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Lessons from the Foundation Learning provision for the new 16 to 19 Study Programmes

Discussion materials

Issue 2:

The development of English and mathematics skillsMay 2013

Ofsted’s discussion materials: Foundation Learning survey

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This resource is based on a thematic survey on Lessons from the Foundation Learning provision for the new 16 to 19 Study Programmes carried out from September 2012 to March 2013. It contains summary findings of each of the three critical issues identified in the survey.

Each of the three packs suggests specific questions for discussion. These are of course not exhaustive, but it is hoped that providers will use the questions as prompts to evaluate and improve their provision. This may lead to identifying and sharing good practice, as well as priorities for improvement.

You can take the issues in any order and spend as long as you like on each one. However, we suggest that at some stage you find time to look at all three.

About this resource

Ofsted’s discussion materials: Foundation Learning survey

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These materials look at the three critical issues emerging from the survey.

Issue 1: Attendance, retention, achievement and progression

Issue 2: The development of English and mathematics skills

Issue 3: Developing effective work experience opportunities

Overview of the discussion materials

Ofsted’s discussion materials: Foundation Learning survey

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Scope and methodology of the survey

The survey covered Foundation Learning provision for learners aged 16 to 19 at independent learning providers and community learning and skills providers. Almost all the providers sampled had previously delivered Entry to Employment (E2E).

The survey sample consisted of:

detailed evidence and data from 26 planned inspections

detailed evidence and data from 18 visits to providers who were not being inspected

detailed data from 15 planned inspection visits

a review of 31 published inspection reports.

Ofsted’s discussion materials: Foundation Learning survey

Key findings from the survey

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Two thirds of the providers in the sample offered a wide range of employability and personal and social qualifications. Achievement rates were good for around half of the providers

Progression rates into full-time education or training, an apprenticeship or employment were too low

Achievement of qualifications in English and mathematics functional skills was low, especially for level 1.

Survey findings: Outcomes for learners

Ofsted’s discussion materials: Foundation Learning survey

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Overall, the quality of teaching and learning was not good enough

Learners received good care and support, and providers placed a high emphasis on learners’ welfare

The availability, use and quality of work experience placements were poor

Access to, and quality of, impartial advice and guidance on progression opportunities for learners varied too much.

Survey findings: The quality of teaching, learning and assessment

Ofsted’s discussion materials: Foundation Learning survey

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Providers worked very effectively with partners and other local organisations

Too few providers used data effectively to analyse performance and inform business planning

The planned number of hours for learners to attend the provision varied considerably from around 12 hours a week up to 30 hours.

Survey findings: The effectiveness of leadership and management

Ofsted’s discussion materials: Foundation Learning survey

Raising the challenge: issues for consideration by providers

The development of English and mathematics skills

Issue 2

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Too few learners were registered as working towards a

functional skills qualification at any level Achievement rates at level 1 were unacceptable Achievement rates at Entry level were satisfactory but this level

was not always sufficiently challenging or motivating for all learners

Fewer than 100 of 15,488 leavers had worked towards functional skills at level 2.

The development of English and mathematics skills: Survey findings (1)

Ofsted’s discussion materials: Foundation Learning survey

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Achievement of the qualifications in English and mathematics was higher where they were either vocationally focused or integrated into other aspects of learners’ programmes. However, not all materials in vocational areas were adapted for those with literacy support needs.

The development of English and mathematics skills: Survey findings (2)

Ofsted’s discussion materials: Foundation Learning survey

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Do our initial assessments provide us with sufficient detail to determine the areas for development for each learner and the levels of qualification each one should be working towards?

Do we offer functional skills at a range of levels including level 2 ?

Do we have the expertise needed to offer GCSE English and mathematics or should we consider working with another provider to offer this ?

How involved are our vocational tutors in delivering functional skills ?

Do we have specialist English and specialist mathematics staff with appropriate qualifications and sufficient experience to deliver the full range of qualifications ?

The development of English and mathematics skills: Discussion points (1)

Ofsted’s discussion materials: Foundation Learning survey

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How well do we ‘sell’ English and mathematics to our learners? How well do we motivate them to engage in learning that has probably demotivated them in the past ?

How well do we use the initial assessments to plan each learner’s programme of work in English and mathematics ?

How good are we at finding different ways of helping our learners to develop the skills they need to carry out English and mathematics tasks independently, confidently and accurately? Do we know what works best ?

The development of English and mathematics skills: Discussion points (2)

Ofsted’s discussion materials: Foundation Learning survey

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For examples of good practice, including the ‘10 Functional Skills Commandments’, look at the DV8 Training Ltd good practice case study.

One provider in a city brought in copies of the free newspaper every morning and the first half hour was spent looking through the paper, selecting topics to discuss and practising reading. Learners now bring in the paper themselves and have often read the main articles before the first session.

The development of English and mathematics skills: Good practice

Ofsted’s discussion materials: Foundation Learning survey

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Ofsted’s survey, Tackling the challenge of low numeracy skills in young people and adults (April 2011; www.ofsted.gov.uk/resources/100225) includes a publication: A good numeracy tutor. It covers the following topics:

Planning individualised learningTeaching strategies to overcome learners’ fears Addressing misconceptions and developing understanding of mathematical concepts Involving all learners and developing their independenceMaking numeracy purposeful Assessing learners’ progressIdentifying the need and levels of participationTutor workforce, self-assessment and quality improvement.

A good numeracy tutor

Ofsted’s discussion materials: Foundation Learning survey

Conclusion

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Conclusion

We hope you have found this resource useful in developing ideas for helping your learners improve the English and mathematics skills they need to complete their programmes and to progress to further education, training and employment.

The good practice case study can be found on the Ofsted website: www.ofsted.gov.uk/resources/goodpractice

We welcome comments on this training resource. Please write to enquiries@ofsted.gov.uk and ensure that you put ‘Ofsted discussion materials: Foundation Learning survey’ in the subject box of your email.

Ofsted’s discussion materials: Foundation Learning survey