English for speakers of other languages in Scotland’s colleges June 2014 Jan Davidson HMI

Subject based aspect report The report raises issues around how we deliver ESOL and respond to the very diverse needs of different groups of learners, for example, settled learners from Asian communities and young Eastern European economic migrants.  It also raises issues with regard to recruiting and supporting learners with disabilities and additional support needs.

Areas of strength: … ESOL curriculum that supports the inclusion, participation and progress of those for whom English is not a first language …a range of full-time and part-time ESOL programmes at times that suit learners’ needs and circumstances...  ESOL teaching staff in colleges are well qualified ...  …partnership with CLD …to ensure learner needs are met whilst reducing duplication … assess learners’ prior learning and languages skills well...

Areas of strength: ESOL learners develop skills for citizenship very well and acquire an understanding of Scottish life and culture ...  …employability skills … learning how to apply these effectively in work and social situations  Learners are very well engaged in enhancing their own learning… …majority of ESOL learners achieve their qualifications and make good progress into further learning or employment…

Areas for further development: … credit rating …to meet the needs of learners and other stakeholders.   … titles of ESOL programmes are not standard ... …ESOL classes for most learners at lower levels is restricted to two or three hours a week … A few colleges …make limited use of partnership working. Colleges (fail to) track learner success... … part-time ESOL learners have limited engagement with the wider college ... …limited engagement with employers ...   

Areas for further development: …part-time …learner success rates are considerably below those of full-time learners… …low recruitment and success rates for ESOL learners with dyslexia ...   …success rates for ESOL learners in non-white ethnic groups are well below the success rates for ESOL learners of white European origin.

Other Ethnic background Not known/not disclosed Ethnicity White other Irish Polish Other white Mixed Any mixed Asian Indian Indian Scottish Indian British Pakistani Pakistani Scottish Pakistani British Bangladeshi Bangladeshi Scottish Bangladeshi British Chinese Chinese Scottish Chinese British Other Asian Black Caribbean Caribbean Scottish Caribbean British African African Scottish African British Other Black Other Unknown Information refused Information unknown  Success Rates 2010-11 2011-12 2012-13 White other 67% 68% 69% Asian 59% 61% 58% Black 54% 63% Mixed 57% 66% Other Ethnic background 56% Not known/not disclosed 44% 47% 43% Total non-British

Disability 2010-11 2011-12 2012-13 No known disability 63% 66% 65%   2010-11 2011-12 2012-13 No known disability 63% 66% 65% Dyslexia 59% 58% 54% Blind/partially sighted 56% 44% 100% Deaf/hearing impairment 50% 64% Mental health difficulties 60% 62% 67% Not known/not disclosed 53% 52% Other 57% Total with Disability No known disability   Dyslexia Blind/partially sighted Deaf/hearing impairment Mental health difficulties Other Wheelchair user Mobility difficulties Personal care support Unseen disability Multiple disabilities Disability not listed Unknown Information refused Information unknown

Recommendations Colleges should: Continue to monitor and improve the success rates for all learners on part-time ESOL programmes; Consider further equality and diversity outcomes within ESOL programmes to ensure that specific groups are not disproportionately disadvantaged within ESOL provision; Develop the ICT skills of all ESOL learners, to improve their access to learning; …tracking of learner progression …takes account of learner success…; Engage more effectively with employers of large numbers of non-English speakers... Support student associations to engage more proactively with ESOL learners, including those who study part-time.

Janet.davidson@educationscotland.gsi. gov.uk