Integrated Communities Strategy Group: ESOL
02/05/2018
Attended: Lisa, Ana, Rod, Mike, Juanita, Deborah, Damian, David, Jean King
Apologies: Renassi
Chaired: Mike Boyle (ELATT)
Minutes: Juanita Azubuike (Early Help)
Selected policy proposals
- Package of information for recent migrants in the integrated areas
Our initial response is that this should be delivered face-to-face interactively, professionally, and will require co-ordination. Concerns that any written information packs would potentially not be accessible due to ESOL and literacy barriers. Possible structuredWelcome Programme and materials for use with volunteers/mentors/buddies or paid ambassadors could be exploredpossibly alongside ESOL provision. Whole family assessments, quality assurance and case closures could be incorporated and supervised. A source pack for the ambassadors could be useful.
- Network of community based conversation clubs
We agreed that conversation clubs in addition to mainstream provision for learners to have opportunities to practise are extremely useful. However,it was generally agreed that fees or accreditation/ funding requirement evidence for mainstream provision is unequitable and provides significant barriers to many learners with particular concern around the needs of learners who have no recourse to public funds (NRPF) or in low paid, undocumented employment. Conversation clubs should not be seen as a solution to these learners not having access to professional taught provision.
Having recognised the above challenges, it was felt that good practice for conversation clubs is for them to be delivered in the community alongside other support network opportunities.
There was a general consensus that integration is a two way street and conversation clubs could provide a vehicle for integration where by local English speakers could also receive support to take responsibility their role in creating a cohesive community.
- New strategy for language which can better match provision to need
New strategy would be welcomed that takes provision away from meeting the needs of learners which can best satisfy current SFA outcomes and more towards ensuring the needs of all students are met as well as barriers addressed meaning that less people fall through the gap.
- How can we improve the offer for people to learn English?
We would like to widen access and provide value for money by exploring the ability to provide some intensive options with added value options aimed at targeted women who would benefit from community provision with childcare options as well as arts-based solutions. We want to tackle the issue of how previous trauma can affect mental health including short term memories which can affect the ability to learn with a possible art therapy option.
We would like to offer progression routes into meaningful, flexible and accessible employment. We recognise the demand for employment creation initiatives led by the borough and would welcome ring fenced opportunities for adult apprentices (i.e. paid at adult minimum wage or the LLW) in appropriate and possibly creativeindustries.
We recognise that many men are also in low paid jobs for long hours and require meaningful opportunities to progress in the world of work. In work training would be ideal but we recognise the challenges of engaging with fringe employers and although ESOL in Work Pilots often do see some initial interest from workers but accreditation is often unworkable and in house career opportunities are often unattainable.
- Focus on co-ordinating referral services.
We recognise the attraction of a one stop shop with effective assessment and knowledge of provision across the borough as well as ability to link local business and practical projects. This should be impartial with the interests of the learner clearly at the forefront. Emphasis would be on ensuring that referrals were made here by the boroughs essential services as well as the voluntary sector. This one stop shop should be open and accessible with the arts integrated and include information and support on Welfare issues including benefits, immigration, housing, job search and children’s services.
The belief is that learning can best take place once the barriers to learning are realistically addressed.
- Proposals for engagement with the community for gathering and testing thoughts and ideas.
Those in attendance have regular conversations via daily assessments and evaluations with the WF community and are happy to share contacts, offer invitations to events or facilitate groups or workshops. We support the effort to identify individuals who could make a constructive contribution to the debate through sharing their stories and experiences. We believe there could be a possible role for a questionaire based approached to test some of the ideas.
We feel the identification of community leaders needs careful thought to ensure there is a constructive discussion and ensure a need for community development doesn’t become an excuse for apartheid within management structures which should also be integrated at all levels.
We look forward to developing ideas around how ideas can be tested and new ideas gathered.
We look forward to further consultation to develop trust of confidence in order to
Identify further issues
Identify Priorities
Be honest about challenges
We are excited to develop the concrete thoughts and ideas embodied in this initial discussion and feel that they do include some ground breaking / experimental ideas for this borough.
Action points
- Damian to put the group in contact with each national area lead for ESOL
- Damian has requested clarification regarding new innovation fund
- Juanita and Mike to get some figures for numbers on NRPF families