Lessons learned from our work together Peer Review and Development with Farleigh FE College, Frome, Foxes Academy, Lufton College and Ruskin Mill College Lessons learned from our work together

Background Working together for over 2 years Colleges had previously worked together on Skills for Life All colleges located in the south west All Independent Specialist Colleges All offer different types of provision for different types of learners

Our work so far Completed Maturity Matrix and Statement of Intent for the group Completed 4 reviews (one at each college) Reviewed each others Self Assessment reports Shared policies and practice

The reviews Preparing for a review Topics covered: Follow up Preparing learners for work Literacy and Numeracy skill development Baseline assessments Green practice Follow up

Reviewing Literacy and Numeracy at Farleigh FE College, Frome Review included session observations of teaching and learning, meetings with staff and a review of paperwork Aim was to review progress in literacy and numeracy skills, identify any strengths and areas for improvements In addition to PRD group members, each college brought a tutor to help with the review

Findings and Impact on Learners College now has 2 additional teaching spaces for Literacy and Numeracy Assessment tracking is more rigorous and targets set by tutors in the Learning Centre are now reviewed half termly with the learner.  Learners have a greater understanding of the progress they are making and this has increased their motivation.  Diagnostic assessments now carried out at the beginning and end of year. Increased use of Databridge.

Reviewing Baseline Assessments at Lufton College Aim was to review Skills for Life provision and the baseline assessment Shadowed tutors and students who were involved in the assessment Interviewed staff Reviewed paperwork

Findings and Impact on learners Improved setting of realistic, appropriate goals that are linked to curriculum areas and better reflect learner needs and aspirations. Improved embedded learning and development of transferable skills. Increased opportunities to use strategies and accessible resources to promote autonomy, choice and independence. Programmes of learning are better focused on meeting individual and group needs.

Reviewing green practice at Foxes Academy Aim was to review policy and practice in relation to environmental issues Created evidence list prior to review Visited classrooms and residences Observed teaching practice Interviewed staff Interviewed learners

Findings and impact on learners College is reviewing practice in the following areas: Energy use, waste disposal, printing, ecological cleaning products, revising the curriculum to include gardening Composting facilities and preparation of land for growing own produce will increase learners understanding of this aspect of recycling and growing own food Intranet development and improved technological equipment in the houses to increase learner awareness of the benefits of technology and reduce the need for paper and printing. Development of Schemes of Work to include the green policy and action plan to increase understanding of more aspects of green issues.

Added value to our work Increased openness amongst group Teaching staff have been able to visit other colleges and share practice Informal visits from other staff on specific issues i.e. Foundation Learning Tier Sharing policies Support from group Sharing experiences

What works well Colleges not in direct competition Geographically close for visits Involved in other groups together Group members have remit to follow up on recommendations Support from the colleges, getting more staff involved Working together over a period of time to build up relationships

What works well cont. Planning for the reviews in advance and briefing all staff in advance Pre review visits Involving as many people as possible in the review Feeding back to the senior managers Working in teams on reviews Reviews include observations interviews and paperwork/ systems reviews

What are the challenges Resourcing the time to visit each other

The importance of PRD for us Network of support Sharing good practice Self regulation and quality insurance Improving the learners experience Validating self assessments