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MERTHYR TYDFIL Adult Community Learning Partnership

Self-Assessment Report July 2013

ACL Partnership Membership List Ian Davy (VAMT) Chair

Vacant Vice Chair

Deb Newton (MTCBC) Member

Ryan Stokes (MTCBC) Member Michelle Evans (MTCBC) Member Ian Thomas (Careers Wales) Member Dave Ashman (WEA) Member Jayne Powney, (MTCBC) Member Ian Benbow (MTCBC) Member Ceri Walters(JCP) Member Helen Prosser (Welsh for Adults) Member Deanne Rebane life support (3G’s) Member Gerald Powell communities firstnorthern cluster(3G’s)

Member

Jane Davison (MerthyrCollege) Member Rhian Lloyd (Welsh for Adults) Member Les Dobson (Communities First) Member Sally Macintyre communities first mid cluster Gellideg foundation

Member

LisMclean (canolfan soar) Member Ken Long communities first southern cluster Member MVH Member MTCBC Libraries service Member

UHOVI Member Gary Forman QUWEST Member

This SAR has been approved byMerthyr Tydfil Adult Community Learning Partnership.

October 2013

Appendix I

Merthyr Tydfil ACL partnership Self Assessment Report

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Self Assessment Process

• This document is an evaluation of the Merthyr Tydfil Adult Community Partnerships’ (ACL) work and performance over the last year and is written in accordance with the DCELLS guidance May 2010. The partnership has used robust data to make judgements against internal and external benchmarks.

• The self assessment is an inclusive process where we aim to involve all of the partners in the process. All contributions are informed by a comprehensive range of data, benchmarks and other information.

• The draft SAR was considered by the ACL partnership and circulated for comments and agreement,

• Senior Management within each of the lead organisation was asked for views of the document and a scrutiny panel was established to look at the process and content in far more detail.

• Once completed the plan is then signed by the ACL partnership chair. Actions for the QDP are identified and the plan is drafted and a copy of the final SAR/QDP is placed on the Ffynnon website.

• This assessment of the Merthyr Tydfil performance within this Self Assessment Report the partnership have utilised Estyn’s four-point scale to evaluate overall performance.

Excellent Many strengths, including significant examples of sector-leading practice

Good Many strengths and no important areas requiring significant improvement

Adequate Strengths outweigh areas for improvement Unsatisfactory Important areas for improvement outweigh strengths


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Summary of Key findings Key Strengths

• Overall good activity enrolments rates across the partnership

• Overall good completion and attainment rates across the partnership

• Overall good success rates across the partnership.

• Broad and responsive curriculum where learners have been involved in the

production of the partnerships joint curriculum and a curriculum that aims to

improve student wellbeing and social interaction

• Excellent partnership working and focus on unemployed learners seeking work in

line with national and local priorities.

• In the 2012 13 Agored Quality Centre visit external verifiers met students from

the FCL Pre Employment courses who were all complimentary of the course

delivered.

• More detailed plans produced to ensure greater outcomes in relation to

Communication and number, ESOL and Welsh Languageand culture.

• Resources are maximised by using externally funded projects that add value to

the ACL partnership in terms of providing social and life skills and support across

the sector. Pooled resources in delivering the life support programme through a

community based organisation

• Learner feedback is good with ACL partnership use of the Wellbeing scale to

evaluate student and tutors views.Can also demonstrate responding to leaner

feedback regarding venues

• EU grants and other sources of funding used to compliment service delivery with

an excellent unit cost per positive outcome.

• The ACL partnership can demonstrate good strategic links to a broad range of

policies such as Family First, Flying Start, Community First and the Single

Integrated Plan.

Other Strengths include:

• Merthyr Learning Festival group produced 2 National Winners

• Learners involved in the design and production of the joint ACL brochure.

• Good Links with the employer liaison partnership and translating their

requirements into training courses

• Good links and input into the Communities First partnerships cluster plans and

Communities First representation on ACL partnership

• ESDGC linked to the most of the ACL partnership schemes of work


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• Most staff across the partnership hold recognised teaching qualifications and stff

are committed and experienced staff across the whole organisation

• Awarding body EV feedback has been positive

• The use of dedicated support workers who seek to break the barriers to learning

• POVA and safeguarding training run in partnership with MTCBC social care

workforce development program across the MT ACL partnership

• Estyn partnership working good practice DVD

• Links from ACL partnership working and the impact data of working aged adults.

Bevan Foundations – Changing Wales - economic miracle

• Good systems of communication to Senior Management Boards

• Good connection with voluntary sector, e.g. CF Operational Leads / Cluster

Boards

• ACL partnership working collaboratively towards local and national priorities.

Links with Strategic policies such as Communities first, Flying Start, Family First

and adult’s mental health. .

• Welsh Language Plan for ACL produced by the partnership and is being led by

Menter Iiath who is a non DfES funded provider.

• Use of the Mental Well being Impact assessment (MWIA) toolkit

• External Evaluations used to test issues where appropriate.

• Partnership links with Employability partnership

• Community learning linked to Mental Health recovery through the implementation

of the venture out learning through the outdoors provision.

• The ACL partners are represented and actively involved with a variety of local

and national networks and share good practice at the partnership meetings

• Range of assessment strategies deployed across provision

• Full & effective involvement in range of partnership agreements involving key

regional & national priorities.

• Each partner has a good system in place to ensure that finance and resources

are targeted at National and Local priorities

Key Actions for improvement

• Improve Communication on outcomes and planning to the LSB in terms of the

contribution to the wider Education and Lifelong learning agenda.

• Introduce a formal executive group to oversee ACL to replace the informal

arrangements.

• Improve curriculum areas thatare below National Comparators

• Develop a system to gatherdata on learner progression.


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• Conduct research to identify why low numbers of learners of BME groups are not

engaging with the service.

• DevelopWelsh Culture accredited and non accredited courses across the

partnership.

• Develop an ACL partnership POVA and Child Protection joint framework

• Collect more robust evidence as to the impact ACL has on individuals social and

life skills

• Staff training schedule be produced on key areas

• Establish a process that provides evidence on the impact on learners and the

community through ESDGC learning

• Increase the use of constructive tutor written feedback across the partnership

• Work with ACL partners to establish what resources additional learning

resources and practice exist across the network and share good practice /

findings.

• Develop a system to provide advice on careers to meet the future needs of adult

learners

• Increase the numbers of learners who participate in Welsh Medium Learning by

implementing and monitoring the Welsh language plan

• Improve the links and referral rates between Family First Multi Intervention and

Assistance programme and ACL learning providers, particularly on Basic skills

issues.

• Further develop an ACL Partnership learner involvement strategy which

demonstrates learner involvement in the decision making process of the ACL

partnership.

• More pooled budgets to address the administration of the partnership and

marketing.

COMMON INSPECTION FRAMEWORK FORMAT AND SUMMARY OF JUDGEMENTS 2010 -11

KEY QUESTION

QUALITY INDICATORS

ASPECTS Self Assessment JUDGEMENTS

1 OUTCOMES

1.1 Standards

1.1.1 results and trends in performance compared with national averages, similar providers and prior attainment 1.1.2 Standards of groups of learners. 1.1.3 achievement and progress in learning 1.1.4 skills 1.1.5 Welsh language

Good

1.2 Wellbeing

1.2.1 attitudes to keeping healthy and safe 1.2.2 participation and enjoyment in learning 1.2.3 community involvement and decision making 1.2.4 social and life skills

Good

2 PROVISION

2.1 Learning

experiences

2.1.1 meeting the needs of learners, employers/ community 2.1.2 provision for skills 2.1.3 Welsh language provision and the Welsh dimension 2.1.4 education for sustainable development and global citizenship

Good

2.2 Teaching 2.2.1 range and quality of teaching approaches 2.2.2 assessment of and for learning

Good

2.3 Care, support and guidance

2.3.1 provision for health and wellbeing 2.3.2 specialist services, information and guidance 2.3.3 safeguarding arrangements 2.3.4 additional learning needs

Good

2.4 Learning environment

2.4.1 ethos, equality and diversity 2.4.2 physical environment

Good 3 LEADERSHIP

3.1 Leadership 3.1.1 strategic direction and the impact of leadership 3.1.2 governors or other supervisory boards 3.1.3 meeting national and local priorities

Good

3.2 Improving quality

3.2.1 self-evaluation, including listening to learners and others 3.2.2 planning and securing improvement 3.2.3 involvement in networks of professional practice

Good

3.3 Partnership working

3.3.1 strategic partnerships 3.3.2 joint planning, resourcing and quality assurance

Excellent

3.4 Resource management

3.4.1 management of staff and resources 3.4.2 value for money Good

Key Question 1 - How good are outcomes? 1.1 Standards –GOOD Quality Indicator: 1.1.1 Standards - results and trends in performance compared with national averages, similar providers and prior

attainment Evaluation Evidence RESULTS AND TRENDS IN PERFORMANCE

Activity Enrolments: Overall statement In 2011 -12 the partnership activity enrolment rates have decreased since 2010 -11 by 15%. Whilst this is disappointing, the current levels are substantial above the targets set within the ACL strategy 2009 - 2014, it is also important to note that the decrease is mainly attributed to changes in the delivery/funding of programmes by Welsh Government which supports the partnership approach to ACL. Merthyr Tydfil has seen a decrease in the Communities First (CF) funding and the, loss of CF funded projects which included Glamorgan Gates and Growing to Succeed who delivered accredited and non-accredited courses in 2010 -11. Additionally the ACL partnership provided accreditation for Future Jobs Fund programme which has also finished. The figures also reflect that the budget for ACL service has been static for the past 5 years.

LLWR data WEA MIS reports MT college MIS Senior Management Board(SMB) reports.

Completion Completion = no of completer/no of starters (%)

Partnership Statement In 2011 -12 the partnership completion rate has remained static from the previous year at 96% and is 1% above the ACL overall national comparator completion rate of 95%. The profile of current community learners would see the outcomes for the service as good.

• In 2011-12MT college franchise completion rates are 99% which is 9% above the national comparator

of 90%

• In 2011-12 MTCBC Family and Community Learning completion rates are 87% which is 1% below the

national comparator of 88%. Specific targeting has taken place to those who are most in need/ have

LLWR data WEA MIS reports MT college MIS ACL Partnership minutes Senior Management Board(SMB) reports.

Ø Self Assessment.


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greater needs, consequently due to family/social issues/needs these individuals are more prone not t

to complete full courses. Therefore we consider the percentage of completion rates as good.

•

• In 2011-12the WEA completion rates are 95% which is equal to the national comparator of 95%

Ø Bridges into work

Ø Parenting

Ø Communication and

number plan

Overall attainment and success rates (%): Attainment = No of attainers/No of completers (%) Success = No of attainers/No of starters (%)

Partnership statement Attainment In 2011 -12 the partnership attainment rate has increased by 3% from the previous year to 91% , whilst this is disappointing it is still 3% above the ACL overall national comparator attainment rate of 88%. The profile of current community learners would see the outcomes for the service as good. Success In 2011 -12 the partnership success rate has increased by 2.3% from the previous year to 86% which is 4% above the ACL overall national comparator success rate of 82%. The profile of current community learners would see the outcomes for the service as good. Partnership bench mark

• In 2011-12 MTCBC Family and Community Learning attainment rates are 99% which is 16% above

the national comparator of 83%

• In 2011-12 MTCBC Family and Community Learning success rates are 83% which is 9% above the

national comparator of 74%

LLWR data WEA MIS reports MT college MIS Senior Management Board(SMB) reports.

Ø Self Assessment.


Ø Parenting


number plan


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• In 2011-12MT college franchise attainment rates are 80% which is 4% below the national comparator

of 84% Detailed evaluation to be conducted at course and tutor level and targets to be set at annual

appraisals to improve performance.

• In 2011-12 MT college franchise success rates are 79% which is 3% above the national comparator of

76%

• In 2011-12the WEA attainment rates are 86% which is below the national comparator of 91%

• In 2011-12the WEA success rates is 79% which is below the national comparator of 86%. Detailed

evaluation to be conducted at course and tutor level and targets to be set at annual appraisals to

improve performance.

• An area indentified for improvement in 2010 -11 was the MT College ESOL and College Franchise

ESOL fell below National comparators for attainment and success. In 2011 -12 both provisions were

above the national comparators due to learning that meets the needs of learners and improved data

recording.

Good practice • Overall good activity enrolments rates across the partnership

• Overall good completion rates across the partnership

• Overall good success rates across the partnership

Area for development:

• Improve curriculum areas that have are below National Comparators

Quality Indicator: 1.1.2 Standards - standards of groups of learners Evaluation Evidence

• The MT ACL partnership recruits learners from areas of high deprivation far more than Welsh

average. 46.6% of learners in Merthyr Tydfil provision live within deciles 1 and 2, which is defined

as the most deprived communities and is substantially higher than the Welsh average of 18%. This

data demonstrates Merthyr Tydfil provision is excellent in targeting learners in line with the national

ACL National Policy LLWR data WEA MIS reports


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ACL policy.

Learner ethnicity profile In 2011 -12 the partnership learner ethnicity profile shows that leaner’s classed as white as 95.7%.

• In 2010 -11 the ethnicity of learners in Family and Community Learning is predominantly white at

98%. In 2011 -12 this remained static at 98%

• In 2010 -11 the ethnicity of learners in ACL College Franchise was predominantly white at 98%. In

2011 -12 students who class themselves as being white dropped to 90%. This indicates that there

has been an increase in BME leaner’s attending courses.

• In 2010 -11 the ethnicity of learners in WEA is also predominantly white at 90%, in 2011-12 this

increased to 94%.

Learner age profile

• The learner age profile for family and community learning has shown a 12% for the under 18’s, 27%

in the 18 – 24, 43%in the 25-49 and 16% in the 50 – 75 age range. This combined with the

employment status figures below would suggest a curriculum that appeals to younger people looking

to regain or gain employment. This falls in line with Welsh Government ACL policy in terms of

providing education for individuals not in employment, education or training.

• The WEA learner age profile has shown a significant increase in the 25 -49 age group, 37% in 2010 -

11 rising to 51% in 2011 -12.

• The learner age profile for the college franchise courses indicates a significant trend change over the

last 3 years with increases in 18 years and under, 19 -24 and the 25 to 49 age groups accessing

courses. The 50 – 74 age profile has decreased from 73.5% in 2009 -10 to 26% in 2011 -12.This

change is due to a greater focus on delivering a curriculum on skills for employment in line with the

national policy.

Learners' employment status at start of course

• Across the ACL partnership the percentage of unemployed learners seeking work has increased in

MT college MIS Senior Management Board(SMB) reports.


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line with Welsh Government ACL strategy priority group. This indicates that the funding allocated is

being targeted at those in most in need and links to the WG anti poverty plan aims. Close links with

Bridges into Work and the Merthyr Tydfil Worklessness group can be attributed to the success of this

area of work.

• Over a 3 year period FCL direct delivery learner employment status at start of course shows a 40%

increase in individuals who are non-employed seeking work. This currently stands at 74% for 2011

12 which is considerably higher than the welsh average of 20% and can be linked to close

partnership working with Bridges into Work, job centre plus and the development of third sector

employment programmes.

• Over the last year WEA employment status data shows a 5% increase in learners classed as non

employed seeking work.

Good practice • Excellent partnership working and focus on unemployed learners seeking work in line with national

and local priorities.

Area for development: • The data gathered on learner progression is an area for development.

• Look to develop Merthyr Tydfil college learner employment status data recording

• Research needs to be undertaking to see why low numbers of learners of BME groups are not

engaging with the service.

Quality Indicator: 1.1.3 Standards - achievement and progress in learning Evaluation Evidence

• Partnership completion, attainment and success rates are classed as good.

• Most external verification reports from all bodies are positive and generally praise the standard of work

being put forward and the dedication and delivery of staff. Non accredited training is also facilitated

and this can also be used as a taster session before learners fully commit to a chosen course.

• Bridges into Work programme - EU programme have supported 793 into employment and seen over

LLWR data WEA MIS reports MT college MIS Senior Management


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5,500 work related qualifications gained since 2009. Some learners gain more than one qualification.

• Nomis data shows economic inactivity rates of working aged adults 16 - 64 in Merthyr Tydfil has

reduced from 28.5% in 2009 to 26.6% in 2012 (Reduction of 1.9%)This reduction compares favourably

with the Welsh average of 27.1% in 2009 and 26.5% in 2012 (reduction of 0.6%)

• Nomis data shows the % of Working aged adults with no qualifications in Merthyr Tydfil has reduced

from 21.8% in 2009 to 14.8% in 2012 (reduction 7%). This reduction is substantial better than the

Welsh average reduction of 3.4% for the same period. (14.8% in 2009 and 11.4% in 2012 .

ood practice • In the 2012 13 Agored Quality Centre visit external verifiers met students from the FCL Pre

Employment courses who were all complimentary of the course delivered.

• Overall good achievement rates across the partnership


• Data collection on learner progression needs to be improved

Board(SMB) reports. Verification External Verifier Reports Nomis data

Quality Indicator: 1.1.4 Standards– skills Evaluation Evidence

• The Merthyr Tydfil ACL partnership has contributed substantially to improving the skills and

qualification levels of adults living in Merthyr Tydfil.

Ø In 2012, 14.8% (5,200) of working aged adults 16-64 years of age had no qualifications compared

with the Welsh average of 11.4% and the GB average of 9.7%. Performance in Merthyr Tydfil has

continued to improve by 11.7% since 2004 (26.5%) which compares favourably with the Welsh

average decrease of 4.1% for the same period. This improvement has also seen Merthyr Tydfil

improve from being the worst performing Welsh authority to currently being 18 out of 22 local

authority areas, while this is good improvement, the partnership recognises there is still a long

way to go.

Ø The proportion of working age adults who held a Level 2 and above qualification was

ACL partnership Communication and number plan ACL partnership ESOL plan LLWR data WEA MIS reports MT college MIS


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62.5% compared to the Welsh and GB average of 69.7% and 71.8% respectively. There

has been a positive improvement of 12.4% in Merthyr Tydfil levels since 2004, which

compares favourably with the welsh improvement of 8.2% for the same period. However

Merthyr Tydfil is positioned as the lowest performing authority in Wales

Ø To further improve outcomes for learners in respect of Basic skills, the ACL partnership produced

and agreed the communication and number plan which has one central point for coordination.

Ø Within the plan a baseline of 196 learning activity enrolments was recorded for 2010 -11, un-

validated data shows this has increased to 240 in 2011 -12. Basic skills provision in Merthyr Tydfil

needs to increase further over the next academic year.

Ø All partners use screening / assessment tools with learners on courses inline with the Welsh

Governments recommendations.

Ø Individual learning and development plans highlights a need for tutors to make better use in the

recording of basic skills support provided / offered.

Ø Success rates for ESOL provision in 2010 -11 were 65% which is below the national average at

78.6%. In 2011-12 the success rates increased to 85.5% which is above the sector average of

71.4% and is deemed by DfES as excellent.

Ø To further improve the outcomes for this target group, a specific ESOL plan has been developed

and highlights areas for development and current provision.

Ø Within the communication and number plan a baseline of 210 learning activity enrolments was

recorded for 2010 -11 with a success rate of 94.3% which is above the ACL sector average at

81.2% at is categorized as excellent by DfES . In 2011 -12 the learning activity enrolment

remained static at 210 with the success rates increasing to 96.2% which is above the sector

average of 82.1% and deemed excellent by DfES. However the partnership recognises that the

basic skills provision in Merthyr Tydfil needs to increase further over the next academic year

Good practice

• Plans to improve specific performance in Communication and numbers and ESOL have been developed and implemented.


• Better use of tutor recording the basic skills needs of learners in Individual learning and

Nomis (Official labour market statistics). Minutes of tutor planning meetings. IDLPs


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development plans

• The partnership to set local quality targets. Quality Indicator: 1.1.5 Standards - Welsh language Evaluation Evidence Merthyr Tydfil ACL partnership has seen an improvement in welsh language provision over the past 12 months. However, the data indicates that there is more work needed to be progressed to increase the Welsh Culture accredited and non accredited courses across the partnership. Against the backdrop of a declining Welsh speaking population in Merthyr Tydfil the partnership has develop a clear plan to promote welsh language and culture. To provide a clear focus on developing the Welsh Language, A Welsh Language and Culture plan has been developed with all partners. In 2011 -12 baseline was established with the following 82 courses delivered:. While there are a number of Welsh courses delivered, partnership have identified a need to improve learning around Welsh culture

The current tutor resource is limited across the partnership in respect of welsh speakers, this is an area where the partnership needs to improve to enable a greater focus on the Welsh language deliver. Good practice

• The development and implementation of the ACL partnership Welsh language and culture plan


• Develop more Welsh Culture accredited and non accredited courses across the partnership.

• Establish a partnership tutor resource for Welsh Language delivery

• Provide tutor training to improve incidental Welsh in the classroom

ACL partnership Welsh Language and Culture Plan Census data MT college student survey results


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• Monitor the implementation and impact of the plan

1.2 Well being – GOOD Quality Indicator: 1.2.1 Wellbeing- attitudes to keeping healthy and safe Evaluation Evidence

• The Merthyr Tydfil ACL partnership fosters good attitudes to delivering provision that supports and

improves the wellbeing of learners.

Ø Providers have positive attitudes towards mental and physical health which can be demonstrated

by the range of leisure and employment focused courses and the use of the mental wellbeing

impact assessment tool. Furthermore, the learning through the outdoors Venture out programme

has a clear focus on supporting .

Ø ACL employs experienced tutors and specialists for particularly vulnerable groups, most providers

participate in staff training on equality, diversity and POVA. Most partners use a generic tutor

observation form which assesses each tutors understanding of the safeguarding process. Each

partner uses its own POVA policy but and area for development is to introduce a generic POVA

framework for the ACL partnership.

Ø Venues are negotiated with learners and partners.

Ø BIW supports and promotes healthy lifestyles through the Learning through the Outdoors

programme which incorporates accredited training.

Ø The results of the ACL learner forum conducted in November 2012, demonstrated that learners

felt that ACL courses provided had a positive impact with high importance on their wellbeing

Ø The wellbeing impact assessment highlights that tutors across different learning departments

consider their courses to have a direct and indirect positive impact on the following wider

determinates of wellbeing.

Ø results of the MORI 2013 learner voice survey with health and wellbeing with 68% saying that the

partnership is ‘very good’ at ensuring you feel safe. This is higher than the sector average of

55%. A further 17% say it is ‘good’

Good practice

MWIA data POVA Training information Student evaluation and forum data MORI learner voice survey MWIA report. Venture out MIS


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• ACL partnership use of the Wellbeing scale to evaluate student and tutors views Areas for development

• Develop an ACL partnership POVA and Child Protection framework

Quality Indicator: 1.2.2 Wellbeing - participation and enjoyment in learning Evaluation Evidence The partnership is good at encouraging learner participation with learner feedback, digital stories and retention rates demonstrating good levels of satisfaction and enjoyment across the majority of provision.

• A learner involvement strategy has been written and an action plan developed for the ACL

partnership.

• Data provided from a student focus group workshop highlighted the impact ACL courses had on

wellbeing protective factors.

• Student stated that being involved and creativity and fun was of high importance and had a positive

impact.

• Many learners on family programmes are engaged in activities at their child’s school and this helps

build a sense of community.

• Approximately 5,200people registered their attendance at Adult Learning Week 2013 events. This is

an increase of 3,300 compared to participation in 2012 and equates to 9% of the overall Merthyr Tydfil

population. The increase can be attributed to the excellent weather on the day of the Global Village.

Activities and taster sessions held successfully generated a positive impact which resulted in requests

for further adult learning. The requests have been shared with the ACL partnership.

• Good links have been made through the Heritage lottery project to integrate individuals with an

additional learning need into community settings with mainstream learning opportunities.

• As a direct result of the taster sessions, requests have been made to training providers to put on

further courses such as Welsh Love Spoon making, horticulture and ICT

• The Merthyr Learning Festival group produced 2 National Winners (Young Adult Learner & Tutor

Team/Department) at the Inspire Awards held at the SWALEC Stadium one of whom went on to win

MWIA data DfES learner voice survey Feb 2010 Learner voice Evaluation Forms. Further Learning Forms. Learner celebrations events . Case studies and digital story telling. ALW week report and evaluation Partnership newsletter ‘learner voice’


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the overall Tutors Award.

Good practice

• Merthyr Learning Festival group produced 2 National Winners Areas for improvement

• Monitor learner take up from adult learners week into ACL courses

Quality Indicator: 1.2.3 Wellbeing - community involvement and decision making Evaluation Evidence Community involvement

The ACL partnership has good links with community based organisations who actively participate within the development of learning opportunities across Merthyr Tydfil. While there is good practice in terms of learner involvement in the partnerships work, The partnership recognises that there is a need to further improve learner involvement in all aspects of the service.

• The ACL Partnership have developed a learner involvement strategy

• ACL have developed links with the 3 new Communities first clusters and are involved in the

development of the learning plans.

• The Chair person of the partnership is the Executive officer for the local Council for Voluntary Services.

• Good links made with the Multi Agency Diversity Forum who has actively participating in promoting

learning opportunities through Adult Learners week.

Decision making

• MTCBC Venture Out programme encourages students with mental health conditions to become

involved in the design of the programme based on the Recovery Model. Students are encouraged to

take control of the learning which a research evaluation report indicates this is an important element of

the programme.

• Business and administration learners have been involved in the decisions on the design and production

of the joint ACL brochure, this formed part of their course assignment work.

• Learner’s views are collected by a range of methods and acted upon where possible, for example

MWIA Focus group ACL learner involvement strategy Communities First cluster plans Merthyr Learning Festival Group documentation. ALW ACL brochure and course material. ACL Partnership minutes. Global Village developments


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Family Community Learning Art students did not want to accredited learning so arrangements were

made with Communities First cluster and non accredited learning will be provided in the 13 – 14

academic year. When evaluated the WEA learners requested domestic violence courses which forms

part of the life support programme. The WEA acted upon the information and delivered the course as

per request.

Good practice • Learners involved in the design and production of the joint ACL brochure.

Areas for improvement • Report progress on outcomes of the Learners engagement strategy

Quality Indicator: 1.2.4 Wellbeing - social and life skills Evaluation Evidence

• Social and life skills provision are a particular strength in community education. Learners develop

excellent social and life skills and clearly show respect, care and concern for others. Developing and

sharing life skills are demonstrated in numerous ways. Outdoor projects students are enrolled on

personal, social and development courses with the long term aim of independent living. Venture Out,

students with mental health conditions and attending courses based around recovery. An evaluation of

the programme found that the social aspect of the programme was fundamental in the mental health

recovery process.

• Family and community learning run a Volunteering project base at Cyfarthfa Park. There has been a

positive response to the volunteering programme, with 91 volunteers enrolled to date. It engages a

diverse range of learners / volunteers to include carers, students with additional needs, older leaner’s,

schools and service users with mental health conditions.

• Family learning programmes demonstrate a high component of skills required for relationship

development and provide a common focus for parents regardless of background, and this strengthens

the community. Many parents who have attended a parenting programme have progressed onto

learning opportunities via the Genesis programme which will improve the home learning environment.

• ASDAN personal, social development for service users with disability is run from the Cyfarthfa park

SMB reports

B into W life support case studies Learners portfolios


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greenhouses and has provided positive results and learning progression

• Members of WEA branches learn to negotiate, to organise, fundraise, prepare simple accounts, and

run meetings. Learners take part in activities outside class time including arranging lectures within

Canolfan Soar, trips and visits to, Westminster Parliament.

• The Life Support Programme provides educational courses for learners who have not reached their potential with previous academic courses. The programme was recognised at the NIACE inspire awards for the contribution to improving the well being of individuals.

Good practice

• Externally funded projects that add value to the ACL partnership in terms of providing social and life

skills and support across the sector

Areas for improvement • Collect more robust evidence as to the impact ACL has on individuals social and life skills


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Key Question 2 - How good is provision? 2.1 learning experiences: GOOD Quality Indicator: 2.1.1 Learning experiences - meeting the needs of learners and employers/community Good Evaluation Evidence The learning provision across the partnership is planned to meet the needs of a wide range of adult learners but prioritising the needs of learners with high barriers to entry which is in line with the WG ACL strategy. There is a good range of subjects at various levels and ACL enjoys high rates of success in achievement and participation. The partnership members have excellent links with employment focused providers which have substantially improved the outcomes for merthyr Tydfil residents.

Learning in its widest form has formed part of the Single Integrated Plan and the Corporate Plan which has undergone extensive consultation. The community felt that learning experiences in relation to employment was critical and this continues to form a critical part of the County Boroughs strategic drive and the ACL partnership.

MORI learner voice data results indicates that 63% of learners who completed the evaluation thought the provision was very good, which is 3% above the sector benchmark of 60%. 58% of respondents surveyed stated that the course was better than expected which is 9% higher than the sector bench mark of 49%.

The survey also shows that 63% say that the responsiveness to learners is ‘very good’. This includes things such as respect from staff, listening and acting on learner views.This is higher than the sector average of 53%.A further 20% say it is ‘good’

The WEA overall leaner satisfaction rate was 99% and FCL survey found that 80% of respondents felt the course had met their needs.

Community

ACL partnership curriculum is negotiated with learners and partner organisations that have first-hand knowledge of learners’ needs. Partners include learners’ support groups, third sector organisations, and Social Care and Communities First partnerships. ACL have been involved with the development of the Communities First (CF) cluster plans key themes:

• Prosperous Communities

• Learning Communities

• Healthier Communities

Community cluster plans Curriculum planning matrix Bridges into work tutor meeting minutes ELP minutes ELP website Worklessness meeting minutes SMB reports MORI learner voice survey ACL Partners survey results Retail economic study Single Integrated Plan JCP course flyers for quick step and 50+ programmes


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Employability courses

Job Centre Plus (JCP) Courses

The partnership works with job centre plus in providing opportunities for learners who wish to enter employment. Specialist course have been developed to include:

• Digital inclusion course liked to universal job match.

• 50+ programme.

• Quick step course aimed at lone parents.

• WEA Engagement Gateway employability courses and have run confidence building courses for JCP customers the courses are new and the impact will be evaluated towards the end of the project

Employers

• The partnership responds to employers needs through the work of the Employer Liaison work which

involves the development and delivery of effective pre employment courses.

• The ACL services in Merthyr Tydfil in partnership with the Bridges into Work project and the Employer

Liaison Partnership (ELP) offer work related courses in areas such as: Retail, traditional construction

skills, customer service, health and safety, manual handling, first aid, prepare to care, play work and

business administration.

• Planned courses are generated to meet requests from employers and communication through the ELP.

Between September 2012 and June 2013 % (77 clients) completed the Bridges into Work pre-

employment course. 185 qualifications were attained through multiple pre-employment courses across

9 employment agencies ranging from call centre, retail and care sector work experience. The impact of

this work has been 70% (54 clients) achieved entry level 3, 90% (70 clients) achieved level 1 and 79%

( 61 clients) achieved Level 2 qualification. Out of the 9 sectors offering pre-employment courses 21%

(16 clients’) secured employment.

Good practice

• Good Links with theEmployer Liaison Partnershipand translating their requirements into training

courses

• Good links and input into the Communities First partnerships cluster plans


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• Communities First representation on ACL partnership

• Broad and responsive curriculum meeting the needs of a wide range of learners

Areas for improvement • Once the Cyfarthfa retail park business group is established there is scope for Merthyr Learning

Festival to create taster sessions linked to employment opportunities.

• ELP minutes to be sent out across the ACL partnership to update all partners

Quality Indicator: 2.1.2 Learning experiences - provision for general skills Evaluation Evidence Merthyr Tydfil Partnership have made good progress in improving provision and outcomes for basic skills delivery, however the needs identified within the partnerships planning continues to demonstrate there is a need to continue to further improve this area. The key developments and issues include:

• The ACL partnership has jointly developed a communication and number plan which seeks to achieve a

coordinated and consistent approach to addressing essential skills.

• The WEA, Merthyr Tydfil College and Bridges into Work all learners complete an initial assessment.

MTCBC Family Community classes run in 2010 -11 used a screening tool to assess basic skills levels.

Although different tools are used across the partnership, we are waiting Welsh Government guidance

on a standardised initial assessment tool which is due to be announced in August 2013.

• There is inconsistent use of individual learning plans by tutors to document the actions and

improvements by the student to progress essential skills.

• There is a need for the partnership tutors to improve the feedback to learners in terms of spelling and

grammatical errors.

• In 2011 12 the ACL partnership conducted a baseline assessment of basic skills learners, across the

partnership there were 210 enrolments. Targets have been set to increase the basic skills learners with

the communication and number plan.

• Good links have been made with the Family First programme activities, there is a need to further

develop referral mechanisms to increase the number of individuals identified and committed to

ILPs Basic skills screening forms / assessment forms ACL partnership communication and number plan Assessment work books. Tutor observations. Baseline data Family First strategic plan. Family First reports to central. MIA Documentation through discussion due to confidentiality of personal


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improving their skills.

Good practice • The development of the communication and number plan

Areas for improvement • Staff training on the use of the IDLP to capture the learners essential skills journey and differentiated

learning

data.

Quality Indicator: 2.1.3 Learning experiences - Welsh language provision and the Welsh dimension

• After the 2009 Estyn inspection Welsh Language and Culture was seen as priority area for

development. The subsequent ACL partnership strategic plan embedded the Welsh development as a

crosscutting theme. The 2012 strategic plan midterm review revealed that although improvements had

been made there was a need to give Welsh Language even more prominence and pace of

development and therefore it was given its own priority aim with high visibility.

• In 2013 the ACL partnership has developed the Welsh Language and the impact of the plan will be

measured in the following 2 years.

• Welsh to Adults, the Glamorgan Welsh for Adults Centre provides classes at all levels throughout the

borough and received a positive Estyn inspection in 2013 and still provides data to the ACL partnership

for monitoring purposes and attends ACL partnership meetings.

• WEA provided several classes through the medium of Welsh including Health and well being and

Spanish

• Welsh matters newsletters are given to all WEA tutors indicating Welsh embedding opportunities.

• In 2011 -12 the partnership delivered 78 courses, however there was a lack of Welsh culture accredited

and non accredited courses. Targets need to be set within the Welsh language and culture plan to

improve performance.

Sector leading practice

ACL partnership Welsh language and culture plan WfAEstyn inspection report 2013 Audit for ACL courses


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• The development of the Welsh Language and Culture Plan

Areas for improvement

• Deliver and monitor the impact of the ACL partnership Welsh Language and Culture Plan

• WEA to replicate the example of good practice within RCT of a variety of curriculum areas delivered

through the medium of Welsh

Quality Indicator: 2.1.4 Learning experiences - education for sustainable development and global citizenship (ESDGC) Evaluation Evidence

The ACL partnership is good in developing and implementing ESDGC. Through a wide range of learning opportunities. Excellent examples of extra curricular activities includes:

Ø Cyfarthfa Park greenhouses and volunteering project Ø Learn through the outdoors

• ACL Partnership documentation indicates that participation within the network has generated

opportunities for learners to participate in taster sessions which would enhance cultural diversity and

heritage such as Global Village and Heritage Week.

• Family and community learning evaluation data indicated that 85% of learners felt that the course did

increase their awareness of ESDGC.

• The ACL leaner forum highlighted that not all students were aware of the meaning of ESDGC. They

were then shown examples on how this area could relate to work conducted in the class.

• The WEA are involved in ESDGC training to staff and tutors within ACL across Wales and we

collaborate with NIACE DC, ColegauCymru and CLW on campaigns, conferences and working

groups. Three tutor training sessions on the Millennium Development Goals through DFID funding

were held and all tutors had the opportunity to share good practice on embedding ESDGC at annual

tutor days. Generic and subject specific resources have been developed. A termly newsletter “One

Class Observations. Evaluation data Global Village planning meeting minutes. Lesson plans and schemes of work Leaner digital stories


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Step at a Time”, which provides information on global issues and campaigns is distributed to all tutors.

In 79% of tutor observations there was evidence of ESDGC being embedded, which is an increase of

8% from the previous year.

• The Global Community Learning branch of the WEA has given learners the opportunity to develop

ESDGC through extra curricular activities. The group attended 15 events in Blaengarw, Cardiff and

Merthyr ranging from a Time banking conference to running a stall at the One Planet Festival. Other

activities for learners include a visit to Westminster Parliament and a trip for refugees to St Fagans to

celebrate Refugee week.

Good practice • ESDGC linked to the most of the ACL partnership schemes of work

Areas for improvement • Establish a process that provides evidence on the impact on learners and the community through

ESDGC learning

• WEA to run additional ESDGC tutor training

2.2 Teaching and training – GOOD Quality Indicator: 2.2.1 Teaching - range and quality of teaching approaches Evaluation Evidence

• The quality of teaching and learning is good which has seen good learner outcomes. The overall

partnership attainment, completion and successes rates have risen year on year over the last two

years indicating improving quality in teaching and assessment. Good teaching practice was observed

in many lessons.

• The MORI learner voice survey found that 76% report that the teaching and training they receive is

‘very good’. This is higher than the sector average of 69%. A further 19% say it is ‘good’

• Almost all tutors are well qualified in their subject field or have excellent experience. Learners are

challenged effectively with most tutors differentiating learning experiences to meet individual needs

MORI learner voice survey Tutor observations LLWR data – attainment


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using a variety of teaching methods and resources. Most ESOL tutors speak a range of community

languages, meeting specific linguistic needs. However an up to date audit needs to be conducted to

identify if all ESOL tutors hold the appropriate qualifications.

• Merthyr Tydfil College conduct regular classroom observations which are carried out by peers within

the college provision. . This allows staff to share good practice and support each other to develop

techniques that are specific for this area of teaching.

• Tutor observations conducted for 2012-2013 showed out of 24 tutors, 18 tutors were graded as good,

2 graded excellent and 4 graded adequate with no tutors graded unsatisfactory. The observations

were carried out via a standardised assessment template to ensure consistent grades in tutor

partnership delivery for Family Community Learning, WEA and College Franchise.

• There is a need to improve good practice by conducting more cross partner observation

Good practice

• Committed and experienced staff across the whole organisation

Areas for improvement • Cross partner tutor observations with Community education, WEA and MT college to provide a

consistent approach across the sectors

• Introduce peer observation across the partnership

and completion Tutor qualification matrix

Quality Indicator: 2.2.2 Teaching - assessment of and for learning

Evaluation Evidence

Assessment of learning across the partnership is generally good.

• MTCBC Family and Community Learning and WEA induction process ensures learners understand the course and how their learning will be developed and assessed.

• Majority tutors use informal formative assessment, and give feedback and encourage learners to discuss their progress and achievements.

• Awarding body EV feedback has been mainly positive

EV reports Schemes of work and lesson plans Partnership Staff qualification records. Survey results.


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• Use of written feedback is increasing although there is a need for some tutors to provide more constructive feedback

• While most tutors across the partnership hold or are working towards a relevant Tutor qualification, there is a need to continue to promote personal development to encourage new tutors and up skill existing tutors.

• There is a variety of assessment methods being used, including peer assessment through group evaluation and discussion.

• Over 98% of WEA learners agree that their tutor gives useful comments and feedback on their work. Good practice

• Awarding body EV feedback has been positive

• Most staff across the partnership hold recognised teaching qualifications

Areas for improvement • Increase the use of constructive tutor written feedback across the partnership

• Increase tutors across the partnership to gain a recognised teaching qualifications

Items for QDP and operational plan

2.3 Care support and guidance: GOOD Quality Indicator: 2.3.1 Care, support and guidance - health and wellbeing including spiritual, moral, social and cultural development Evaluation Evidence MT ACL partnership is very good at promoting health and well being which can be evidenced by the following examples:

Ø MTCBC Family and Community Learning offers a wide range of courses delivered to

promote health and well being include: cultural walks, archery, rock climbing, map and

navigation, gardening / horticulture.

Ø And the WEA offer: healthy eating, cooking on a budget, organic gardening, holistic

therapies and ceramics for people with mental health issues, stress in the workplace, living

Lesson plans schemes of work Venture Out Flyers Cyfarthfa park volunteering timetable MWIA focus group


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with stroke, and money management.

Ø Social interaction - making friends, going on trips, events, keeping minds active,

confidence building is encouraged on all courses. Cultural trips in an important feature in

the Venture Out programme. In a recent evaluation forum of a programme area, students

regarded spiritual and moral aspects of low importance and low impact.

Ø MTCBC Family and Community Learning student evaluation analysis found the 83% of

learners had felt that the course has improved their feeling of wellbeing.

Ø Classroom observations, ILP and learner evaluations indicate that tutors provide support

and guidance to learners.

Ø Mori learner voice data indicates that 54% of learners stated that the information and

advice they get is ‘very good’. This is higher than the sector average of 40% and a further

19% say it is ‘good’.

Ø ACL representation on the Merthyr Tydfil think family MIA panel and involved in MIA key

worker training

Ø ACL staff have pivotal in the development of an IPS model which seeks to support

unemployed individuals with mental health condition up skills and return to work.

Good practice • Partnership curriculum that aims to improve student wellbeing and Social interaction

• Externally funded projects that add value the ACL partnership


• Look to develop learning opportunities through the Merthyr Tydfil community health network

Student evaluation data Mori learner voice survey IPS business plan Worklessness minutes MIA panel terms of reference

Quality Indicator: 2.3.2 Care, support and guidance - specialist services, information and guidance Evaluation Evidence

• ACL partners provide good Care, support and guidance for learners, however with the change in

focus for the Careers Service, there is a need to evaluate the impact for adult learners and

develop additional service to meet future gaps.

• In the MORI learner voice survey 54% say the information and advice they get is ‘very good’. This

is higher than the sector average of 40%. A further 19% say it is ‘good’.

MORI leaner voice survey Learner survey results Digital stories


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• The MORI survey also highlights 55% say the help and support they receive is ‘very good’. This is

higher than the sector average of 41%. A further 20% say it is ‘good’

• MTCBC Family and Community Learning delivers courses in partnership with organisations that

are already providing specialist services – for example MIND, MIA and social services

departments. Course information is advertised on the website, across local community venues

and in the ACL partnership curriculum brochure. Disability access is included in the ACL

partnership brochure. Word of mouth and local contacts are very important particularly for

individuals with low levels of literacy or little understanding of English and other languages. In

partnership with Bridges into Work Programme referrals come from Job Centre Plus, Working

Links, and other agencies. Tasters are also used to inform learning choices.

• Bridges into Work who have in place support workers that can work with eligible students to meet

their individual needs. Within the WEA development workers and tutors are the primary learning

support team for learners. They are the first point of contact for learners and provide effective

help and guidance on courses and learning opportunities, information on progression and

personal development and have excellent knowledge on where to go for specialist services to

support learners. 95% learners said they were happy with the specific help and support received.

• The WEA provides clear information to learners and prospective learners. 92% of learners felt

they received a good overview of the course before starting it. Course information is advertised on

the website, across local community venues and with partners. Disability access is included in all

written course information. Word of mouth and local contacts are very important particularly for

individuals with low levels of literacy or little understanding of English.

Good practice • The use of dedicated support workers who seek to break the barriers to learning

Areas for improvement • Links with careers service to meet the future needs of adult learners

Evaluation data

Quality Indicator: 2.3.3 Care, support and guidance - safeguarding arrangements

Evaluation Evidence


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The ACL partnership implements effective arrangements to support vulnerable learners participate, enjoy their experience and achieve.

• The Organisational structure within MTCBC has benefitted learners with the ACL service having

being integrated within the Communities Directorate ensuring good links are made with the

safeguarding support services. This is evidenced by a staff leaflet that provides tutors with

information and advice on safeguarding issues.

• Each partner conforms to their own policies on safeguarding and there is effective recruitment,

disciplinary and reporting procedures in place to ensure staff and volunteers are suitable and

arrangements meet legal requirements. MTCBC Family and Community Learning, Merthyr Tydfil

College and WEA conduct Pre employment checks on all tutors and other staff who work directly

with learners; CRB checks are held by each organisations HR department and renewed every 3

years. WEA will only accept CRB checks from other employers if they have been carried out

within the last 6 months and always carries out its own on all staff and volunteers who are in

regular contact with children and vulnerable adults

• All partnership Staffs are able to access POVA and safeguarding training run in partnership with

MTCBC social care workforce development program.Social Services provided the partnership with

a detailed presentation on safeguarding which was aimed at ensuring there is a consistent

understanding on the issues and process for reporting concerns. Need to establish an

assessment mechanism that provides evidence that all tutors fully understood the information

provided.

• All venues undergo a health and safety assessment.

• However there is a need to develop an overarching ACP partnership safeguarding framework

Good practice

• POVA and safeguarding training run in partnership with MTCBC social care workforce

development program across the MT ACL partnership


POVA certificates in tutor files MTCBC Human Resource hold CRB checks ACL partnership Minutes


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• Develop a joint ACP partnership safeguarding framework

Quality Indicator: 2.3.4 Care, support and guidance - additional learning needs

Evaluation Evidence • Good support is provided for learners with additional learning needs. Classes and learning

activities are delivered in partnership with support organisations that fund additional support

needs. Examples include Bridges into Work (personal and childcare support), Sandbrook

(transport and additional support in class). Social Services and Mental Health who provide

specialist staff and equipment.

• WEA has Abilitynet equipment at its Online Learning centre in Merthyr Town, where staffs are

trained in its use. This equipment is also available on loan to our community classes as required.

Furthermore, WEA is able to provide flexible learning through our Learn direct provision. The

electronic resources can be adapted to meet varying needs and the flexibility of the provision

allows learning to be accessed anywhere with an internet connection allowing learners to learn

from home.

• Links have been made with MTCBC adult social services to provide a directory of support for

tutors which will allow identification and signposting opportunities.

• Some tutors are trained in additional learning needs however staff awareness training should be

sort and delivered across the partnership.


• Work with ACL partners to establish what resources additional learning resources and practice

exist across the network and share good practice / findings.

• Some tutors are trained in additional learning needs however additional staff training for staff

needs to be delivered across the partnership.

ILP Electronic resources Directory of conditions Tutor matrix


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2.4 – Learning environment: GOOD Quality Indicator: 2.4.1 Learning environment - ethos, equality and diversity Evaluation Evidence MTCBC Family and Community Learning, WEA and Merthyr Tydfil College provision creates and promotes a learning environment that is inclusive, respects diversity and differences in views. Recruitment is inclusive with representation from learners with mental health issues, with disabilities, a wide range of abilities and from areas of high deprivation

• 10% of MTCBC Family and Community Learning students class themselves with a primary

disability. Population statistics show that individuals with limiting long-term illness in Merthyr Tydfil

is 30% of the population which is higher than the Welsh average of 23.3%

• The inclusive ethos in learning is fostered through:

Ø staff and tutors training in equality and diversity;

Ø tutors encouraging learners to develop tolerant attitudes;

Ø grounds rules negotiated with learners include challenging discrimination and respecting

diversity and differences;

• information on equality and diversity in the learner handbook;

• However there is limited uptake in community learning of Black Minority Ethnic (BME) groups

across all DfES funded partners. This largely is a reflection of the Merthyr Tydfil community

demographic profile of with only 1% of the total population of 55,530 being of non – white ethnicity.

• ESOL classes do attract BME students mainly of Portuguese and Polish nationality who fall within

the white demographic and does not show on the data collected. Work needs to be conducted to

help increase BME learners into community learning courses main stream funded provision.

Good practice • Increased number of ESOL classes

• Improvements in ESOL completion and attainment rates

• Development of an ACL ESOL plan


LLWR database Class observations Staff training records Learner induction information / handbook LLWR learner profiles


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• Identify good practice from other regions in the engagement of BME students

Quality Indicator: 2.4.2 Learning environment - physical environment Evaluation Evidence

The partners deliver learning opportunities in the areas and environments where learners feel comfortable and chose to learn. The partnership recognises some venues are not as well equip as others newer buildings, however this has not hindered the improvement on completion and attainment rates.

• MTCBC Family and Community Learning student evaluation feedback demonstrates that the local

community venues used by the community education meet learners’ individual needs. 60% of

student who completed evaluation forms rated the venue as excellent and 28% rating the venue as

good.

• WEA learner feedback demonstrates that 100% of learners felt the venue was a safe, accessible and

suitable place to learn.

• Risk assessment depends on activity and current systems that are in place at least meet the

standards of the codes of practice for the sector. All venue checks are monitored centrally to ensure

that risk assessments are within date. If learners require disabled access, every effort is made to

move the venue to meet the learners’ needs, and to make all reasonable adjustments.

• All course details including whether venues have disabled access are advertised in the ACL

partnership Boucher. Resources at venues are checked and electrical equipment is pat-tested.

Tutors carry out dynamic risk assessments at the start of a session.

Good practice • Responding to leaner feedback regarding venues

Areas for improvement • Conduct an audit of ACL venues

Evaluation forms Partners risk assessments ACL partnership Boucher PAT Test sticker on electrical items WEA SPOC


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Key Question 3 - How good is Leadership? 3.1 Leadership: Good Quality Indicator: 3.1.1 Leadership - strategic direction and the impact of leadership Evaluation Evidence

• MT ACL Partnership benefits from good strategic direction that has ensured not only compliance with

national ACL policy but also synergy with other policies and strategic developments. AlthoughACL

contributes to the wide agenda of learning across Merthyr Tydfil , there would be wider benefits of

being part of a wider strategic approach which includes mainstream education, youth offending, adult

social services so there is a cross fertilisation of ideas/knowledge and wider sharing of resources.

• A wide range of partners feed into the MT ACL strategic planning. These include those services that are funded by Dfes for ACL delivery and external agencies that have an interest in the outcomes of adult learners, e.g Community First, Voluntary Action Merthyr Tydfil.

• The Partnership members continue to develop strategic links with a wide range of services and policies which includes the Merthyr Tydfil Single Integrated Plan, however, reporting mechanisms with the Single integrated partnership and LSB need to improve.

• The ACL Strategy and associated action plans are coordinated through existing posts, thus maximising resources available.

• The MTCBC ACL Operational Plan has clear targets dates and actions that are used to monitor progress and contribution to the wider strategy

• MTCBC adult community education has been part of a restructuring exercise for Community Services. Community Learning services has been realigned with Family First MIA Family support programme, Day service – learning disability, Community First and Flying Start and is now names Family and Community Learning. This will ensure the delivery of Community Learning is developed and implemented to meet the needs of priority groups for the ACL partnership and those within the Single Integrated Plan and associated corporate plans:

Impact of leadership

• The impact of leadership can be evidenced in a number of ways:

Ø Success rates for Merthyr Tydfil partnership has continued to improve annually and is above the national comparators.

ACL strategy. 2009 - 14

Revised ACL Strategy 2013 – 16 - Individual priority plans.

Ø Improve the

employability skills of

Merthyr Tydfil residents

Ø Improve individual’s

communication and

number skills.

Ø Improve individuals

understanding and skills

of Welsh culture and

language.

Ø Ensure ESOL provision

meets the need of

learners.

Ø Improve the knowledge

and skills of individuals

through the use of

technology.

Ø Improving Health and

Well being

ACL partnership meetings.

SMB reports.


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35

Ø In 2012, 14.8% of working aged adults 16-64 years of age had no qualifications compared with the Welsh average of 11.4% and the GB average of 9.7%. Performance in Merthyr Tydfil has continued to improve by 11.7% since 2004 (26.5%) which compares favourably with the Welsh average decrease of 4.1% for the same period. This improvement has also seen Merthyr Tydfil improve from being the worst performing Welsh authority to currently being 18 out of 22 local authority areas.

Ø Good practice DVD – Estyn DVD produced for community partnership linked to Bridges into Work and the skills for employment agenda. ACL has had a positive impact on economic activity levels for the County Borough in 2012 (26.6%) is just above the averages for Wales (26.5%) and Great Britain (23.1%). The trend data demonstrates that economic inactivity levels for Merthyr Tydfil have improved significantly faster than the national levels since 2005 (MT 34.6% - Wales 27.3%).

Ø Adult Learning agenda continues to form part of the council’s corporate plan and a priority for the council.

Good practice • Embedding adult learning within the Single Integrated Plan

• Estyn partnership working good practice DVD

• The MT ACL partnership strategic links to a broad range of policies such as Family First, Flying Start,

Community First and the Single Integrated Plan.

• Links from ACL partnership working and the impact data of working aged adults. Bevan Foundations –

Changing Wales - economic miracle


• Improve Communication on outcomes and planning he Local LSB in terms of the contribution to the

wider Education and Lifelong learning agenda.

• Introduce a formal executive group to oversee ACL to replace the informal arrangements.

Ø ACL strategy update

Ø Parenting update


Number Update


Community First cluster plans.

Family First Commissioning plans.

Corporate Plan – MTCBC

Merthyr College – corporate Plan

BIW council Reports - Council Minutes

Social Regenerations Strategic Plan

Operational Plans

• ACL

• Parenting

• BIW

• Employability

• Carers

http://www.bevanfoundation.org/blog/merthyrs-economic-miracle-challenges-valleys-


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myths/

Quality Indicator: 3.1.2 Leadership - governors or other supervisory boards

Evaluation Evidence

MT ACL Partnership

• The strategic plans developed through the partnership complement and supports local strategic policies such as Family First, Community First, Flying Start and the Single Integrated Plan.

• Strategic targets are monitored regularly by senior management boards of each partner organisation and scrutinised by Council scrutiny Committee from relevant partners.

• While scrutiny is good within organisational arrangements, across agency scrutiny is inconsistent.

• Governance arrangements for the Merthyr Tydfil ACL partnership have been in place since 2009 which has created a positive culture of collaboration for continuous improvement while continue to demonstrate improved outcomes for learners.

• While links have been established to the priorities detailed within a wide range of policies and strategic structures, there is a need for further agreement on reporting arrangements with the single partnership.

• MTCBC cabinet members challenged service delivery in terms of Value for money which resulted in MTCBC ACL direct delivery providing a presentation which demonstrated good VFM in terms of success rates against grant allocation compared with Neighbouring authorities.

Good practice • Good systems of communication to Senior Management Boards

• Good connection with voluntary sector, e.g CF Operational Leads / Cluster Boards


• Improve Communication on outcomes to the Single Partnership Board and the Local LSB.

• Full scrutinising arrangements needs to be improved across the ACL networks through

partnershipquarterly business reviews.

SMB reports

Ø ACL strategy update

Ø Parenting update


Number Update

Ø Bridges into work.

Ø Adult Learners week

Ø Community First Plans -

transition

Ø ACL SAR

Ø Flying start expansion.

Annual LLWR data for Merthyr Tydfil MTCBC cabinet Report

Ø ACL strategy

Ø Parenting Plan


Number Plan


extension

Merthyr Tydfil - Corporate Plan Merthyr Tydfil College Quarterly business review minutes. Cabinet Workshop


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presentation VFM. MTCBC Corporate Plan Single Integrated Plan ACL partnership minutes

Quality Indicator: 3.1.3 Leadership - meeting national and local priorities

Evaluation Evidence

• The MT Adult Community Learning Partnership and Managers from each organisation provide direction to ensure service delivery meets both national and local priorities.

National

• The ACL partnership plan links to National priorities and have increased the delivery of basic skills in line with the requirements of the Learning and Skills Wales Measure.

• The Learner profile demonstrates the Merthyr Tydfil ACL provision have targeted those individuals identified by Welsh Government as a priority far more than other Welsh local authorities.

• IT, basic skills, workplace learning and ESDGC have all seen increase in enrolments and a specific Welsh and Culture Plan has been established to provide clear direction on improving outcomes for Welsh speaking learners.

Local

• The Merthyr Tydfil curriculum offer is informed by and informs the Communities First delivery plans.

• Clear links are made through ACL provision to the employability agenda established through the Single Integrated plan and MTCBC corporate Plan.

• The ACL service is linked to the delivery of the Family First strategic planning to support the ‘Think Family’ approach and improve the skills of adults / parents to reduce poverty.

• Links to Flying Start has been established with ACL being the conduit for the development and delivery of parenting classes in the community. These links have seen completion rates of parents who engage in programmes increase.

ACL partnership strategy 2009 – 2014. Revised ACL Strategy 2013 – 16 - Individual priority plans.

Ø Improve the




communication and

number skills.




language.


meets the need of

learners.



through the use of

technology.



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Good practice

• ACL partnership working collaboratively towards local and national priorities. Links with Strategic

policies such as Communities first, Flying Start, Family First and adult’s mental health. .

• Welsh Language Plan for ACL produced by the partnership and is being led by Menter Iiath who is a

non Defs funded provider.


• Increase the numbers of learners who participate in Welsh Medium Learning by implementing and

monitoring the Welsh language plan

• Improve the links and referral rates between Family First Multi Intervention and Assistance

programme and ACL learning providers, particularly on Basic skills issues.

Well being

Operational plan ACL Report to SMB on progress against strategy –Mid term review Training presentation on the ACL Moodel Parenting Services MIS data Community first Cluster plans Single Integrated Plan Merthyr Tydfil Corporate Plan

3.2: Improving quality: GOOD Quality Indicator: 3.2.1 Improving quality - self-evaluation, including listening to learners and others Evaluation Evidence

• Priorities are identified in all institutional plans and monitored at a senior level. The improvement in the analysis and use of timely robust data to inform self assessment has been a key driver to the rising successful success rates in the last three years at all levels

• The partnership uses benchmarks in its self assessment processes to highlight areas of good practice and areas in need of development. Our actions to meet benchmarks have resulted in continued improvement in processes around learner registration, recording progress and success. Most attainment rates are above the national comparators with success rates having risen over the past three 3 years.

• Self assessment has been embedded into the structure of the service to ensure continuous improvement. The findings of the Self Assessment process are incorporated into the operational plan.

Learner engagement strategy and action plan SMB reports Ø ACL strategy update.


Ø Parenting update


Number Update


Ø ACL SAR.


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Key issues and developments are identified within the service plan update provided to the MTCBC SMB on a monthly basis.

• Contributed towards the Heads of the Valley external evaluation. Learner survey and adult Learning mapping.

Listening to learners

• Learners are encouraged to share views through learner voice involvement strategy and lesson observations - MTCBC learner involvement strategy and action plan has been developed to improve learner voice, however the partnership recognise there is a need to develop innovative approaches to engaging learners in the decision making process of the Partnership.

• Joint Curriculum Brochure developed for 2013-14 academic year by learners for learners. - Linked to learners course outcomes.

• Community learning service and Bridges into Work have produced a series of digital stories in partnership with wide a wide range of providers.

• MWIA – continued to be used which provided a wealth of information as to the impact community learning has students wellbeing.

• WG Mori Survey shows that Merthyr Tydfil have a high learner satisfaction which is above the national average

Listening to others

• The need, strategic direction and proposed provision for the ACL service have been identified through a number of reviews, strategies and requests.

These include:-

• Communities First plans are analysed to ensure learners needs are taken into consideration when curriculum planning. Providers respond well to Community First Cluster Leads for planned developments.

• ACL Basic Skills and Intergenerational Report (2011) which highlighted a need for increased resources and a dedicated officer to coordinator basic skills within Merthyr Tydfil. The impact of this

Operational plan ACL Operational Plan HOV Research – Learner Survey Bevan Foundation Mapping adult learning. Partnership ACL SAR Research reports and reviews which have been incorporated into the priority plans. . Ø ACL Basic Skills and

Intergenerational Report

(2011)

Ø Impact of the Welfare

Reform.

Ø Cyfarthfa Retail Study.

Ø Skills for older learners

Estyn 2012

Ø Impact of Family Learning

Estyn 2012.

Welsh Learner Survey 2012 Heads of the Valley Learner survey Heads of the Valley – Mapping adult education. –Bevan Foundation Digital stories. 2013-14 Brochure


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40

resulted in additional core funding allocated and restructure of services.

• Research review of the impact of the welfare to work policy in Merthyr Tydfil, Blaenau Gwent and Rhondda Cynon Taff (2011) highlighted issues that exist, in particular the lack of basic skills held by workless people, having weak skills in literacy, numeracy and language can be a real barrier to

employment. Researcher interviewed 77 individualswhich represented a response rate of 35 per cent from the 200 families working with one or more teams within the Family Support Service and Genesis project in Merthyr Tydfil.

Good practice

• Learners involved in the production of the partnerships joint curriculum.

• Use of the Mental Well being Impact assessment (MWIA) toolkit

• External Evaluations used to test issues where appropriate.


• Further develop an ACL Partnership learner involvement strategy which demonstrates learner

involvement in the decision making process of the ACL partnership.

development documentation. Communities First Cluster Plans.

Quality Indicator: 3.2.2 Improving quality - planning and securing improvement

Evaluation Evidence

• The Merthyr Tydfil ACL Partnership uses information from Self assessment to establish priorities and areas for improvement.

• The ACL service has also influenced and is being influenced by a number of wider strategic plans, these include;-

1. Single Integrated Plan.

2. Corporate plan

•

• ACL service has developed good operational links with the single partnerships Employability agenda which provides a clear focus for the skills for work agenda. The links with partnership provides the

Single Integrated Plan Corporate plan Family First commissioning Plan. Service Level agreements. Strategy priority plans Ø Improve the employability

skills of Merthyr Tydfil

residents



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41

service with a good understanding of the strategic direction for the social care sectors. The links to the Worklessness agenda has enabled the service to establish an understanding on the emerging issues from the DWP Welfare to Work programmes.

• The development of Adult Community Learning across Merthyr Tydfil has established a culture of collaborative working across a wide number of agencies and networks. The links with the single partnership, Family First, Community First and Employment can demonstrate clear collaboration on areas such as reducing poverty and improving wellbeing, through developing work related learning to improve skills.

• When developing a new approach to a topic, e.g Basic skills, a Result Based Accountability (RBA) framework, which analysed the baseline data, story behind the data before developing any priorities.

• The local authority has re structured the organisation to ensure ACL has clear operational links with services that seek to support and encourage the community to improve skills and gain employment. The service has supported the Venture out Service to facilitate community based learning for students with Mental Health conditions.

• Regular planning sessions are held between Merthyr Tydfil CBC and Merthyr College.

• The quality Group reviews data and challenges the partnership to improve.

Good practice

• Partnership links with Employability partnership

• Community learning linked to Mental Health recovery through the implementation of the venture out

learning through the outdoors provision.


• Improve Communication on outcomes and planning to the LSB in terms of the contribution to

the wider Education and Lifelong learning agenda.

communication and

number skills.


understanding and skills of

Welsh culture and

language.


meets the need of learners.



through the use of

technology.

Ø Improving Health and Well

being

Operational plans and RBA frameworks

Ø ACL strategy update.


Ø Parenting update


Number Update


Ø ACL SAR.

Impact of Welfare Reform Research Employability Workshop information. Family First commissioning Plan. Community First Cluster Plans


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MTCBC Social Regenerations organisational structure. Quality Group documentation.

Quality Indicator: 3.2.3 Improving quality - involvement in networks of professional practice

Evaluation Evidence

• Staff across the Merthyr Tydfil Partnership network well with a range of networks which has seen Merthyr Tydfil members contributing to NIACE conference on Poverty in 2013.

• The development and implementation of the Merthyr Learning Festival builds onto the work of the ACL partnership and contributes to the wider NIACE network developments.

• WEA SW takes advantage of opportunities for involvement in networks of professional practice to improve quality throughout the organisation and to keep abreast of the latest initiatives. The General Secretary attends regular FE College Principals’ meetings at a regional and national level. She sits on the Boards of Niace Dysgu Cymru, is the Education and Training representative on the Third Sector Partnership Council and is part of the ColegauCymru project to inform the implementation of the CQFW within both FE and community learning.

• Good practice continues to be shared with ACL partners, particularly in ESDGC and Welsh. There are regular meetings for IT and ESOL tutors to share best practice. The standardisation events held at Internal Verification give tutors a forum to reflect on their own and other tutors’ approaches to teaching and assessment. Most partners share standard tutor observation paperwork and quality documents.

• Good links are made with Health Social Care workforce development team to promote learning opportunities or staff development, which has included Safeguarding. Training opportunities are circulated to partners.

• WEA have peer standardisation process in place for all curriculum areas. It is recommended that this the partnership consider this approach across all providers to establish good practice

• MTCBC Family and Community Learning takes advantage of opportunities for involvement in networks to improve quality throughout the organisation and to keep abreast of the latest initiatives. These include:

1. Community Learning Wales

CLW minutes NIACE conference Documentation / Presentation. Birmingham University Research proposal . Family First Learning Set documentation.

• Employability

• Family support

SCWDP offer which is circulated to provisions. records on training staff for safeguarding. Moderation reports.


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2. Health Social Care and work force development 3. Employability steering group 4. Bridges into work Regional developments 5. Mental Health Wales network 6. RSC Wales 7. Intergenerational learning network 8. Family First – learning set

Good practice

• The ACL partners are represented and actively involved with a variety of local and national networks

and share good practice at the partnership meetings

3.3 Partnerships: Excellent Quality Indicator: 3.3.1 Partnership working - strategic partnerships Evaluation Evidence

• The Partnership works well with other strategic agencies and policies to improve the outcomes and well being of learners. E.g Voluntary Action Merthyr Tydfil, Community First, Family First, Flying Start, DWP (Job Centre Plus), MTCBC LEA and Higher Education.

• The ACL partnership has informed and is being informed by the priorities of the Single Integrated Plan and Corporate Plan for Merthyr Tydfil. However the ACL partnership needs to strengthen communication with both the MTCBC Executive Board and Single Partnership.

• The ACL partnership has established effective strategic links with employment related agencies through the development of the employability steering group which has been established and coordinated through the BIW project. The joint working on the life support programme demonstrates good practice in terms of joint working and pooled resources through a community based organisation.

• The partnership has established good links with Schools

• The partnership has established good links with Adult Social Care

• MTCBC community education service participated in the MT College strategic planning.

ACL partnership meeting minutes College strategic planning minutes Worklessness Documentation, Operational plan, minutes etc operational Plan.

Ø MTCBC ACL

Operational plan HLF

developments.

Ø Parenting Plan.

SMB reports


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44

• Involvement in the Family First programme has enabled community education to play an important role in up skilling learners in essential skills, improving parenting skills and elements of intergenerational learning.

• Partnership members are involved with the Heads of the Valley developments through a number of strategic approaches, E.G. WEA are members of both the Strategy and Steering Groups of the SWW Regional Learning Partnership and chair the ACL Strategy Sub Group.

• WEA are members of the Third Sector Partnership Council, representing the Third Sector Education and Training Network, which we chair and coordinate.

• Staff have formal and informal links with a wide variety of organisations including Women’s Institute of Wales, WCVA, QWEST, UHOVI, NIACE DC, U3A, Merthyr Financial Inclusion Forum, Rubicon Dance and WEA have 19 formal MOU’s with other organisations.

• WEA workplace learning delivery has established working partnerships with numerous unions including; Wales TUC, NUT, ASLEF and Community Union, CWU, GMB, and UNITE. We have written delivery partnership agreements in place with ASLEF, USDAW. WEA workplace learning delivers the majority of the UNISON core programme and we have a strategic written partnership agreement in place.

• Communications between providers who participate in the ACL meetings are open and honest and

lead to an effective and mutual – beneficial partnership that benefits learners.

Good practice • Excellent strategic links to Communities First, Family First programme, Employability and the flying

Start programme.

• Joint working and pooled resources in delivering the life support programme through a community

based organisation.

Areas for improvement • There is a need to improve communication between the ACL partnership and Merthyr Tydfil executive

Board and single Partnership..

• In order to improve added value to the partnership, there is a need to improve the dissemination

routes from individual organisation towards the partnership as a whole.

Parenting

Family First Planning documentation meetings, SLA Commissioning Plan.

Parenting SMB report.

WEA agreements with networks and providers.


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45

Quality Indicator: 3.3.2 Partnership working - joint planning, resourcing and quality assurance Evaluation Evidence

• Merthyr Tydfil has an effective structure for developing and managing ACL through the ACL partnership and associated quality group. The new strategic plan has been developed in partnership with a number of stakeholders and is based on a detailed needs assessment , prioritisation.

• The ACL partnership works well to establish joint priorities and make best use of available resources which minimises overlap in provision and promotes value for money. e.g community venues, tutors.

• The partnership has also established action plans for each strategic aim which is implemented utilising existing staff structures and apportionment of costs between providers when necessary. Each provider has agreed to lead a strategic priority.

• The partnership providers work closely with voluntary sector, Communities First partnerships and with specialist organisations in determining training needs and to provide a wide range of learning opportunities. It has been particularly effective with adult social services where they financially contribute to supporting the learning with mental health needs.

• All Merthyr Tydfil providers External Verification reports evidence the quality assurance systems are in place with minor recommendations for improvement.

• There are some good examples of cross service tutor observations, however there is some areas for improvement between organisations.

• Good participation from a wide range of key stakeholders and providers to the planning and implementation of adult’s learner’s week.

Good practice • Range of assessment strategies deployed across provision

• New strategy which has clear outcomes, actions and targets

• Full & effective involvement in range of partnership agreements involving key regional & national

priorities.

Areas for improvement • Merthyr Tydfil CBC, WEA and Merthyr College to further improve cross organisation tutor observation.

• More pooled budgets to address the administration of the partnership.

ACL Strategy Outcome priority plans Ø Improve the




communication and

number skills.




language.


meets the need of

learners.



through the use of

technology.


Well being

ACL Joint curriculum Brochure ACL logo Tutor observation evaluation sheets Agored annual quality review Range of assessment


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strategies deployed across provision Internal verification documentations. External Verification reports.

3.4 Resource Management: GOOD Quality Indicator: 3.4.1 Resource management - management of staff and resources Evaluation Evidence

• The partner agencies demonstrate commitment to the collaborative approach through their agreement to lead strategic priorities identified in the ACL strategy documents.

• Merthyr Tydfil College, WEA and MTCBC Family and Community Learning services has suitably qualified staff to plan and deliver its curriculum effectively. In the WEA and MTCBC Family and Community Learning there is a high proportion of part-time staff.

• Effective links are made between ACL provision and other provisions such as Community First to maximise resources such as community venues.

• Tutors working with vulnerable adults are CRB checked. Tutors are well qualified, supportive and experienced subject specialists.

• MTCBC Family and Community Learning services have gained funding from Family First programme to further develop basic skills support programmes which has a focus on developing staff and volunteers in order to improve the outcomes for learners. Additional resources from core funding have also been allocated by MTCBC to target basic skills support to improve outcome for learners.

• Links to social Care workforce developments partnership are good and provides access to workforce development opportunities for ACL staff.

• Learners’ access to resources is constrained by the community nature of provision but community education has a number of laptops and learners are encouraged to use the moodle and local resources to support their learning.

ACL partnership staff qualification matrix CRB checks HR files / documentation Tutor files Health social care workforce development records. Moodle


• Development and coordination of a joint marketing plan

Quality Indicator: 3.4.2 Resource management

Evaluation

• Each partner has a system in place to ensure that finance and resources are targeted at National and Local priorities. The ACL Operational Plan has been produced that identifies priority areas that have been agreed through the Area Strategy. The partnershhave been allocated to service delivery that supports the strategies key objectives. improvements have been made in terms of adults with no qualifications; together with the profile data for learners demonstrates the funding being received is targeted in line with national policy.

• The partnership is very effective in accessing additional resources which is maximised to ensure best value, minimises duplication and has seen improved outcomes for lear

• The Merthyr Tydfil Bridges into work provision provides excellent VFM in terms of job outcomes compared with other employability programmes funded under the same priority of the current convergence programme.

£-

£5,000.00

£10,000.00

£15,000.00

£20,000.00

£25,000.00

£6,730.00

£4,169.40

£8,989.09 £7,700.00

£2,439.02

ESF Priority 2 - Project unit cost per job outcome


2013

Development and coordination of a joint marketing plan

3.4.2 Resource management - value for money Evidence

Each partner has a system in place to ensure that finance and resources are targeted at National and Local priorities. The ACL Operational Plan has been produced that identifies priority areas that have been agreed through the Area Strategy. The partnership can clearly demonstrate where resources have been allocated to service delivery that supports the strategies key objectives. Substantial improvements have been made in terms of adults with no qualifications; together with the profile data

demonstrates the funding being received is targeted in line with national policy.

The partnership is very effective in accessing additional resources which is maximised to ensure best value, minimises duplication and has seen improved outcomes for learners over the past three years.

Merthyr Tydfil Bridges into work provision provides excellent VFM in terms of job outcomes compared with other employability programmes funded under the same priority of the current

Finance

Financial monitoring update reports

Grant funding applications

Match funding evidence.

Bridges into Work SMB update reports

Cabinet workshop presentation.

£7,700.00

£2,439.02 £1,295.77

£20,531.15

£7,997.44

£6,629.57 £8,139.48

£7,286.85

£15,776.07

Project unit cost per job outcome

47

Evidence Finance meeting notes Financial monitoring update reports Grant funding applications Ø Family First

Ø Communities 2.0

Ø BIW

Ø DWP Older peoples

Ø Heritage Lottery

Ø Engagement

gateway

Match funding evidence. Bridges into Work SMB update reports Cabinet workshop presentation.

• All ACL partners work together to eliminate duplication of courses and maximise resources

• The Merthyr Tydfil Direct delivery analysed by the Cabinet budget forum in June 2013 for consideration of Value for Money. The service have piloted a VFM exercise which deservice provides good VFM in terms of DfES funding received against the % of learners who attain.

Good practice

• EU grants and other sources of funding used to compliment service delivery with an excellent unit cost

per positive outcome.

• Each partner has a good system in place to ensure that finance and resources are targeted at

National and Local priorities


2013

partners work together to eliminate duplication of courses and maximise resources.

analysed by the Cabinet budget forum in June 2013 for service have piloted a VFM exercise which demonstrates the

service provides good VFM in terms of DfES funding received against the % of learners who attain.

EU grants and other sources of funding used to compliment service delivery with an excellent unit cost

Each partner has a good system in place to ensure that finance and resources are targeted at

48


2013

49

The partnerships overall performance

The partnerships overall performance is good.

Learner standards have improved over three years and success rates are above the national comparators for the ACL sector. Leadership, management and governance have continued to direct and position the organisation well in a changing environment.

Data on learner profiles demonstrates that the partnership addresses the needs of learners in communities of high deprivation and can demonstrate provision is being targeted at the individuals being proposed by the national policy far greater than the Welsh average.

While trend data indicates that Merthyr Tydfil is improving in terms of adults with no qualifications and adults who have gained Level 1-3 qualifications, being 18th / 19th in Wales of 22 is still not recognised as good enough, and greater improvements needs to be made. The ambition over the next 3 years is to move further up the league table to 15th place.

The partnerships capacity to improve

Merthyr Tydfil ACL partnership capacity to improve is good.

Individual organisations leadership is taking the partnership forward with the use of the strategic plans.

The partnership understands where it needs to improve,

Progress against the 2009 – 14 strategy, indicates that the majority of strategic objectives are being met. The use of robust data, benchmarking, effective scrutiny, have led to continuous improvement in standards for the majority of courses. The Merthyr Tydfil Partnership have revised the local strategy and have identified priority areas for the next phase of developments which have incorporated areas for improvement are likely to continue to improve outcomes for learners.

Overall teaching/ tutoring in the partnership in percentages

Excellent Good Adequate Unsatisfactory.

8% 75% 17% 0

(a) Tutor Good Practice

• Good use of ESDGC in classes

• MTCBC BTEC Business Administration course – The students marketing assignment was set to review and produce the

ACL partnership brochure. This involved group work, focus groups, print & copy and distribution.


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• Higher than the sector average MORI survey result for tutors listening and responding to learner needs.

• One to one tutoring in basic skills support for vulnerable learners

• Good variety of assessment methods being used, including peer assessment through group evaluation and discussion.

(b) Need support

• Better use of written feedback

• Better use of spelling and grammar correction

• The use of incidental Welsh in the classroom

• Tracking progression of learners

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