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Strategy and organisational development

    Empowering teaching and learning communities to promote equality and celebrate diversity

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    Building on existing policies and procedures they used a combination of approaches, which included opportunities for groups of staff to openly discuss the challenges and opportunities which the general subject of E and D presented. This encouraged them to develop a bank of locally tested and validated resources and reworked ideas for E and D teaching alongside attendance at relevant community events such as College Pride. Learners contributed by exploring how E and D in teaching, learning, and assessment might better reflect their concerns, experiences and gaps in knowledge.

    Enabling distance learning through open platforms — Bristol City Council

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    This Outstanding, Teaching, Learning, and Assessment (OTLA) project from 2016/17 aimed to address the Ofsted recommendation to embed IT (information technology) to support ‘out of classroom’ extension activities to a wide range of community learning courses delivered by Bristol City Council in partnership with North Somerset and South Gloucestershire. The culture within their provision was of staff resistance to the use of IT, due to skills shortfall, as well as the inherent difficulties associated with delivering courses across many disparate venues with mostly self-employed staff.

    Improving TLA practice linked to growth mindset — West Lancashire College

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    In this Outstanding Teaching, Learning, and Assessment project (OTLA 2) in 2016/17 West Lancashire College and Halton Borough Council (HBC) wanted to improve the quality of their teaching, learning and assessment (TLA) in response to Ofsted feedback. HBC also wanted to increase aspiration and motivation in some of their tutors. They used growth mindset techniques to create a cultural shift from which shared organisational objectives were set.

    Step change in assessment—Bury and Bolton colleges

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    The focus of Bury and Bolton colleges' outstanding teaching, learning, and assessment (OTLA 2) project in 2016/17 was to see if they could use their virtual learning environments (VLEs) to improve assessment outcomes. They created differentiated tasks to support students to learn at their own pace and get immediate feedback via the VLE. Pre- and post- testing found students' achievement increased by an average of 13.5%. This took course achievement to 10% above national benchmarks.

    Skills for future jobs – supporting learner progression - Petroc College

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    This Outstanding Teaching, Learning and Assessment project (OTLA), from 2016 - 2017, was a partnership between Petroc College of Further and Higher Education and Plymouth College of Art. It focused on raising teachers’ and learners’ awareness of Labour Market Intelligence (LMI) and its role in identifying skills gaps. It also explored mindfulness as a way of developing soft skills. Outputs included employability resources and a positive introduction to mindfulness for staff and students.

    Improving TLA to increase attendance in education and work — Novus

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    The project was based at Her Majesty’s Prison and Young Offenders Institution Doncaster. It was led by Novus working with partners including Nacro, Catch22 and other prisons. This Outstanding Teaching, Learning, and Assessment (OTLA) project from 2016/17, aimed to improve the quality of teaching, learning, and assessment by addressing poor attendance in education and work sessions in offender learning. The work included raising awareness of the importance of education to prisoners and staff, and embedding maths and English in vocational contexts.

    Collaborative development of TLA practice in maths and English - Lakes College

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    The project was delivered in partnership with Kendal College, Furness College and Carlisle College as part of the Outstanding, Teaching, Learning, and Assessment (OTLA) programme in 2016 - 2017. It aimed to improve practice in the teaching, learning, and assessment of maths and English. The impact of the learner voice was strong and the focus was on improving the utilisation of information about learner starting points and how this is used to inform TLA practice and progress monitoring.

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