Effective learning support in colleges is improving retention and pass rates

30 Jan 2007

Good learning support has enabled many adults and young people who failed at school to gain vocational or academic qualifications whilst improving their literacy, numeracy and/or language skills according to a report published by Ofsted.

Direct learning support in colleges: a survey of current practice also found that the stigma that used to be attached to receiving learning support had largely gone.

Colleges with good learning support had a college-wide strategy that was actively supported by the principal and senior managers. Expertise in literacy, numeracy and English for speakers of other languages (ESOL) was used effectively throughout the college. Staff with expertise in key skills, Skills for Life and learning support worked closely together.

In good colleges, all adult learners and learners aged 16–18 on full-time and substantive part-time courses received initial assessments in literacy, numeracy and, where appropriate, language. Support was provided quickly if needed and was matched carefully to learners’ needs.

Learning support tutors who worked closely with subject teachers ensured that the development of literacy, numeracy and language was made relevant to learners’ substantive course and interests. The support developed learners’ underlying literacy, numeracy and language skills rather than focusing merely on helping learners to complete assignments.

However, in some areas of the country there is still a shortage of experienced and qualified tutors for literacy, numeracy and ESOL. This was an issue raised in two earlier Ofsted reports Literacy, numeracy and English speakers of other languages: a survey of current practice in post-16 and adult provision (HMI 1367) andSkills for life in colleges: one year on (HMI2458).

Although a number of colleges had found ways to develop their own staff to overcome this, the shortage of support tutors in other colleges meant either that learners had to wait too long for support or received support of poor quality. This was especially true for ESOL. Setting and monitoring individuals’ targets for learning support were still weak in many colleges.

In 2005/06 inspectors from Ofsted and the Adult Learning Inspectorate (ALI) evaluated the quality of support for literacy, numeracy and English for speakers of other languages in 29 colleges across the country, including general further education and sixth form colleges. The colleges were selected because they had received good or better grades for their Skills for Life provision in a previous inspection. This report also draws on the findings from the broader inspection of colleges in 2005/06.

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Effective learning support in colleges is improving retention and pass rates

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