Adult and Community Learning Service:
Provider News, October 2012
As we start a new academic year we hope the information provided below is helpful to you in managing
your contract and provision with ACLS. Please do let us have your views on items that you would like to
see included future editions.
2011-2012 Year End Statistics:
At the end of the 2011/12 year we enrolled 8775 learners (14260 enrolments). Success rates were a key priority
for us and we saw an increase from the 10-11 year achieving 82.47% against a target of 83%. There is still more
work to be done here over the year, especially so with the changed emphasis within the new CIF. That said
sincere thanks are due to everyone for their contribution to the improved rate for the year.
Individual Learning Plans (ILPs) 2012-13
For some time now ACLS has been reviewing how ILPs are being used on its courses. Consultation has
taken place with tutors, providers and learners. Feedback has indicated that although the current ILP
(ACLS 12), when completed fully, provides a good record of the learner’s progress and achievement, and
provides evidence of the 5 stages of RARPA, it may not be ideal for use on all courses.
Therefore tutors may now choose to develop their own alternative to the ILP, or use the ILP in
conjunction with some other record of learners work e.g. a scrapbook. However if tutors wish to use an
alternative method to the ILP to record learners progress they MUST get the approval of the ACLS
contract manager in their organisation first. If the contract manager is unsure about the alternative
method being used then ACLS should be contacted for further advice and guidance.
Providers and tutors will need to ensure that any alternative method still meets the following criteria:
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It provides a record of initial assessment having taken place
It sets out the learning outcomes that the learner will be aiming to achieve during the course.
These should stretch and challenge the learner and the document should demonstrate this
It provides a record of progress towards these learning outcomes
An ongoing record of learners progress including learner reflection and tutor feedback
A summative assessment of overall progress and achievement towards the learning outcomes
Teaching & Learning Improvement Strategy
ACLS has produced a Teaching and Learning Improvement Strategy. This document sets out the
Service’s teaching and learning improvement priorities for 2012-13 and is expressed through quality
criteria. It is based on current national, regional and local policies as well as issues from ACLS
observations in 2011-2012. It also restates our definition of excellent practice. It will inform:
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what quality improvements we wish to make this year
what we are looking for in our observations of teaching and learning (it is a guide rather than
a tick list of what we expect to see in one lesson)
observers on what an ‘outstanding’ session contains
staff development priorities and how we support tutors
ACLS grant applications
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These criteria cover Personal and Community Development Learning - (PCDL), Family Learning, Work
Routes and programmes for Learners with Learning Difficulties and Disabilities (LLDD)
The full version of the Teaching and Learning Improvement Strategy is available on Honeycomb at:
http://www.nottsaclsmoodle.net/course/view.php?id=31
New Common Inspection Framework
Ofsted has published its new Common Inspection Framework (CIF) and details of how inspections will be
carried out from September 2012.
Under the revised CIF a provider will receive a grade for overall effectiveness. This will be based on
evidence and judgements made on:
 Outcomes for learners
 Quality of teaching, learning and assessment
 Effectiveness of leadership and management.
Outcomes for learners
Inspectors will make a judgement on outcomes for learners by evaluating the extent to which: (Notes in
brackets are issues that ACLS tutors will need to be aware of and all can be expressed through RARPA)
 all learners achieve and make progress relative to their starting points and learning
goals. (Clear records of initial assessment will need to be available and evidence of progress
made towards learning outcomes relative to the initial assessment logged)
 achievement gaps are narrowing between different groups of learners (Tutors will need to
be aware if there are any differences in the achievement of different groups of learners on the
course. For example, do black and ethnic minority learners achieve as well as other groups of
learners? Also if there are differences what actions are being taken to close these gaps?)
 learners develop personal, social and employability skills (Evidence will need to be
available that demonstrates that learners are developing these additional skills during the
course. Achievement of Personal Goals identified on the Individual Learning Plan will provide
some evidence of this)
 learners progress to courses leading to higher-level qualifications and into jobs that
meet local and national needs. (Evidence will need to be available that learners have
received information about courses that they can progress on to and, where appropriate,
information about job and career opportunities)
Quality of teaching, learning and assessment
(Note that assessment is now included in the title reflecting the fact that greater emphasis will be placed
on initial and ongoing assessment as expressed through RARPA)
Inspectors will make a judgement on the quality of teaching, learning and assessment by evaluating the
extent to which: (Notes in brackets are issues that ACLS tutors will need to be aware of)
 learners benefit from high expectations, engagement, care, support and motivation from
staff
 staff use their skills and expertise to plan and deliver teaching, learning and support to
meet each learner’s needs
 staff initially assess learners’ starting points and monitor their progress, set
challenging tasks, and build on and extend learning for all learners (Another reference
that highlights the emphasis that will be placed on initial assessment and how this must be
used to set challenging targets for learners to progress towards)
 learners understand how to improve as a result of frequent, detailed and accurate
feedback from staff following assessment of their learning (Clear records of assessment
activity and details of feedback given to learners will need to be available)
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 teaching and learning develop English, mathematics and functional skills, and support
the achievement of learning goals and career aims
 appropriate and timely information, advice and guidance supports learning effectively
 equality and diversity are promoted through teaching and learning. (This will need to be
clearly identified in lesson plans and embedded in the delivery of sessions)
Effectiveness of leadership and management
Inspectors will make a judgement on the effectiveness of leadership and management by evaluating the
extent to which leaders, managers and, where applicable, governors:
 demonstrate an ambitious vision, have high expectations for what all learners can
achieve and attain high standards of quality and performance
 improve teaching and learning through rigorous performance management and
appropriate professional development
 evaluate the quality of the provision through robust self-assessment, taking account of
users’ views and use the findings to promote and develop capacity for sustainable
improvement
 successfully plan, establish and manage the curriculum and learning programmes to
meet the needs and interests of learners, employers and the local and national
community
 actively promote equality and diversity, tackle bullying and discrimination and narrow
the achievement gap
 safeguard all learners.
Changes to Inspection
Ofsted will:
 Only consider a provider to be outstanding for overall effectiveness, if they have
outstanding teaching, learning and assessment (However there will not be a specific
percentage of outstanding sessions observed for teaching and learning to be judged outstanding)
 Introduce a new judgement of ‘requires improvement’ (This will replace the current
“satisfactory” grade)
 Introduce earlier re-inspection of learning and skills providers judged as ‘requires
improvement’ (Providers judged as “requires improvement” will be re-inspected within 12-18
months)
 Limit the number of times a provider can be judged as ‘requires improvement’ for overall
effectiveness (A provider will be limited to two consecutive inspections where it is judged
“requires improvement” before it is judged to be “inadequate for overall effectiveness”)
 Reduce the notice period for inspections (Providers will only receive up to 2 days notice of
inspection)
Full versions of the Common Inspection Framework and Ofsted’s Handbook for Inspection can be
found at:
http://www.ofsted.gov.uk/resources/common-inspection-framework-for-further-education-and-skills-2012
Observations of Teaching and Learning 2011-12
The table below shows the grade profile of lesson observations completed in each sector subject area in
2011-12:
Sector Subject Area
1-Health, public services and care
Grade 1
1
Grade 2
9
Grade 3
0
Grade 4
0
10%
90%
0%
0%
Total
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3
Sector Subject Area
3-Agriculture, horticulture and animal
care
5-Construction
6-Information and communications
technology
7-Retail and commercial enterprise
Grade 1
1
Grade 2
3
Grade 3
1
Grade 4
0
20%
60%
20%
0%
0
3
2
0
0%
60%
40%
0%
3
9
1
1
21.4%
64.3%
7.1%
7.1%
2
9
1
0
16.7%
75%
8.3%
0%
8-Leisure, travel and tourism
2
2
2
0
33.3%
33.3%
33.3%
0%
9-Arts, media and publishing
2
9
3
1
13.3%
60%
20%
6.7%
10-History, philosophy and theology
1
1
1
0
33.3%
33.3%
33.3%
0%
11-Social Sciences
1
0
0
0
100%
0%
0%
0%
12-Languages, literature and culture
5
4
2
0
45.5%
36.4%
18.2%
0%
14-Preparation for life and work
6
13
1
0
30%
65%
5%
0%
15-Business Administration
Family Learning
0
1
0
1
0%
50%
0%
50%
3
7
4
1
20%
46.7%
26.7%
6.7%
Total (All observations)
27
70
18
4
22.7%
58.8%
15.1%
3.4%
Total
5
5
14
12
6
15
3
1
11
20
2
15
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OTL grade targets for 2012-13
In recognition of the fact that Ofsted has now changed the description for grade 3 from “satisfactory” to
“requires improvement”, ACLS has reviewed its OTL grade targets for 2012-13. It has been decided
that the target for OTL grades in all sector subject areas will be for ALL observations to be grade
2 or better in 2012-13.
Revision of 2007 Workforce Regulations
Following recommendations from Lord Lingfield’s interim report and a formal consultation
undertaken by BIS, significant changes have been made to the regulations governing the
further education workforce in England. These were confirmed in the Government’s response
to the consultation and will now take effect from Sunday, 30 September.
The Further Education Teachers’ Continuing Professional Development and Registration
(England) Regulations (2007) have been revoked completely. The Further Education
Teachers' Qualifications (England) Regulations have been revised. The core requirements for
qualifications have been retained for the time being, pending the outcome of the Learning
and Skills Improvement Service (LSIS) review. Those elements that were dependent on
mandatory registration with the Institute for Learning have been removed.
ACLS will continue to require tutors to be suitably qualified and/or experienced in the subject that they are
delivering. The situation will be revisited once final decisions have been made following the review.
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2012-2013 Provider Meeting Date
This years Provider meeting will be held on Thursday 14th February 2013 at Newstead. FE, WEA and Community
College Providers are invited to the morning meeting, 10.30 – 12.30. All other providers are invited to attend the
afternoon meeting, 1.30 – 3.30.
The meeting will review progress against targets for the current year and discuss plans and priorities for next year.
H&S Venue Risk Assessment Procedure
Following on from the item in the August Provider News the new process for undertaking venue health
and safety risk assessments is now operational.
If you are using a venue that is owned by Nottinghamshire County Council there will be an up to date risk
assessment in place. You can accept this as your venue risk assessment if it is current and complete. If
you choose to accept an existing assessment then we will need you to record and submit the details to
ACLS. There is a form on Honeycomb to download, complete and submit. It can be used for more than
one venue – it is in a table format. Please ensure you sign and date the form to indicate your acceptance
of the existing risk assessment as suitable and sufficient for your needs.
http://www.nottsaclsmoodle.net/course/view.php?id=45
Once the form is complete please email it to georgina.simpson@nottscc.gov.uk as she has taken over
responsibility for this work.
If premises are not owned by NCC then you will need to continue to complete a separate assessment
and submit it as in previous years.
If you have any queries please either email Georgina or ring her on 0115 9772185.
LSIS Accounts
The Learning and Skills Improvement Service (LSIS) issue accounts to providers who receive funding
from the Skills Funding Agency. Although providers do not receive actual money they have an allocation
that can be used to allow staff to attend events organised by LSIS. The account can also be used to
arrange for LSIS to deliver “in-house” programmes.
ACLS is conscious that many of its providers will be in receipt of an LSIS account or will have applied for
one (See July 2012 Provider News). The Service is thinking of arranging for LSIS to deliver an “in-house”
programme to ACLS staff and its providers. This could be funded from contributions from the LSIS
accounts of those providers that attend (The total cost would be £1000 plus venue/refreshment costs).
One possible theme for the event would be “Preparing for inspection”. However suggestions for other
themes would be gratefully received.
If you would be interested in being involved please contact Andy Ashley to let him know
(andy.ashley@nottscc.gov.uk). It would also be helpful if you could let him know if you have an
LSIS account.
Adult Learners’ Week, 18th- 24th May, 2013.
Has it really been a year since I wrote to you about Adult Learners’ Week…..not quite, as the nomination
process is starting earlier this year!
The NIACE Adult Learners’ Week Awards gives us the opportunity to recognise the achievements of
inspirational people and projects that we have worked with throughout the year. By making a nomination
you can highlight the difference that learning makes to adults' lives, build learners' confidence, and
inspire others.
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There are new award categories for 2013 which recognise learning in different walks of life:
• Arts and Culture
• Family and Community
• Health
• Life Skills
• Sport and Leisure
• Technology and Innovation
• Work
You can find out lots more about the categories and how to nominate at www.alw.org.uk If you decide to
nominate a learner or project please will you ensure that it is attributed to ACLS and let Helen
Goldsbrough (helen.goldsbrough@nottscc.gov.uk ) know about your nomination. Everyone nominated
will receive a Certificate of Achievement – winners receive an award presented at ceremonies held during
Adult Learners’ Week, 2013 from 18th-24th May. The closing date for nominations is 5pm on
Thursday 13th December.
It would be great for us to have an award this year, we’re sure that there are plenty of potential winners
out there, so let’s get nominating!
ACLS Learner of the Month
As you know, up until now we have been using our ‘On Course’ bulletin to highlight the success of our
learners/provision. The ACLS marketing group have been looking at new and different ways of
advertising the value of learning and giving recognition to our learners’ achievement and progression. We
are planning a ‘Learner of the Month’ feature on Honeycomb from November onwards. This can just be a
short paragraph outlining your learner’s story; an accompanying photo (with consent) would also be
great, but not necessary. Please send your story to caroline.ball@nottscc.gov.uk by the last day of each
month and keep a look out for your learner/s on our web page!
With thanks for your continued support
Date: 16/10/12
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