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Tutor Handbook

Bringing learning to local.... communities

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Welcome

Thank you for supporting the Adult and Community Learning Service (ACLS) bydelivering courses on our behalf. We look forward to working in partnership with youto improve the quality of the learning experience for all our participants. We hope thatyou, likewise, will benefit from our support and that it will help to make your teachinga positive and enjoyable experience.

ACLS is part of the Communities Department at Nottinghamshire County Council.Through our links with partners, we make a significant contribution to meeting theCouncil's strategic aims and objectives. Engaging people in learning reaps manybenefits to both individuals and communities in terms of improved aspirations, healthand morale. Your unique contribution to this agenda is greatly valued.

This booklet aims to improve the teaching of ACLS courses by providing you with acommon understanding of our mission and aims, target groups and qualityprocedures. It also sets out how ACLS can support you as a tutor and what we expectfrom you in return. It should be used alongside any support documentation you mayalso receive from your employer.

We all have a responsibility to ensure continuous quality improvement. We lookforward to receiving your support in making this a reality.

If you have any comments or suggestions about the handbook or the Service then wewould be happy to hear from you.

With all good wishes for a creative, successful and enjoyable teaching experience.

Sue GreenACLS Manager

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Background information 4

What we expect from you 5

Fees 9

Induction for learners 11

Equality and Diversity 14

Individual Learning Plan (ILP) 16

Improving what we do 20

RARPA 23

Helping your learners to learn 24

How we can support you 28

Using technology to enhance your teaching 29

Health and safety in the classroom 31

Helping your learners progress 33

ACLS Webpages 34

Appendix 1 - Equality and Diversity Policy 35

Appendix 2 - Staff Development Policy 37

Appendix 3 - Safeguarding Policy 39

Contents

Mission Statement:

Nottinghamshire County Council's Adult and Community Learning Service iscommitted to creating access to high quality learning opportunities which are deliveredlocally for the benefit of our communities. We aim to meet the needs of localcommunities and individuals, by working in partnership with communities and a widerange of organisations.

Target Groups

Our priority target groups are:

• Those with low qualifications and/or skill level (below level 2)• Ethnic Minority Group• Individuals or groups who are socially excluded• People with Learning Difficulties and Disabilities

Partners

We work in partnership with the colleges of further education, community colleges, theWorkers' Educational Association, local voluntary and community groups, schools,Sure Start Children’s Centres and training providers.

Contacting ACLS

The Adult and Community Learning Service is based at:

Nottinghamshire County CouncilACLS, Communities Department,County Hall, West Bridgford, Nottingham. NG2 7QP

Telephone: 0115 977 2185

E-mail: acls@nottscc.gov.uk

Fax: 0115 977 3859

Website: www.nottsaclsmoodle.net

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Background information

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As a first step, we would ask you to explain to your learners that NottinghamshireCounty Council's Adult and Community Learning Service is providing the course aspart of our commitment to supporting learning in local communities.

We also rely on you to distribute the Learner Handbook or for short courses theLearner Entitlement Statement. Please take some time to talk to your learners aboutthe content.

The biggest contribution you can make is to deliver courses that are interesting,enjoyable and of high quality and we're here to help you get it right.

Course Definitions

• Taster Course - All providers wishing to run taster courses will have applied to ACLSseparately for funding to run these. They will last for a maximum of 3 hours, be asingle session and are designed to be a marketing activity.

• Short Course - A course lasting between 1 and less than 9 hours and having amaximum of 4 sessions. For example an 8 hour Basic Food Hygiene course runover 4 sessions.

• Full Course - A course of 9 hours or over. Or a course of less than 9 hours buthaving more than 4 sessions. For example an 8 hour parenting skills course runover 6 sessions.

For definitions of Family Learning programmes see the specific information in the ACLSPaperwork Guidance document available on the website.

Paperwork Requirements

We fully appreciate that not everybody likes paperwork, but we rely on you to ensurethat it is fully and accurately completed. This helps us to run our systems moreefficiently and monitor our provision to support continuous quality improvement.Because we receive external funding, we also need to gather certain information tosatisfy our funders' audit requirements.

We also need to gather information to be able to demonstrate the progress we aremaking towards achieving targets. And, of course, feedback from learners is vital inhelping us improve our provision.

Please support and encourage your learners to complete all paperwork. Paperworkrequired from tutors and learners will vary slightly depending on whether the course isa full course, short course or taster course:

• Scheme of work. Completed by the tutor and provides information on the outlineprogramme for the whole course. A scheme of work proforma can be found in theACLS Course File. A scheme of work is required for all short and full courses.

What we expect from you

• Lesson Plan. Completed by the tutor and provides details of the content of eachsession. A lesson plan proforma can be found in the ACLS Course File. A lessonplan is required for all short and full courses.

• Activity Risk Assessment. Completed by the tutor for activities to be undertaken bylearners during the course. Required for all taster, short and full courses.

• Taster attendance form (ACLS 03). Completed by the learner at the start of thecourse and provides ACLS with details of learners attending the course. Howeverthese learners will not count towards ACLS targets. Required for taster courses only.

• Enrolment Form (ACLS 05/06). Completed by the learner at the start of the courseand provides ACLS with details of learners attending its courses. Required for allshort and full courses including family learning programmes.

• Individual Learning Plan (ILP) (ACLS 12). Completed by the learner during eachsession and used to monitor learners’ achievement throughout the course. Requiredfor all full courses. Guidance notes for the completion of the ILP can be found onpage 16.

• Individual Learning Plan-Short Course (ACLS 13). Completed by the learner at thestart and the end of the course. Where a short course is running over several sessionstutors may wish to reflect on progress towards learning outcomes after each session.To be used on short courses only. ILPs are not required on taster courses.

• Register (ACLS 04). Completed by the tutor at each session and used to provideinformation on retention and achievement for the course. Guidance notes oncompleting the achievement element are on the register. The Register also providesan audit trail for the collection of fee income. Required for all short and full courses.

• Learner Evaluation Form (ACLS 02). Completed by the learner at the end of thecourse and provides ACLS with feedback about how the learner felt the coursewent. Required for all short and full courses.

• Tutor End of Course Report (ACLS 16). Completed by the tutor at the end of thecourse and provides ACLS with feedback about how the tutor felt the course went.Required for all short and full courses.

An ACLS Course File is available for each course for tutors to keep all essentialpaperwork in. Further information and guidance about the paperwork is available onthe ACLS website at: www.nottsaclsmoodle.net

Recording Achievement

The following table provides guidance on completing the achievement element of theregister:

Information on learners' achievement that tutors provide on the register is used byACLS to calculate course success rates. In order to ensure consistency it is essentialthat all tutors use the same definitions when entering these details. An achievementcode should be entered for all learners who have either completed their period oflearning or withdrawn from the course. The following definitions should be used whencompleting column G on the register:

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Code Number Details Explanation

1 If the learner achieved Learners who have achieved all, or most all, or most of their (i.e. 75% or more) of the course learning course learning outcomes on their ILP including achievement ofoutcomes qualifications where results are known. It is NOT

necessary for learners to also achieve all their“personal goals” as identified on the ILP to begiven this code.

2 If they have achieved Learners who have achieved some, but less thansome of their course 75% of the course learning outcomes on the ILP.learning outcomes

3 If they have not achieved Learners who have not achievedany of their course any of the course learning outcomeslearning outcomes on the ILP.

4 If exam/assessment Learners who have taken an examcompleted but result but the results are not yet known. not yet known Please note ACLS must be notified of

achievement once results are known.

5 If learning activities are Learners who are still waiting to takecomplete but still waiting an exam. This is mainly for courses to take the exam where the final examination is taken after the

learning period has ended.ACLS must be notified of achievement onceresults are known.

Course levels

In order to ensure consistency across all of our provision we have developed thefollowing definitions of course levels, which we would ask you to use to inform yourplanning of course content and also the advertising of courses:

Beginners' course

This is a basic developmental level for those learners with little or no knowledge ofthe subject. It supports the acquisition of skills, knowledge and understanding, andacts as a stepping stone to study at a higher level.

Intermediate course

At this level, learners should understand more than the basics of the subject, showsome proficiency and skill, and be able to work on their own with moderate success.The range of activities should stimulate an interest in further learning and progressto further study.

Advanced course

At this level, learners should understand the subject enough to be able to developtheir own ideas, and be able to work independently. Their practical skills shouldreflect a high level of proficiency and consistency, demonstrating an understandingof underlying concepts and processes.

Sustainability: A greener curriculum

As you are aware sustainability and the environment are topical issues of debate andmay well be particular areas of interest to you. Tutors are encouraged to think aboutways that they can introduce the topic into their provision and raise generalawareness; this may be through using recycled materials in your lessons, producing apiece of creative writing, using relevant websites to source information for sessionse.g. food miles, energy used to boil a kettle.Support, guidance, resources and examples will be made available on the ACLSwebsite.

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ACLS has a Fee and Remission Policy that applies to all its providers.

Fees Policy for Personal and Community Development Learning(PCDL) 2010/11

1. Coverage: this fees policy covers Personal and Community Development Learningfunded by ACLS. Family Learning programmes (Wider Family Learning, FamilyLiteracy, Language and Numeracy and Family Learning Impact Fund) will be freeof charge.

2. Implementation Date: this policy took effect from 1st August 2010.

3. Fees: the hourly charge for PCDL courses will be £2 per hour. Learners who paycourse fees will also be charged examination fees if relevant to the course oflearning. Exemptions/remissions in respect of course fees also apply toexamination fees, if appropriate.

4. Exemptions: the following provision within PCDL will be exempt from fees:• Taster courses: all courses approved as taster courses• Skills for Life: learners on courses where the primary learning aim is a

recognised Skills for Life qualification;• Customised Provision for Learners with Learning Difficulties and/or Disabilities

(LLDD): discrete provision for LLDD learners will be exempt for fees. IndividualLLDD learners enrolling on PCDL courses will be charged fees unless they arecovered by one of the remissions detailed under section 5, below.

5. Remissions: learners in receipt of the following benefits will be eligible for feeremission:• Job Seekers Allowance (not contribution based)• Housing and Council Tax Benefit (not single person’s discount)• Income Support• Employment and Support Allowance• Working Tax Credit• Incapacity Benefit• Pension Credit (not savings credit)• Unwaged Dependents of those in receipt of the above benefits

All benefits claimants will be required to provide evidence of their benefit status toqualify for fee remission.

Fees

6. Discretionary Remissions: there are some categories of learners, for example butnot exclusively travellers, the homeless and hostel dwellers who, whilst notnecessarily in receipt of benefits, are clearly unable to contribute to the cost of theirlearning. In such instances ACLS has the right to agree discretionary feeremission. Requests should be made to the ACLS Manager.

7. Refunds: if a PCDL course is terminated by the provider because, for example, oflow numbers, learners who have paid in advance will be refunded for the sessionscancelled by the provider, (fees will be refunded in full for accredited courses).Individual learners who choose to leave a PCDL course before its completion willnot be eligible for a refund.

Your employer will be responsible for informing you of fees to be applied to anycourses you teach on and arrangements for the collection of these fees.

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Induction enables learners to settle into work quickly, to understand theirrights/responsibilities and the demands of the course or programme

Induction plays an important part in the learner's journey. Please use the induction to:

• Welcome all learners to the group, particularly newcomers

• Break down barriers for individuals e.g. lack of confidence within the learning group

• Establish a safe and non-threatening environment which encourages learnerparticipation and contributions as individuals and as a group

• Agree ground rules, and display during each session

• Ensure learners know about practical issues such as car-parking, refreshments andtoilet facilities

Learner Handbook and Learner Entitlement Statement

An explanation and discussion of the content of the learner handbook is required onall full courses. A learner entitlement statement should be issued and discussed withlearners attending short courses.

The induction is also the ideal opportunity to introduce learners to some importantpolicies and procedures:

Equality and Diversity

The Learner Handbook will provide support for learners on our Equality andDiversity policy, particularly in relation to bullying and harassment. Please ensurethat learners are aware that ACLS operates within an EO framework and that theyare aware of what they need to do if they are upset or uncomfortable about anyaspect of the course, fellow learners or you, the tutor. We expect you, as the tutor, topromote equal opportunities and work in a non discriminatory way. Further details ofACLS's policy are provided within this handbook

Make learners aware that ACLS documentation can be made available in otherlanguages and formats.

Induction for learners

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Health and Safety

Provide appropriate health and safety information and advice about the building,the room and the course, including evacuation procedures, health checkquestionnaires , where appropriate and First Aid arrangements. See 'Health andSafety in the Classroom' section for further information.

As part of the induction, you also need to:

• Identify and begin to address individual learning requirements including assessmentof learners’ literacy and numeracy skills

• Encourage individual learners to become confident, assuming ownership andresponsibility for their own learning and assessment

• Begin to develop the group learning culture that you, as tutor, want to encourage

• Introduce the idea of progression opportunities to learners

• Explain what learners need to do if they cannot attend a session or wish towithdraw from the course.

• Explain the importance of learners providing up to date contact details so that theymay be contacted if necessary.

The learner handbook includes an induction checklist. Please ensure all aspects havebeen covered and encourage learners to complete their checklist.

Whilst learners will, no doubt, be keen to start learning, a thorough induction isimperative to ensure learners achieve the maximum from their course.

As the tutor you will need to allocate sufficient time when planning sessions to ensurethat the induction is thoroughly covered. Some aspects of induction may be dealt within week two or three, if necessary, although we would expect health and safety andequal opportunities information to be prioritised from the outset.

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To support learners' understanding of E&D and progression issues, please display theposters that have been provided for you on these topics during each session.

Complaints

Complaints provide an opportunity to improve our services. The Learner Handbookcontains information on what to do if a learner has a complaint. In the first instancethey are advised to talk to you, the tutor. Please ensure that you make your employeraware of the complaint at this stage so that they may assist you in responding to it.

Your role is to listen carefully and try to deal with the issues identified. The majority of complaints can be resolved in this way. However, should thecomplainant remain unsatisfied, and your employer is unable to resolve matters, youshould advise them to contact ACLS. The County Council's complaints procedure willthen be implemented.

Similarly, should you wish to make a complaint, then please contact your employer inthe first instance and then ACLS if you remain unsatisfied.

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Equality and Diversity

Equal opportunities are extremely important to ACLS and underpin everything we do. Discriminatory practices are demeaning for everyone. We seek to provide high qualitylearning opportunities that are inclusive and free from discrimination.

Equality of opportunity is an important aspect of raising aspirations, self-esteem andachievement. We aim to provide provision that is safe and welcoming. We respect andvalue differences in ability and disability, culture, race, faith, gender, sexual orientationand age.

As a contracted-out service we require all our providers to comply with equalitieslegislation in their interactions with our learners.

Your role, therefore, as the person with face-to-face contact with learners, is a criticalone and is the main way in which information and awareness regarding equalopportunities are passed on to learners. Your planning and practice shoulddemonstrate consideration to equality and diversity: it should be inclusive, accessibleand non discriminatory.

You are the person we expect to pick up on any equal opportunities issues comingfrom the learners and, if appropriate, to let us know about them. As you will see fromthis handbook, we have a number of ways in which we can support individual needs orsignpost people to other sources of help.

ACLS Equality and Diversity policy

As part of Nottinghamshire County Council, the Adult and Community Learning Serviceworks within its Equality and Diversity Policy and is committed to providing equalopportunities for all who engage with us. Our policy can be found at Appendix 1.

Our Equality and Diversity principles

• The richness of cultural diversity is recognised and celebrated

• Equality of opportunity is embedded into our policies and practice

• We aim to respond to the needs and interests of our learners

• We support our learners to reach their potential by providing adequate support

• We develop our staff to meet the needs of our diverse community

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We address these principles through the following activities:

• Offering a programme of activity that reflects the needs of our priority groups andcommunities

• Making information and learning materials available in alternative formats

• Monitoring provider performance against agreed targets and acting on anyinequalities highlighted

• Monitoring the accessibility of our provision

• Providing systems to capture learner, staff and stakeholder perceptions of what wedo and how we could improve

• We have procedures for challenging unacceptable behaviour.

ACLS reserves the right to suspend and/or exclude learners from their course and other ACLSfunded learning opportunities where they act or behave inappropriately and fail to treat fellowlearners and staff with respect, dignity and equity.

Safeguarding

ACLS has a Safeguarding policy for working with vulnerable adults and children.This can be found at Appendix 3 and includes definitions of ‘vulnerable adult’.As a tutor, you have the responsibility to know and understand your own organisation’ssafeguarding procedures in order to support learners who may alert you tosafeguarding issues.

A poster that provides information to learners about safeguarding is available fromACLS to be displayed in classrooms.

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Individual Learning Plan (ILP)

ACLS has 2 Individual Learning Plans. ACLS 12 – Individual Learning Plan is for useon all full courses. ACLS 13-Individual Learning Plan (short course) is for use on shortcourses. An adapted version of ACLS 12 is available on request for learners withlearning difficulties.

The Individual Learning Plan (ILP) is an essential document for tutors and learners. Itprovides information on the following:

• What learners already know

• What they will learn and want to learn

• How well they are progressing

• What learners have learned at the end of the course.

ACLS 12 Individual Learning Plan

Dividing the ILP into distinct sections allows learners to celebrate their achievements ateach stage of their learning journey. Learners should be introduced to the ILP at theearliest opportunity. It is at the tutor's discretion as to whether they collect the ILPs inafter each session. However, at the end of the course the ILP should be given to thelearner. These guidance notes are to help tutors to use the ILPs with their learners.The ILP is available in both paper and electronic versions. The latter is to allow tutorsto pre-enter information prior to issuing them to learners. For example course details,learning outcomes. However tutors should not change the structure of the document.

Introduction (Learner name, tutor name, course title, provider, day/date, time)

WHO - This section should be completed by the learner, with tutors support ifrequired. Tutors may wish to pre-enter course details prior to giving the ILPto their learners.

WHEN - This will ideally be completed at the first session.

1. What do I already know?

WHO - This section should be completed by the learner, with tutor support ifrequired. Learners should provide information on how much they alreadyknow on the subject, how they like to learn and if they will need anyadditional support. There is also space to confirm that an initial assessmentof the learner has taken place. This section needs to be signed and dated byboth tutors and learners.

WHEN - This will ideally be completed at the first session.

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2. What can I learn on the course?

Learning outcomes

WHO - Tutors may wish to pre-enter this information on the ILP prior to issuing tothe learners. Alternatively tutors will provide learners with the information inorder for them to complete this section.

WHEN - This should be completed by the end of the first session.

3. What else can I achieve on the course?

WHO - Learners should enter details of any personal goals they have for the coursethat are in addition to the main course learning outcomes.

Once the learning outcomes and personal goals have been listed, learnersshould (with support from tutors, if needed) tick and date in the boxes whichcorrespond to their perceived level of current achievement for each learningoutcome and personal goal.Information contained in sections 1, 2 and 3 of the ILP should be used bytutors to make any adjustments to session plans in order for learners needsto be met.

4. How much have I learned so far?

WHO - Tutors should discuss with learners how well they are doing. If they havemade progress towards any of their learning outcomes or personal goals thisshould be recorded by ticking and dating the appropriate boxes in sections 2and 3.Information from section 5, the Learner Progress Record, should be used toaid these discussions.

WHEN - At regular intervals throughout the course. The frequency will depend on thelength of the course.

5. Learner progress record

WHO - Learners should complete the Learner Progress Record at the end of eachsession. The prompt questions may be used to help learners complete theprogress record although the learner may wish to include other information,for example what they have enjoyed doing.Tutors may need to give support to ensure answers are as specific aspossible and link to the personal goals and learning outcomes.

WHEN - Tutors should allow time during each session for learners to complete theLearner Progress Record.

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TUTOR COMMENTS/PROGRESS REVIEW

WHO - Tutors should complete this section. The progress review should becompleted during discussions on progress between tutors and learners.Comments made by the tutor should clearly reflect progress being madetowards specific learning outcomes and personal goals rather than generalcompliments e.g. “well done”

WHEN - There is no need for tutors to make comments on each learner after everysession. It is at the tutors discretion as to how often comments are made.However progress reviews should be completed at regular intervals throughoutthe course. The frequency will depend on the length of the course.

6. What have I learned?

WHO - Learners should answer the question “Have you achieved the learningoutcomes listed in section 2?” by ticking and dating the appropriate box.Tutors should note these results in order to record learner’s achievement onthe register. Learners should complete the sections to record “What else haveyou achieved?” This is to record anything, other than the main learningoutcomes, that learners feel they have achieved. This will include the learners'personal goals, achievements of which can also be recorded on the LearnerEvaluation Form. Learners should also complete the section “How has thecourse helped you?” This is to record what impact the course has had onlearners lives.Tutors will complete their final comments about the learners' achievementsin the end of course review section. With learners completing the box toindicate their progression plans.This should be signed and dated by both tutors and learners.

WHEN - This section should be completed during the final session for the course

ACLS 13- Individual Learning Plan (short course)

Introduction (Learner name, course title, tutor name, provider)

WHO - This section should be completed by the learner, with tutor support ifrequired. Tutors may wish to pre-enter course details prior to giving the ILPto their learners.

WHEN - This will be completed near the start of the first session.

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What can I learn on the course?Learning outcomes

WHO - Tutors may wish to pre-enter this information on the ILP prior to issuing tothe learners. Alternatively tutors will provide learners with the information inorder for them to complete this section.

WHEN - This should be completed near the start of the first session.

Recording learner progress

WHO - At the start of the course learners should record their level of knowledge andunderstanding against each of the learning outcomes by putting an “S”(start) in the appropriate boxes. Tutors should note these results and adjustlesson plans where necessary.

At the end of the course learners should record their level of knowledge andunderstanding against each of the learning outcomes by putting an “E” (end) in theappropriate boxes. Tutors should note these results in order to record learner’sachievement on the register.

Where a short course is running over several sessions tutors may wish to reflect onprogress towards learning outcomes after each session or section of the course.

Special help or support

WHO - Learner completes. Tutor should note any comments made and ensure helpand support requested is available

WHEN - This should be completed near the start of the first session.

How has this course helped you?

WHO - Learners should complete this section.WHEN - At the end of the final session. Tutor should note any comments made and

record on their course evaluation form. Learners should keep their ILP at theend of the course.

The ILP should be signed by the learner and the tutor at the end of the course.

Self-Assessment

Every year ACLS produces a self assessment report that highlights our strengths andweaknesses and a development plan outlining the action to address the weaknessesand capitalise on our strengths.

As tutors you are expected to contribute to this process; completing the 'Tutor End ofCourse Report Form is one way in which this happens.

Your views on the strengths and weaknesses of the courses you deliver are vital if weare to produce a fair and accurate picture of our provision and identify actions tosupport continual quality improvement.

We ask providers to ensure we receive tutor reports for all the courses run on ourbehalf.

We undertake a variety of activities as part of our Quality Improvement processes:

• Identifying and sharing good practice across the service

• Observation of teaching and learning

• Undertaking class visits

• Curriculum development workshops for tutors

• Gathering learner feedback through satisfaction surveys and focus groups

• Analysing our management information data

The Service's quality procedures and documentation are available on the Websitewww.nottsaclsmoodle.net

Visits to Classes

As part of our quality improvement systems ACLS will carry out visits to classes. Thereare two sorts of visits that can take place; a basic class visit or a full observation ofteaching and learning (OTL)

Class Visit

The aims of the class visit are to raise the awareness amongst tutors and learners thatACLS is providing the course and to check that ACLS procedures are being followed.Class visits will usually be carried out by either an ACLS Community Learning Officeror Curriculum Leader although other staff members may also undertake visits. Theperson carrying out the visit will want to talk to both tutors and learners.

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Improving what we do

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A Class Visit Report Form will be completed following the visit, this will comment onwhat was seen during the visit rather than make judgements on the quality of theprovision. Any areas of concern will be followed up with the provider.

Should tutors receive a visit from a Curriculum Leader then this should be seen as anopportunity to discuss in more detail the delivery of the course. This may mean thatthe Curriculum Leader looks more closely at documents which are not normally lookedat during the class visit, e.g. lesson plans.

Observing your teaching

Observations of Teaching and Learning (OTL) provide us with information on thequality of our provision. They also help support professional development throughidentifying staff development needs and identifying good practice.

Observations will be carried out either by a member of the ACLS team, an externalconsultant or, in the case of larger providers, by your employer. Tutors will be observedat least once every two years.

We aim to give you two weeks notice prior to any observation and to provide you withverbal feedback following the observation, however this may not be possible in allcases.

Providers are responsible for notifying tutors of any planned observations.

The observation report will be sent to your employer within seven working days.

Lessons will be given one of the following grades:

Grade 1 Outstanding

Grade 2 Good

Grade 3 Satisfactory

Grade 4 Inadequate

Your line manager will then discuss the observation report with you and, if required,put an action plan in place. The grade should not be discussed with learners. Tutorswhose lessons are graded as inadequate will receive a follow-up observation withinone term. Those whose lessons are graded as satisfactory will be observed thefollowing year.

Quality Targets

ACLS has set targets for the grades of those lessons we observe as part of our qualityimprovement process. For each sector subject area there is a target for the percentageof lessons graded as good or outstanding (1 or 2) and for lessons graded assatisfactory (3).

We are aiming to have no lessons which are deemed inadequate. These targets arebased on the previous year's observations of our courses as well as consideringnational bench-mark figures.

It is important that you are familiar with the target in your own subject area so you areaware of the standards expected of you. Just as ACLS works to continual qualityimprovement across the whole service, we also want all tutors who deliver ourprogrammes to do likewise and aspire to improve the OTL grade awarded to theirlessons (or maintain a grade 1). These targets will be reviewed periodically, the targetsfor 2010/11 will be available in the quality section of the ACLS website:www.nottsaclsmoodle.net from September 2010.

As part of our progression towards continual quality improvement, we value your co-operation in working with us to improve the quality of teaching and learning on yourcourses.

Success, Retention and Attendance

We also have annual service level targets for success, retention and attendance.Updated figures for 2010/11 will be on our website. Targets for success, retention andattendance form part of ACLS's contract with your employer; please ensure that youknow what they are.

How do your course statistics compare with these targets? If you have any concerns,please let us know.

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Recognising and RecordingProgress and Achievement - RARPA

Given that many of our courses do not lead to accreditation, one of the biggestchallenges for us is how to measure the progression and achievements of our learners.Recognising and Recording Progress and Achievement - RARPA is now theacknowledged process for achieving this.

The RARPA process consists of five elements:

• Establishing aims that are appropriate to an individual learner or group oflearners

• Using initial assessment to establish the learner's starting point

• Identifying appropriately challenging learning objectives: initial, re-negotiated andrevised

• Recognising and recording progress and achievement during the programmethrough reviews, feedback and learner reflection

• Implementing end-of-programme tutor assessment, review of progress and self-assessment by the learner

It's not rocket science. It's something you probably do already - finding out what yourlearners already know about the subject, setting them targets that meet their needsand abilities and talking with them about their progress and achievement.

The ACLS Individual Learning Plans are designed to record all elements of the fivestage process. However tutors should also have their own records with more specificdetails of learner progress. For example a document for recording when learners havecompleted particular tasks connected to the course learning outcomes.

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Helping your learners to learn

Learning Styles

People learn at different rates and in different ways. Some want their tutors to writeeverything on a board, others prefer to listen while others like to sit in small groupsand discuss.

We are more comfortable acquiring knowledge and skills in a way that fits ourpreferred style of learning. Knowing about your learners' preferred learning styles canhelp you help them learn better and faster.

The following checklist could be used, as part of induction, to help your learnersidentify their learning styles:

They need to see it to remember it……………………………….Visual Learners

• Prefer information given in charts and diagrams• Like to write out everything to help them remember

If they hear it they remember it…………………………………Auditory Learners

• Prefer listening to new information• Like to discuss work with other learners and participate in group work

If they can touch it they will remember it…………………………Tactile learners

• Prefer hands-on learning• Learn best when making or doing something

Many people may learn well through all three styles, others may have one or twolearning styles that are dominant and impact differently, depending on the curriculumand learning situation.

When planning a session, it's a good idea to make sure you include activities that willcater for all types of learning style.

Although we may all have preferred learning styles, we all benefit from variety inteaching methods. Diversity of approach and activity will help all learners get the mostout of their chosen courses.

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Supporting your learners

Around one in five people in England and Wales have poor Skills for Life (or basicskills) - i.e. they have difficulty with reading, writing and/or basic mathematics. This means that there is likely to be at least one learner in your group with such aneed. This could be even higher in your classes as we target our learning at the areasof greatest disadvantage and at non-traditional learners.

Tutors need to be able to recognise learners with these needs and to offer themsupport and signposting in a sensitive manner.

Recognising need

Adults with poor Skills for Life often avoid reading and writing or numericalcalculations, particularly in situations where public failure might be embarrassing.

Such learners will often have strategies for ensuring that no-one notices theirdifficulties.

Some suggestions on recognising learners with Skills for Life needs include thediscreet observation of classroom activities along the following lines:

Learner who always avoids writing in class

• Does not take notes• Chooses to complete forms at home• Forgets pen• Forgets glasses

Learner who waits for others to begin an activity before starting it him/herself

• May not have understood the language of spoken instructions• May not be able to read written instructions• May have a hearing difficulty

Learner who shows a discrepancy between understanding of the course contentwhen demonstrated orally and when demonstrated in writing

• Produces messy work/spellings crossed out• Poor standard of written work - could be capital letters in the wrong places or the

wrong use of words• Problems with spelling• Finds copying from the board hard and is unable to keep up

Learner who is good at practical activities and joins in discussions but doesn't performwell in exams

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Some learner difficulties are more easily recognised, for example:

A learner who

• Speaks another language and is new to English

• Has difficulty with reading

• Finds difficulty in filling in forms

• Has problems using a dictionary

• Can't find a place in a book

What you need to consider to support your learner:

• Does the learner have the skills to successfully complete the course if materials andteaching are made appropriate?

• Can you teach the basic skills required as part of the course?

• Would the learner benefit from joining a group or other support in Skills for Life?

• If the course leads to an exam does the learner have a specific learning difficulty(e.g. Dyslexia) that would entitle them to extra time in the exam or otherdispensations?

If you need to discuss Skills for Life needs with a learner you need to:

• Remember there are seven million people with such needs in this country - yourlearner has managed to get through many life situations without skills whichother adults take for granted and does not want to be singled out

• Have a trusting relationship with the learner so that they're comfortable when youraise the issue

• Handle sensitively and raise the issue at an appropriate moment

• Be positive, encouraging and supportive

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• Don't mention 'basic skills' - refer to brushing up English, mathematics or aspecific skill such as punctuation, spelling or percentages

• Tell your learner they're entitled to a friendly, confidential interview to help identifytheir needs and provide support

There may be a contact in your organisation for Skills for Life. If you work for one ofour larger providers they may well employ Skills for Life specialists who can offeradvice to any of your learners with such needs. Please ensure you know how to accessthis support

If you do not have support within your organisation then you can use BEGIN.

BEGIN (Basic Educational Guidance inNottinghamshire) is a central information point foradvice on Skills for Life for students and agencies.

BEGIN helps over 4,000 people a year with freeadvice about local literacy, numeracy and ESOL (English for Speakers of OtherLanguages) support.

If one of your learners would like help with English, Maths or ESOL please encouragethem to contact BEGIN for a friendly, confidential chat.

To contact BEGIN:

Telephone: 0115 978 0942

Email: enquiries@begin.org.uk

Or visit their website at: www.begin.org.uk

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How we can support you

As a point of principle, we promise to deal promptly with any queries you may haveregarding our service.

ACLS offers help, advice and support to tutors through a number of different ways,including:

• A regular newsletter keeps you informed about developments locally, regionallyand nationally

• A programme of staff development opportunities at a variety of locations, datesand times across the county contributes to your ongoing professional development

• A series of curriculum leadership and co-ordination workshops helps improve thequality of teaching in specific areas of learning

• The ACLS tutor email group allows us to keep you informed about any newdevelopments, training or resources. Join by emailing qualityacls@nottscc.gov.uk

• Support from our e-guides will help you introduce new technology into your teachingand learning (see section on 'Using Technology to Enhance your Teaching')

FundingThe Service has a minor works budget to fund things you may need to improve thequality of the teaching environment. This may, for example, include items such asadult sized chairs and tables or blinds for windows.

In addition there are Learner Support funds available to pay for further support forlearners with additional needs. This money could, for example, be used for specialequipment or further tutor support. Please contact your employer in the first instance ifyou feel access to these funds would be helpful.

Institute for Learning RegistrationThe Institute for Learning (IFL) is the professioal body for teachers, trainers andassessors across the further education sector including Adult and CommunityLearning.

• Tutors must be registered with the Institute for Learning • Initial Teacher Training (ITT) pathways and qualifications leading to the award of

Qualified Teacher Learning and Skills (QTLS) status including specialist Skills forLife routes and Associate Teacher Learning and Skills (ATLS) status

• Tutors to fulfil at least 30 hours professional development each year (reduced forpart time tutors)

• All teaching staff to have achieved or working towards qualification.

ACLS will keep tutors up to date with any further developments. However it isrecommended that tutors check the Lifelong Learning UK (LLUK) website www.lluk.organd the Institute for Learning (IfL) website www.ifl.ac.uk for more information.

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Tutors across all subject areas can use technology to improve the quality of teachingand learning.

SupportACLS have a team of ‘E’ Guides, their role is to support tutors to use technology inteaching and learning.

At its simplest this could be using a camera to record progress throughout a period oflearning. Support events for tutors are available through focused training events, whichare publicised via providers, the tutor email group and on Honeycomb, the ACLSvirtual learning environment.

EquipmentACLS has a wide range of ‘e’ learning resources available for loan including;

• Laptops• Netbooks (Mini laptops)• Pocket Video cameras• Digital cameras• Digital voice recorders• Projectors• Qwizdom interactive voting system kits

Here’s what some tutors had to say about the equipment they had on loan;

• “The Mini laptops were great, so much easier to transport to community venues”.• “I use one of the pocket video cameras to record the progress and achievement of

my learners, they are so simple to use, only 4 buttons, you can’t go wrong”• “I use the digital voice recorders to record learner progress in French”• “The Qwizdom kit is a fun way of testing learners understanding, it’s just like ‘Who

wants to be a millionaire’, they love it”.

You can access loan equipment by contacting the organisation you deliver courses foror by contacting ACLS.

Honeycomb – Virtual Learning EnvironmentHoneycomb provides a very wide range of information and resources, including;

• Information for learners – providing ACLS with feedback, information about ACLScourses and links to provider websites, a copy of the Learner Handbook, and accessto free on-line courses.

• Grants – Guidance and application forms for organisations wishing to run ACLScourses.

• Family Learning – Guidance and definitions for running Family Learningprogrammes

Using Technology toenhance your teaching

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• Policies and procedures – links to quality documentation, all the forms needed foruse in ACLS classes, the form to apply for funding for additional learning support,copies of ACLS policies, health & safety documentation, and copies of the Tutor,Learner and Provider Handbooks.

• Useful links – provides access to some relevant websites, The Skills FundingAgency, Progression advice, E learning, Quality & ACLS providers

• Community Learning Groups (CLGs) – Information about the various CLGs thatoperate throughout the County.

• Galleries – Photographs of learners and learners work from ACLS courses• Tutors and Providers – This area is broken down into 4 sub-sections

a) Latest newsb) Resources – Provider, Tutor & Learner Handbooks, links to e learning resources,

e learning equipment availability, ‘Welcome to your course’ videoc) Staff Room – Tutor Induction, Staff Development, Tutor Newsletter & Photo

consent formsd) Management Information reports and statistics – provides details of

performance against targets.

Accessing Honeycomb should provide you with answers to any queries you may haveabout running ACLS courses.

However, if you can’t find what you’re looking for please contact ACLS.

Please also contact ACLS if you would like support from an E Guide.

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The health and safety of learners is, obviously, a priority and you will therefore need toprovide adequate information, instruction, training and supervision according to yourlearners' needs. As a tutor you will need to risk-assess your teaching environment andactivities. You must make time in the first session to talk to your learners about healthand safety. (Your employer will have arranged for a venue assessment to have beenundertaken, please ensure that you discuss this report with them).

Checklist of Responsibilities

Tutors must ensure that:

Learners understand emergency procedures, reporting procedures and their own responsibilities for health and safety

Safety signs are displayed as appropriate

Fire exits are known, clearly marked and opened easily if necessary

Fire exit walkways are kept clear and are not blocked by anything

The location of a fire extinguisher is known and accessible

Fire doors remain closed

The location of First Aid facilities is clearly marked and a First Aid helper is known. You need to know how to get help in the event of an accident or medical emergency

Any potential hazards identified in the teaching space are reported immediately e.g. loose or worn flooring or damaged furniture

Leaking or damaged water pipes or ceilings are reported immediately and any water or slippery floor area is coned off

All electrical equipment is checked for damaged or exposed wires

The presence of trailing wires is minimised as much as possible

Before the start of each session all materials and equipment are in good working order and have no discernible faults

The session is set up to minimise risks from slip and trip hazards

Health and Safety in the classroom

Learners are taught correct procedures for using sharp or potentially dangerous instruments

Personal protective equipment deemed necessary is provided and used correctly

Learners on ICT classes are reminded about correct posture and the need to takeregular breaks

Lighting is appropriate for teaching and learning

Fixtures and fittings are secured

Room temperature is reasonable and at least 16 degrees Celsius

The teaching and learning space has adequate ventilation, particularly if any substances are used that give off a vapour

Chairs are not stacked too high

You are expected to have completed an activity risk assessment before the first session.

There are four risk assessment forms available (all are available on our website):

• Art or craft classes

• ICT classes

• Health and fitness classes

• General adult community learning classes

You will need to complete the appropriate form as fully as possible, indicating in theaction column any further action you will take to minimise risk, e.g. a fitness tutor mayadvise students with medical conditions to seek their doctor's advice before proceedingwith the class. Learners attending fitness classes must complete a Health CheckQuestionnaire.

If you have any queries about this process, contact your course organiser or phone ACLS.

In the event of an incident/accident to either tutor or learners, you should ensure thatan incident/accident form is completed and submitted. These are available from youremployer, if you have difficulty in locating a form then please contact ACLS.

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Helping your learners progress

Advice about what to do next

Taking part in ACLS courses can inspire learners to look at their options – in learning,work or volunteering.

It is essential that learners know what they can do once their current course finishes.As their tutor you are well placed to be able to talk to them about their next step.

You may be able to offer another course that will allow learners to further develop theirskills and abilities in a particular subject area. It may be that learners want to trysomething new.

Please let learners know about other courses that are available through yourorganisation.

At the time of going to press the Information, Advice and Guidance (IAG) serviceprovided for adults in the East Midlands was under review. ACLS has therefore beenunable to give tutors information about IAG services available in Nottinghamshirethrough this handbook. ACLS will provide such information to providers once theposition is clear.

In the meantime, as well as providing information to learners yourself, you may wish todirect your learners to the Careers Advice website at http://careersadvice.direct.gov.uk/

The site has a search facility to enable learners to look for courses in their local area,provides information about job seeking and access for individual advice from anadviser.

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A wide range of helpful information, including our policies and procedures isavailable from the ACLS’s virtual learning environment (www.nottsaclsmoodle.net)

Please ensure that you check this site regularly as it will ensure that you have the mostup-to-date version of our paperwork.

Virtual Learning EnvironmentIt will also enable:• Tutors to share resources• Facilitate communications between tutors, learners and ACLS• Provide easy access to Continuing Professional Development resources• Learners to access course materials

Other Helpful Websiteswww.niace.org.ukNIACE (The National Institute of Adult Continuing Education) provides information,advice and guidance for those working with adult learners.

www.excellencegateway.org.ukLSIS’s Excellence Gateway. You will find examples of good practice, self improvementplus materials to support teaching and learning.

www.eastmidlandscpd.co.ukFor managers and practitioners who are delivering Skills for Life provision in the EastMidlands, to keep up to date with current developments. Also contains informationabout the Nottinghamshire Continuing Professional Development Project.

www.nextstepeastmidlands.org.uknextstep provides free information about job hunting, career choices, learningopportunities and skills development for adults aged 20 and over.

www.techdis.ac.ukTechdis provides advice about appropriate resources regarding technology anddisability issues. By going to the resources and references section you can access atechnology database that allows you to search for information and resources inrelation to a range of disabilities.

Links to all the above and to other useful sites are available through the ACLS webpages

ACLS Webpages

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Equality and Diversity Policy

As part of Nottinghamshire County Council, the Adult and Community LearningService works within the Authority’s Single Equality Scheme and is committed toproviding equal opportunities for all who engage with us. We seek to provide highquality learning opportunities that are inclusive and free from discrimination.Equality of opportunity is an important aspect of raising aspirations, self-esteem andachievement. We aim to provide provision that is safe, accessible and welcoming.Discriminatory behaviour or harassment will not be tolerated.

We respect and value differences in ability and disability, culture, race, faith, gender,sexual orientation and age.

As a contracted-out service we require all our providers to comply with equalitieslegislation and actively promote Equality and Diversity in the delivery of ACLSprovision, as outlined in the Common Inspection Framework.

Our principles for achieving Equality and Diversity are:

1. Equality of opportunity is embedded in all policies, practices, decision-making andevaluation processes. An Equalities Impact assessment will be carried out onfuture ACLS policies/ strategy.

2. The richness of cultural diversity is recognised and celebrated.

3. Our Service will reflect the particular needs and interests of our learners.

4. We support all our learners to reach their potential by providing adequate support,where appropriate.

5. We will ensure confidentiality* of information

6. We aim to support and develop our staff through training to meet the needs of ourdiverse community.

7. We will monitor provider performance against agreed targets, policies andprocedures and act on any inequalities highlighted

8. We will offer a programme of activity that reflects the needs of our prioritygroups/areas

* this may not be possible in matters related to Safeguarding

Appendix 1

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9. We will, on request, make available information/learning materials in alternativeformats

10. Through our Learner Involvement Strategy we will develop and improve feedbacksystems to capture learner perceptions of what we do and how we could improve.We will also seek feedback from staff and our stakeholders.

11. Discriminatory practices are demeaning for all. There are Disciplinary, Grievanceand Complaints Procedures for challenging unacceptable behaviour andappropriate action will be taken where instances occur. Safeguarding proceduresare also in place to protect vulnerable learners. Learners are provided withguidance on making a complaint during their induction.

The ACLS Equality and Diversity Steering group meets regularly to assess theequalities impact of ACLS policy and practice, to monitor progress and performanceagainst Equality standards and make recommendations to the ACLS ManagementTeam

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Staff Development Policy

ACLS is committed to continual quality improvement and to help ensure this takesplace ACLS requires all tutors who deliver on their behalf to be suitably qualifiedand/or experienced. Details of tutors’ qualifications and attendance at ACLS staffdevelopment events are held on a central database by ACLS and regularly updated.

In recognition of the fact that many of the tutors work on a part time basis, ACLS hasidentified funds from within its budget allocation to cover the cost of tutor’sattendance at training that it has commissioned/arranged.

Training will be in line with the needs of the Service as identified within the QualityImprovement and Development Plan and in response to new initiatives. Examples ofactivities include:-

• ACLS Tutor Conferences • Safeguarding• Teaching and Learning Development Days • SHARE Training• Curriculum Workshops • ILT.

In order to support our ongoing quality improvement strategy ACLS expects all tutorsto attend at least one ACLS staff development event per academic year.

Principles

• Only part time tutors are eligible for reimbursement. Payment is for CPDactivities, not for meetings and is subject to prior agreement.

• Full time primary and secondary teaching staff attending meetings may claim formeetings where supply cover costs have been incurred, subject to prior approval.

• The rate will be in line with Nottinghamshire County Council’s agreed pay ratesfor part time lecturers.

• Travel costs and time will not be eligible for reimbursement.

• Tutors will be reimbursed by their employers who, in turn will reclaim the costs fromACLS, (to include any on costs incurred i.e. National Insurance, superannuation).

• ACLS will inform providers of those staff who apply to attend an event, one weekprior to the event.

• ACLS will confirm with providers tutors’ actual attendance within one week of theevent.

Appendix 2

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Institute for Learning Registration

ACLS requires all tutors delivering its courses to be registered with the Institute forLearning (IfL). Tutors are required to provide ACLS with details of registration numbersand membership status. Tutors are also required to meet all the requirements ofmembership including:

• Gain qualifications to achieve Qualified Teacher Learning and Skills (QTLS) statuswhere necessary

• Complete the required number of hours of continuous professional development(CPD) as required by the IfL

• Abide by the IfLs Code of Professional Practice

ACLS has allocated funding to help tutors working towards the Preparing to Teach inthe Lifelong Learning Sector (PTTLS) qualification. Providers can apply for fundingtowards 50% of the course fees for tutors to attend a programme leading to thisqualification.

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Safeguarding Policy

Nottinghamshire County Council’s Adult and Community Learning Service (ACLS) iscommitted to providing a safe learning environment for all its learners and thoseaccessing its services. ACLS aims to minimise the risk of all types of harm to vulnerableadults and children and will respond to any safeguarding concerns that are identified.

Roles and Responsibilities

ACLS will:

• Establish a Safeguarding Policy for the Service in relation to its work with providersand review on an annual basis

• Issue guidance to providers on the Service’s expectations relating to safeguarding

• Provide safeguarding training to ACLS and providers’ staff and monitor attendance

• Identify a member of its management team who is responsible for safeguardingmatters

• Respond to any safeguarding issues that are reported or identified

• Work within guidance and procedures established by the NottinghamshireSafeguarding Adults Board (NSAB)

• Promote safeguarding throughout its recruitment process and ensure all requiredchecks are completed prior to the appointment of any individual

• Ensure safeguarding is included during the induction of all new staff

• Ensure that, where necessary, Criminal Record Bureau (CRB) checks have beencompleted on tutors delivering ACLS courses and ACLS staff, and they areregistered with the Independent Safeguarding Authority (ISA)

Providers will:

• Have a current Safeguarding Policy and provide ACLS with a copy as requested

• Ensure all staff involved with delivery of ACLS courses undergoes safeguardingtraining.

• Identify a designated person responsible for acting as “referrer” as detailed in theNSAB multi-agency policy, procedure and guidance. ACLS to be informed of thenamed person.

• Inform ACLS of any safeguarding incidents involving ACLS learners and detailactions taken.

• Establish clear lines of communication and reporting procedures when courses aredelivered in centres that have their own designated person for safeguarding e.g.schools, day care centre

Appendix 3

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• Promote safeguarding throughout its recruitment process and ensure all requiredchecks are completed prior to the appointment of any individual who will beinvolved in delivery of ACLS funded activities.

• Ensure safeguarding is included during the induction of all new staff and willinclude, as a minimum; awareness raising, provider’s policy and procedures,identification of designated person

• Ensure that, where necessary, Criminal Record Bureau (CRB) checks have beencompleted on tutors delivering its courses and tutors are registered with theIndependent Safeguarding Authority (ISA).

• Provide ACLS with details of tutors CRB checks and ISA registration through theTutor Personal Information Record (TPIR)

Definitions

Vulnerable Adults

A vulnerable adult is defined within the Nottinghamshire Safeguarding Adults Board(NSAB) Policy as:

‘A person aged 18 years and over who is or maybe in need of community care servicesby reason of mental or other disability, age or illnessANDWho is or maybe unable to take care of him or herself, or unable to protect him orherself against significant harm or exploitation’

Those in need of community care may include:

• People with a learning disability

• People with a physical disability

• People with mental ill health

• People who are profoundly deaf

• People who are visually impaired

• People who are deafblind

• People over 65

• People with HIV/AIDS

(For more details see Section 59 of Safeguarding Vulnerable Groups Act, 2006).

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Child or Young Person

For the purpose of this policy a child or young person is defined as a person who hasnot yet reached their 18th birthday(UN convention of the Rights of the Child)

Implementation

ACLS will work within the agreed procedures and guidance established byNottinghamshire Safeguarding Adults Board (NSAB). Details are located on theirwebsite:

www.safeguardingadultsnotts.org/policy/

The Service will also follow the guidance of the Independent Safeguarding Authoritywith regard to the recruitment of new staff and compliance of existing staff in relationto the Vetting and Barring Scheme. Details are located on their website:

www.isa-gov.org.uk

ACLS will work with providers to ensure an effective and consistent approach todealing with concerns and allegations of abuse and neglect. Guidance will beprovided to make sure that those involved in delivering ACLS courses are aware of thecorrect procedures to follow.

Contacting usemail acls@nottscc.gov.ukphone 0115 977 2185fax 0115 977 3859post ACLS, Communities Department, County Hall,

West Bridgford, Nottingham NG2 7QPinternet www.nottsaclsmoodle.netpublished June 2010

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