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Open Door Adult Learning Centre

Based in an inner city housing estate, to the south east of Sheffield.

Incepted by local community activists in 1981

“Typical” voluntary and community organisation

Registered charity

Incorporated 2008

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Open Door Adult Learning Centre

Formed in 1981, as a drop-in Centre, for the high levels of unemployed - 25 users

Began operating as a community resource centre in 1985

Originally servicing the close locality, offered mostly non-accredited “adult education”, from 1989, to approximately 45 clients a week.

1996 had 100 FEFC learners on accredited courses

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Open Door Adult Learning Centre

Achievements

Model Neighbourhood CentreCollaborative workingManaged Objective 1 projectDemographic data analysesOutstanding 2004 & 2008 InspectionsBeacon status – February 2006300 learners per weekProvides free e-learning materials - to anyone

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Open Door Adult Learning Centre

Analysis of own learner data needed refining

Question engagement with the locality

Question collaborative, partnership working

Was learner voice heard, enough, and in context?

Good Practice - lessons from 1996 FEFC inspection: ?????

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Open Door Adult Learning Centre

2000 FEFC Inspection feedback

• Ask how do we convey “equality” ?

• Demographic analyses of locality – indicators ?

• Capture of learner satisfaction, mechanisms ?

• Analyses of learner satisfaction, benchmark ?

• Had improved overall grade at inspection, but

still not “Outstanding”, ask why ?

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Open Door Adult Learning Centre

Outstanding ALI inspection 2004 - factors that have contributed to improving quality

• Outstanding collection, and use of learner satisfaction

data

• Outstanding use of local demographic data

• Outstanding approach to inclusivity & disability

• Robust benchmarking of learner data

• Recognition of the learner voice having great impact

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Open Door Adult Learning Centre

How we drove the “equality” agenda

•Extended our systems of collecting learner feedback, to include written, spoken, and electronic•Introduced a system of “You said, we did” bulletins•Mapped a flowchart of the collection of learner feedback (formal)•Mapped a flowchart of the collection of learner feedback (informal)•From 2006, introduced E&D at induction, and at regular intervals, to all learners, staff and board

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Continued...........

•Increased learner involvement with decision-making•Refined MIS to drill-down, GED, RED & DED•Introduced E&D quizzes for learners•Made learner feedback available via bulletins, paper-based, electronic, web-based and MP3 format•Collect learner voice weekly, termly and annually•MIS incorporates “voice” reporting

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Mechanisms used - Enrolment demography

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Mechanisms used - Capture learner feedbackWeekly, termly and annually

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Mechanisms used - MIS reporting tools Weekly satisfaction

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Mechanisms used - MIS reporting tools Weekly comments

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Mechanisms used - MIS reporting tools GED, RED & DED data

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Mechanisms used - Flowchart learner feedback

Populate MIS system

Report produced

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Mechanisms used - use of our website

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Final thoughts

Over the years we have endeavoured to find different methods of capturing feedback from learners, using paper-based systems, quizzes, electronically, feedback both formal and informal, and using audio. We realise this is very important.

We have, in tandem, tried to maximise how we share the results of collecting that learner feedback, using newsletters, our website, information posters “in Centre”, and through day-to-day communication channels. We realise this is very important.

We are currently piloting a Facebook © project that is inviting all of our “emailable” learners into a group, with a view to sharing feedback, anonymously. We realise this is very important.

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