Curriculum Self-Assessment Report 2015-16

English

Overall Grade: 2

Introduction
  • The curriculum is designed to respond to community needs in improving the skill level of the citizens of Birmingham in order to support and improve social and economic opportunities that in turn meet the government’s agenda for employment; including some development of digital literacy and work skills and to prepare students for study at the next level. 42% of English students from 15 16 have returned to continue their English studies with us in 16 17.
  • Staff structure consists of 4 part-time Teaching & Learning Managers responsible for line management of tutors and programme management. Two full-time Subject Leaders support quality improvements and a team of 25 tutors deliver our English courses.
  • All discrete literacy provision is ASB and within this there is some non-accredited provision aimed at LDD learners (less than 5%). There were1311 leavers in Foundation English; 6% of whom were 16 – 18s. For GCSE English there were 261 leavers; 2% aged 16–18.
  • 11 leavers studied GCSE English as part of a study programme sub-contracted to JTL; a local apprenticeships provider specialising in electrical installation & plumbing.
  • Foundation English provision covers all levels from Entry 1 up to Level 2, all of which is ASB funded. Courses are part-time, ranging from 2 to 5 hours per week. GCSE English is particularly popular with employed learners and, therefore, the majority of courses are offered evenings and weekends in a single 3 hour session per week. English courses are offered throughout Birmingham at 15 venues close to local communities at a variety of days and times.
  • In term one, Awards in English Skills provide a stepping stone to Functional Skills courses commencing in January. At the end of Awards courses, all students sit a functional skills initial assessment task (Reading & Writing). We expect the majority of students to progress onto Functional English courses. Learners who do not pass this assessment may continue to study on Awards Part 2 courses for the remainder of the academic year. In addition to daytime twice a week Awards/FS courses, we offer once a week Functional Skills courses running September – June for students who can only commit to attending once a week and/or evenings.
  • Using the Community Learning budget, we run Essential Introduction courses (up to 10 hours) designed to develop self-confidence and understanding of how to become a successful learner before students start on their accredited course.
Almost all of our learners were aged 19+ and 84% of learners were female. Working in diverse communities, 82% of students in the English programme were of BME background. Over a quarter of students declared a disability, learning difficulty or health problem. To support these learners with additional needs, we liaise closely with the Learner Support team who provide Learning Assistants to offer 1:1 and small group learning support in the classroom and pre and post tutoring where necessary. In addition to this, we signpost students with dyslexia to themed ½ day workshops run bydyslexia specialists from the English team.
Main qualifications
Level / Qualification / Leavers / % provision
E1 E2 / C&G Themed Award in English Skills / 27 / 2%
E3 L1 / Ascentis Awards in English Skills / 673 / 54%
E1 E2 E3 / OCR Entry Level Functional Skills / 126 / 10%
L1 L2 / Edexcel Functional Skills / 413 / 33%
GCSE / AQA GCSE English (Literature/Language combined) / 265 / 20%

Figures based on quantity of learning aims not learners.
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Changes, development and improvement in the last 12 months

  • Continued focus on development of learners’ digital literacy, employability and study skills in Awards/FS English courses. Next Steps learner surveys demonstrate the impact of this work indicating many positive outcomes (64% of English leavers responded to the survey):

40% improved study skills.

11% improved ICT skills.

33% course helped them look for work or get an interview.

46% course helped write a CV, complete job applications and develop interview skills.

45% achieved a positive work outcome (voluntary work, work placement, part time/full time employment or a better job/promotion at work).

  • Retention overall has improved to 95% (3% above service average). All tutors set high expectations for attendance and punctuality at the start of courses. Tutors consistently follow-up unknown or consecutive absences and offer learners support to enable a return to class and to ‘catch-up’ with missed work (81% attendance).
  • Data from OTLA KPIs, feedback in learner surveys on quality of teaching and our achievement rates all support the view that the quality of teaching, learning and assessment in the English programme is now consistently very good.
  • Out of 12 nominations from English courses, 10 of our learners received BAES Outstanding Learner awards in 15 16. One of these students went on to receive an Individual Learner of the Year award as part of Festival of Learning (Learning & Work Institute who promote adult learning) and is now acting as an ambassador for that organisation.
  • 50% of E1/E2 qualification courses replaced with Everyday English; a discrete LDD course offering personalised literacy learning and a bridge to other courses in the LDD programme. Mostly aimed at continuing learners repeatedly failing English qualifications at lower levels because of underlying, and often undiagnosed, learning difficulty or disability.
  • Working in partnership with Birmingham Institute for the Deaf (BID), piloted a pre-employment course; aimed at Jobseekers with BSL as their first language,who are struggling to engage with job application processes because of low literacy levels. JCP refer deaf people who need support to a Job Club running at BID. Learners who are not able to fully engage in this Job Club (below E2) are offered our Literacy for Work course. The course is designed to improve basic literacy, IT skills and attitudes to work. Progression could be referral back to the Job Club at BID and/or moving onto an accredited literacy English course at BAES or another provider.
  • Offer a range of workshops at various locations throughout the academic year to help improve study skills of students with dyslexia: organising work, using assistive technology and improving reading speed and spelling memory. Achieved 92 enrolments in the pilot with overwhelmingly positive feedback in learner evaluations. Workshops are open to any BAES student who has a current dyslexia report, or is awaiting assessment. Workshops are run by dyslexia specialists in the English team.
  • Reduction in GLH for FS courses running January to July (-10 hours) and increased average class size to 14 to improve efficiency.
  • To increase the pool of qualified English tutors, we supported two DET/Literacy placements from Warwick University. Both trainees are now employed as sessional tutors in English and/or ESOL.
  • Withdrawal of English courses from Handsworth Community Fire Station due to small class sizes year on year.

Key Strengths (Good or Outstanding Features)

Effectiveness of Leadership & ManagementGrade 1

  • Self-assessment is extremely thorough. Tutors and learners contribute extensively to the self-assessment report. Lines of communication are excellent: 100% attendance at tutor briefings, access curriculum newsletters and complete online tutor course evaluations, which feed into discussions at My Appraisals and enable us to share good practice and ideas from individual tutors with the wider team.
  • Highly effective in-class monitoring by the leadership team has resulted in timely, appropriate and effective interventions and very high levels of retention. This has included management of attendance and punctuality, review of RAS data by tutor/course, register hygiene, purchasing of additional resources and action planning for teaching staff.
  • Rigorous and responsive curriculum designed to meet needs of learners: students at risk of not achieving were offered additional support in a timely manner. Awards coursesstructured to offer students more time to study at same level.
  • Robust performance managementeffective in increasing the level of service provided to learners with high levels of satisfaction expressed in learner surveyswith 95% of respondents saying they would recommend us to friends or family.
  • Strong focus maintained upon increasing the quality of teaching, learning and assessment, which is now highly consistent. All tutors are fully qualified and effectivetargeted CPD is provided by the curriculum team based on needs identified in tutor action plans, tutor appraisals and in response to qualification changes. This is supported by the wider CPD team who offer both internal and external training opportunities for all our staff.
  • Core schemes of work include equality and diversity themes, promote British Values and all tutors set ground rules to encourage respect and mutual tolerance in the classroom. Celebrating a range of religious festivals promotes greater tolerance and understanding in diverse groups of learners (82% of students in English from BME backgrounds). Students regularly take part in voting activities to reach group or class decisions eg.do mini-presentations on ‘my favourite charity’, whole class nominate one charity to support and organise a fundraising event. Two events run by English students at Selly Oak and Saltley Centres last year raised over £600.
  • Plans to develop capacity via DET/Literacy placements to enable responsiveness to demand
  • Increasing use of ILT by tutors and learners showing as a strength in OTLA KPIs.

Quality of Teaching, Learning & Assessment Grade 2

  • High quality teaching, learning and assessment with 100% of observed sessions judged good or better; 32% of learners showing exceptional progress. Average learner score for quality of teaching on courses is 9.6/10.
  • OTLA reports and class visits evidence the following strengths: effective use of questioning, differentiation (including stretch and challenge), clear learning outcomes, high levels of learner engagement, useful feedback, effective use of peer tutoring, peer and self-assessment, effective monitoring and checking of learning and increased use of ILT use by teachers and learners.
  • Themes for lessons include topical issues which promote discussion and reflections: democracy (how to raise a concern with a local councillor or write to your MP), law (compare laws in Britain to learners’ experiences of living in other countries), and issues which contribute to inequality such as poor health, unemployment, lack of facilities in poor areas etc. Students are encouraged to join petitions online to campaign for causes they care about, and to write letters about local issues to politicians.
  • Systematic sharing of best practice across the curriculum including use of tutor forums and ‘teach meets’ to consistently share good practice and resources across all of our sites.

Personal development, behaviour and welfare Grade 2

  • Improved consistency in approaches to management of attendance and punctuality is helping students to make links betweenattendance and achievement and behaviours for work (81% attendance and 95% retention).
  • Highly positive learner feedback demonstrates that 75% of students completing a Next Steps survey state the course improved their confidence and 42% of English students from 15 16 have returned to continue their English studies with us in 16 17.
  • 44% of respondents in the survey state they are now more involved in their child’s education, 40% have encouraged others to take up learning and 21% have become more involved in their local community as a result of their course
  • Tutor course evaluations and Next Steps surveys evidence steps taken by tutors to improve students’ wider skills whilst studying on English courses.
  • We encourage learner voice by electing class representatives to BAES Learner Forumsand by asking learners to organise real life eventssuch as end of term celebration, charity fundraising or awareness events with minimal guidance from the tutor. 45% of attendees at forums are representing English/ESOL courses and all GCSE English classes made a written submission to forums in 15 16.
  • Tutors facilitate classroom debates and discussions about topical issuesand develop skills to ensure all opinions are heard and expressed in a respectful way.
  • Activities and discussions around internet safety are embedded in schemes of work at all levels. Students are often not aware of the online risks facing their children. Exploring these themes in class has resulted in parents checking their child’s online history and discussing the risks.
  • Classroom activities reflect the knowledge and experience of learners from different cultures and backgrounds, eg. mini presentations on the food of their culture and Black History Month celebrations.

Outcomes for Learners Grade 2

  • Overallachievementfor Awards in English Skills is very good and shows sustained improvement over 3 years.
  • Excellent retention rates for both Awards and Functional Skills.
  • Very good levels of achievement above provider rates for all levels of Functional English (except L2, where a dip in benchmarks is expected due to increased level of challenge led by findings of Ofqual review).
  • 87% of learners with a positive intended or actual destination for further study or work in Next Steps Survey 45% positive work-related outcomes in L06 plus 42% continuers in Aqua
  • 65% of students in GCSE English achieved grade A*-C and retention significantly improved to 89% (7% above provider rates).
  • Overall very good level of achievement for 16 – 18s (82 leavers)
  • Gaps between the success of learners with and without disabilities and different ethnic groups remain insignificant.

What we need to improvein 2016-17

Effectiveness of Leadership & Management

  • Improve tutor and learner access to tablets to increase opportunities for reading and writing online and through targeted CPD promote wider use of apps and online tools to support literacy development (eg. Dictionary.com, English Grammar Test, Speech to text, Padlet, Kahoot)
  • Targeted CPD and resources to support tutors with new GCSE 9-1 English Language curriculum.
  • Continue to promote use of effective strategies to improve learner attendance and punctuality. Use web attendance to identify A&P or retention hotspots and intervene in a timely manner.
  • Continue to increase pool of qualified English tutors (Warwick Uni DET placements x 2).
  • Continue to monitor students at risk of not achieving and offer additional support.
  • 100% tutors to complete in-house Prevent, E&D, H&S and Safeguarding training designed to safeguard our learners.
  • Introduce more non-regulated provision to respond to local priorities and working in partnership to increase opportunities for enrichment.

Quality of Teaching, Learning & Assessment

  • More consistently use ILPs to support learning and evidence progress (SMART targets, timely review of progress, learner reflection against group targets, ‘best work’ folders, targets to improve basic ICT, study and employability skills)
  • Increase creative use of ILT to enhance learning, for a minority of tutors.
  • Introduce use a Moodle Learner Zone course to support GCSE English students with homework, revision and to catch up with missed following an absence.
  • Share best practice in use of ILPs and developing tutor skills in using ILT creatively as service wide CPD.

Personal development, behaviour and welfare

  • More consistent setting of personal targets and group goals to develop wider skills and review progress in ILPs: employability, ICT (for those who need it) and study skills.
  • Continue to raise learner awareness of how to stay safe on line, Prevent Duty and British Values
  • For GCSE English and L2 FS leavers, improveprogression guidance(run events at all centres including IAG team, English SLs and National Careers Service)
  • Increase learner involvement in completion of L05 and L06 learner surveys by at least 10%.

Outcomes for Learners

  • Pass rates of 16-18and 19+ learners on L2 Functional Skills courses
  • Retention of learners on E3 Functional Skills and E1/E2 Awards courses
  • Reduce gap in achievement between genders(19+ learners) by at least 5%. Need to monitor attendance and progress of men more closely; and capture reasons for withdrawal more consistently.

Appendices(see below and copy of English SAR workbook)

Headline Data for ASB 2015/16
16-18 Provision
Summary
16–18 / 2013-14 / 2014-15 / 2015-16 / 2 year change / 3 year trend
Leavers / 43 / 68 / 82 / +14 / +39
Retention / 95 / 93 / 95 / 3 / 0
Pass / 95 / 87 / 92 / 5 / -3
Achievement / 91 / 81 / 88 / 7 / -3
19+ Provision
Summary
19+ / 2013-14 / 2014-15 / 2015-16 / 2 year change / 3 year trend
Leavers / 2686 / 1,313 / 1,303 / -10 / -1383
Retention / 95 / 91 / 95 / 4 / 0
Pass / 90 / 89 / 89 / 0 / -1
Achievement / 85 / 81 / 84 / 3 / -1
Community Learning (Essential Intros)
Increasing year on year because intros for Awards & GCSE in 15 16. Also includes Dyslexia workshops.
Summary
19+ / 2014-15 / 2015-16 / 2 year change
Leavers / 571 / 1,478 / 907
Retention / 100 / 99 / -1
Pass / 100 / 100 / 0
Achievement / 100 / 99 / -1
OTLA Grade Profile – Learning and Progress
Number of active tutors 25 Number observed 13
English / 2013-14 / 2014-15 / 2015-16 / 2 year change / 3 year trend
Number / % / Number / % / Number / %
Exceptional / 6 / 25% / 8 / 36% / 8 / 32% / -4% / 7%
Good / 18 / 75% / 14 / 64% / 17 / 68% / 4% / -7%
Less than expected / 0 / 0 / 0 / 0 / 0 / 0 / 0% / 0%
Poor / 0 / 0 / 0 / 0 / 0 / 0 / 0% / 0%
Learner Feedback 2015-16
64% of learners respondedto L06 Next steps survey
Personal Skills (Next Steps L06 survey)
The course has helped improve my:
Confidence / 75%
Enjoyment of life / 24%
Study Skills / 40%
ICT Skills / 11%
Continue to study with BAES or another provider / 43%
Enrol on HE course L4 or above / 11%
Family and Community (Next Steps L06 survey)
This course has helped me:
Becoming more involved in my child's education / 44%
Encourage others to take up learning / 40%
Feel more confident about my parenting skills / 29%
Become more involved in my local community / 21%
Employment Related Outcomes (Next Steps L06 survey)
This course has helped me:
Get voluntary work / 12%
Get a better job/promotion at work / 14%
Get an interview for a job / 8%
Get part time or full time or self employment / 14%
Look for work / 25%
Get a work placement / 5%
Write CV, complete job applications, develop interview skills / 46%
BAES Learner Surveys L05
326 responses, average scores for BAES and English
Question / All BAES
(P courses) / English
(P courses)
How good is the teaching on your course? / 9.5 / 9.6
How good is the way staff treat you? / 9.6 / 9.6
How good is the advice you have been given about what you can do after this course? / 9.0 / 9.3
How good is the support you get on this course? / 9.4 / 9.5
How well is the course meeting your expectations? / 9.2 / 9.2
How well does BAES respond to the view of learners? / 8.9 / 9.0
Overall, how good is BAES? / 9.2 / 9.2
How likely is it that you would recommend the college to friends or family? / 9.4 / 9.4
How safe do you feel in your centre and in class? / 9.7 / 9.7

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