1. Effective strategies for motivating and engaging young LLN learners
Tinyan Akin-Omoyajowo

2. Barking and Dagenham: Who are our customers ?
8th most deprived borough in London and ranks 9th among 354 authorities in England
Among those of working age who are unemployed 44.5% lack any qualifications
4th lowest in England for literacy and 2nd lowest for numeracy
Tinyan Akin-Omoyajowo

3. The national challenge:
“Companies are struggling to find skilled staff as thousands leave school with a poor grasp of the 3Rs. Low standards of literacy and numeracy among the young have left the economy exposed to competition from India and China”- Sir T. Leahy
Paton G (2007): ‘Sir Terry Leahy criticises workers’ basic skills: The Telegraph, 13th September
Tinyan Akin-Omoyajowo

4. Tinyan Akin-Omoyajowo
Our challenge -
Too many learners with inadequate LLN skills for life or work
Lack of interest/ poor attendance to programmes designed to help them improve or develop these skills
Low level engagement in lessons
Retention and achievement ( even in vocational areas) affected by low level LLN
Frustrated tutors trying to do a job
Does this sound familiar?- learners not turning up to lessons;
What we observed
Most of our young learners did not have L2 LLN qualifications- and even when they did, some still lacked some necessary skills to function in the real world or work place
Tinyan Akin-Omoyajowo

5. Act 1 scene 1 … Before the research -what we did:
1st year - vocational tutors taught, supported by the FS team
2nd year - FS specialists taught
Result
1st year - achievement low; most tutors struggled
2nd year - poor attendance & behaviour; low achievement
Tinyan Akin-Omoyajowo

6. Tinyan Akin-Omoyajowo
The research….
The people we went to for answers:
260 learners filled questionnaires
50 learners interviewed – formal and informal (including those in the clip)
10 vocational and LLN tutor
3 workshops involving 3 vocational and 4 LLN specialists
Tinyan Akin-Omoyajowo

7. Problems at point of entry
What the people said …..
Problems at point of entry
Lessons..
boring, boring
Timetabling
issues
Resources/ Qualification.. irrelevant not useful
Developing skills or just more exams?
Team work- what’s that?
Tinyan Akin-Omoyajowo

8. Tinyan Akin-Omoyajowo
Our recommendations:
Review :
methods of ‘selling’ LLN to customers
Timetabling system
Work ethics among/ between staff
- Explore collaborative practices
systems of support for learners
Tinyan Akin-Omoyajowo

9. THE STORY SO FAR… Supporting Learners Timetabling issues
Presenting a united front
Selling LLN
Open days, initial interviews, course handbooks and induction
Training; recruiting ambassadors- & VT enrolling for L2 quals ; collaboration
Reviewing SoW, teaching, learning & support strategies
Cross-college centralised timetable
LLN tutors will continue to be based in curriculum areas and will be involved in initial interviews and inductions- this will help learners see them as part of the big picture, not just add-ons. All tutors- LLN and vocational will be involved in monitoring attendance, behaviour, engagement, retention and performance of learners – both in vocational and LLN groups . FS will be a vital part of any area’s SAR.
College websites, prospectuses and course handbooks will make learners aware of the need to improve or develop LLN skills- LLN will be sold as an integral part of the course
Timetables are being done centrally and LLN slots are being monitored.
Support and training are being given to LLN and vocational staff on how to maximum learning experience for their learners through lesson plans and deliveries; identification of common areas in SoW (to allow for natural embedding); sharing of good practices, resources ( to emphasise relevance and promote contextualisation) , time and space etc . Hopefully, LSAs will be included in this later. streaming learners; support that’s been given to those who already have quals but no skills; maximising support given thru our study centres.
Tinyan Akin-Omoyajowo

10. Tinyan Akin-Omoyajowo
Next steps:
Advertise LLN on college website as part of main courses
Encourage more tutors to buy into collaboration- look for ambassadors
Promote LLN as part of main course during induction
Monitor how recommendations are being carried out in the different curriculum areas
Monitor effect of recommendations on teaching and learning experiences; attendance and retention
Tinyan Akin-Omoyajowo

11. Tinyan Akin-Omoyajowo
We are not there yet!!!!!
We would love your great ideas and suggestions
Thank YOU!!
Tinyan Akin-Omoyajowo