Adult and Community Learning Service
Individual Learning Plan Class visits-Summary Report
Background
Some recent Ofsted inspections of Community Learning provision have found the use of Individual
Learning Plans (ILPs) to be poor. Therefore, ACLS decided to carry out a series of class visits that
focused on the use of ILPs in its courses.
Members of the ACLS staff team were allocated providers where they were to carry out class visits
across the range of that provider’s provision. Most providers that were visited were commissioned
providers. Visits took place between Monday 2nd February 2015 and Wednesday 4th March 2015.
Those carrying out the visits were asked to complete their visits with an open mind as some tutors
would be using alternative versions to the standard ACLS ILPs.
Providers were notified as to which courses were to be visited and were asked to notify the tutors
concerned. In some cases difficulties were experienced when booking visits as the course
schedules received from some providers were not up to date and courses had been cancelled
without ACLS being notified.
Number of visits
In total 54 visits took place to 12 different providers. The providers visited ranged from larger
colleges to small providers offering specialist provision in Family Learning or provision for learners
with learning difficulties and disabilities.
The table below shows the number of visits in each sector subject area:
Sector Subject Area
1-Health, Public Services and Care
6-Information and communications technology
7-Retail and Commercial Enterprise
8-Leisure, Travel and Tourism
9-Arts, Media and Publishing
12-Languages, Literature and Culture
14-Preparation for Life and Work
LLDD provision (14)
Family Learning
Total
Number of visits
4
3
4
1
13
2
10
9
8
54
Key strengths identified
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Nearly all courses visited had some ILPs available.
The better examples of ILPs were where tutors had created their own, course specific,
ILPs. For example, a sugar craft tutor was using a sheet for each session to record
progress. A sewing tutor had created a course booklet that contained all hand-outs,
instructions and patterns for the course as well as all the elements of an ILP.
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Learners appeared to prefer the ILPs where photographs had been included to show
progression, particularly on more creative courses.
Some good examples of creative methods to support the use of ILPs by learners with poor
literacy were identified. For example, one tutor was using cards with photos of the learners’
work on and learners chose from a range of statements to stick on to the card.
Where tutors are more positive about the usefulness and completion of the ILPs then
learners are generally more positive as well. This was particularly true for Family Learning
provision.
Some good use of ILPs to support recollection and recapping of previous sessions. This
was particularly true for courses where booklets, designed by tutors, were being used on
courses where the learners had dementia.
ILPs are used more effectively (or felt to be more appropriate) in some subject areas than
others.
Better content when learners are given specific guidance by tutors for their completion
Key areas for improvement identified
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In many cases learning outcomes were very poor. They were not SMART targets, not
individualised, often just a list of subject areas that would be covered each week.
In some cases no learning outcomes at all were recorded on ILPs.
Apparent lack of understanding by some tutors as to the purpose of the ILP. Also some
tutors were unaware of the availability of the adapted version of ACLS’s ILP or the fact they
could create their own version.
Some lack of evidence of initial assessment. Also, where initial assessment had taken
place, there was often a lack of link between the initial assessment and individual learners’
learning outcomes.
Learners with poor English or literacy levels have difficulty completing them.
Learner progression record sections of standard ACLS ILP, completed by learners after
each session, not always completed very well. Often learners wrote what they had done or
enjoyed, rather than what they had learnt.
Tutor comments (where evident) were usually very positive and supportive but little
evidence of reflection on actual learning and what the learner needs to do to improve.
Comments by learners
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A waste of paper or time.
Some said they were useful and liked getting feedback and helped them to remember what
they have done.
Would prefer something that could be filled in more easily and quickly. For example, some
sort of sliding scale indicating level of knowledge or skill.
Sometimes hard to know what to write each week. Often end up writing the same thing.
Learners with learning difficulties and disabilities particularly liked the use of photographs in
their ILPs.
Learners who were on a painting course where photographs of progression with the art
work are not currently being used liked the idea of using photos to build up a portfolio.
Awareness of ILPs generally improves the longer someone is on a course or the more
courses they do.
“I’ve paid to do digital photography, not fill in forms!”
Comments by tutors
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Some tutors appeared to have been given ILPs to use on their course(s) without any
explanation. In these cases they were seen as “another form to fill in”.
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Some tutors said they found them useful as they provided them with feedback from
learners.
ILPs are better for some learners/groups than others. Some learners need more guidance
on how to complete them.
Some tutors were not aware of the adapted version of the ACLS ILP or that they could
create their own.
Examples of Good Practice
Radial graphs
Several examples of radial graphs, or similar were seen being used as an initial assessment tool
or to monitor learners progress towards learning outcomes. Below are two examples of these:
Course booklets
A number of examples of booklets created specifically for a course were seen. In most cases
these were designed to include examples of the learners work as well as recording the learner’s
progress and achievement.
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Tutor feedback
The best examples of tutor feedback were where the tutor had made positive comments about the
learner’s progress along with suggestions as to what they needed to do next.
The following example is from a course for learners with learning difficulties and disabilities where
they had been reading Jane Austen’s Pride and Prejudice
Learner B’s comments: We finished off the love story Pride and Prejudice and I found out more
about Jane Austen’s personal history, about her life which I did not know much about before and I
really enjoyed reading aloud to everyone and I thought the novel had a happy ending which is nice
to read about.
Tutor comments: Well done for reading over the holiday B. Good to see that you’ve added the
titles to your bookmark! Super reading and answering of questions! I am pleased that you
understood reasons for marriage in those days and you were able to compare the characters of
Lizzy and her friend Charlotte and their attitudes to love. Perhaps it might inspire you to read
another classic? Great work!
Future action
Based on findings from these visits ACLS will put together a programme of CPD for tutors focusing
on improving the quality of ILPs. This will include sessions at tutor training events such as the
Tutor Conference as well as having an online resource. This will be designed to look at the
fundamental requirements of an ILP, as well as helping tutors to develop their own versions for
their courses should they wish.
In addition a series of templates will be developed for tutors to use as alternatives to the standard
ACLS ILPs.
ILP online tutor survey
In addition to the class visits, tutors were invited to complete an online survey which was aimed at
gathering their views and opinions. In total 48 tutors completed the survey. Below are responses
to some of the questions asked:
Which type of ILPs do you generally use?
Short course ILP
29.2%
Standard ACLS ILP
70.8%
Electronic ILP
4.2%
Adapted ACLS ILP
10.4%
Alternative ILP
18.8%
When do your learners complete their ILPs?
Beginning of the session
19.2%
During the session
6.4%
End of the session
74.5%%
Do your learners include quality information within their ILP?
Yes
10.4%
No
12.5%
Sometimes
77.1%
Do your learners include personal goals within their ILP?
Yes
43.8%
No
4.2%
Sometimes
52.1%
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Does your feedback encourage learners to consider ways in which they can improve?
Yes
58.3%
No
4.2%
Additional comment
37.5%
Review of process
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Need to be careful not to make the process too intrusive for tutors and learners.
In some cases tutors were unaware that the visit was to take place.
In order to assess the full impact of the process, follow up visits will need to take place next
year.
If you have any queries about Individual Learning Plans please don’t hesitate to contact
Andy Ashley at ACLS by email andy.ashley@nottscc.gov.uk or telephone 0115 9773594
ILP Class visit summary report
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