Enhancement of Learning Support

London regional project

Detailed supporting guidance on learning support self assessment

Contents

INTRODUCTION

THE PROCESS OF SELF ASSESSMENT

FLOW OF SELF ASSESSMENT REVIEW PROCESS

INFORMATION REQUIREMENTS

MEETINGS WITH LEARNERS

MEETING WITH TEACHING STAFF

MEETING WITH LSA COORDINATOR/MANAGER

CRITERIA BY WHICH JUDGEMENTS WILL BE MADE

INTRODUCTION

The quality frameworks for FE organisations include consideration to following:

Reviewing practice against Ofsted’s inspection standards

Reviewing practice against Every Child Matters

Reviewing practice againstEquality and Diversity requirements

Supporting a culture of individual and organisational improvements

Recognising that the learners’ needs should be at the centre of the review process

Supporting managers in providing a clear focus for staff in managing improvements to the quality of learning

Informing senior management, governance , Ofsted, YPLA and SFA on a regular basis about the quality of provision

This guidance is designed to provide information to all staff as to the processes of the self assessment audit tool for the management and delivery of learning support and suggests how judgements could be made

THE PROCESS OF SELF ASSESSMENT

The following is a suggested model to use in your pilot of the audit tool or you could use your own process, or identify part of this process. Please feedback on the methodology you used to complete the audit.

  1. Proposed model for conducting audit

Learning Support has a two week review period annually

A team approach would be led by the Quality Manager. The team could consist of a mix of the following as available or appropriate to the organisation :

Quality Manager

Director with responsibility for ALS

Finance Director/PAM with responsibility for ALS funding

Programme Area Manager (with good levels of ALS )

PAM for discrete support

PAM for cross college support

LSA Co-ordinator

Manager responsible for Equality and Diversity

Member of Safeguarding team

Teacher representative

LSA representative

  1. Process of self assessment review

Focus observations of a range of classes where LSAs are assigned across a range of times and days in week one

Staff to be observed will not be notified. This will reflect Ofsted inspection, although staff will know the review process is taking place and observation is likely

Verbal feedback will be given to staff who have been observed where there are examples of good practice or areas of concern

Focus interviews with learners, LSAs, teaching staff and managers

Sampling of all paperwork used by LSAs

Sampling of paper trail for ALS funding

Sampling of success, retention and achievement rates for ALS learners

  1. Potential Outcomes of pilot audit

Learning Support could receive a summary of strengths and areas for improvement

The area could receive an overall grade with identified strengths and areas for improvement, mapped to the Common Inspection Framework. This would form the final summary self assessment report. Thus, it would generate learning support SAR.

An action plan could be completed within three weeks of receiving the final report

  1. Exemplar Timetable of self assessment review

Week One: Observations, interviews and sampling

Week Two: Reports from team members

Week Three: Final report

  1. Follow up of issues and identification of areas for improvement

PAMs for ALS (discrete and cross-college) and LSA Co-ordinators could produce action plans to address areas identified as areas for improvement. This would feed into annual operating plans and identify staff development needs.

Quality Manager could provide support to areas in meeting their targets

FLOW OF SELF ASSESSMENT REVIEW PROCESS

3 WEEKS PRIORReview of Learning Support timetables, Learning Support paperwork, ALS paperwork

Paired observations schedule devised of learning support staff by Programme Area Manager, ALS Manager, LSA Coordinator and Quality Manager

2 WEEKS PRIORInduction session for review team

Meeting dates for focus interviews of students and staff

1 WEEK PRIOR Quality Manager confirms last minute details

LEARNING SUPPORT REVIEW Majority of observations

WEEK 1Meeting with students

Meeting with staff (LSAs and tutors)

Meeting with ALS Manager , LLDD Manager

Meeting with LSA Co-ordinators

Review of paper trail

Friday team meeting

WEEK 2Wed Summary reports submitted

Fri. 3.30pm verbal feedback to ALS Manager and Director

WEEK 3Final report

2 WEEKS POST REVIEWALS Manager feedback to team

3 WEEKS POST REVIEWALS Manager oversees production of action plan

4 WEEKS POST REVIEWMeeting with Quality Manager and ALS Manager with action plan

Targets set for teams

Monitoring dates set and agreed with Quality Manager

INFORMATION REQUIREMENTS

PRIOR TO REVIEW

3 weeks prior to the review

Timetables with clear identification of staff supporting

Last SAR and action plan

Success, retention and achievement data on learners who have received additional support by area

Review of at risk learners

Risk assessments for individual learners who receive support

DURING THE TWO-WEEK PERIOD

Samples of LSAs recording paperwork

Sample of lesson plans of those session where LSA were observed

Details of LSA staff development over the previous two years

Sampling of all ALS paperwork

MEETINGS WITH LEARNERS

A meeting with a sample of learnersreceiving additional support will be part of the review process.

Purpose:

Learners are our customers; it is important to get their views on experiences at the organisation. No names of the learners will be needed only what area of learning they are in. The following guidance questions are prompts.

B1
B4 / INITIAL GUIDANCE

Were you able to ask questions at your interview?

Were you asked about your support needs?

B1
B4 / INDUCTION AND LEARNING SUPPORT

How long was your induction?

Did you have an assessment to check if you needed any help on your course?

Did you get feedback on how you did?

Have you received any help?

What happens if you don't take up the help offered?

B1
B4
A3 / ON PROGRAMME

How good is the learning support you receive on your course?

Are you clear on how the learning support assistant helps you to learn?

Do they check you are learning?

Are they helping you to be independent?

Do they give you helpful feedback about how you are doing?

Do they make links to previous lessons?

Do they explain learning objectives?

Do they point out H&S to you?

Are they enthusiastic?

Do you feel safe on your course?

Who can you tell if you have problems?

B4 / Range of support

How has a Learning Support Assistant assisted you on your course?

Personal

  • Confidence building
  • Counselling
  • Pastoral care
  • Role model
  • Mentoring

Practical Information on

  • transfer and options
  • Financial advice
  • Childcare
  • Transport
  • Mobility and access
  • Personal care
  • IT help
  • Second-hand books
  • Equipment to buy

Helped with Learning :

  • Research and information
  • Tutorial
  • Communication, e.g. signing
  • Exam concessions
  • Study skills
  • Language
  • Enabling technology
  • Key skills

Level of Contact

  • Telephone
  • Personally
  • Professional
  • Socially
  • Every day
  • Regularly
  • Occasionally
  • Rarely
  • Never

Helped with Resources

  • Right match
  • Language
  • Adapted materials
  • Accessible
  • Enabling technology

MEETING WITH TEACHING STAFF

The Quality Manager will meet with a range of tutors who have LSAs in their sessions, the purpose being to discuss how they manage their support to ensure the quality of the students’ experience.

MEETING WITH LSA COORDINATOR/MANAGER

The Quality Manager will meet with the LSA Coordinator/Manager; the purpose being to discuss how they manage their staff to ensure the quality of the students’ experience.

CRITERIA BY WHICH JUDGEMENTS WILL BE MADE

The following seven indicators of the self assessment tool are cross referenced with the relevant criteria listed below from the Common Inspection Framework.

Indicator 1: The organisation has clear policies outlining the roles and responsibilities of Learning Support Assistants

Indicator 2.1: Managers’ and teachers’ management strategies provide clear guidance as to how LSAs should work in their classrooms

Indicator 2.2: The expertise, skills and knowledge of LSAs is used flexibly to foster the learning of learners

Indicator 3.1: LSAs work cooperatively with teachers to support the learning and participation of learners

Indicator 3.2: Teachers and LSAs learn together to improve the quality of their work

Indicator 4: LSAs develop effective working partnerships with people involved in education

Indicator 5: LSAs are supported in relation to their induction, mentoring and development needs

Indicator 6: LSAs meet with other LSAs for purposes of planning, problem solving and staff development

Indicator7: The organisation has clear quality assurance processes for measuring the impact of learning support

Common Inspection Framework
Outcomes for learners
A1 / How well do learners achieve and enjoy their learning?
A3 / How safe do learners feel?
Quality of Provision
B1 / How effectively do teaching, training and assessment support learning and development?
B4 / How effective are the care, guidance and support learners receive in helping them to attain their learning goals?
Leadership and management
C1 / How effectively do leaders and managers raise expectations and promote ambition throughout the organisation?
C3 / How effectively does the college promote the safeguarding of learners?
C4 / How effectively does the college actively promote equality and diversity, tackle discrimination and narrow the achievement gap?
C5 / How effectively does the college engage with users to support and promote improvement?
C6 / How effectively does self-assessment improve the quality of the college’s provision and outcomes for learners?
C7 / How efficiently and effectively does the college use its available resources to secure value for money?

The criteria produced for observation of the students’ learning experience with their support staff (See observation proformas) are structured to allow reference to the above areas.

The audit team consists of a cross section of staff roles as well as identified specialist for learning support.

Each of the six criteria is followed by questions which are designed for testing whether the indicator applies in practice and to what degree. They are intended for the purpose of review and development. They are not exhaustive or untouchable. Please feel free to identity which questions were not appropriate or effective. Please indicate how you might extend or amend them.

Each criteria is cross referenced to the Common Inspection Framework theme the criteria relates to and the report pro forma identifies where the evidence lies to meet the criteria.

Each interviewing team /observer will spend time within the first week of the review process making judgements against the criteria to what extent it applies. By the beginning of the second week all team members will be drawing up a list of strengths, areas which are satisfactory and identifying areas for development from the evidence produced.

The purpose of the review is to give teams and areas a focus for further development against the key themes recognised as important by our funding body and essential to improving the learning experience of our students giving them greater chances of success. The review provides key strategic information for senior managers to improve the learner experience and outcomes in regard to learning support as well as providing a measurement of its impact.

ELS Programme London Regional Conference 101110Page 1