1. Slide 1 of 17 Lessons from the Foundation Learning provision for the new 16 to 19 Study Programmes Discussion materials Issue 2: The development of English and mathematics skills May 2013 Ofsted’s discussion materials: Foundation Learning survey

2. Slide 2 of 17  This resource is based on a thematic survey on Lessons from the Foundation Learning provision for the new 16 to 19 Study Programmes carried out from September 2012 to March 2013. It contains summary findings of each of the three critical issues identified in the survey.  Each of the three packs suggests specific questions for discussion. These are of course not exhaustive, but it is hoped that providers will use the questions as prompts to evaluate and improve their provision. This may lead to identifying and sharing good practice, as well as priorities for improvement.  You can take the issues in any order and spend as long as you like on each one. However, we suggest that at some stage you find time to look at all three. About this resource Ofsted’s discussion materials: Foundation Learning survey

3. Slide 3 of 17 These materials look at the three critical issues emerging from the survey. Issue 1: Attendance, retention, achievement and progression Issue 2: The development of English and mathematics skills Issue 3: Developing effective work experience opportunities Overview of the discussion materials Ofsted’s discussion materials: Foundation Learning survey

4. Slide 4 of 17 Scope and methodology of the survey The survey covered Foundation Learning provision for learners aged 16 to 19 at independent learning providers and community learning and skills providers. Almost all the providers sampled had previously delivered Entry to Employment (E2E). The survey sample consisted of:  detailed evidence and data from 26 planned inspections  detailed evidence and data from 18 visits to providers who were not being inspected  detailed data from 15 planned inspection visits  a review of 31 published inspection reports. Ofsted’s discussion materials: Foundation Learning survey

5. Key findings from the survey

6. Slide 6 of 17  Two thirds of the providers in the sample offered a wide range of employability and personal and social qualifications. Achievement rates were good for around half of the providers  Progression rates into full-time education or training, an apprenticeship or employment were too low  Achievement of qualifications in English and mathematics functional skills was low, especially for level 1. Survey findings: Outcomes for learners Ofsted’s discussion materials: Foundation Learning survey

7. Slide 7 of 17  Overall, the quality of teaching and learning was not good enough  Learners received good care and support, and providers placed a high emphasis on learners’ welfare  The availability, use and quality of work experience placements were poor  Access to, and quality of, impartial advice and guidance on progression opportunities for learners varied too much. Survey findings: The quality of teaching, learning and assessment Ofsted’s discussion materials: Foundation Learning survey

8. Slide 8 of 17  Providers worked very effectively with partners and other local organisations  Too few providers used data effectively to analyse performance and inform business planning  The planned number of hours for learners to attend the provision varied considerably from around 12 hours a week up to 30 hours. Survey findings: The effectiveness of leadership and management Ofsted’s discussion materials: Foundation Learning survey

9. Raising the challenge: issues for consideration by providers The development of English and mathematics skills Issue 2

10. Slide 10 of 17  Too few learners were registered as working towards a functional skills qualification at any level  Achievement rates at level 1 were unacceptable  Achievement rates at Entry level were satisfactory but this level was not always sufficiently challenging or motivating for all learners  Fewer than 100 of 15,488 leavers had worked towards functional skills at level 2. The development of English and mathematics skills: Survey findings (1) Ofsted’s discussion materials: Foundation Learning survey

11. Slide 11 of 17 Achievement of the qualifications in English and mathematics was higher where they were either vocationally focused or integrated into other aspects of learners’ programmes. However, not all materials in vocational areas were adapted for those with literacy support needs. The development of English and mathematics skills: Survey findings (2) Ofsted’s discussion materials: Foundation Learning survey

12. Slide 12 of 17  Do our initial assessments provide us with sufficient detail to determine the areas for development for each learner and the levels of qualification each one should be working towards?  Do we offer functional skills at a range of levels including level 2 ?  Do we have the expertise needed to offer GCSE English and mathematics or should we consider working with another provider to offer this ?  How involved are our vocational tutors in delivering functional skills ?  Do we have specialist English and specialist mathematics staff with appropriate qualifications and sufficient experience to deliver the full range of qualifications ? The development of English and mathematics skills: Discussion points (1) Ofsted’s discussion materials: Foundation Learning survey

13. Slide 13 of 17  How well do we ‘sell’ English and mathematics to our learners? How well do we motivate them to engage in learning that has probably demotivated them in the past ?  How well do we use the initial assessments to plan each learner’s programme of work in English and mathematics ?  How good are we at finding different ways of helping our learners to develop the skills they need to carry out English and mathematics tasks independently, confidently and accurately? Do we know what works best ? The development of English and mathematics skills: Discussion points (2) Ofsted’s discussion materials: Foundation Learning survey

14. Slide 14 of 17 For examples of good practice, including the ‘10 Functional Skills Commandments’, look at the DV8 Training Ltd good practice case study. One provider in a city brought in copies of the free newspaper every morning and the first half hour was spent looking through the paper, selecting topics to discuss and practising reading. Learners now bring in the paper themselves and have often read the main articles before the first session. The development of English and mathematics skills: Good practice Ofsted’s discussion materials: Foundation Learning survey

15. Slide 15 of 17 Ofsted’s survey, Tackling the challenge of low numeracy skills in young people and adults (April 2011; www.ofsted.gov.uk/resources/100225) includes a publication: A good numeracy tutor. It covers the following topics:www.ofsted.gov.uk/resources/100225  Planning individualised learning  Teaching strategies to overcome learners’ fears  Addressing misconceptions and developing understanding of mathematical concepts  Involving all learners and developing their independence  Making numeracy purposeful  Assessing learners’ progress  Identifying the need and levels of participation  Tutor workforce, self-assessment and quality improvement. A good numeracy tutor Ofsted’s discussion materials: Foundation Learning survey

16. Conclusion

17. Slide 17 of 17 Conclusion We hope you have found this resource useful in developing ideas for helping your learners improve the English and mathematics skills they need to complete their programmes and to progress to further education, training and employment. The good practice case study can be found on the Ofsted website: www.ofsted.gov.uk/resources/goodpractice www.ofsted.gov.uk/resources/goodpractice We welcome comments on this training resource. Please write to enquiries@ofsted.gov.uk and ensure that you put ‘Ofsted discussion materials: Foundation Learning survey’ in the subject box of your email.enquiries@ofsted.gov.uk Ofsted’s discussion materials: Foundation Learning survey