Learner Handbook: Coming Soon!
Learner Induction Video:
*Please note the video contains sensitive information
You are entitled to:
What we ask of you:
Different needs, different support
It is important to Adult Learning that learners choose the right course, whether it is to help you get a job, or develop your skills for work or improve your health and well- being.
We have a qualified experienced staff on hand to help you make the right choices and a range of support measures that we can put in place to help you reach your goals. We will however make it clear what we can offer you, how it will be done, by when and by whom.
We are here to support you and look forward to welcoming you to Adult Learning.
Overview
This strategy will outline how Adult Learning will continue to plan, deliver and evaluate the provision of educational advice and information to adults over the age of 19.
What is IAG?
Information:
Advice:
Guidance:
What is the purpose of information and advice provision?
To ensure that adults are supported to make informed decisions which enable them to engage in appropriate learning programmes, complete the intended learning outcomes and achieve personal learning goals.
Advice and information will be impartial and will signpost individuals to wider guidance services, such as careers guidance and other education and training providers who are better placed to meet their needs.
Our foundation for planning and delivery of IAG:
Person centred approach, we will:
Principles of Coherent IAG Service Delivery
Adult Learning Disability and Inclusion Principles
The key aims of our strategy is:
Area | Delivery | Actions | Roles/Responsibilities & timescales |
---|---|---|---|
Programme Planning | Staff awareness of new programmes and changes to programmes to enable provision of accurate IAG | Teams kept up to date | Area & Curriculum Managers & Advanced Practitioners to communicate each change(s) to all teams regarding curriculum plan updates via email to actively keep abreast of developments and changes. |
Initial IAG is through the service website: Learners and potential learners to receive clear, accurate, up to date, and impartial information before committing to a course. | Course Information sheets to be kept up to date with correct information. They should show the prior knowledge/skills required, level of commitment needed and progression opportunities. | Curriculum / Centre & MIS teams to review yearly, or every time a course changes and / or based on learner feedback. Area Curriculum Managers and Quality Improvement Lead to check course information quality relating to curriculum standards. | |
Initial Contact | Both telephone and social media interactions to be professional, accurate and timely with the provision of initial information and advice | Staff to provide sufficient detailed course information and advice (as required) to enable learners to make decisions. | Centre staff as first point of contact with all learners facing staff have responsibility |
Staff available to offer information and support with enrolments and onward progression, ensuring learners are appropriately supported from first contact | Opportunities for disclosure/identification of learning support and/or learner needs are maximised before course commencement. Information about the support available and routes of progression is given to learner. | Centre Managers, tutors and adult learning support to work closely together to identify and/or explore support needs. | |
Information, Advice and Literature | Inclusive, accessible effective, clear, and positive induction experience | Learners to receive confirmation email regarding course, tutor course induction upon starting the course, learner handbook, safeguarding pocket guide best suited to their needs and access to the learner induction video. | Automated information sent out via Pro-Solution; Centre teams send out paper copies to those without email addresses |
Learners can access clear, accurate, up-to-date, accessible, impartial information, advice, and guidance about progression opportunities. | Centre manager's, tutors and support staff will provide progression information and advice. (Some advice and guidance will be offered through referral to appropriate services and / or providers). | All learner facing staff | |
Accurate information and signposting to external agencies where Adult Learning can’t assist. Formal guidance will be through referral to appropriate practitioners for specialist or alternative help. | Staff to be provided with up-to-date information about other providers/offers to be able to signpost to external agencies as necessary (should Adult Learning be unable to provide a service). | All learner facing staff | |
Accurate information of formal guidance services to be available on Learn Devon website. | Website to be updated and list of services to be created | Business Support Manager & Curriculum & Quality Manager | |
Assistance and additional learning support | Information and advice about learning support is easy to access for learners and potential learners | Information on learning support is available in paper and digital formats as well as on the Adult Learning website. All learner facing staff should feel confident about being able to provide information on support available. | All staff Information on adult learning support to be reviewed and updated by Inclusion and Learning Support Co-Ordinator Team Leader and MIS team. |
Future progression | Progression is part of every course | Options for future learning and next steps are written into every course and offer a clear progression route to learners | All staff |
Future learning is identified | Tutors or centre staff provides Information about future learning options available at Adult Learning and signposts according if course not delivered at Adult Learning. | All staff | |
No course is available at Adult Learning | IAG given about other courses and alternative providers and recorded in IPR. | All delivery staff | |
Adults with learning difficulties and disabilities | Provide individuals, carers and organisations with clear information addressing expectations and responsibilities | Conversations in Adult Learning centres or over telephone, email/posting of information | Centre staff, with Adult Learning Support or High Needs Coordinator to deliver information to support Centre teams. |
IAG and inclusion for LLDD / High Needs learners | The learning difficulty or disability should not automatically pre-determine the course/level a learner is enrolled on to; following principles of inclusion, staff should support the learner to make the best decision for themselves. | All learner facing staff | |
Ongoing contact with learners | Tutors and Centre staff to remain in regular contact with learners to ensure needs are addressed promptly and any issues resolved. | All appropriate learner facing staff | |
Regular review of support and progress | If an ALS is placed with a learner, the ALS Coordinator will hold regular meetings with ALS and course tutor to review effectiveness of support and any unaddressed needs. | ALS team and Tutors | |
Learner voice and feedback | Learners are provided with a range of opportunities to feedback on the service provided by Adult Leaning and, where possible, are provided with information about how Adult Learning has used their feedback to improve their situation or service delivery. | Learner surveys and other means of collecting feedback are up to-date and our performance in communicated and reviewed by governors. | Senior Management Team |
Meeting the standards | To ensure that all staff are aware of and are supported in meeting the standard of information, advice and guidance required to meet the Matrix standard; Education Inspection Framework (OFSTED). | OFSTED Briefings meetings, Appraisals (let talk targets) Information made available via staff newsletter Breakdown of expectations across roles Data from surveys used and shared with staff Quality Improvement plan updated and communicated. | Senior Management Team and all management staff |
Staff have access to up-to-date information to support the delivery of effective IAG together with information to enable signposting to further guidance | Information is reviewed and sent out twice a year | Business Support / MIS and Curriculum team | |
Using matrix action plan to learn from and develop IAG strategy further | IAG to remain part of regular strategic review | Senior Management Team |
Adult Learning works closely with partner organisations to create bespoke learning programmes to suit the needs of the people who use your services. We understand that some vulnerable learners can find it difficult to commit to regular attendance over a number of weeks, while some can find it difficult to focus for the duration of a single session. We listen to what you need, and can create tailored learning in the best combinations for you from our selection of tasters, workshops, and short and longer non-accredited and accredited courses. You can work with Adult Learning for just a taster session, over a term or over a whole year to provide your service users with the best chance possible to add valuable learning to their lives.
Adult Learning courses organised with partner organisations are free to learners.
Please click on the links below to access and download our policies: