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MERTHYR TYDFIL Adult Community Learning Partnership
Self-Assessment Report July 2013
ACL Partnership Membership List Ian Davy (VAMT) Chair
Vacant Vice Chair
Deb Newton (MTCBC) Member
Ryan Stokes (MTCBC) Member Michelle Evans (MTCBC) Member Ian Thomas (Careers Wales) Member Dave Ashman (WEA) Member Jayne Powney, (MTCBC) Member Ian Benbow (MTCBC) Member Ceri Walters(JCP) Member Helen Prosser (Welsh for Adults) Member Deanne Rebane life support (3G’s) Member Gerald Powell communities firstnorthern cluster(3G’s)
Member
Jane Davison (MerthyrCollege) Member Rhian Lloyd (Welsh for Adults) Member Les Dobson (Communities First) Member Sally Macintyre communities first mid cluster Gellideg foundation
Member
LisMclean (canolfan soar) Member Ken Long communities first southern cluster Member MVH Member MTCBC Libraries service Member
UHOVI Member Gary Forman QUWEST Member
This SAR has been approved byMerthyr Tydfil Adult Community Learning Partnership.
October 2013
Appendix I
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Self Assessment Process
• This document is an evaluation of the Merthyr Tydfil Adult Community Partnerships’ (ACL) work and performance over the last year and is written in accordance with the DCELLS guidance May 2010. The partnership has used robust data to make judgements against internal and external benchmarks.
• The self assessment is an inclusive process where we aim to involve all of the partners in the process. All contributions are informed by a comprehensive range of data, benchmarks and other information.
• The draft SAR was considered by the ACL partnership and circulated for comments and agreement,
• Senior Management within each of the lead organisation was asked for views of the document and a scrutiny panel was established to look at the process and content in far more detail.
• Once completed the plan is then signed by the ACL partnership chair. Actions for the QDP are identified and the plan is drafted and a copy of the final SAR/QDP is placed on the Ffynnon website.
• This assessment of the Merthyr Tydfil performance within this Self Assessment Report the partnership have utilised Estyn’s four-point scale to evaluate overall performance.
Excellent Many strengths, including significant examples of sector-leading practice
Good Many strengths and no important areas requiring significant improvement
Adequate Strengths outweigh areas for improvement Unsatisfactory Important areas for improvement outweigh strengths
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Summary of Key findings Key Strengths
• Overall good activity enrolments rates across the partnership
• Overall good completion and attainment rates across the partnership
• Overall good success rates across the partnership.
• Broad and responsive curriculum where learners have been involved in the
production of the partnerships joint curriculum and a curriculum that aims to
improve student wellbeing and social interaction
• Excellent partnership working and focus on unemployed learners seeking work in
line with national and local priorities.
• In the 2012 13 Agored Quality Centre visit external verifiers met students from
the FCL Pre Employment courses who were all complimentary of the course
delivered.
• More detailed plans produced to ensure greater outcomes in relation to
Communication and number, ESOL and Welsh Languageand culture.
• Resources are maximised by using externally funded projects that add value to
the ACL partnership in terms of providing social and life skills and support across
the sector. Pooled resources in delivering the life support programme through a
community based organisation
• Learner feedback is good with ACL partnership use of the Wellbeing scale to
evaluate student and tutors views.Can also demonstrate responding to leaner
feedback regarding venues
• EU grants and other sources of funding used to compliment service delivery with
an excellent unit cost per positive outcome.
• The ACL partnership can demonstrate good strategic links to a broad range of
policies such as Family First, Flying Start, Community First and the Single
Integrated Plan.
Other Strengths include:
• Merthyr Learning Festival group produced 2 National Winners
• Learners involved in the design and production of the joint ACL brochure.
• Good Links with the employer liaison partnership and translating their
requirements into training courses
• Good links and input into the Communities First partnerships cluster plans and
Communities First representation on ACL partnership
• ESDGC linked to the most of the ACL partnership schemes of work
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• Most staff across the partnership hold recognised teaching qualifications and stff
are committed and experienced staff across the whole organisation
• Awarding body EV feedback has been positive
• The use of dedicated support workers who seek to break the barriers to learning
• POVA and safeguarding training run in partnership with MTCBC social care
workforce development program across the MT ACL partnership
• Estyn partnership working good practice DVD
• Links from ACL partnership working and the impact data of working aged adults.
Bevan Foundations – Changing Wales - economic miracle
• Good systems of communication to Senior Management Boards
• Good connection with voluntary sector, e.g. CF Operational Leads / Cluster
Boards
• ACL partnership working collaboratively towards local and national priorities.
Links with Strategic policies such as Communities first, Flying Start, Family First
and adult’s mental health. .
• Welsh Language Plan for ACL produced by the partnership and is being led by
Menter Iiath who is a non DfES funded provider.
• Use of the Mental Well being Impact assessment (MWIA) toolkit
• External Evaluations used to test issues where appropriate.
• Partnership links with Employability partnership
• Community learning linked to Mental Health recovery through the implementation
of the venture out learning through the outdoors provision.
• The ACL partners are represented and actively involved with a variety of local
and national networks and share good practice at the partnership meetings
• Range of assessment strategies deployed across provision
• Full & effective involvement in range of partnership agreements involving key
regional & national priorities.
• Each partner has a good system in place to ensure that finance and resources
are targeted at National and Local priorities
Key Actions for improvement
• Improve Communication on outcomes and planning to the LSB in terms of the
contribution to the wider Education and Lifelong learning agenda.
• Introduce a formal executive group to oversee ACL to replace the informal
arrangements.
• Improve curriculum areas thatare below National Comparators
• Develop a system to gatherdata on learner progression.
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• Conduct research to identify why low numbers of learners of BME groups are not
engaging with the service.
• DevelopWelsh Culture accredited and non accredited courses across the
partnership.
• Develop an ACL partnership POVA and Child Protection joint framework
• Collect more robust evidence as to the impact ACL has on individuals social and
life skills
• Staff training schedule be produced on key areas
• Establish a process that provides evidence on the impact on learners and the
community through ESDGC learning
• Increase the use of constructive tutor written feedback across the partnership
• Work with ACL partners to establish what resources additional learning
resources and practice exist across the network and share good practice /
findings.
• Develop a system to provide advice on careers to meet the future needs of adult
learners
• Increase the numbers of learners who participate in Welsh Medium Learning by
implementing and monitoring the Welsh language plan
• Improve the links and referral rates between Family First Multi Intervention and
Assistance programme and ACL learning providers, particularly on Basic skills
issues.
• Further develop an ACL Partnership learner involvement strategy which
demonstrates learner involvement in the decision making process of the ACL
partnership.
• More pooled budgets to address the administration of the partnership and
marketing.
COMMON INSPECTION FRAMEWORK FORMAT AND SUMMARY OF JUDGEMENTS 2010 -11
KEY QUESTION
QUALITY INDICATORS
ASPECTS Self Assessment JUDGEMENTS
1 OUTCOMES
1.1 Standards
1.1.1 results and trends in performance compared with national averages, similar providers and prior attainment 1.1.2 Standards of groups of learners. 1.1.3 achievement and progress in learning 1.1.4 skills 1.1.5 Welsh language
Good
1.2 Wellbeing
1.2.1 attitudes to keeping healthy and safe 1.2.2 participation and enjoyment in learning 1.2.3 community involvement and decision making 1.2.4 social and life skills
Good
2 PROVISION
2.1 Learning
experiences
2.1.1 meeting the needs of learners, employers/ community 2.1.2 provision for skills 2.1.3 Welsh language provision and the Welsh dimension 2.1.4 education for sustainable development and global citizenship
Good
2.2 Teaching 2.2.1 range and quality of teaching approaches 2.2.2 assessment of and for learning
Good
2.3 Care, support and guidance
2.3.1 provision for health and wellbeing 2.3.2 specialist services, information and guidance 2.3.3 safeguarding arrangements 2.3.4 additional learning needs
Good
2.4 Learning environment
2.4.1 ethos, equality and diversity 2.4.2 physical environment
Good 3 LEADERSHIP
3.1 Leadership 3.1.1 strategic direction and the impact of leadership 3.1.2 governors or other supervisory boards 3.1.3 meeting national and local priorities
Good
3.2 Improving quality
3.2.1 self-evaluation, including listening to learners and others 3.2.2 planning and securing improvement 3.2.3 involvement in networks of professional practice
Good
3.3 Partnership working
3.3.1 strategic partnerships 3.3.2 joint planning, resourcing and quality assurance
Excellent
3.4 Resource management
3.4.1 management of staff and resources 3.4.2 value for money Good
Key Question 1 - How good are outcomes? 1.1 Standards –GOOD Quality Indicator: 1.1.1 Standards - results and trends in performance compared with national averages, similar providers and prior
attainment Evaluation Evidence RESULTS AND TRENDS IN PERFORMANCE
Activity Enrolments: Overall statement In 2011 -12 the partnership activity enrolment rates have decreased since 2010 -11 by 15%. Whilst this is disappointing, the current levels are substantial above the targets set within the ACL strategy 2009 - 2014, it is also important to note that the decrease is mainly attributed to changes in the delivery/funding of programmes by Welsh Government which supports the partnership approach to ACL. Merthyr Tydfil has seen a decrease in the Communities First (CF) funding and the, loss of CF funded projects which included Glamorgan Gates and Growing to Succeed who delivered accredited and non-accredited courses in 2010 -11. Additionally the ACL partnership provided accreditation for Future Jobs Fund programme which has also finished. The figures also reflect that the budget for ACL service has been static for the past 5 years.
LLWR data WEA MIS reports MT college MIS Senior Management Board(SMB) reports.
Completion Completion = no of completer/no of starters (%)
Partnership Statement In 2011 -12 the partnership completion rate has remained static from the previous year at 96% and is 1% above the ACL overall national comparator completion rate of 95%. The profile of current community learners would see the outcomes for the service as good.
• In 2011-12MT college franchise completion rates are 99% which is 9% above the national comparator
of 90%
• In 2011-12 MTCBC Family and Community Learning completion rates are 87% which is 1% below the
national comparator of 88%. Specific targeting has taken place to those who are most in need/ have
LLWR data WEA MIS reports MT college MIS ACL Partnership minutes Senior Management Board(SMB) reports.
Ø Self Assessment.
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greater needs, consequently due to family/social issues/needs these individuals are more prone not t
to complete full courses. Therefore we consider the percentage of completion rates as good.
•
• In 2011-12the WEA completion rates are 95% which is equal to the national comparator of 95%
Ø Bridges into work
Ø Parenting
Ø Communication and
number plan
Overall attainment and success rates (%): Attainment = No of attainers/No of completers (%) Success = No of attainers/No of starters (%)
Partnership statement Attainment In 2011 -12 the partnership attainment rate has increased by 3% from the previous year to 91% , whilst this is disappointing it is still 3% above the ACL overall national comparator attainment rate of 88%. The profile of current community learners would see the outcomes for the service as good. Success In 2011 -12 the partnership success rate has increased by 2.3% from the previous year to 86% which is 4% above the ACL overall national comparator success rate of 82%. The profile of current community learners would see the outcomes for the service as good. Partnership bench mark
• In 2011-12 MTCBC Family and Community Learning attainment rates are 99% which is 16% above
the national comparator of 83%
• In 2011-12 MTCBC Family and Community Learning success rates are 83% which is 9% above the
national comparator of 74%
LLWR data WEA MIS reports MT college MIS Senior Management Board(SMB) reports.
Ø Self Assessment.
Ø Bridges into work
Ø Parenting
Ø Communication and
number plan
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• In 2011-12MT college franchise attainment rates are 80% which is 4% below the national comparator
of 84% Detailed evaluation to be conducted at course and tutor level and targets to be set at annual
appraisals to improve performance.
• In 2011-12 MT college franchise success rates are 79% which is 3% above the national comparator of
76%
• In 2011-12the WEA attainment rates are 86% which is below the national comparator of 91%
• In 2011-12the WEA success rates is 79% which is below the national comparator of 86%. Detailed
evaluation to be conducted at course and tutor level and targets to be set at annual appraisals to
improve performance.
• An area indentified for improvement in 2010 -11 was the MT College ESOL and College Franchise
ESOL fell below National comparators for attainment and success. In 2011 -12 both provisions were
above the national comparators due to learning that meets the needs of learners and improved data
recording.
Good practice • Overall good activity enrolments rates across the partnership
• Overall good completion rates across the partnership
• Overall good success rates across the partnership
Area for development:
• Improve curriculum areas that have are below National Comparators
Quality Indicator: 1.1.2 Standards - standards of groups of learners Evaluation Evidence
• The MT ACL partnership recruits learners from areas of high deprivation far more than Welsh
average. 46.6% of learners in Merthyr Tydfil provision live within deciles 1 and 2, which is defined
as the most deprived communities and is substantially higher than the Welsh average of 18%. This
data demonstrates Merthyr Tydfil provision is excellent in targeting learners in line with the national
ACL National Policy LLWR data WEA MIS reports
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ACL policy.
Learner ethnicity profile In 2011 -12 the partnership learner ethnicity profile shows that leaner’s classed as white as 95.7%.
• In 2010 -11 the ethnicity of learners in Family and Community Learning is predominantly white at
98%. In 2011 -12 this remained static at 98%
• In 2010 -11 the ethnicity of learners in ACL College Franchise was predominantly white at 98%. In
2011 -12 students who class themselves as being white dropped to 90%. This indicates that there
has been an increase in BME leaner’s attending courses.
• In 2010 -11 the ethnicity of learners in WEA is also predominantly white at 90%, in 2011-12 this
increased to 94%.
Learner age profile
• The learner age profile for family and community learning has shown a 12% for the under 18’s, 27%
in the 18 – 24, 43%in the 25-49 and 16% in the 50 – 75 age range. This combined with the
employment status figures below would suggest a curriculum that appeals to younger people looking
to regain or gain employment. This falls in line with Welsh Government ACL policy in terms of
providing education for individuals not in employment, education or training.
• The WEA learner age profile has shown a significant increase in the 25 -49 age group, 37% in 2010 -
11 rising to 51% in 2011 -12.
• The learner age profile for the college franchise courses indicates a significant trend change over the
last 3 years with increases in 18 years and under, 19 -24 and the 25 to 49 age groups accessing
courses. The 50 – 74 age profile has decreased from 73.5% in 2009 -10 to 26% in 2011 -12.This
change is due to a greater focus on delivering a curriculum on skills for employment in line with the
national policy.
Learners' employment status at start of course
• Across the ACL partnership the percentage of unemployed learners seeking work has increased in
MT college MIS Senior Management Board(SMB) reports.
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line with Welsh Government ACL strategy priority group. This indicates that the funding allocated is
being targeted at those in most in need and links to the WG anti poverty plan aims. Close links with
Bridges into Work and the Merthyr Tydfil Worklessness group can be attributed to the success of this
area of work.
• Over a 3 year period FCL direct delivery learner employment status at start of course shows a 40%
increase in individuals who are non-employed seeking work. This currently stands at 74% for 2011
12 which is considerably higher than the welsh average of 20% and can be linked to close
partnership working with Bridges into Work, job centre plus and the development of third sector
employment programmes.
• Over the last year WEA employment status data shows a 5% increase in learners classed as non
employed seeking work.
Good practice • Excellent partnership working and focus on unemployed learners seeking work in line with national
and local priorities.
Area for development: • The data gathered on learner progression is an area for development.
• Look to develop Merthyr Tydfil college learner employment status data recording
• Research needs to be undertaking to see why low numbers of learners of BME groups are not
engaging with the service.
Quality Indicator: 1.1.3 Standards - achievement and progress in learning Evaluation Evidence
• Partnership completion, attainment and success rates are classed as good.
• Most external verification reports from all bodies are positive and generally praise the standard of work
being put forward and the dedication and delivery of staff. Non accredited training is also facilitated
and this can also be used as a taster session before learners fully commit to a chosen course.
• Bridges into Work programme - EU programme have supported 793 into employment and seen over
LLWR data WEA MIS reports MT college MIS Senior Management
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5,500 work related qualifications gained since 2009. Some learners gain more than one qualification.
• Nomis data shows economic inactivity rates of working aged adults 16 - 64 in Merthyr Tydfil has
reduced from 28.5% in 2009 to 26.6% in 2012 (Reduction of 1.9%)This reduction compares favourably
with the Welsh average of 27.1% in 2009 and 26.5% in 2012 (reduction of 0.6%)
• Nomis data shows the % of Working aged adults with no qualifications in Merthyr Tydfil has reduced
from 21.8% in 2009 to 14.8% in 2012 (reduction 7%). This reduction is substantial better than the
Welsh average reduction of 3.4% for the same period. (14.8% in 2009 and 11.4% in 2012 .
ood practice • In the 2012 13 Agored Quality Centre visit external verifiers met students from the FCL Pre
Employment courses who were all complimentary of the course delivered.
• Overall good achievement rates across the partnership
Area for development:
• Data collection on learner progression needs to be improved
Board(SMB) reports. Verification External Verifier Reports Nomis data
Quality Indicator: 1.1.4 Standards– skills Evaluation Evidence
• The Merthyr Tydfil ACL partnership has contributed substantially to improving the skills and
qualification levels of adults living in Merthyr Tydfil.
Ø In 2012, 14.8% (5,200) of working aged adults 16-64 years of age had no qualifications compared
with the Welsh average of 11.4% and the GB average of 9.7%. Performance in Merthyr Tydfil has
continued to improve by 11.7% since 2004 (26.5%) which compares favourably with the Welsh
average decrease of 4.1% for the same period. This improvement has also seen Merthyr Tydfil
improve from being the worst performing Welsh authority to currently being 18 out of 22 local
authority areas, while this is good improvement, the partnership recognises there is still a long
way to go.
Ø The proportion of working age adults who held a Level 2 and above qualification was
ACL partnership Communication and number plan ACL partnership ESOL plan LLWR data WEA MIS reports MT college MIS
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62.5% compared to the Welsh and GB average of 69.7% and 71.8% respectively. There
has been a positive improvement of 12.4% in Merthyr Tydfil levels since 2004, which
compares favourably with the welsh improvement of 8.2% for the same period. However
Merthyr Tydfil is positioned as the lowest performing authority in Wales
Ø To further improve outcomes for learners in respect of Basic skills, the ACL partnership produced
and agreed the communication and number plan which has one central point for coordination.
Ø Within the plan a baseline of 196 learning activity enrolments was recorded for 2010 -11, un-
validated data shows this has increased to 240 in 2011 -12. Basic skills provision in Merthyr Tydfil
needs to increase further over the next academic year.
Ø All partners use screening / assessment tools with learners on courses inline with the Welsh
Governments recommendations.
Ø Individual learning and development plans highlights a need for tutors to make better use in the
recording of basic skills support provided / offered.
Ø Success rates for ESOL provision in 2010 -11 were 65% which is below the national average at
78.6%. In 2011-12 the success rates increased to 85.5% which is above the sector average of
71.4% and is deemed by DfES as excellent.
Ø To further improve the outcomes for this target group, a specific ESOL plan has been developed
and highlights areas for development and current provision.
Ø Within the communication and number plan a baseline of 210 learning activity enrolments was
recorded for 2010 -11 with a success rate of 94.3% which is above the ACL sector average at
81.2% at is categorized as excellent by DfES . In 2011 -12 the learning activity enrolment
remained static at 210 with the success rates increasing to 96.2% which is above the sector
average of 82.1% and deemed excellent by DfES. However the partnership recognises that the
basic skills provision in Merthyr Tydfil needs to increase further over the next academic year
Good practice
• Plans to improve specific performance in Communication and numbers and ESOL have been developed and implemented.
Area for development:
• Better use of tutor recording the basic skills needs of learners in Individual learning and
Nomis (Official labour market statistics). Minutes of tutor planning meetings. IDLPs
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development plans
• The partnership to set local quality targets. Quality Indicator: 1.1.5 Standards - Welsh language Evaluation Evidence Merthyr Tydfil ACL partnership has seen an improvement in welsh language provision over the past 12 months. However, the data indicates that there is more work needed to be progressed to increase the Welsh Culture accredited and non accredited courses across the partnership. Against the backdrop of a declining Welsh speaking population in Merthyr Tydfil the partnership has develop a clear plan to promote welsh language and culture. To provide a clear focus on developing the Welsh Language, A Welsh Language and Culture plan has been developed with all partners. In 2011 -12 baseline was established with the following 82 courses delivered:. While there are a number of Welsh courses delivered, partnership have identified a need to improve learning around Welsh culture
The current tutor resource is limited across the partnership in respect of welsh speakers, this is an area where the partnership needs to improve to enable a greater focus on the Welsh language deliver. Good practice
• The development and implementation of the ACL partnership Welsh language and culture plan
Area for development:
• Develop more Welsh Culture accredited and non accredited courses across the partnership.
• Establish a partnership tutor resource for Welsh Language delivery
• Provide tutor training to improve incidental Welsh in the classroom
ACL partnership Welsh Language and Culture Plan Census data MT college student survey results
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• Monitor the implementation and impact of the plan
1.2 Well being – GOOD Quality Indicator: 1.2.1 Wellbeing- attitudes to keeping healthy and safe Evaluation Evidence
• The Merthyr Tydfil ACL partnership fosters good attitudes to delivering provision that supports and
improves the wellbeing of learners.
Ø Providers have positive attitudes towards mental and physical health which can be demonstrated
by the range of leisure and employment focused courses and the use of the mental wellbeing
impact assessment tool. Furthermore, the learning through the outdoors Venture out programme
has a clear focus on supporting .
Ø ACL employs experienced tutors and specialists for particularly vulnerable groups, most providers
participate in staff training on equality, diversity and POVA. Most partners use a generic tutor
observation form which assesses each tutors understanding of the safeguarding process. Each
partner uses its own POVA policy but and area for development is to introduce a generic POVA
framework for the ACL partnership.
Ø Venues are negotiated with learners and partners.
Ø BIW supports and promotes healthy lifestyles through the Learning through the Outdoors
programme which incorporates accredited training.
Ø The results of the ACL learner forum conducted in November 2012, demonstrated that learners
felt that ACL courses provided had a positive impact with high importance on their wellbeing
Ø The wellbeing impact assessment highlights that tutors across different learning departments
consider their courses to have a direct and indirect positive impact on the following wider
determinates of wellbeing.
Ø results of the MORI 2013 learner voice survey with health and wellbeing with 68% saying that the
partnership is ‘very good’ at ensuring you feel safe. This is higher than the sector average of
55%. A further 17% say it is ‘good’
Good practice
MWIA data POVA Training information Student evaluation and forum data MORI learner voice survey MWIA report. Venture out MIS
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• ACL partnership use of the Wellbeing scale to evaluate student and tutors views Areas for development
• Develop an ACL partnership POVA and Child Protection framework
Quality Indicator: 1.2.2 Wellbeing - participation and enjoyment in learning Evaluation Evidence The partnership is good at encouraging learner participation with learner feedback, digital stories and retention rates demonstrating good levels of satisfaction and enjoyment across the majority of provision.
• A learner involvement strategy has been written and an action plan developed for the ACL
partnership.
• Data provided from a student focus group workshop highlighted the impact ACL courses had on
wellbeing protective factors.
• Student stated that being involved and creativity and fun was of high importance and had a positive
impact.
• Many learners on family programmes are engaged in activities at their child’s school and this helps
build a sense of community.
• Approximately 5,200people registered their attendance at Adult Learning Week 2013 events. This is
an increase of 3,300 compared to participation in 2012 and equates to 9% of the overall Merthyr Tydfil
population. The increase can be attributed to the excellent weather on the day of the Global Village.
Activities and taster sessions held successfully generated a positive impact which resulted in requests
for further adult learning. The requests have been shared with the ACL partnership.
• Good links have been made through the Heritage lottery project to integrate individuals with an
additional learning need into community settings with mainstream learning opportunities.
• As a direct result of the taster sessions, requests have been made to training providers to put on
further courses such as Welsh Love Spoon making, horticulture and ICT
• The Merthyr Learning Festival group produced 2 National Winners (Young Adult Learner & Tutor
Team/Department) at the Inspire Awards held at the SWALEC Stadium one of whom went on to win
MWIA data DfES learner voice survey Feb 2010 Learner voice Evaluation Forms. Further Learning Forms. Learner celebrations events . Case studies and digital story telling. ALW week report and evaluation Partnership newsletter ‘learner voice’
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the overall Tutors Award.
Good practice
• Merthyr Learning Festival group produced 2 National Winners Areas for improvement
• Monitor learner take up from adult learners week into ACL courses
Quality Indicator: 1.2.3 Wellbeing - community involvement and decision making Evaluation Evidence Community involvement
The ACL partnership has good links with community based organisations who actively participate within the development of learning opportunities across Merthyr Tydfil. While there is good practice in terms of learner involvement in the partnerships work, The partnership recognises that there is a need to further improve learner involvement in all aspects of the service.
• The ACL Partnership have developed a learner involvement strategy
• ACL have developed links with the 3 new Communities first clusters and are involved in the
development of the learning plans.
• The Chair person of the partnership is the Executive officer for the local Council for Voluntary Services.
• Good links made with the Multi Agency Diversity Forum who has actively participating in promoting
learning opportunities through Adult Learners week.
Decision making
• MTCBC Venture Out programme encourages students with mental health conditions to become
involved in the design of the programme based on the Recovery Model. Students are encouraged to
take control of the learning which a research evaluation report indicates this is an important element of
the programme.
• Business and administration learners have been involved in the decisions on the design and production
of the joint ACL brochure, this formed part of their course assignment work.
• Learner’s views are collected by a range of methods and acted upon where possible, for example
MWIA Focus group ACL learner involvement strategy Communities First cluster plans Merthyr Learning Festival Group documentation. ALW ACL brochure and course material. ACL Partnership minutes. Global Village developments
Merthyr Tydfil ACL partnership Self Assessment Report
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Family Community Learning Art students did not want to accredited learning so arrangements were
made with Communities First cluster and non accredited learning will be provided in the 13 – 14
academic year. When evaluated the WEA learners requested domestic violence courses which forms
part of the life support programme. The WEA acted upon the information and delivered the course as
per request.
Good practice • Learners involved in the design and production of the joint ACL brochure.
Areas for improvement • Report progress on outcomes of the Learners engagement strategy
Quality Indicator: 1.2.4 Wellbeing - social and life skills Evaluation Evidence
• Social and life skills provision are a particular strength in community education. Learners develop
excellent social and life skills and clearly show respect, care and concern for others. Developing and
sharing life skills are demonstrated in numerous ways. Outdoor projects students are enrolled on
personal, social and development courses with the long term aim of independent living. Venture Out,
students with mental health conditions and attending courses based around recovery. An evaluation of
the programme found that the social aspect of the programme was fundamental in the mental health
recovery process.
• Family and community learning run a Volunteering project base at Cyfarthfa Park. There has been a
positive response to the volunteering programme, with 91 volunteers enrolled to date. It engages a
diverse range of learners / volunteers to include carers, students with additional needs, older leaner’s,
schools and service users with mental health conditions.
• Family learning programmes demonstrate a high component of skills required for relationship
development and provide a common focus for parents regardless of background, and this strengthens
the community. Many parents who have attended a parenting programme have progressed onto
learning opportunities via the Genesis programme which will improve the home learning environment.
• ASDAN personal, social development for service users with disability is run from the Cyfarthfa park
SMB reports
B into W life support case studies Learners portfolios
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greenhouses and has provided positive results and learning progression
• Members of WEA branches learn to negotiate, to organise, fundraise, prepare simple accounts, and
run meetings. Learners take part in activities outside class time including arranging lectures within
Canolfan Soar, trips and visits to, Westminster Parliament.
• The Life Support Programme provides educational courses for learners who have not reached their potential with previous academic courses. The programme was recognised at the NIACE inspire awards for the contribution to improving the well being of individuals.
Good practice
• Externally funded projects that add value to the ACL partnership in terms of providing social and life
skills and support across the sector
Areas for improvement • Collect more robust evidence as to the impact ACL has on individuals social and life skills
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Key Question 2 - How good is provision? 2.1 learning experiences: GOOD Quality Indicator: 2.1.1 Learning experiences - meeting the needs of learners and employers/community Good Evaluation Evidence The learning provision across the partnership is planned to meet the needs of a wide range of adult learners but prioritising the needs of learners with high barriers to entry which is in line with the WG ACL strategy. There is a good range of subjects at various levels and ACL enjoys high rates of success in achievement and participation. The partnership members have excellent links with employment focused providers which have substantially improved the outcomes for merthyr Tydfil residents.
Learning in its widest form has formed part of the Single Integrated Plan and the Corporate Plan which has undergone extensive consultation. The community felt that learning experiences in relation to employment was critical and this continues to form a critical part of the County Boroughs strategic drive and the ACL partnership.
MORI learner voice data results indicates that 63% of learners who completed the evaluation thought the provision was very good, which is 3% above the sector benchmark of 60%. 58% of respondents surveyed stated that the course was better than expected which is 9% higher than the sector bench mark of 49%.
The survey also shows that 63% say that the responsiveness to learners is ‘very good’. This includes things such as respect from staff, listening and acting on learner views.This is higher than the sector average of 53%.A further 20% say it is ‘good’
The WEA overall leaner satisfaction rate was 99% and FCL survey found that 80% of respondents felt the course had met their needs.
Community
ACL partnership curriculum is negotiated with learners and partner organisations that have first-hand knowledge of learners’ needs. Partners include learners’ support groups, third sector organisations, and Social Care and Communities First partnerships. ACL have been involved with the development of the Communities First (CF) cluster plans key themes:
• Prosperous Communities
• Learning Communities
• Healthier Communities
Community cluster plans Curriculum planning matrix Bridges into work tutor meeting minutes ELP minutes ELP website Worklessness meeting minutes SMB reports MORI learner voice survey ACL Partners survey results Retail economic study Single Integrated Plan JCP course flyers for quick step and 50+ programmes
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Employability courses
Job Centre Plus (JCP) Courses
The partnership works with job centre plus in providing opportunities for learners who wish to enter employment. Specialist course have been developed to include:
• Digital inclusion course liked to universal job match.
• 50+ programme.
• Quick step course aimed at lone parents.
• WEA Engagement Gateway employability courses and have run confidence building courses for JCP customers the courses are new and the impact will be evaluated towards the end of the project
Employers
• The partnership responds to employers needs through the work of the Employer Liaison work which
involves the development and delivery of effective pre employment courses.
• The ACL services in Merthyr Tydfil in partnership with the Bridges into Work project and the Employer
Liaison Partnership (ELP) offer work related courses in areas such as: Retail, traditional construction
skills, customer service, health and safety, manual handling, first aid, prepare to care, play work and
business administration.
• Planned courses are generated to meet requests from employers and communication through the ELP.
Between September 2012 and June 2013 % (77 clients) completed the Bridges into Work pre-
employment course. 185 qualifications were attained through multiple pre-employment courses across
9 employment agencies ranging from call centre, retail and care sector work experience. The impact of
this work has been 70% (54 clients) achieved entry level 3, 90% (70 clients) achieved level 1 and 79%
( 61 clients) achieved Level 2 qualification. Out of the 9 sectors offering pre-employment courses 21%
(16 clients’) secured employment.
Good practice
• Good Links with theEmployer Liaison Partnershipand translating their requirements into training
courses
• Good links and input into the Communities First partnerships cluster plans
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• Communities First representation on ACL partnership
• Broad and responsive curriculum meeting the needs of a wide range of learners
Areas for improvement • Once the Cyfarthfa retail park business group is established there is scope for Merthyr Learning
Festival to create taster sessions linked to employment opportunities.
• ELP minutes to be sent out across the ACL partnership to update all partners
Quality Indicator: 2.1.2 Learning experiences - provision for general skills Evaluation Evidence Merthyr Tydfil Partnership have made good progress in improving provision and outcomes for basic skills delivery, however the needs identified within the partnerships planning continues to demonstrate there is a need to continue to further improve this area. The key developments and issues include:
• The ACL partnership has jointly developed a communication and number plan which seeks to achieve a
coordinated and consistent approach to addressing essential skills.
• The WEA, Merthyr Tydfil College and Bridges into Work all learners complete an initial assessment.
MTCBC Family Community classes run in 2010 -11 used a screening tool to assess basic skills levels.
Although different tools are used across the partnership, we are waiting Welsh Government guidance
on a standardised initial assessment tool which is due to be announced in August 2013.
• There is inconsistent use of individual learning plans by tutors to document the actions and
improvements by the student to progress essential skills.
• There is a need for the partnership tutors to improve the feedback to learners in terms of spelling and
grammatical errors.
• In 2011 12 the ACL partnership conducted a baseline assessment of basic skills learners, across the
partnership there were 210 enrolments. Targets have been set to increase the basic skills learners with
the communication and number plan.
• Good links have been made with the Family First programme activities, there is a need to further
develop referral mechanisms to increase the number of individuals identified and committed to
ILPs Basic skills screening forms / assessment forms ACL partnership communication and number plan Assessment work books. Tutor observations. Baseline data Family First strategic plan. Family First reports to central. MIA Documentation through discussion due to confidentiality of personal
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improving their skills.
Good practice • The development of the communication and number plan
Areas for improvement • Staff training on the use of the IDLP to capture the learners essential skills journey and differentiated
learning
data.
Quality Indicator: 2.1.3 Learning experiences - Welsh language provision and the Welsh dimension
• After the 2009 Estyn inspection Welsh Language and Culture was seen as priority area for
development. The subsequent ACL partnership strategic plan embedded the Welsh development as a
crosscutting theme. The 2012 strategic plan midterm review revealed that although improvements had
been made there was a need to give Welsh Language even more prominence and pace of
development and therefore it was given its own priority aim with high visibility.
• In 2013 the ACL partnership has developed the Welsh Language and the impact of the plan will be
measured in the following 2 years.
• Welsh to Adults, the Glamorgan Welsh for Adults Centre provides classes at all levels throughout the
borough and received a positive Estyn inspection in 2013 and still provides data to the ACL partnership
for monitoring purposes and attends ACL partnership meetings.
• WEA provided several classes through the medium of Welsh including Health and well being and
Spanish
• Welsh matters newsletters are given to all WEA tutors indicating Welsh embedding opportunities.
• In 2011 -12 the partnership delivered 78 courses, however there was a lack of Welsh culture accredited
and non accredited courses. Targets need to be set within the Welsh language and culture plan to
improve performance.
Sector leading practice
ACL partnership Welsh language and culture plan WfAEstyn inspection report 2013 Audit for ACL courses
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• The development of the Welsh Language and Culture Plan
Areas for improvement
• Deliver and monitor the impact of the ACL partnership Welsh Language and Culture Plan
• WEA to replicate the example of good practice within RCT of a variety of curriculum areas delivered
through the medium of Welsh
Quality Indicator: 2.1.4 Learning experiences - education for sustainable development and global citizenship (ESDGC) Evaluation Evidence
The ACL partnership is good in developing and implementing ESDGC. Through a wide range of learning opportunities. Excellent examples of extra curricular activities includes:
Ø Cyfarthfa Park greenhouses and volunteering project Ø Learn through the outdoors
• ACL Partnership documentation indicates that participation within the network has generated
opportunities for learners to participate in taster sessions which would enhance cultural diversity and
heritage such as Global Village and Heritage Week.
• Family and community learning evaluation data indicated that 85% of learners felt that the course did
increase their awareness of ESDGC.
• The ACL leaner forum highlighted that not all students were aware of the meaning of ESDGC. They
were then shown examples on how this area could relate to work conducted in the class.
• The WEA are involved in ESDGC training to staff and tutors within ACL across Wales and we
collaborate with NIACE DC, ColegauCymru and CLW on campaigns, conferences and working
groups. Three tutor training sessions on the Millennium Development Goals through DFID funding
were held and all tutors had the opportunity to share good practice on embedding ESDGC at annual
tutor days. Generic and subject specific resources have been developed. A termly newsletter “One
Class Observations. Evaluation data Global Village planning meeting minutes. Lesson plans and schemes of work Leaner digital stories
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Step at a Time”, which provides information on global issues and campaigns is distributed to all tutors.
In 79% of tutor observations there was evidence of ESDGC being embedded, which is an increase of
8% from the previous year.
• The Global Community Learning branch of the WEA has given learners the opportunity to develop
ESDGC through extra curricular activities. The group attended 15 events in Blaengarw, Cardiff and
Merthyr ranging from a Time banking conference to running a stall at the One Planet Festival. Other
activities for learners include a visit to Westminster Parliament and a trip for refugees to St Fagans to
celebrate Refugee week.
Good practice • ESDGC linked to the most of the ACL partnership schemes of work
Areas for improvement • Establish a process that provides evidence on the impact on learners and the community through
ESDGC learning
• WEA to run additional ESDGC tutor training
2.2 Teaching and training – GOOD Quality Indicator: 2.2.1 Teaching - range and quality of teaching approaches Evaluation Evidence
• The quality of teaching and learning is good which has seen good learner outcomes. The overall
partnership attainment, completion and successes rates have risen year on year over the last two
years indicating improving quality in teaching and assessment. Good teaching practice was observed
in many lessons.
• The MORI learner voice survey found that 76% report that the teaching and training they receive is
‘very good’. This is higher than the sector average of 69%. A further 19% say it is ‘good’
• Almost all tutors are well qualified in their subject field or have excellent experience. Learners are
challenged effectively with most tutors differentiating learning experiences to meet individual needs
MORI learner voice survey Tutor observations LLWR data – attainment
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using a variety of teaching methods and resources. Most ESOL tutors speak a range of community
languages, meeting specific linguistic needs. However an up to date audit needs to be conducted to
identify if all ESOL tutors hold the appropriate qualifications.
• Merthyr Tydfil College conduct regular classroom observations which are carried out by peers within
the college provision. . This allows staff to share good practice and support each other to develop
techniques that are specific for this area of teaching.
• Tutor observations conducted for 2012-2013 showed out of 24 tutors, 18 tutors were graded as good,
2 graded excellent and 4 graded adequate with no tutors graded unsatisfactory. The observations
were carried out via a standardised assessment template to ensure consistent grades in tutor
partnership delivery for Family Community Learning, WEA and College Franchise.
• There is a need to improve good practice by conducting more cross partner observation
Good practice
• Committed and experienced staff across the whole organisation
Areas for improvement • Cross partner tutor observations with Community education, WEA and MT college to provide a
consistent approach across the sectors
• Introduce peer observation across the partnership
and completion Tutor qualification matrix
Quality Indicator: 2.2.2 Teaching - assessment of and for learning
Evaluation Evidence
Assessment of learning across the partnership is generally good.
• MTCBC Family and Community Learning and WEA induction process ensures learners understand the course and how their learning will be developed and assessed.
• Majority tutors use informal formative assessment, and give feedback and encourage learners to discuss their progress and achievements.
• Awarding body EV feedback has been mainly positive
EV reports Schemes of work and lesson plans Partnership Staff qualification records. Survey results.
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• Use of written feedback is increasing although there is a need for some tutors to provide more constructive feedback
• While most tutors across the partnership hold or are working towards a relevant Tutor qualification, there is a need to continue to promote personal development to encourage new tutors and up skill existing tutors.
• There is a variety of assessment methods being used, including peer assessment through group evaluation and discussion.
• Over 98% of WEA learners agree that their tutor gives useful comments and feedback on their work. Good practice
• Awarding body EV feedback has been positive
• Most staff across the partnership hold recognised teaching qualifications
Areas for improvement • Increase the use of constructive tutor written feedback across the partnership
• Increase tutors across the partnership to gain a recognised teaching qualifications
Items for QDP and operational plan
2.3 Care support and guidance: GOOD Quality Indicator: 2.3.1 Care, support and guidance - health and wellbeing including spiritual, moral, social and cultural development Evaluation Evidence MT ACL partnership is very good at promoting health and well being which can be evidenced by the following examples:
Ø MTCBC Family and Community Learning offers a wide range of courses delivered to
promote health and well being include: cultural walks, archery, rock climbing, map and
navigation, gardening / horticulture.
Ø And the WEA offer: healthy eating, cooking on a budget, organic gardening, holistic
therapies and ceramics for people with mental health issues, stress in the workplace, living
Lesson plans schemes of work Venture Out Flyers Cyfarthfa park volunteering timetable MWIA focus group
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with stroke, and money management.
Ø Social interaction - making friends, going on trips, events, keeping minds active,
confidence building is encouraged on all courses. Cultural trips in an important feature in
the Venture Out programme. In a recent evaluation forum of a programme area, students
regarded spiritual and moral aspects of low importance and low impact.
Ø MTCBC Family and Community Learning student evaluation analysis found the 83% of
learners had felt that the course has improved their feeling of wellbeing.
Ø Classroom observations, ILP and learner evaluations indicate that tutors provide support
and guidance to learners.
Ø Mori learner voice data indicates that 54% of learners stated that the information and
advice they get is ‘very good’. This is higher than the sector average of 40% and a further
19% say it is ‘good’.
Ø ACL representation on the Merthyr Tydfil think family MIA panel and involved in MIA key
worker training
Ø ACL staff have pivotal in the development of an IPS model which seeks to support
unemployed individuals with mental health condition up skills and return to work.
Good practice • Partnership curriculum that aims to improve student wellbeing and Social interaction
• Externally funded projects that add value the ACL partnership
Areas for improvement
• Look to develop learning opportunities through the Merthyr Tydfil community health network
Student evaluation data Mori learner voice survey IPS business plan Worklessness minutes MIA panel terms of reference
Quality Indicator: 2.3.2 Care, support and guidance - specialist services, information and guidance Evaluation Evidence
• ACL partners provide good Care, support and guidance for learners, however with the change in
focus for the Careers Service, there is a need to evaluate the impact for adult learners and
develop additional service to meet future gaps.
• In the MORI learner voice survey 54% say the information and advice they get is ‘very good’. This
is higher than the sector average of 40%. A further 19% say it is ‘good’.
MORI leaner voice survey Learner survey results Digital stories
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• The MORI survey also highlights 55% say the help and support they receive is ‘very good’. This is
higher than the sector average of 41%. A further 20% say it is ‘good’
• MTCBC Family and Community Learning delivers courses in partnership with organisations that
are already providing specialist services – for example MIND, MIA and social services
departments. Course information is advertised on the website, across local community venues
and in the ACL partnership curriculum brochure. Disability access is included in the ACL
partnership brochure. Word of mouth and local contacts are very important particularly for
individuals with low levels of literacy or little understanding of English and other languages. In
partnership with Bridges into Work Programme referrals come from Job Centre Plus, Working
Links, and other agencies. Tasters are also used to inform learning choices.
• Bridges into Work who have in place support workers that can work with eligible students to meet
their individual needs. Within the WEA development workers and tutors are the primary learning
support team for learners. They are the first point of contact for learners and provide effective
help and guidance on courses and learning opportunities, information on progression and
personal development and have excellent knowledge on where to go for specialist services to
support learners. 95% learners said they were happy with the specific help and support received.
• The WEA provides clear information to learners and prospective learners. 92% of learners felt
they received a good overview of the course before starting it. Course information is advertised on
the website, across local community venues and with partners. Disability access is included in all
written course information. Word of mouth and local contacts are very important particularly for
individuals with low levels of literacy or little understanding of English.
Good practice • The use of dedicated support workers who seek to break the barriers to learning
Areas for improvement • Links with careers service to meet the future needs of adult learners
Evaluation data
Quality Indicator: 2.3.3 Care, support and guidance - safeguarding arrangements
Evaluation Evidence
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The ACL partnership implements effective arrangements to support vulnerable learners participate, enjoy their experience and achieve.
• The Organisational structure within MTCBC has benefitted learners with the ACL service having
being integrated within the Communities Directorate ensuring good links are made with the
safeguarding support services. This is evidenced by a staff leaflet that provides tutors with
information and advice on safeguarding issues.
• Each partner conforms to their own policies on safeguarding and there is effective recruitment,
disciplinary and reporting procedures in place to ensure staff and volunteers are suitable and
arrangements meet legal requirements. MTCBC Family and Community Learning, Merthyr Tydfil
College and WEA conduct Pre employment checks on all tutors and other staff who work directly
with learners; CRB checks are held by each organisations HR department and renewed every 3
years. WEA will only accept CRB checks from other employers if they have been carried out
within the last 6 months and always carries out its own on all staff and volunteers who are in
regular contact with children and vulnerable adults
• All partnership Staffs are able to access POVA and safeguarding training run in partnership with
MTCBC social care workforce development program.Social Services provided the partnership with
a detailed presentation on safeguarding which was aimed at ensuring there is a consistent
understanding on the issues and process for reporting concerns. Need to establish an
assessment mechanism that provides evidence that all tutors fully understood the information
provided.
• All venues undergo a health and safety assessment.
• However there is a need to develop an overarching ACP partnership safeguarding framework
Good practice
• POVA and safeguarding training run in partnership with MTCBC social care workforce
development program across the MT ACL partnership
Areas for improvement
POVA certificates in tutor files MTCBC Human Resource hold CRB checks ACL partnership Minutes
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• Develop a joint ACP partnership safeguarding framework
Quality Indicator: 2.3.4 Care, support and guidance - additional learning needs
Evaluation Evidence • Good support is provided for learners with additional learning needs. Classes and learning
activities are delivered in partnership with support organisations that fund additional support
needs. Examples include Bridges into Work (personal and childcare support), Sandbrook
(transport and additional support in class). Social Services and Mental Health who provide
specialist staff and equipment.
• WEA has Abilitynet equipment at its Online Learning centre in Merthyr Town, where staffs are
trained in its use. This equipment is also available on loan to our community classes as required.
Furthermore, WEA is able to provide flexible learning through our Learn direct provision. The
electronic resources can be adapted to meet varying needs and the flexibility of the provision
allows learning to be accessed anywhere with an internet connection allowing learners to learn
from home.
• Links have been made with MTCBC adult social services to provide a directory of support for
tutors which will allow identification and signposting opportunities.
• Some tutors are trained in additional learning needs however staff awareness training should be
sort and delivered across the partnership.
Areas for improvement
• Work with ACL partners to establish what resources additional learning resources and practice
exist across the network and share good practice / findings.
• Some tutors are trained in additional learning needs however additional staff training for staff
needs to be delivered across the partnership.
ILP Electronic resources Directory of conditions Tutor matrix
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2.4 – Learning environment: GOOD Quality Indicator: 2.4.1 Learning environment - ethos, equality and diversity Evaluation Evidence MTCBC Family and Community Learning, WEA and Merthyr Tydfil College provision creates and promotes a learning environment that is inclusive, respects diversity and differences in views. Recruitment is inclusive with representation from learners with mental health issues, with disabilities, a wide range of abilities and from areas of high deprivation
• 10% of MTCBC Family and Community Learning students class themselves with a primary
disability. Population statistics show that individuals with limiting long-term illness in Merthyr Tydfil
is 30% of the population which is higher than the Welsh average of 23.3%
• The inclusive ethos in learning is fostered through:
Ø staff and tutors training in equality and diversity;
Ø tutors encouraging learners to develop tolerant attitudes;
Ø grounds rules negotiated with learners include challenging discrimination and respecting
diversity and differences;
• information on equality and diversity in the learner handbook;
• However there is limited uptake in community learning of Black Minority Ethnic (BME) groups
across all DfES funded partners. This largely is a reflection of the Merthyr Tydfil community
demographic profile of with only 1% of the total population of 55,530 being of non – white ethnicity.
• ESOL classes do attract BME students mainly of Portuguese and Polish nationality who fall within
the white demographic and does not show on the data collected. Work needs to be conducted to
help increase BME learners into community learning courses main stream funded provision.
Good practice • Increased number of ESOL classes
• Improvements in ESOL completion and attainment rates
• Development of an ACL ESOL plan
Areas for improvement
LLWR database Class observations Staff training records Learner induction information / handbook LLWR learner profiles
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• Identify good practice from other regions in the engagement of BME students
Quality Indicator: 2.4.2 Learning environment - physical environment Evaluation Evidence
The partners deliver learning opportunities in the areas and environments where learners feel comfortable and chose to learn. The partnership recognises some venues are not as well equip as others newer buildings, however this has not hindered the improvement on completion and attainment rates.
• MTCBC Family and Community Learning student evaluation feedback demonstrates that the local
community venues used by the community education meet learners’ individual needs. 60% of
student who completed evaluation forms rated the venue as excellent and 28% rating the venue as
good.
• WEA learner feedback demonstrates that 100% of learners felt the venue was a safe, accessible and
suitable place to learn.
• Risk assessment depends on activity and current systems that are in place at least meet the
standards of the codes of practice for the sector. All venue checks are monitored centrally to ensure
that risk assessments are within date. If learners require disabled access, every effort is made to
move the venue to meet the learners’ needs, and to make all reasonable adjustments.
• All course details including whether venues have disabled access are advertised in the ACL
partnership Boucher. Resources at venues are checked and electrical equipment is pat-tested.
Tutors carry out dynamic risk assessments at the start of a session.
Good practice • Responding to leaner feedback regarding venues
Areas for improvement • Conduct an audit of ACL venues
Evaluation forms Partners risk assessments ACL partnership Boucher PAT Test sticker on electrical items WEA SPOC
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Key Question 3 - How good is Leadership? 3.1 Leadership: Good Quality Indicator: 3.1.1 Leadership - strategic direction and the impact of leadership Evaluation Evidence
• MT ACL Partnership benefits from good strategic direction that has ensured not only compliance with
national ACL policy but also synergy with other policies and strategic developments. AlthoughACL
contributes to the wide agenda of learning across Merthyr Tydfil , there would be wider benefits of
being part of a wider strategic approach which includes mainstream education, youth offending, adult
social services so there is a cross fertilisation of ideas/knowledge and wider sharing of resources.
• A wide range of partners feed into the MT ACL strategic planning. These include those services that are funded by Dfes for ACL delivery and external agencies that have an interest in the outcomes of adult learners, e.g Community First, Voluntary Action Merthyr Tydfil.
• The Partnership members continue to develop strategic links with a wide range of services and policies which includes the Merthyr Tydfil Single Integrated Plan, however, reporting mechanisms with the Single integrated partnership and LSB need to improve.
• The ACL Strategy and associated action plans are coordinated through existing posts, thus maximising resources available.
• The MTCBC ACL Operational Plan has clear targets dates and actions that are used to monitor progress and contribution to the wider strategy
• MTCBC adult community education has been part of a restructuring exercise for Community Services. Community Learning services has been realigned with Family First MIA Family support programme, Day service – learning disability, Community First and Flying Start and is now names Family and Community Learning. This will ensure the delivery of Community Learning is developed and implemented to meet the needs of priority groups for the ACL partnership and those within the Single Integrated Plan and associated corporate plans:
Impact of leadership
• The impact of leadership can be evidenced in a number of ways:
Ø Success rates for Merthyr Tydfil partnership has continued to improve annually and is above the national comparators.
ACL strategy. 2009 - 14
Revised ACL Strategy 2013 – 16 - Individual priority plans.
Ø Improve the
employability skills of
Merthyr Tydfil residents
Ø Improve individual’s
communication and
number skills.
Ø Improve individuals
understanding and skills
of Welsh culture and
language.
Ø Ensure ESOL provision
meets the need of
learners.
Ø Improve the knowledge
and skills of individuals
through the use of
technology.
Ø Improving Health and
Well being
ACL partnership meetings.
SMB reports.
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Ø In 2012, 14.8% of working aged adults 16-64 years of age had no qualifications compared with the Welsh average of 11.4% and the GB average of 9.7%. Performance in Merthyr Tydfil has continued to improve by 11.7% since 2004 (26.5%) which compares favourably with the Welsh average decrease of 4.1% for the same period. This improvement has also seen Merthyr Tydfil improve from being the worst performing Welsh authority to currently being 18 out of 22 local authority areas.
Ø Good practice DVD – Estyn DVD produced for community partnership linked to Bridges into Work and the skills for employment agenda. ACL has had a positive impact on economic activity levels for the County Borough in 2012 (26.6%) is just above the averages for Wales (26.5%) and Great Britain (23.1%). The trend data demonstrates that economic inactivity levels for Merthyr Tydfil have improved significantly faster than the national levels since 2005 (MT 34.6% - Wales 27.3%).
Ø Adult Learning agenda continues to form part of the council’s corporate plan and a priority for the council.
Good practice • Embedding adult learning within the Single Integrated Plan
• Estyn partnership working good practice DVD
• The MT ACL partnership strategic links to a broad range of policies such as Family First, Flying Start,
Community First and the Single Integrated Plan.
• Links from ACL partnership working and the impact data of working aged adults. Bevan Foundations –
Changing Wales - economic miracle
Areas for improvement
• Improve Communication on outcomes and planning he Local LSB in terms of the contribution to the
wider Education and Lifelong learning agenda.
• Introduce a formal executive group to oversee ACL to replace the informal arrangements.
Ø ACL strategy update
Ø Parenting update
Ø Communication and
Number Update
Ø Bridges into work
Community First cluster plans.
Family First Commissioning plans.
Corporate Plan – MTCBC
Merthyr College – corporate Plan
BIW council Reports - Council Minutes
Social Regenerations Strategic Plan
Operational Plans
• ACL
• Parenting
• BIW
• Employability
• Carers
http://www.bevanfoundation.org/blog/merthyrs-economic-miracle-challenges-valleys-
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myths/
Quality Indicator: 3.1.2 Leadership - governors or other supervisory boards
Evaluation Evidence
MT ACL Partnership
• The strategic plans developed through the partnership complement and supports local strategic policies such as Family First, Community First, Flying Start and the Single Integrated Plan.
• Strategic targets are monitored regularly by senior management boards of each partner organisation and scrutinised by Council scrutiny Committee from relevant partners.
• While scrutiny is good within organisational arrangements, across agency scrutiny is inconsistent.
• Governance arrangements for the Merthyr Tydfil ACL partnership have been in place since 2009 which has created a positive culture of collaboration for continuous improvement while continue to demonstrate improved outcomes for learners.
• While links have been established to the priorities detailed within a wide range of policies and strategic structures, there is a need for further agreement on reporting arrangements with the single partnership.
• MTCBC cabinet members challenged service delivery in terms of Value for money which resulted in MTCBC ACL direct delivery providing a presentation which demonstrated good VFM in terms of success rates against grant allocation compared with Neighbouring authorities.
Good practice • Good systems of communication to Senior Management Boards
• Good connection with voluntary sector, e.g CF Operational Leads / Cluster Boards
Areas for improvement
• Improve Communication on outcomes to the Single Partnership Board and the Local LSB.
• Full scrutinising arrangements needs to be improved across the ACL networks through
partnershipquarterly business reviews.
SMB reports
Ø ACL strategy update
Ø Parenting update
Ø Communication and
Number Update
Ø Bridges into work.
Ø Adult Learners week
Ø Community First Plans -
transition
Ø ACL SAR
Ø Flying start expansion.
Annual LLWR data for Merthyr Tydfil MTCBC cabinet Report
Ø ACL strategy
Ø Parenting Plan
Ø Communication and
Number Plan
Ø Bridges into work
extension
Merthyr Tydfil - Corporate Plan Merthyr Tydfil College Quarterly business review minutes. Cabinet Workshop
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presentation VFM. MTCBC Corporate Plan Single Integrated Plan ACL partnership minutes
Quality Indicator: 3.1.3 Leadership - meeting national and local priorities
Evaluation Evidence
• The MT Adult Community Learning Partnership and Managers from each organisation provide direction to ensure service delivery meets both national and local priorities.
National
• The ACL partnership plan links to National priorities and have increased the delivery of basic skills in line with the requirements of the Learning and Skills Wales Measure.
• The Learner profile demonstrates the Merthyr Tydfil ACL provision have targeted those individuals identified by Welsh Government as a priority far more than other Welsh local authorities.
• IT, basic skills, workplace learning and ESDGC have all seen increase in enrolments and a specific Welsh and Culture Plan has been established to provide clear direction on improving outcomes for Welsh speaking learners.
Local
• The Merthyr Tydfil curriculum offer is informed by and informs the Communities First delivery plans.
• Clear links are made through ACL provision to the employability agenda established through the Single Integrated plan and MTCBC corporate Plan.
• The ACL service is linked to the delivery of the Family First strategic planning to support the ‘Think Family’ approach and improve the skills of adults / parents to reduce poverty.
• Links to Flying Start has been established with ACL being the conduit for the development and delivery of parenting classes in the community. These links have seen completion rates of parents who engage in programmes increase.
ACL partnership strategy 2009 – 2014. Revised ACL Strategy 2013 – 16 - Individual priority plans.
Ø Improve the
employability skills of
Merthyr Tydfil residents
Ø Improve individual’s
communication and
number skills.
Ø Improve individuals
understanding and skills
of Welsh culture and
language.
Ø Ensure ESOL provision
meets the need of
learners.
Ø Improve the knowledge
and skills of individuals
through the use of
technology.
Ø Improving Health and
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Good practice
• ACL partnership working collaboratively towards local and national priorities. Links with Strategic
policies such as Communities first, Flying Start, Family First and adult’s mental health. .
• Welsh Language Plan for ACL produced by the partnership and is being led by Menter Iiath who is a
non Defs funded provider.
Areas for improvement
• Increase the numbers of learners who participate in Welsh Medium Learning by implementing and
monitoring the Welsh language plan
• Improve the links and referral rates between Family First Multi Intervention and Assistance
programme and ACL learning providers, particularly on Basic skills issues.
Well being
Operational plan ACL Report to SMB on progress against strategy –Mid term review Training presentation on the ACL Moodel Parenting Services MIS data Community first Cluster plans Single Integrated Plan Merthyr Tydfil Corporate Plan
3.2: Improving quality: GOOD Quality Indicator: 3.2.1 Improving quality - self-evaluation, including listening to learners and others Evaluation Evidence
• Priorities are identified in all institutional plans and monitored at a senior level. The improvement in the analysis and use of timely robust data to inform self assessment has been a key driver to the rising successful success rates in the last three years at all levels
• The partnership uses benchmarks in its self assessment processes to highlight areas of good practice and areas in need of development. Our actions to meet benchmarks have resulted in continued improvement in processes around learner registration, recording progress and success. Most attainment rates are above the national comparators with success rates having risen over the past three 3 years.
• Self assessment has been embedded into the structure of the service to ensure continuous improvement. The findings of the Self Assessment process are incorporated into the operational plan.
Learner engagement strategy and action plan SMB reports Ø ACL strategy update.
Ø Adult Learners week
Ø Parenting update
Ø Communication and
Number Update
Ø Bridges into work.
Ø ACL SAR.
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Key issues and developments are identified within the service plan update provided to the MTCBC SMB on a monthly basis.
• Contributed towards the Heads of the Valley external evaluation. Learner survey and adult Learning mapping.
Listening to learners
• Learners are encouraged to share views through learner voice involvement strategy and lesson observations - MTCBC learner involvement strategy and action plan has been developed to improve learner voice, however the partnership recognise there is a need to develop innovative approaches to engaging learners in the decision making process of the Partnership.
• Joint Curriculum Brochure developed for 2013-14 academic year by learners for learners. - Linked to learners course outcomes.
• Community learning service and Bridges into Work have produced a series of digital stories in partnership with wide a wide range of providers.
• MWIA – continued to be used which provided a wealth of information as to the impact community learning has students wellbeing.
• WG Mori Survey shows that Merthyr Tydfil have a high learner satisfaction which is above the national average
Listening to others
• The need, strategic direction and proposed provision for the ACL service have been identified through a number of reviews, strategies and requests.
These include:-
• Communities First plans are analysed to ensure learners needs are taken into consideration when curriculum planning. Providers respond well to Community First Cluster Leads for planned developments.
• ACL Basic Skills and Intergenerational Report (2011) which highlighted a need for increased resources and a dedicated officer to coordinator basic skills within Merthyr Tydfil. The impact of this
Operational plan ACL Operational Plan HOV Research – Learner Survey Bevan Foundation Mapping adult learning. Partnership ACL SAR Research reports and reviews which have been incorporated into the priority plans. . Ø ACL Basic Skills and
Intergenerational Report
(2011)
Ø Impact of the Welfare
Reform.
Ø Cyfarthfa Retail Study.
Ø Skills for older learners
Estyn 2012
Ø Impact of Family Learning
Estyn 2012.
Welsh Learner Survey 2012 Heads of the Valley Learner survey Heads of the Valley – Mapping adult education. –Bevan Foundation Digital stories. 2013-14 Brochure
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resulted in additional core funding allocated and restructure of services.
• Research review of the impact of the welfare to work policy in Merthyr Tydfil, Blaenau Gwent and Rhondda Cynon Taff (2011) highlighted issues that exist, in particular the lack of basic skills held by workless people, having weak skills in literacy, numeracy and language can be a real barrier to
employment. Researcher interviewed 77 individualswhich represented a response rate of 35 per cent from the 200 families working with one or more teams within the Family Support Service and Genesis project in Merthyr Tydfil.
Good practice
• Learners involved in the production of the partnerships joint curriculum.
• Use of the Mental Well being Impact assessment (MWIA) toolkit
• External Evaluations used to test issues where appropriate.
Areas for improvement
• Further develop an ACL Partnership learner involvement strategy which demonstrates learner
involvement in the decision making process of the ACL partnership.
development documentation. Communities First Cluster Plans.
Quality Indicator: 3.2.2 Improving quality - planning and securing improvement
Evaluation Evidence
• The Merthyr Tydfil ACL Partnership uses information from Self assessment to establish priorities and areas for improvement.
• The ACL service has also influenced and is being influenced by a number of wider strategic plans, these include;-
1. Single Integrated Plan.
2. Corporate plan
•
• ACL service has developed good operational links with the single partnerships Employability agenda which provides a clear focus for the skills for work agenda. The links with partnership provides the
Single Integrated Plan Corporate plan Family First commissioning Plan. Service Level agreements. Strategy priority plans Ø Improve the employability
skills of Merthyr Tydfil
residents
Ø Improve individual’s
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service with a good understanding of the strategic direction for the social care sectors. The links to the Worklessness agenda has enabled the service to establish an understanding on the emerging issues from the DWP Welfare to Work programmes.
• The development of Adult Community Learning across Merthyr Tydfil has established a culture of collaborative working across a wide number of agencies and networks. The links with the single partnership, Family First, Community First and Employment can demonstrate clear collaboration on areas such as reducing poverty and improving wellbeing, through developing work related learning to improve skills.
• When developing a new approach to a topic, e.g Basic skills, a Result Based Accountability (RBA) framework, which analysed the baseline data, story behind the data before developing any priorities.
• The local authority has re structured the organisation to ensure ACL has clear operational links with services that seek to support and encourage the community to improve skills and gain employment. The service has supported the Venture out Service to facilitate community based learning for students with Mental Health conditions.
• Regular planning sessions are held between Merthyr Tydfil CBC and Merthyr College.
• The quality Group reviews data and challenges the partnership to improve.
Good practice
• Partnership links with Employability partnership
• Community learning linked to Mental Health recovery through the implementation of the venture out
learning through the outdoors provision.
Areas for improvement
• Improve Communication on outcomes and planning to the LSB in terms of the contribution to
the wider Education and Lifelong learning agenda.
communication and
number skills.
Ø Improve individuals
understanding and skills of
Welsh culture and
language.
Ø Ensure ESOL provision
meets the need of learners.
Ø Improve the knowledge
and skills of individuals
through the use of
technology.
Ø Improving Health and Well
being
Operational plans and RBA frameworks
Ø ACL strategy update.
Ø Adult Learners week
Ø Parenting update
Ø Communication and
Number Update
Ø Bridges into work.
Ø ACL SAR.
Impact of Welfare Reform Research Employability Workshop information. Family First commissioning Plan. Community First Cluster Plans
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MTCBC Social Regenerations organisational structure. Quality Group documentation.
Quality Indicator: 3.2.3 Improving quality - involvement in networks of professional practice
Evaluation Evidence
• Staff across the Merthyr Tydfil Partnership network well with a range of networks which has seen Merthyr Tydfil members contributing to NIACE conference on Poverty in 2013.
• The development and implementation of the Merthyr Learning Festival builds onto the work of the ACL partnership and contributes to the wider NIACE network developments.
• WEA SW takes advantage of opportunities for involvement in networks of professional practice to improve quality throughout the organisation and to keep abreast of the latest initiatives. The General Secretary attends regular FE College Principals’ meetings at a regional and national level. She sits on the Boards of Niace Dysgu Cymru, is the Education and Training representative on the Third Sector Partnership Council and is part of the ColegauCymru project to inform the implementation of the CQFW within both FE and community learning.
• Good practice continues to be shared with ACL partners, particularly in ESDGC and Welsh. There are regular meetings for IT and ESOL tutors to share best practice. The standardisation events held at Internal Verification give tutors a forum to reflect on their own and other tutors’ approaches to teaching and assessment. Most partners share standard tutor observation paperwork and quality documents.
• Good links are made with Health Social Care workforce development team to promote learning opportunities or staff development, which has included Safeguarding. Training opportunities are circulated to partners.
• WEA have peer standardisation process in place for all curriculum areas. It is recommended that this the partnership consider this approach across all providers to establish good practice
• MTCBC Family and Community Learning takes advantage of opportunities for involvement in networks to improve quality throughout the organisation and to keep abreast of the latest initiatives. These include:
1. Community Learning Wales
CLW minutes NIACE conference Documentation / Presentation. Birmingham University Research proposal . Family First Learning Set documentation.
• Employability
• Family support
SCWDP offer which is circulated to provisions. records on training staff for safeguarding. Moderation reports.
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2. Health Social Care and work force development 3. Employability steering group 4. Bridges into work Regional developments 5. Mental Health Wales network 6. RSC Wales 7. Intergenerational learning network 8. Family First – learning set
Good practice
• The ACL partners are represented and actively involved with a variety of local and national networks
and share good practice at the partnership meetings
3.3 Partnerships: Excellent Quality Indicator: 3.3.1 Partnership working - strategic partnerships Evaluation Evidence
• The Partnership works well with other strategic agencies and policies to improve the outcomes and well being of learners. E.g Voluntary Action Merthyr Tydfil, Community First, Family First, Flying Start, DWP (Job Centre Plus), MTCBC LEA and Higher Education.
• The ACL partnership has informed and is being informed by the priorities of the Single Integrated Plan and Corporate Plan for Merthyr Tydfil. However the ACL partnership needs to strengthen communication with both the MTCBC Executive Board and Single Partnership.
• The ACL partnership has established effective strategic links with employment related agencies through the development of the employability steering group which has been established and coordinated through the BIW project. The joint working on the life support programme demonstrates good practice in terms of joint working and pooled resources through a community based organisation.
• The partnership has established good links with Schools
• The partnership has established good links with Adult Social Care
• MTCBC community education service participated in the MT College strategic planning.
ACL partnership meeting minutes College strategic planning minutes Worklessness Documentation, Operational plan, minutes etc operational Plan.
Ø MTCBC ACL
Operational plan HLF
developments.
Ø Parenting Plan.
SMB reports
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• Involvement in the Family First programme has enabled community education to play an important role in up skilling learners in essential skills, improving parenting skills and elements of intergenerational learning.
• Partnership members are involved with the Heads of the Valley developments through a number of strategic approaches, E.G. WEA are members of both the Strategy and Steering Groups of the SWW Regional Learning Partnership and chair the ACL Strategy Sub Group.
• WEA are members of the Third Sector Partnership Council, representing the Third Sector Education and Training Network, which we chair and coordinate.
• Staff have formal and informal links with a wide variety of organisations including Women’s Institute of Wales, WCVA, QWEST, UHOVI, NIACE DC, U3A, Merthyr Financial Inclusion Forum, Rubicon Dance and WEA have 19 formal MOU’s with other organisations.
• WEA workplace learning delivery has established working partnerships with numerous unions including; Wales TUC, NUT, ASLEF and Community Union, CWU, GMB, and UNITE. We have written delivery partnership agreements in place with ASLEF, USDAW. WEA workplace learning delivers the majority of the UNISON core programme and we have a strategic written partnership agreement in place.
• Communications between providers who participate in the ACL meetings are open and honest and
lead to an effective and mutual – beneficial partnership that benefits learners.
Good practice • Excellent strategic links to Communities First, Family First programme, Employability and the flying
Start programme.
• Joint working and pooled resources in delivering the life support programme through a community
based organisation.
Areas for improvement • There is a need to improve communication between the ACL partnership and Merthyr Tydfil executive
Board and single Partnership..
• In order to improve added value to the partnership, there is a need to improve the dissemination
routes from individual organisation towards the partnership as a whole.
Parenting
Family First Planning documentation meetings, SLA Commissioning Plan.
Parenting SMB report.
WEA agreements with networks and providers.
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Quality Indicator: 3.3.2 Partnership working - joint planning, resourcing and quality assurance Evaluation Evidence
• Merthyr Tydfil has an effective structure for developing and managing ACL through the ACL partnership and associated quality group. The new strategic plan has been developed in partnership with a number of stakeholders and is based on a detailed needs assessment , prioritisation.
• The ACL partnership works well to establish joint priorities and make best use of available resources which minimises overlap in provision and promotes value for money. e.g community venues, tutors.
• The partnership has also established action plans for each strategic aim which is implemented utilising existing staff structures and apportionment of costs between providers when necessary. Each provider has agreed to lead a strategic priority.
• The partnership providers work closely with voluntary sector, Communities First partnerships and with specialist organisations in determining training needs and to provide a wide range of learning opportunities. It has been particularly effective with adult social services where they financially contribute to supporting the learning with mental health needs.
• All Merthyr Tydfil providers External Verification reports evidence the quality assurance systems are in place with minor recommendations for improvement.
• There are some good examples of cross service tutor observations, however there is some areas for improvement between organisations.
• Good participation from a wide range of key stakeholders and providers to the planning and implementation of adult’s learner’s week.
Good practice • Range of assessment strategies deployed across provision
• New strategy which has clear outcomes, actions and targets
• Full & effective involvement in range of partnership agreements involving key regional & national
priorities.
Areas for improvement • Merthyr Tydfil CBC, WEA and Merthyr College to further improve cross organisation tutor observation.
• More pooled budgets to address the administration of the partnership.
ACL Strategy Outcome priority plans Ø Improve the
employability skills of
Merthyr Tydfil residents
Ø Improve individual’s
communication and
number skills.
Ø Improve individuals
understanding and skills
of Welsh culture and
language.
Ø Ensure ESOL provision
meets the need of
learners.
Ø Improve the knowledge
and skills of individuals
through the use of
technology.
Ø Improving Health and
Well being
ACL Joint curriculum Brochure ACL logo Tutor observation evaluation sheets Agored annual quality review Range of assessment
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strategies deployed across provision Internal verification documentations. External Verification reports.
3.4 Resource Management: GOOD Quality Indicator: 3.4.1 Resource management - management of staff and resources Evaluation Evidence
• The partner agencies demonstrate commitment to the collaborative approach through their agreement to lead strategic priorities identified in the ACL strategy documents.
• Merthyr Tydfil College, WEA and MTCBC Family and Community Learning services has suitably qualified staff to plan and deliver its curriculum effectively. In the WEA and MTCBC Family and Community Learning there is a high proportion of part-time staff.
• Effective links are made between ACL provision and other provisions such as Community First to maximise resources such as community venues.
• Tutors working with vulnerable adults are CRB checked. Tutors are well qualified, supportive and experienced subject specialists.
• MTCBC Family and Community Learning services have gained funding from Family First programme to further develop basic skills support programmes which has a focus on developing staff and volunteers in order to improve the outcomes for learners. Additional resources from core funding have also been allocated by MTCBC to target basic skills support to improve outcome for learners.
• Links to social Care workforce developments partnership are good and provides access to workforce development opportunities for ACL staff.
• Learners’ access to resources is constrained by the community nature of provision but community education has a number of laptops and learners are encouraged to use the moodle and local resources to support their learning.
ACL partnership staff qualification matrix CRB checks HR files / documentation Tutor files Health social care workforce development records. Moodle
Areas for improvement
• Development and coordination of a joint marketing plan
Quality Indicator: 3.4.2 Resource management
Evaluation
• Each partner has a system in place to ensure that finance and resources are targeted at National and Local priorities. The ACL Operational Plan has been produced that identifies priority areas that have been agreed through the Area Strategy. The partnershhave been allocated to service delivery that supports the strategies key objectives. improvements have been made in terms of adults with no qualifications; together with the profile data for learners demonstrates the funding being received is targeted in line with national policy.
• The partnership is very effective in accessing additional resources which is maximised to ensure best value, minimises duplication and has seen improved outcomes for lear
• The Merthyr Tydfil Bridges into work provision provides excellent VFM in terms of job outcomes compared with other employability programmes funded under the same priority of the current convergence programme.
£-
£5,000.00
£10,000.00
£15,000.00
£20,000.00
£25,000.00
£6,730.00
£4,169.40
£8,989.09 £7,700.00
£2,439.02
ESF Priority 2 - Project unit cost per job outcome
Merthyr Tydfil ACL partnership Self Assessment Report
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Development and coordination of a joint marketing plan
3.4.2 Resource management - value for money Evidence
Each partner has a system in place to ensure that finance and resources are targeted at National and Local priorities. The ACL Operational Plan has been produced that identifies priority areas that have been agreed through the Area Strategy. The partnership can clearly demonstrate where resources have been allocated to service delivery that supports the strategies key objectives. Substantial improvements have been made in terms of adults with no qualifications; together with the profile data
demonstrates the funding being received is targeted in line with national policy.
The partnership is very effective in accessing additional resources which is maximised to ensure best value, minimises duplication and has seen improved outcomes for learners over the past three years.
Merthyr Tydfil Bridges into work provision provides excellent VFM in terms of job outcomes compared with other employability programmes funded under the same priority of the current
Finance
Financial monitoring update reports
Grant funding applications
Match funding evidence.
Bridges into Work SMB update reports
Cabinet workshop presentation.
£7,700.00
£2,439.02 £1,295.77
£20,531.15
£7,997.44
£6,629.57 £8,139.48
£7,286.85
£15,776.07
Project unit cost per job outcome
47
Evidence Finance meeting notes Financial monitoring update reports Grant funding applications Ø Family First
Ø Communities 2.0
Ø BIW
Ø DWP Older peoples
Ø Heritage Lottery
Ø Engagement
gateway
Match funding evidence. Bridges into Work SMB update reports Cabinet workshop presentation.
• All ACL partners work together to eliminate duplication of courses and maximise resources
• The Merthyr Tydfil Direct delivery analysed by the Cabinet budget forum in June 2013 for consideration of Value for Money. The service have piloted a VFM exercise which deservice provides good VFM in terms of DfES funding received against the % of learners who attain.
Good practice
• EU grants and other sources of funding used to compliment service delivery with an excellent unit cost
per positive outcome.
• Each partner has a good system in place to ensure that finance and resources are targeted at
National and Local priorities
Merthyr Tydfil ACL partnership Self Assessment Report
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partners work together to eliminate duplication of courses and maximise resources.
analysed by the Cabinet budget forum in June 2013 for service have piloted a VFM exercise which demonstrates the
service provides good VFM in terms of DfES funding received against the % of learners who attain.
EU grants and other sources of funding used to compliment service delivery with an excellent unit cost
Each partner has a good system in place to ensure that finance and resources are targeted at
48
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The partnerships overall performance
The partnerships overall performance is good.
Learner standards have improved over three years and success rates are above the national comparators for the ACL sector. Leadership, management and governance have continued to direct and position the organisation well in a changing environment.
Data on learner profiles demonstrates that the partnership addresses the needs of learners in communities of high deprivation and can demonstrate provision is being targeted at the individuals being proposed by the national policy far greater than the Welsh average.
While trend data indicates that Merthyr Tydfil is improving in terms of adults with no qualifications and adults who have gained Level 1-3 qualifications, being 18th / 19th in Wales of 22 is still not recognised as good enough, and greater improvements needs to be made. The ambition over the next 3 years is to move further up the league table to 15th place.
The partnerships capacity to improve
Merthyr Tydfil ACL partnership capacity to improve is good.
Individual organisations leadership is taking the partnership forward with the use of the strategic plans.
The partnership understands where it needs to improve,
Progress against the 2009 – 14 strategy, indicates that the majority of strategic objectives are being met. The use of robust data, benchmarking, effective scrutiny, have led to continuous improvement in standards for the majority of courses. The Merthyr Tydfil Partnership have revised the local strategy and have identified priority areas for the next phase of developments which have incorporated areas for improvement are likely to continue to improve outcomes for learners.
Overall teaching/ tutoring in the partnership in percentages
Excellent Good Adequate Unsatisfactory.
8% 75% 17% 0
(a) Tutor Good Practice
• Good use of ESDGC in classes
• MTCBC BTEC Business Administration course – The students marketing assignment was set to review and produce the
ACL partnership brochure. This involved group work, focus groups, print & copy and distribution.
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• Higher than the sector average MORI survey result for tutors listening and responding to learner needs.
• One to one tutoring in basic skills support for vulnerable learners
• Good variety of assessment methods being used, including peer assessment through group evaluation and discussion.
(b) Need support
• Better use of written feedback
• Better use of spelling and grammar correction
• The use of incidental Welsh in the classroom
• Tracking progression of learners