1. PORTLAND COLLEGE East Midlands Project Overview Enhancement of Learner Support Network Meetings

2. Enhancement of Learning Support Programme East Midlands Project Overview PORTLAND COLLEGE Presented by: Larry Brocklesby – Foundation Learning Manager: Setting Up Karen Stewart – Quality and Outcomes Manager: Lesson’s Learnt Paula Lafferty – Foundation Learning Tutor: Shadowing Jo Howard – Learning Support Assistant: Shadowing

3. What we have done: East Midlands Project Overview PORTLAND COLLEGE Coventry Approach Surveyed FL Teams Adapted Guidance Documentation Adapted Questionnaire Analysed Results 55% LSA Response 71% Tutor Response 100% Curriculum Manager Response Shadowing Timetable 7week Shadowing exercise for 33% of timetable Production of reflective Diary

4. GUIDANCE DOCUMENTATION East Midlands Project Overview PORTLAND COLLEGE

5. What we have done: East Midlands Project Overview PORTLAND COLLEGE Coventry Approach Surveyed FL Teams Adapted Guidance Documentation Adapted Questionnaire Analysed Results 55% LSA Response 71% Tutor Response 100% Curriculum Manager Response Shadowing Timetable 7week exercise Production of reflective Diary

6. How we enabled shadowing to take place... Shadowing Tutor LSA Shadowing

7. What we have done: East Midlands Project Overview PORTLAND COLLEGE Coventry Approach Surveyed FL Teams Adapted Guidance Documentation Adapted Questionnaire Analysed Results 55% LSA Response 71% Tutor Response 100% Curriculum Manager Response Shadowing Timetable 7week exercise Production of reflective Diary

8. SHADOWING: REFLECTIVE JOURNALS East Midlands Project Overview PORTLAND COLLEGE

9. What we have done: East Midlands Project Overview PORTLAND COLLEGE Coventry Approach Surveyed FL Teams Adapted Guidance Documentation Adapted Questionnaire Analysed Results 55% LSA Response 71% Tutor Response 100% Curriculum Manager Response Shadowing Timetable 7week exercise Production of reflective Diary

10. What we have learnt: East Midlands Project Overview PORTLAND COLLEGE Analysed Results Survey Respect Non-Contact Time Specific LSA Training Self Evaluation Shadowing Contact Time Skills Set Individualised Approach

11. The impact on future CPD planning: East Midlands Project Overview PORTLAND COLLEGE LSA Voice Specific Training Individualised Approach Improved Continuous Professional Development

12. Enhancement of Learning Support Programme East Midlands Project Overview PORTLAND COLLEGE Presented by: Paula Lafferty – Foundation Learning Tutor: Shadowing Jo Howard – Learning Support Assistant: Shadowing

13. Shadowing Exercise: LSA questionnaire views East Midlands Project Overview PORTLAND COLLEGE

14. SHADOWING EXERCISE: PAULA LAFFERTY & JO HOWARD REPORT East Midlands Project Overview PORTLAND COLLEGE Strengths: Good working relationships Sharing of good practice Consistent approach Continuity for learners Appraisal Targets created from first hand observations Support with Admin and Pastoral role Weaknesses: Lack of variety Over-dependency Attachment issues staff and student May want to specialise elsewhere Opportunities: Dissemination of good practice Create bespoke resources in conjunction with tutor Great opportunities to pass on learner issues / concerns Regular 1:1 meetings Threats: Reliance on one-another Personality clashes Different approaches

15. Reflective Journal: Sample Entry East Midlands Project Overview PORTLAND COLLEGE This was the first session with a new tutor group. Aims Learners to get to know each other and begin to work as a group. Learners to begin to feel comfortable with new staff. First year learners to be introduced to Portland routines. Activities Social communication games. Getting to know each other games. Asking and answering questions Paired quiz activity. The learners responded well to the social communication games and the group activities. They began to feel comfortable with their peers and staff. Second and third year learners stated that they would help the new student’s to become accustomed to Portland’s routines. Clumber learners also promised to look out for first years on residence and help them if they were homesick. Strengths All learners contributed and were able to state favourite things and decide what they had in common with each other. Jo and I worked well together and were able to share strategies that we thought worked well with the group. Jo supported learners well and was able to give appropriate prompts so learners could contribute. Jo made session fun and interactive, aiding learner’s enjoyment of session. Learners enjoyed interactive quiz, will use this activity again. Areas for improvement Use praise game later in year when learners are more comfortable with each other. Make sure pairings are more equal in ability. Set time and day for 1:1 meetings with Jo to discuss observations she has of learners.

16. SHADOWING EXERCISE: IN CONCLUSION East Midlands Project Overview PORTLAND COLLEGE Thank you for listening

17. Thank you