 85% for White British,
85% for learning difficulty and 85% for non Learning difficulty learners. Of the 71 learners who
(were assessed) as being Dyslexic 78% we successful on their courses.
English and Maths GCSE for adults both above national benchmarks (8% above for English and 3%
above for Maths).
35 learners were referred for learning support and were supported by Learning Support assistants
in the classroom; seven learners in maths and English GCSE classes, 5 of them passed the exam. 28
learners were supported in literacy and numeracy classes, 17 achieved Certificates in literacy or
numeracy from entry to level 2.
Advice, guidance and recruitment
All learners are assessed and interviewed before starting courses. Assessments include BKSB on-line
and paper based reading, writing and extension assessments for potential GCSE learners. Learners
who identify a disability or learning difficulty are referred to the Learning Support Coordinator who
makes contact with the learner to discuss what the appropriate level of support is needed.
Learners who are identified as possible Dyslexics are offered a Quick Scan assessment.
Recruitment is through the course prospectus, website, community partners and word of mouth.
Literacy and maths Level Guides have been written for the WorkRedbridge (a borough partnership
of IAG, JCP and providers) website and an interactive basic skills map identifies location of basic
skills providers in Redbridge.
http://www2.redbridge.gov.uk/cms/jobs_skills_and_learning/work_redbridge/work_redbridge/trai
ning/basic_skills.aspx
All courses and associated exams are free to eligible learners (including GCSEs).
Learners can make an appointment with the IA service or visit the Job Club. Learners can use the
Learning Resources Centre (open in line with our opening times) to use computers and to access 1:1
IT support.
Progression
Learners are encouraged to progress vertically. 84% of learners on Skills for life courses have
progressed from other Institute courses (including up levels in Skills for Life). Progression
information is gathered when learners collect of their certificates.
Area to consider
Teaching
approaches and
learning activities
Teaching resources
Strengths
Areas for development
 Personal tutor for under 19s
 Peer support, peer marking and
self assessment as well as teacher
marking.
 Learners home cultural origins
experiences are valued
 Well differentiated sessions
planned for individual needs
 Range of t & l methods and
approaches encourages
collaboration and skills
development and learner
confidence
 Access and encouragement to use
ILT inside and outside of the
classroom to consolidate and
extend learning.
 integrate under 19s more effectively with
adult learners to improve classroom
management
 range and variety of resources
used based on learner interests
 Increase use of realia and more
stimulating resources
 Well resourced, good sized rooms
– all with interactive whiteboards
and computers
 Consistent encouragement to become an
independent learners
 Tutor confidence in using and creating
resources for specific groups
 To further explore the
Smartboard/moodle capabilities
 Further develop VLE to promote
independent learning
 Comprehensive range of initial
assessments suitable for all levels
 Learner friendly ILPs valued by
many learners
Assessment
 Information gathered about
personal interests and aspirations
 Personal targets set and
monitored regularly
 ILPs could be simplified further for lower
levels
 On-line diagnostic assessments
 Flexibility during 5 week induction
process to review learning and
aims and meet needs of learners
with spiky profile
 good links with exams department
and swift arrangements put in
place for additional support for
examinations
 Planning for support staff
interventions effective
 Tutors support for learners outside
the classroom
Support needs and
arrangements
 Information sharing from support
coordinator and guidance on how
to support individual support
needs
 Support for Family English Maths
and Language (FEMaL) learners to
promote and provide progression
routes
 Displays and artefacts in shared
areas
 Staff profile
 Learner involvement in across
institute celebrations
Promoting and
celebrating E&D
 Participation of SkILL learners in
enrichment activities
 no specialist dyslexia support available
 develop use of volunteers
 Improve tutor confidence in using support
resources
 Limited display within classrooms
 Celebrations within classes
 English and maths tutors’ confidence in
planning for external visits
 Promotion of disabilities
 Cultural and personal backgrounds
of learners reflected in course
teaching materials.
 Topics in class reflect learners’
interests.
 Personal target reviews
Learner voice
 Mid course learner evaluations
 Evaluations on-line
 More tutorial times for individuals
 Use of mid course feedback to develop
course structure
 More varied ways of getting feedback for
 Good representation in institute
wide learner forum
low level learners
 Learner contributions to newsletter
 CSC forms widely available
 Timely response for “you said, we
did…”
 Range of enrichment activities for
SkILL learners
Enrichment
 Widespread and varied
celebrations of learner
achievements eg learner of the
month, nominations for ALW,
features in staff newsletter.
 Develop visits to local cultural centres and
libraries
