"LSDA Action Research Projects"
LSDA Action Research Projects Case Study Name of the Organisation Oldham Lifelong Learning Service Title of Project Measuring the impact of the inclusive approach to learning Keywords Integration, Inclusion, Learning Support, Resources Summary The case study covers the transition of Oldham’s Life Long Service to a more inclusive provision. The main strategies employed were: - Cessation of discrete provision, to no longer offer classes only for people with learning difficulties and disabilities Changes in the staffing structure to facilitate the process Improvements in equipment, resources and buildings Internal and external liaison to build communications systems for the benefit of learners The implementation of a programme of training to support the process The outcomes so far are: - An increase in learners receiving additional support in mainstream provision Learners successfully accessing a much wider range of the curriculum A more comprehensive, responsive and flexible support service available to learners Responsive and appropriately trained staff Context Oldham Lifelong Learning Service sits within the Education and Cultural Services Department of Oldham Borough Council. The service was previously an ‘external institution’ and is a direct deliverer of post 16 learning opportunities through accredited and non-accredited provision. During 2003/04, 8126 learners were recruited of which 4532 (57%) were engaged on courses with a qualification and 43% on programmes, which are not accredited. 2029 classes were offered 1636 daytime 1 and 393 in the evening. Of the student body 11% of learners were under 25, 56% between 25-55, 30% 56 and above and 3% unknown. 22% of the learners were drawn from the ethnic minority community and 5% indicated a disability on their enrolment forms. The service is strongly community based, delivering provision from 12 of its own sites and 80 other school and community based venues. The target groups for the service are: - 1. First step learners 2. Skills for Life learners 3. Technology poor 4. Low and unwaged adults 5. Minority ethnic groups 6. People with learning difficulties and disabilities 7. Carers 8. People with mental health problems 9. Parents and families 10. People who have not traditionally accessed learning/training as adults 11. Men 12. Older learners Aims and Objectives The aim of the project was to integrate learners with a variety of additional needs into a wider range of the curriculum, thus enabling them to have the same choice as any other participant in our service. However we recognised that to make this happen we would have to provide support measures, which were appropriate, adequate and sensitive enough to meet learners’, needs, whilst being discreet and non-intrusive to other learners in the classroom. Strategies The first key action was to get advice; as there was a vacancy in the post of Curriculum Manager of Learning Difficulties and Disabilities (LLDD) we took this as an opportunity to arrange a secondment of a member of staff from the support team at Blackburn College, which had a reputation as a service with best practice in this field. Keith Brandwood from Blackburn College worked with us from July to November 2003 and helped establish the key strategies we needed to undertake. These strategies can be divided into 6 areas: - 1. Change in provision offer 2. Staffing structures 3. Resources and equipment 4. Buildings adaptations 5. Training 6. Consultation and liaison 2 1. Change in provision offer It was a strategic management decision that from the academic year 2004/5 the service would no longer offer a discrete Learning Difficulties and Disabilities (LLDD) provision. The classes that had existed previously ceased to be offered and the learners who had been on these programmes were mentored through the process of building up individual learning programmes with appropriate support in place. This was a gradual process and all through the academic year 2003/4 learners and their parents, carers and link workers were prepared for and involved in the transition. Individual reviews were held termly and in July 2003 all learners had a final curriculum review and a planning meeting to finalise their personal learning plans for 2004/5 and confirm the support mechanisms, which would be in place to ensure a smooth change to their new programmes. As part of this transition a core day of provision was included in the new programme for all learners with substantive timetables to ensure coherence and co-ordination of their work across the range of courses. 2. Staffing Structures Four strategies were used to improve the staffing profile: - i) Increase in the number of learning support workers and extension of their skills base Although there was an existing team of support workers there were not enough to meet the anticipated demand, which would be stimulated by the new model. Therefore through a planned recruitment strategy, new staff were engaged with a wider range of skills, including specifically second language/ESOL skills and sign language. The skills of the existing team of staff were also extended by a programme of training (see paragraph 5). ii) The creation of a team of Support Tutors As learners were being integrated into a wider range of the curriculum it was apparent that some tutors would be inexperienced in working with learners with additional needs and would need support in identifying appropriate teaching and learning strategies. Therefore we decided to create a small team of Support Tutors appointed from the staff who previously ran the LLDD discrete provision. This team of five part time tutors have extensive experience of working with learners with additional needs and therefore could work with class tutors giving specific advice and support in relation to the teaching strategies in the classroom. Support Tutors were specifically allocated to classes where the learners were making the transition from discrete provision to mainstream programmes in order to ease this process. Initially there was an adjustment period where class tutors and support tutors adapted to these new roles. There were some issues about the power balance in the classroom especially where the support tutor was significantly more experienced than the class tutor. However 3 due to the sensitive and responsive actions of the support tutors these issues are largely resolved and we are looking forward to a scenario where class tutors will actively request the participation of support tutors. iii) Inclusive Learning Manager The management of the transition to the new model highlighted the need to transform the role of the existing management post from that of LLDD Curriculum Manager to that of Inclusive Learning Manager. A job description was written for this role, but after advertising externally and internally a suitable candidate was not identified. It was therefore decided to split the post into two complementary roles 1. Inclusive Learning Manager (Curriculum) (.6FTE) Responsible for assessing the needs of learners, the interface with the curriculum and managing the learning support tutor team. 2. Inclusive Learning Manager (Curriculum) (.4FTE) Responsible for budgets, specialist equipment and resources. Through internal recruitment, staff were successfully appointed to the posts with effect from November 2004. iv) Van Driver A member of staff was recruited to drive the service’s newly acquired transit van. His role has been to transport the mobile lap top facilities to different locations around the town and also to distribute and demonstrate the specialist resources and equipment for learners with additional needs. This has included the mobile hoists, slings for fixed hoists and two different kinds of hearing loops. 3. Resources and Equipment Vital to this whole process is the availability of specialist resources to support learning. In order to improve our equipment and resources base the following actions were taken: An audit of our current resources base. This was carried out by two learning support workers who scoured all the learning centres finding equipment, some of which was hidden away in cupboards after being purchased for specific purposes and then forgotten. Once the resource base had been identified we supplemented this by the purchase of additional resources and the support workers who had carried out the audit produced a catalogue with pictorial images of all resources, description of their use and a booking form for staff to obtain resources as appropriate. One of the support workers also ran workshop sessions to demonstrate the use of the specialist resources -see paragraph 5 4 A member of staff was identified to manage the resource booking process and distribute and if necessary demonstrate the use of resources on site. Specialist software for learners with visual impairment and learners with second language/dyslexia needs was installed on all PC’s in the service, including those in the mobile laptop facilities. 4. Buildings adaptations During the period of these curriculum changes a parallel process was being undertaken to make our buildings accessible for learners in line with the requirements of the Disability Discrimination Act (DDA). Improvements carried out have included installation of ramps, handrails, improvements to disabled toilets, raised signage including signs in Braille. We have also installed tracking for lifting hoists in all our main centres and have purchased a portable hoist for use in other locations. Perhaps the most significant achievement in this area is the installation of a lift at Werneth Park Centre, one our most used buildings, where access to the upper floor was previously very restricted. The installation of the lift was a particularly difficult process because Werneth Park is a listed building and much sensitive negotiation was needed to achieve this outcome. 5. Training A programme of training has run alongside the development of inclusion. This training has been variously targeted at support workers and curriculum staff. Training sessions held were: Training for learning support workers on how to complete risk assessments as support workers carry out individual risk assessments for all learners receiving support. Workshop sessions demonstrating specialist support equipment and resources. These sessions were available to all staff. As part of a programme of sharing good practice in the curriculum, two sessions were held on using support effectively. These sessions were attended by part time tutors and covered: 1. Basic Skills awareness training (for support staff and tutors) 2. Cultural and Race awareness training (for all staff) 3. Dyslexia awareness training (for tutors and support staff) 4. Developing classroom materials with particular emphasis on differentiation (for tutors) 5 5. Practical strategies for the inclusion of learners with additional needs. This was run specifically for those tutors who currently had supported learners in their classes. 6. Training in the operation of hoists (fixed and mobile units). This training was run for learning support workers by staff at the Link Centre (a social services centre for people with physical disabilities). 7. Visual impairment awareness training for support workers and tutors. 8. Training in the use of the specialist software for visually impaired learners and those with dyslexia/second language need. These sessions were attended by support workers and ICT tutors, a small team of which will cascade the training to the wider range of staff. 6. Consultation and Liaison This is clearly divided into two distinct areas: - 1. Internal 2. External Internal Consultation and Liaison Vital to this process was consultation with the existing teams, particularly the Curriculum Forum. Within the service the curriculum is organised and managed by a team of three Curriculum Co-ordinators and nine Curriculum Managers, one of who is the Inclusive Learning Manager for curriculum. Engaging the support of this team of managers has been vital in the process of integrating learners into mainstream provision. Also important in the process has been the work of the Resource Managers who manage the service’s buildings and administration. They have been critical in making sure all locations are as accessible as possible and that administration staff are aware of support issues and how to engage with the services of the Inclusive Learning Team. External Consultation and Liaison A major part of our strategy has been ensuring the inclusion and integration of our existing learners, but we are also concerned with engaging new learners into provision, which is most appropriate to their needs and aspirations. To fulfil both of those purposes we have been working closely with some key partner organisation organisations for the benefit of learners: - Belford College A residential college for young people with learning difficulties/challenging behaviour. Students from the college have accessed the services classes in Skills for Life, ICT and Crafts. Social Services Physical Disabilities Team, (through the Link Centre). Liaison with this team has had the following outcomes: - 6 Joint training negotiated Advice and information sessions held at the centres A series of visits to our learning centres, arranged for Link Centre users Link Centre users enrolled onto Lifelong Learning classes with appropriate Support provided Social Services Learning Disability Service Close links with this team has been particularly effective during the process of the disability service planning their Day Services Modernisation Strategy. Lifelong Learning contributed significantly to a consultation conference run by the disability service providing eight workshops on the ‘How we spend our days’ theme. The Lifelong Learning Service’s inclusion strategy follows a close parallel with the Disability Service’s objective of enabling their clients to exercise more choice and self-determination in their lifestyles. Shaw Trust A charity providing training and employment services to disabled and disadvantaged people. Shaw Trust has referred some of its clients to us to attend vocationally relevant courses (Basic Skills, ICT Sports Leaders Award) and support needs are identified and met to enable those learners to fully access our provision. All of these partnerships enable us to engage with new learners but also to carry out earlier identification of learners’ needs to ensure that suitable support is put in place as soon as the learner begins their attendance. Also this ongoing liaison with our partners enables better monitoring of learners progress and attention to emerging and changing needs. Outcomes 1. The service no longer offers a discrete LLDD provision. All learners are integrated into the mainstream programme. 2. There has been an increase in learners receiving support from a total of 96 in 2003/4 to the current figure of 216 (125% increase) as of March 2005, which is likely to increase by the end of the academic year. 3. Learners have accessed a wider range of the curriculum in 2003/4 supported learners were largely confined to the arts, cookery and basic skills provision. In 2004/5 we have supported learners in: - Basic Skills ESOL Childcare Crafts Photography Cookery DIY IT Modern Foreign Languages (See Attached Appendix) 7 The support staffing structure has been significantly enhanced by the appointment of additional support workers and the creation of the role of Support Tutors and Inclusive Learning Manger(s) Additional specialist resources have been acquired and resources are now being utilised very effectively through a clear booking and monitoring system. The service was inspected in March 2005. It is anticipated that the inclusion strategy and learning support in general will receive a positive evaluation. At the time of writing, the inspection report is not available but once published appropriate extracts can be added to this case study as supporting evidence. Key Learning Points 1. It would have been impossible to undertake a change of this nature without Senior management support. This has not been an easy process and there have been significant difficulties, which could have jeopardised the whole strategy, but senior management support has been steadfast all the way. 2. Training is vital to get staff engaged in the process. It would have been better to have done some of the training earlier than we did, especially the training for the wider service teams. 3. Expect apprehension, reluctance and in some instances resistance, and be prepared to deal with this as sensitively as possible. 4. Partnership and liaison, both internally and externally are vital to the process. Next Steps 1. To extend the role of the Support Tutors into a wider range of the curriculum. To date the Support Tutors have worked exclusively with the learners moving from the discrete provision. 2. To continue with the training programme to embed the inclusive learning strategy and the support process. 3. To obtain additional feedback from tutors regarding the support needs of their learners so that the system becomes more responsive as well as proactive. 4. To continue to work with outside organisations and agencies to maintain a high level of liaison to enable the best access to provision and support for learners. 8 5. To share best practice amongst our own staff teams. Contact Details: Karen Royle Area & Learner Services Co-ordinator Oakbank Lifelong Learning Centre Chadderton Park Road Chadderton Oldham OL9 0PE 0161 652 4313 firstname.lastname@example.org Keith Brandwood Curriculum Support Tutor Blackburn College Fielden Street Blackburn BB2 1LH Tel: 01254 292148 Appendices included: Pages 10 & 11- Learning support observation form Pages 12 to 27 – Inclusive learning sessions for staff development Page 28 – Learner assessment form Page 29 – Support tutor observation record Page 30 – Supervision record Page 31 – Support tutor monitoring form Page 32 – Comparative graph of two-year enrolments 9 Learning Support Observation Form LSW Name Name(s) of Learners Supported Class Title Code Venue Date Tutor Day & Time Observer Number Present Checklist Comments Action By Whom/By When 6. Scheme of Work 1. 1. 7. Lesson Plans 2. 2. 8. Risk Assessments up to date 3. 3. 9. Up to date Monitoring Forms 4. 4. 10. Copy of Register 5. 5. 10 Evidence of differentiation of 6. learners needs Evidence of good working 7. relationship / liaison with tutor Learners are encouraged to work 8. Independently Learners are actively involved in 9. the Class Learners integrated with other 10. learners 11. Method of support 12. 13. 14. 15. Styles / strategies 16. employed 17. 18. Promote Health & Safety issues 19. Within the class Student progress 20. Any other comments 21. 22. Checklist Comments Action By Whom/By When LSW Signature / Date Observers Signature / Date 11 Teaching and Learning Basic Skills Awareness Training Who the course is for: For front line staff and tutors. This course will be arranged on request for Curriculum Teams Aim of the Course: To raise awareness of basic skills. Course Content: 1. Identifying basic skills need; 2. Scale of need; 3. Impact of poor basic skills on the learning; 4. Levels of basic skills and the new Basic Skills curriculum; and 5. How to support learners. Length: Three hours Dates & Times: As agreed with Lesley Clements Who to contact: Lesley Clements on 0161 624 3957 to arrange the training for your team. Progression: City & Guilds 9295 – Level 2 Certificate in Adult Learner Support Teaching and Learning 12 City & Guilds 9295 – Level 2 Certificate in Adult Learner Support Who the course is for: Tutors who have completed the basic skills awareness training and want to support customers and learners with basic skills needs. Aim of the Course: To support learners with literacy, numeracy or language skills. Course Content: Unit 1 – Working in the Sector – This unit is freestanding and externally assessed. 1. It has been designed for frontline staff and tutors who, as part of their role, may come into contact with members of the public who have a literacy, numeracy or language skills need. 2. It aims to develop an understanding of the impact on personal, social and working life of poor literacy, numeracy or language skills and the strategies to address these, as outlined in skills for life. 3. It is also essential as a basis for those who wish to obtain the full qualification. To progress onto subsequent units the applicant must hold the National Tests in Literacy & Numeracy at level 2, or an equivalent, e.g. GCSE English Language & GCSE Maths at grade C or above. Unit 2 – Supporting Learners – Internally assess using a Personal Development Journal maintained throughout the unit and an 8-hour placement journal. 1. It aims to develop an understanding of the characteristics of adult learners and the learning process. 2. It will consider strategies for developing, implementing and assessing learning outcomes and applying these in practice. Units 3, 4 & 5 are options, to be offered on a rotation, according to demand & need. 13 Unit 3 – Literacy Option – Internally assessed assignment. 3. It aims to increase familiarity with the core curriculum, and explore its purpose & structure. 4. It will increase awareness of common learning difficulties & disabilities. 5. It will develop an understanding of the key influences on language evolution. Unit 4 – Numeracy Option – Internally assessed assignment 1. It aims to increase familiarity with the core curriculum, and explore its purpose & structure. 2. It will increase awareness of common learning difficulties & disabilities. 3. It aims to develop a good awareness of the main methods used to develop mathematical understanding. 4. It will provide an understanding of common misconceptions and errors associated with numbers. Unit 5 – ESOL Option – Internally assessed assignment. 1. It aims to increase familiarity with the core curriculum, and explore its purpose & structure. 2. It will increase awareness of common learning difficulties & disabilities. 3. It will develop an understanding of the key influences on language evolution. Dates & Times: Dates will be arranged when sufficient applications have been received. Who to contact: Please contact Lesley Clements, Curriculum Manager for Basic Skills on 0161 624 3957 Ext 24 to register your interest. 14 Teaching and Learning Dyslexia Awareness for All Tutors and Teaching Staff Who the course is for: Tutors, Programme Leaders, Curriculum Managers Course Aim: Session One To raise awareness of the symptoms of dyslexia seen in adults. Session Two To explore the help that dyslexic students will need to achieve their full learning potential. Length: Four Hours Dates & Times: Session One – 15th and 22nd April 2005 – 1:00pm – 3:00pm Session Two - 24th June and 01st July 2005 – 1:00pm – 3:00pm Note: Staff should attend both sessions. Who to contact: Keeley Jones – Telephone 0161 911 4292 for a place on the programme 15 Teaching and Learning Sharing good practice Who the course is for: Tutors, Programme Leaders, Curriculum Managers Aim of the Course: 1. To share good practice identified during Internal Observation week Length: 3 hours Dates & Times: th Course one: 11 February 2005 – 12:30pm – 3:00pm Course two: 12th February 2005 – 9:30am – 12:00pm Who to contact: Contact Karen Royle on 0161 626 4313 for more information and Keeley Jones on 0161 911 4292 for a place on the programme. 16 Equality and Diversity Welcoming Disabled Customers Who the course is for: Caretakers, Reception and Administrative Staff Aim of the Course: To help frontline staff to improve services to disabled customers. Course Content: 1. Examine specific activities relevant to your role 2. Identify and remove barriers for disabled people 3. Develop practical solutions to meet the requirements of users with different impairments 4. Meet the health and safety requirements of disabled users, including the evacuation of learners with disabilities Length: Three hours Dates & Times: Course 1 - 21st April 2005 – 1:00pm – 4:00pm Course 2 – 18th May 2005 – 1:00pm – 4:00pm Who to contact: For more information Steve Titley on 0161 911 4287 and Keeley Jones – Telephone 0161 911 4292 for a place on the programme. Equality and Diversity 17 Cultural and Race Awareness Training Who the course is for: All staff Aim of the Course: To contribute to the development of Oldham as a place within which all members can learn, live, work and flourish in harmony and equality. To provide participants with the knowledge, understanding and skills to enable them to promote race equality and diversity in their work for Oldham Council. Course Content: Day One 1. The Race Relations Amendment Act and The Oldham Independent Review and the Council’s response to the above in terms of policy and positive action; 2. The nature of “culture” and the significance of the role it plays in people’s lives; 3. The relative size and nature of Oldham’s different ethnic groups and projections for the future; 4. The reasons for migration and patterns of settlement into Oldham and action taken and needed to promote greater integration; 5. Languages and religions of Oldham’s Asian heritage communities; 6. Myths, “half truths” and stereotypes; 7. Ensuring Service delivery takes account of the needs of Oldham’s diverse communities; 8. Relating and communicating with people from different cultural backgrounds. 18 Day Two 9. Race equality terms, the different forms of discrimination outlawed by the Race Relations Amendment Act and the legal implications of the Act; 10. The historical nature of racism and the damaging effect it has on people’s lives; 11. Identifying and applying appropriate strategies effectively to deal with racism in the work environment and community settings; 12. Using appropriate language and terminology, when discussing and writing about culture, identity, ethnicity and race; 13. Ensuring Service delivery takes account of the needs of Oldham’s diverse communities; 14. Relating and communicating with people from different cultural backgrounds. Note: The above programme could vary programme to programme to meet the specific needs of groups of staff. Length: Two days or four modular sessions Dates & Times: 1 day courses 23rd November 2004 - 8:45am – 4:30pm 19th January 2005 – 8:45am to 4:30pm 2 day courses 10th & 17th March 2005 - 8:45 – 4:30 Who to contact: Rick Alexander – Telephone 0161 911 3668 for a place on the programme. 19 Equality and Diversity Visual Impairment Awareness Who the course is for: Support Workers and Tutors Aim of the Course: 15. To understand the needs of learners with Visual Impairment 16. To explore ways to meet these needs in a teaching context Content: 17. Definitions of blindness and partial sight 18. Understanding different kinds of Visual Impairment 19. Exploring the needs of learners with Visual Impairment 20. Exploring the different ways to adapt our teaching and support strategies to meet these needs Length: 3 hours Dates & Times: Course One th 17 January 2005 – 4:00pm – 7:00pm Course Two 02nd February 2005 – 4:00pm – 7:00pm Who to contact: Keeley Jones – Telephone 0161 911 4292 for a place on the programme 20 Equality and Diversity Practical Strategies for the Inclusion of Learners with Additional Needs Who the course is for: Tutors who have learners with additional needs in their classes. Aim of the Course: 21. To ensure that People with Learning Difficulties are offered learning opportunities that relate to their lives, goals and aspirations 22. To ensure that the lives, achievements and aspirations of Disabled People with Learning Difficulties are viewed in positive, realistic and respectful ways 23. To ensure effective collaborative work between Tutors and Support staff. Content: 24. To explore and demonstrate all the support procedures available for learners in the Lifelong Learning Service. 25. To explore appropriate teaching & learning strategies and styles for working with people with additional needs that all help promote equal access to the curriculum. 26. To explore ways in which to differentiate learning to enable inclusion of all learners. 27. To devise a good setting system for working with people with additional needs. 28. To share good practice in collaborative working between tutors and support workers. Length: 6 hours Dates & Times: Course One Tuesday 15th February 2005 – 9.30am – 4.30pm Course Two Thursday 17th February 2005 – 9.30am – 4.30pm 21 Equality and Diversity Support Equipment Workshop Who the course is for: Curriculum Managers, Programme Leaders, Tutors, Learning Support Assistants, Resource Managers, Administrative Staff, Crèche Co-ordinator, Lead Crèche Workers and Caretakers Aim of the Course: To enable staff to make effective use of support equipment to improve learning for disabled learners. Course Content: 1. Identification of support needs of learners; 2. Identification of all support equipment; 3. Practical demonstration of using and maximising the benefits of equipment; and 4. Hands on practical sessions to develop participants’ confidence in using the equipment. Length: Three hours Dates & Times: 25th February 2005 – 1:00pm – 4:00pm Who to contact: Diane Anderson on 0161 626 4518 for more information and Keeley Jones on 0161 911 4292 for a place on the programme. 22 Equality and Diversity Look out Speak Out Workshop Who the course is for: This workshop is targeted to identified staff – IT Tutors and Learning Support Workers Aim of the Course: 5. Introductory session to provide staff with an overview of this specialist software Content: 6. To understand the purpose and range of the software 7. To practise using the software, explaining the different options and facilities 8. To understand how this software could meet the needs of learners Length: Three hours Dates & Times: 2nd December 2004 – 12:30pm – 7:00pm Who to contact: Karen Royle on 0161 626 4313 for more information and Keeley Jones on 0161 911 4292 for a place on the programme. 23 Equality and Diversity Look out Speak Out Course Who the course is for: This course is targeted to identified staff – IT Tutors and Learning Support Workers Aim of the Course: 9. An intensive course to enable participants to become fully conversant with the software, so that they can cascade training to other staff Course Content: 10. To understand in depth, all applications of this software, explaining all available options and facilities 11. To explore all the ways in which this software can meet the needs of our learners 12. To consider the best way in which to cascade the training to other staff Length: Three hours Dates & Times: Course 15th February 2005 – 1:00pm – 4:00pm 16th February 2005 – 10:00am – 3:00pm Who to contact: Karen Royle on 0161 626 4313 for more information and Keeley Jones on 0161 911 4292 for a place on the programme. 24 Customer Care Effective Advice and Information Who the course is for: Administrative Staff and Resource Managers (New members of staff who have not previously undergone this training) Aim of the Course: To equip staff with knowledge, models and skills to signpost customers and learners to meet their needs. Develop staff and service to meet the Matrix Quality Standard for Information, Advice and Guidance. Course Objectives or Content: By the end of the programme participants will: 1. Be able to explain how to offer an effective first point of contact to callers; 2. Describe how equal opportunities policies impact on their work; 3. Know how and when to signpost clients and make; 4. Practiced skills related to customer care and appropriate referral; and 5. Produce a good practice checklist. Length: One day Dates & Times: Date will be set once sufficient applications for course have been received. The course date will be communicated directly to the applicants. Who to contact: Keeley Jones – Telephone 0161 911 4292 for a place on the programme. 25 Health and Safety Risk Assessment Who the course is for: Resource Manager, Senior Administrative Assistants, Curriculum Managers, Learning Support Workers and all Caretakers. Aim of the Course: To familiarise participants with the legal and organisational requirements for risk assessment and to develop practical techniques for assessing workplace risks. Course Objectives: At the end of the course, participants should be able to: 6. State the legal requirements for assessing workplace risks; 7. Explain the role of risk assessment within health and safety management; 8. Define the term hazard, risk, incident and harm; 9. Distinguish between safety hazards and health hazards; 10. Outline the steps involved in the risk assessment process; 11. Give three methods for identifying hazards; 12. Evaluate risks in terms of the likelihood of an incident occurring and the predicted severity of the harm caused; 13. Select appropriate control measures for eliminating or reducing risk; 14. State 5 types of specific assessments required by law; 15. Distinguish between generic and specific risk assessments and give an example where each type could be used; 16. Demonstrate the ability to carry out a risk assessment relating to their own workplace or work activities, using the Oldham MBC corporate risk assessment form; and 17. Outline how the risk assessment process can be used to aid planning of health & safety improvements. 26 Length: One day Dates & Times: 18. 19th November 2004 – 9.30am – 4:30pm 19. 4th December 2004 – 9:30am – 12:30pm 20. 15th April 2005 – 9:30am – 4:30pm 21. 13th May 2005 – 9:30am – 4:30pm 22. 23rd June 2005 – 9:30am – 4:30pm 23. 15th July 2005 – 9:30am – 4:30pm 24. 5th August 2005 – 9:30am – 4:30pm Each course will run from 9:30am to 4:30pm Who to contact: Keeley Jones – Telephone 0161 911 4292 for a place on the programme Note: Risk Assessment should not be carried out by one person. It should be done by a team. The team should have at least on person who has completed the risk assessment training who can lead the assessment. 27 Learner Assessment Form Name of Learner:. Class Title:. Code:. Day Time Venue Assessment of Learner Needs Learner Goals Teaching and Learning Strategies Equipment and Resource Requirements Signed.. Date…………………………….. 28 Oldham Lifelong Learning SUPPORT TUTOR OBSERVATION RECORD CENTRE CLASS COURSE CODE DAY TIME DATE OF VISIT No. of supported students Range of support needs Support workers Tutor CHECK LIST TICK COMMENTS/ACTION by whom & when Health & Safety Physical environment Risk Assessments in place Equipment & resources Documentation Participation 29 Supervision Record Name: Date: Standing Items: Matters Arising from Last Minutes Budgets Centre Issues Staff Development TOIL/LEAVE Action Date 30 Support Tutor Monitoring Form Name of Learner: ………………………………… Class Title: ………………………………… Code: ………………………………… Main Topics of Session Strategies for Learning (Identified from Initial Assessment) Student Progress Outcome of Session Future Planning as agreed by Class Tutor / Support Tutor Support Tutor. Tutor ………………………………… Print Name. Print Name.. 31 SUPPORTED ENROLMENTS BA 100 0 10 20 30 40 50 60 70 80 90 SI C SK IL LS ES O L CR AF T S CO O KE RY IT CH IL DC 32 AR E PH O CURRICULUM AREA TO G R AP HY SUPPORTED LEARNER ENROLMENTS DI M Y O D. LA NG U AG HE ES A LT H & FI TN ES S 2004/2005 2003/2004