Basqi brochure artv2
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27 BSQI 2000-2003: End of project report 26 BSQI 2000-2003: End of project report The Cathedral Centre The Cathedral Centre is a large voluntary sector college providing adult education and training in Bradford. It lays strong emphasis on inclusive learning and has large numbers of learners with numeracy, literacy and language needs, often linked to other types of difficulty. Many of its staff, including teachers, support workers and volunteers, work on a cross-curriculum basis and have experience of teaching or supporting basic skills. The Cathedral Centre was awarded accredited status in 2001. It has used the BSQI to maintain and enhance the already good quality of its provision through removing barriers to learning. A team of senior staff and practitioners attended an early three-day BSQI residential event. The event set the initiative in context, and also paved the way for strong collaboration across all curriculum areas, especially the vocational ones. It allowed the Cathedral Centre’s staff to hear about good practice in other organisations and to network with other providers. It also set the scene for developing a coherent, detailed and realistic basic skills action plan. The action plan showed clearly the ways in which the BSQI materials and the time of the BSQI facilitator would be used. Managers and staff, helped by the facilitator, used the materials to help them review current processes. They used Teaching, Learning and Students Achievements to help them bring about improvements in assessment and the setting of learning goals. Curriculum Organisation and Management was used to help bring about an effective and coordinated approach to literacy and numeracy provision across all curriculum areas, in particular the sections on curriculum management and on positioning basic skills in the organisation. The Cathedral Centre made good use of its facilitator in other ways, in commenting on the action plan and in helping with the planning and delivery of training. The facilitator was seen as an advocate for positive change, a catalyst for establishing a realistic and coherent action plan, and as a critical friend. Overall, staff at the Cathedral Centre assessed the impact on the organisation of BSQI in all of its aspects as follows: ■ It gave literacy, numeracy and language an even higher profile than it had already had ■ It provided support for the training and development of staff ■ It helped to break down barriers within the organisation around the integration of numeracy and literacy into vocational areas ■ It laid the foundations for a realistic and coherent action plan ■ It fostered team working in the area of basic skills The following examples show some of the ways in which development of practice in different types of organisation has been influenced by the BSQI. Rodbaston College A small specialist college providing land-based training was awarded a grade 1 for basic skills in its Ofsted inspection in March 2002. Five years earlier it had had almost no provision of this kind, though demand was clearly there. For example, in 2001-02: ■ 73% of the student population was recruited from areas with a population who have numeracy skills below the national average ■ 67% of the student population was recruited from areas with a population who have literacy skills below the national average ■ 90% of students were assessed at below level 2 With the above student profile in mind the college needed to develop an action plan that encompassed a whole college approach. The action plan could only work if it had the support of senior management and was developed around the college strategic plan. The college made good use of the BSQI. One of the most beneficial parts was the 3 day training event which the section manager for basic skills, a basic skills tutor and the senior director responsible for curriculum development attended. Without the support from senior managers basic skills could not have been developed throughout the organisation. Over the 3 days the team decided on what was needed to embed basic skills throughout the organisation. They included strategic planning, quality assurance and the coordination of numeracy and literacy training in their discussions and began their action plan. Staff training was also seen as important. Subsequently, all teaching staff were encouraged to attend training towards the City and Guilds 9281/2 Initial Certificate in Teaching Basic Skills. All support assistants are required to achieve this award as part of their conditions of employment. On achievement of the qualification all staff receive a financial incentive as part of the teachers pay initiative. Staff development sessions were supported through BSQI funding, and the college’s BSQI facilitator assisted with training sessions for vocational tutors. These sessions included basic skills awareness raising, mapping basic skills into vocational activities, producing schemes of work and lesson plans showing how basic skills would be taught, teaching techniques to include differentiated practice and preparing appropriate teaching materials. Examples of good practice influenced by the BSQI
29 BSQI 2000-2003: End of project report 28 BSQI 2000-2003: End of project report Sandwell College Sandwell College is a large inner-city college of further education operating from a number of sites. It is in an area of the West Midlands where there are high levels of deprivation. The expansion and improvement of numeracy, literacy and language provision in the college was identified as a priority, as demand exceeded provision. In particular, the college wished to tackle: ■ The structure of basic skills provision and responsibility for it across the college ■ Skills shortages amongst staff ■ The integration of numeracy and literacy into vocational training ■ The quality of teaching and learning ■ Retention, achievement, attendance and tracking All in all, the impact on the college was considerable. Firstly, four staff attended a three-day event, not all of whom had a particular commitment to developing numeracy and literacy. All found the event useful in helping them to focus on quality improvement. It gave them the time to look at the reality and effectiveness of their existing action plan. Also, as one member of the team put it, ‘it challenged our complacency’. The college then made use of the BSQI materials in all faculties to underpin staff training aimed at improving the quality of teaching and learning, in conjunction with a programme of lesson observations. This also helped to raise the profile of numeracy and literacy throughout the college. The college’s facilitator worked at several levels. At managerial level she acted as an advocate for change, and as a critical friend, and through this contributed to the development of a realistic and coherent basic skills action plan. At the operational level the independent view and external experience of the facilitator was appreciated. She worked with curriculum teams on the integration of numeracy and literacy into vocational areas. She also provided an input to developing strategies for improving attendance, retention and achievement on numeracy and literacy provision. She also worked with the numeracy and literacy coordinator on documentation for recording the data needed to judge effectiveness and value added. Wigan and Leigh College This is a large tertiary college which has seen a large increase in adult and community provision over the last few years, including primary adult basic education, family learning provision, literacy and numeracy support for students on vocational programmes, and work-place numeracy and literacy. The college saw the BSQI as a means of raising the profile of literacy and numeracy provision amongst staff at all levels. A vice-principal, the basic skills manager and the manager of the flexible learning centre attended one of the three-day residential events. It gave them the opportunity to identify areas for development, to prioritise them and to start their action plan. The large number of areas the college identified for development included: ■ The mainstreaming of numeracy and literacy provision ■ A coherent approach to delivering numeracy and literacy below level 2 ■ Restructuring where necessary of staffing ■ Promoting ownership of numeracy and literacy training in faculties ■ The integration of basic skills with key skills ■ The expansion of literacy and numeracy provision in the community ■ The use of ICT in delivering literacy and numeracy ■ The use of learndirect to deliver literacy and numeracy Back in the college they took steps to raise the profile of literacy and numeracy. They organised a staff development event for all staff involved in providing literacy and numeracy training, to give them the opportunity of commenting on and adding to the action plan. There was also a staff development session for each faculty. They also organised a presentation to the learning committee that would have the job of approving and monitoring the plan. They arranged a presentation to the governing body and the academic board on the key actions they proposed. The college’s facilitator had knowledge and experience that contributed to the realisation of the action plan, including the use of ICT in curriculum delivery, and an understanding of issues relating to the delivery of numeracy and literacy in the workplace. The facilitator worked with the social inclusion team and with the staff of the in-house drop-in study centre to improve aspects of the provision of numeracy and literacy. The college also used the BSQI materials to develop an individual learning plan for the whole college. The pro forma was designed to be used to record screening results for basic and key skills. The materials were also used as a basis for staff development for the whole college on the use of individual learning plans and initial screening.
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