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					Manchester City Council
Local Area ESOL Action Plan Extended Template for 2010/11                                                                                      Date of completion 00/00/00

Objectives and Assumptions
Objectives
What are the defined objectives for implementing the new approach to ESOL in the Local Authority?
Manchester has developed an integrated response to the ESOL action plan. This builds upon local existing networks and delivery expertise and the experience of being a pilot area for the
New Approach. The partnership has developed a bespoke Wellbeing & English Language index that will ensure that ESOL services are targeted most effectively and consistently by
commissioning and delivery organisations in Manchester. The overall aim of the ESOL Action Plan is to ensure that the personal, family, community and economic wellbeing of priority
groups of people with English language needs is promoted through high quality, targeted ESOL and other support. The objectives of the New Approach to ESOL in Manchester are to:

       improve employability – ensuring that both workless and employed adults have the English language skills and understanding of work in the UK to access and progress in work;
       promote community cohesion – enabling people to get the English language that they need to participate in their community and access local services;
       raise skills levels – integrating ESOL as part of wider learning so that it supports other skills development at all levels and for personal, family, community and work purposes;
       maximise the use of public resources – establishing effective and joined up commissioning arrangements for ESOL and related supporting activity and services; and
       build strong, effective and equitable partnerships – creating effective decision making, delivery and evaluation arrangements involving strategic, delivery and community
        organisations




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Assumptions
What key assumptions have been made in drafting this plan?
The partnership has drawn on a number of different sources of information and local intelligence to develop the action plan. This has necessitated a number of assumptions regarding
changes in the local population, take up of ESOL and the spatial distribution of need across the City. The key assumptions made in this plan are:
       population will continue to follow current trends – that is, an increase in the ethnic minority population by x%, stable patterns of economic migration into the City during 2010 / 11
        and a continuation of the current trends in ethnic mix.
       current provision and need/demand are ‘informed estimates’ – derived from a range of different data sources, including ‘proxy’ information. As the plan develops, the intention is
        to refine evidence and adjust planning accordingly. We are committed to developing and implementing a ‘needs led’ rather than provision led action plan. We recognise that need
        is not necessarily reflected in demand - some people who are priorities for ESOL support may be reluctant to take up learning opportunities.
       nature of need/demand will follow current trends – evidence to date points to significant need for ‘pre-ESOL’ and entry level provision. Whilst the plan is intended to be flexible,
        taking into account changing demographic and other trends, we assume that at least for 2010/11 the proportion of need at lower levels is unlikely to reduce.
       partner commitment – the plan has been developed and built upon existing and effective partnership arrangements in Manchester. The delivery of the plan makes the assumption
        that there is continued support from key partner organisations.
       continuity of funding – under the new approach that there will be short term stability of funding during the implementation of the national Machinery of Government changes
        which will be necessary for successful delivery of the ESOL Action Plan. This will include ensuring that where responsibilities for ESOL provision shift, eg: from DWP to BIS/LSC/SFA,
        public investment ensures that overall capacity is not reduced.
       PSA target for literacy and minimum levels of provider performance – the plan assumes that the PSA target for literacy will remain, along with minimum levels of qualification
        attainment, particularly for The Manchester College.
       Eligibility for publicly funded provision – we assume that the current eligibility rules will apply.
       Opportunity to refresh the plan – given the time gap between the production of the Action Plan and initial implementation the partnership assumes that there will be an
        opportunity to refresh the plan prior to allocation of funding to ensure that the plan is fully up to date. This will include taking into account any emerging critical factors, for
        example, international events leading to changes in migration, identification of other key issues including health etc.




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Rationale Used to Develop Action Plan
State the rationale used to support your prioritisation for 10/11 in response to the ‘New Approach’ to ESOL. In your response consider:
- Key characteristics of priority individuals as described in the ‘New Approach’ to ESOL document (i.e. have poor or no English language skills; are
   isolated/excluded from, and not connecting with communities outside of their own; are currently not accessing or are under-represented in learning
   provision, or are not progressing in their learning; are those on the path to British citizenship who are seeking to meet the English language and
   knowledge requirements for settlement/permanent residence, probationary citizenship <when it is introduced>, and British Citizenship; are refugees given
   protection by the UK Government)
- What key local issues does the prioritisation within the Action Plan address? (e.g. Community Cohesion; Employability; Recently Arrived Communities;
   Priority Neighbourhoods)
- What target outcome(s) does your action plan aim to deliver for the Local Authority?
- How do these outcomes fit with the Local Authority’s wider strategic objectives? (e.g. Link to National Indicators; Wider Policy Context)
- What data has been used to support the prioritisation in your Action Plan (e.g. 2003 Skills for Life Survey, ILR, Local Data)

The information contained in this Action Plan is a strategic summary. Further detail about the rationale, evidence and basis for the plan is contained in an annex which accompanies this
document.

Key characteristics
To make sure that the Action Plan is sharply focused on local priorities, MCC and its partners will use a Wellbeing & English Language Index (WELI) that is intended to:
     Give a transparent and consistent approach to identifying which individuals and groups should be prioritised for support, focusing on economic, social, personal and family
      wellbeing;
     Develop a clear rationale for modes, locations, timings and methods of delivery that can be implemented by partners; and
     Enable flexibility in our planning so that it responds to changing demographics and local circumstances.


The full Index is included in the annex to this Action Plan. The WELI is designed to help identify people and groups who, because of a lack of English language skills are:
         experiencing difficulties in one or more areas of their lives (personal/family, community and work), and/or,
         functioning well in communities speaking their own language, but are not connecting with wider communities, people and activities.
The Index recognises that lack of English language skills may not be the only barrier experienced by people. Whilst language is the primary focus for the Index, the indicators used in it point
to the other services and support that people will need in order to succeed. These might include childcare, health services, skills training and help to get a job.
The Index is divided into three sections: Personal/family; Community, and Work. In each section there is a checklist of questions that whilst they are phrased for individuals to answer, are
also intended to be used to assess the wellbeing of groups that have characteristics and needs in common. In responding to the checklist, if an individual or group is unable to say yes to ? or
more, they will be regarded as a priority for English language support. The checklists draws on a number of sources including the Foresight ‘Mental Capital and Wellbeing’ ‘five a day’


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programme, the Home Office Indicators of Integration, Manchester City’s Community Strategy and the Local Area Agreement.
Where priority groups are identified on pages 10-14 (for provision planning purposes) we have shown which primary area of wellbeing they fall under – related to their reasons for wanting
to learn English. This helps us to ensure that priority groups are in line with the strategic plan for supporting people with ESOL needs in Manchester. We have grouped together the
personal/family and community areas because they are particularly closely linked. What is recognised in the more detailed implementation plans for our priorities is that each priority group
will require a set of services that includes ESOL which is tailored to their particular needs and aspirations.
Because of data limitations it is not possible to be forensic in identifying priority groups. We propose to take a two pronged approach to ensuring that public resources are focused on
priority groups for support:
       In this Action Plan we will provide outline key priority groups and the type of provision that they require
       We will use the WELI on an ongoing basis to refine our prioritisation as we refresh and implement the Action Plan in 2010/11 and for subsequent planning.


Key local issues does the prioritisation within the action plan address

Manchester has a diverse community with areas of significant deprivation. Despite rapid growth of the City’s economy over the last 10 years, there remain high levels of worklessness and
economic and social exclusion in many communities across the City. These priorities have been reflected in the development of the ESOL Action Plan and will inform joint commissioning and
delivery activity across Manchester’s communities.

       Community Cohesion – ESOL targeted at residents that are isolated from the wider community of Manchester by language. While English language skills in themselves will not
        increase inclusion it does remove a significant barrier to participation in the social and civic life of the city. A key part of our approach for ensuring that ESOL supports Community
        Cohesion is to prioritise people who do not have enough English language skills to access public services. Part of this approach will include developing ways in which public service
        providers (housing, children’s services etc.) can support the acquisition of English language.
       Employability – English language is an essential skill to access and remain in employment and be successful at work. Particularly now during the recovery from recession when there
        is increased competition for jobs fluency in English is vital to be competitive in the labour market. ESOL for employability is a key priority for Manchester and will be both delivered
        directly and embedded as part of vocational training for jobseekers and those in employment. Unemployment rates for people from ethnic minorities are nearly twice the average
        rate for the white population at 15.6% compared to 8.8%.
       People in settled communities – encouraging and enabling people who have lived in Manchester for a number of years to learn English is a key priority for our plan and an essential
        element in delivering on our objectives for community cohesion and employability. In particular, we want to prioritise families with children where English is not spoken in the
        home, people who have not taken up ESOL before, or who have not progressed in their English language learning, as well as people who are long term unemployed and have very
        poor English language skills.
       Recent arrivals –partners are committed to using flexible funding and support from voluntary sector to assist recent arrivals with English language needs who wish to settle in
        Manchester, including joining up specialist services such as the Refugee Employment and Integration Service with other ‘mainstream’ services. This is part of an overall approach of
        supporting the settlement of refugees and integration into Manchester’s communities. We acknowledge that some people are not eligible for publicly funded ESOL provision.
        Where possible we will ensure that they are able to access ESOL provision and other support through alternative funding.
       Priority neighbourhoods – localised delivery is a key priority for Manchester utilising data and local intelligence to focus ESOL in those communities where there is highest identified
        need/demand from the priority groups. These include the wards of Cheetham, Crumpsall, Levenshulme, Longsight, Moss Side, Rushholme and Whalley Range and there may also be
        specific pockets of need.



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Outcomes for the local authority and their fit with wider strategic objectives

The ESOL Action Plan has been positioned to make a wider contribution to the community and economic wellbeing of the City, as reflected in the Wellbeing and English Language Index. The
ESOL steering group has focused on both the direct contribution of ESOL to raising the skills and employability of residents while recognising the central importance of language to achieving
community cohesion. A mapping exercise has been undertaken to identify the direct and indirect contribution of ESOL to Manchester Community Strategy and to the LAA / National
Indicators agreed by the City Council with Government Office Northwest. This strategic exercise ensures that, from the outset, planning arrangements for ESOL in Manchester are designed to
contribute to city wide and local priority issues. The table below provides a summary of the key objectives (spines) of Manchester’s Community Strategy with an associated indication of the
contribution that ESOL will make to the delivery of strategic outcomes. The establishment of the ESOL steering group and specific engagement of voluntary and community sector
organisations has provided an opportunity to include a range of intelligence in the development of the delivery model and this is expected to generate additional benefits in extending the
impact of ESOL against City wide targets.

Additionally and as set out above the priority setting approach of the Wellbeing and English Language Index taken by the ESOL steering group has been to develop a typology of need to
shape initial priorities and provide a flexible base to respond quickly to changes in the ESOL population in Manchester. This approach encourages integration of ESOL into a wide range of
service delivery areas and potentially maximises opportunities for ESOL to contribute to a wider set of outcomes beyond the traditionally measured employment and skills outputs.
Specifically in relation to the Community Strategy objectives it is anticipated that ESOL will contribute to community cohesion and targets to improve residents sense of belonging within
their local community.

 Community Strategy          Contribution of ESOL – Outcomes for Manchester
 ‘Spine’
 Reaching Full Potential        Pupils able to participate better in school – higher attendance and attainment
 in Education and               Parents able to support child learning and to work with teachers – happier more engaged pupils / families
 Employment                     Adults able to utilise employment and training services – higher employment rate
                                Employees able to progress within work and advance their careers – higher household income

 Individual and Collective      Parents feel part of the community and economy of Manchester – sharing higher aspirations with children
 Self Esteem – Mutual           Individuals feel empowered to access the services they need – promoting higher levels of personal responsibility and self reliance
 Respect                        Residents feel more able to challenge on issues they are concerned about – raising participation in local decision making


 Neighbourhoods of              BME residents are less likely to choose to live in mono-cultural communities - promoting neighbourhoods with diverse but inclusive residents
 Choice                          populations
                                Residents are able to connect with neighbours and participate in their community – reducing isolation and fear of crime



In addition to the ESOL within the local strategic context, the Action Plan also contributes to the Greater Manchester MAA and Statutory City Region Strategy. The Action Plan has been
developed alongside, and will form part of, Greater Manchester delivery arrangements – aligning with strategies of the surrounding boroughs. However, as Manchester is both the economic
centre for the City Region and home to the most diverse population will provide the core of the ESOL offer.



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Use of Data
A range of national and local data sources has been used to inform the priority setting processes of the ESOL steering group. A full list of all data sources along with key organisations that
have provided additional qualitative information is included in the appendix that accompanies this document. In brief, the range of sources includes:

Demand/need data sets
    Mid year population estimates, annual population survey
    national worker registration data and national insurance number allocation
    annual school pupil survey, resident’s survey data
    take up of services such as translation and community safety
    Surveys carried out by providers and community-based organisations – waiting lists, needs, barriers etc.

Supply data sets
     Learning & Skill Council Individual Learner Record data (2006/07 and 2007/08) supplied by LSC National Office
     Additional LSC data – offender learning, Employability Skills Programme
     ESOL Provider and ‘allied services’ information – Manchester Adult Education Service, The Manchester College, Nextstep service, Refugee Employment & Integration Service
     Jobcentre Plus
(DN – data still to be supplied for some LSC provision, including Nexstep and Adult Safeguarded Learning. And seeking further data from JCP and other partners)

As part of the delivery of the ESOL Action Plan the partnership is developing a single MIS system to record ESOL interventions. This will help to both understand the distribution of provision
activity across the client group but also become a vital resource in the future planning and refinement of delivery. The MIS system builds on existing 14 – 19 data management systems and
will be extended to all adult learning activity. As part of ongoing data capture and management information an E-waiting list will be developed for Manchester to reduce duplication and
unnecessary circulation of learners between programmes. This will improve efficiency of access and provide a live snapshot of unmet demand to support in year planning and allocation of
resources. The partnership will also fund and utilise evaluation to test both the impact of services and to generate feedback on the learning experience from the client.



Constraints and Controls
Constraints
What Constraints will affect the implementation & viability of this plan?
The potential impact and success resulting from the delivery of the ESOL Action Plan may be constrained by:

       Level of resources made available following the submission of the Action Plan – will this be sufficient to both deliver the volumes needed? This includes any reduction in overall
        volumes where responsibility for ESOL provision may shift eg: from DWP to LSC/BIS/SFA.
       Flexibility of partners – the extent to which ESOL is embedded within a partnership delivery structure i.e. ensuring that LSC, JCP and MCC commissioning is fully aligned, avoids
        duplication / competing priorities and works to the same timetables
       LSC/SFA performance indicators – whilst it is acknowledged that the achievement of qualifications is an important facet of ESOL support, it is possible that the requirement for
        providers (particularly Manchester College) to meet minimum performance levels, including qualification achievements that contribute towards the BIS PSA target, may prevent the

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        very flexibility that has been identified as critical to success.
       Delivery capacity and flexibility – the ability of training providers to offer training to the volume and in the places that are prioritised – this could be constrained by (i) lack of ESOL
        tutors, (ii) lack of suitable community based premises (iii) lack of organisational capacity – i.e. to promote and manage delivery arrangements


Dependencies
What is a successful implementation dependent on / needs to be aligned with?
The model developed by Manchester, see appendix, builds upon the existing excellence of providers and partners working together in the City. The implementation of the Action Plan will be
a vehicle to improve planning and commissioning arrangements, to build effective client engagement and referral systems and to ensure strong partnership structures are able to target
resources at priority sections of the community.

There are a number of key dependencies for the effective implementation of the Action Plan. The majority involve local partners, however, we have also identified where appropriate,
critical dependencies that fall under the remit of national agencies. The key areas are as follows.

       Integrated targeting and engagement – the delivery arrangements for ESOL are dependent upon the alignment of referral and support arrangements of public services - i.e. health,
        housing, employment support etc. Both the selection and effective referral of clients will require adoption of a core methodology to support ESOL learners. This will include
        provision of clear and consistent information for learners, training for front line staff in dealing with English language needs and effective referral, and integration of language
        assessment within service delivery arrangements.
       Support of the third sector – the ESOL action plan recognises the vital contribution VCS organisations in supporting non English speakers. The increased impact from the Action Plan
        is dependent on VCS organisations taking a greater and more co-ordinated role in engagement of target groups, providing coaching and mentoring of learners, delivering informal
        learning activity and helping to blend ESOL into other community based activity. This will be taken forward by a specific third sector ESOL task group and link to innovative initiatives
        including LSEN’s online learning tool.
       Continuing to raise the quality of the learning offer – within the Action Plan continuing to raise the quality, impact and outcomes of ESOL training are key objectives. This depends
        upon improving the consistency of delivery, the terms of the commissioning arrangements focusing on quality and outcome to provide a clear steer for providers and also a flexible
        and responsive services being delivered by learning providers; and
       Effective and sustainable partnerships – the implementation of the ESOL Action Plan is fully dependent on the participation and leadership of local partners. The approach
        developed in Manchester creates a new strategic framework for the delivery of ESOL and this requires strategic leadership from funding bodies and participation of community and
        delivery partners. This will be supported by evaluation and through partners sharing good practice.
       Robust mechanisms for measuring individual progress and Action Plan impact – currently, the main method for assessing the effectiveness of ESOL provision is qualifications.
        Whist these are important, we know that lack of progression is a key issue for many people in our priority groups. Successful delivery of the action plan is dependent on
        implementing processes that can track progress and progression (including between providers) as well as measuring the wider impacts for family, social and economic wellbeing
        with which this plan is inextricably linked.
       Clear accountabilities and governance – linked to effective partnerships, successful implementation will rest on clear and agreed accountabilities within Manchester partners and
        with the Skills Funding Agency which will be responsible for the commissioning of the majority of ESOL provision. The precise mechanisms for funding are unknown, however, a key
        dependency is an effective relationship between MCC and the Skills Funding Agency whereby key issues can be raised where they require SFA action.

Through the implementation of the Action Plan the Steering Group will ensure a close fit between ESOL and key employment and skills strategies for the City and Greater Manchester.
Specifically, demonstrating the contribution of the ESOL Action Plan to the delivery of Manchester’s Community Strategy and LAA targets; the inclusion of ESOL within local employability
policies – i.e. Manchester City Strategy and MAA actions; and forthcoming Adult Skills Strategy where ESOL will form a key component of raising adult skills and productivity.
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Stakeholders
Who are the key stakeholders in implementation?
Manchester has established an ESOL steering group to oversee the development and delivery of the action plan. This group includes representatives of the key stakeholders (see below) and
reports into the Employment, Enterprise and Skills Board of the Local Strategic Partnership. The key stakeholders include:
Statutory / funding partners
     Manchester City Council (Economic Development, Children’s Services, Housing, Equalities departments)
     Greater Manchester LSC
     Jobcentre Plus
Delivery Partners
     The Manchester College
     Manchester Adult Education Service
     Welfare to Work programme providers – New Deal, Pathways etc.
     Learning, Skills and Employment Network – (Manchester umbrella group for voluntary sector providers)
     Work Solutions (Manchester Next Step and Train to Gain provider)
Community and Voluntary Sector Representatives
     Refugee Council
     Multi Agency for Refugee Integration in Manchester
     Manchester Refugee Support Network
     Refugee Action
     BME Network
     Faith Network for Manchester
The funding partners will be responsible for the commissioning of services and oversight of delivery and (subject to contracting arrangements) engage delivery partners and voluntary and
community sector bodies to implement the delivery plan. Following approval of the action plan the list of stakeholders will be reviewed to ensure the right balance of experience and
capacity to drive the delivery of the Action Plan in Manchester.


Governance Arrangements
What governance arrangements will be put in place to manage the partnership working (e.g. Meetings, Reporting arrangements etc)?
There is a dedicated steering group that will oversee the development and implementation of the Action Plan. This group will meet quarterly and formally reports through to the Manchester
Strategic Partnership and therefore the primary partnership governance arrangements for the City. The steering group will include all strategic and delivery partners that are key to
addressing the needs of the priority groups in Manchester. Where required, task and finish sub-groups will be convened to take forward specific actions identified in the Plan.

There will be quarterly meetings for the ESOL steering group where they will
     Plan and review the implementation of the Action Plan
     Undertake joint commissioning against the key priorities identified in the Action Plan
     Performance manage contract / delivery arrangements to ensure penetration of services and achievement of targets
     Evaluate the impact of delivery on priority groups, the effectiveness of the partnership and contribution overall to Manchester Community Strategy

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Local Partnerships
                                                                         Mark x in the relevant box

Is Local Authority working in collaboration with other Local                Yes          x
Authorities on ESOL implementation                                          No

Please list the other Local Authorities you are in collaboration with and describe the collaboration being undertaken

              Local Authority                                                                      Description of Collaboration
Greater Manchester boroughs of Trafford,            MCC is supporting the development of the Greater Manchester Action Plan. We are factoring in all key issues including communities
Wigan, Tameside, Bolton, Bury, Oldham,             that straddle local authority boundaries, shared priorities and priority groups and travel to learning/work patterns.
Rochdale and Stockport and City of Salford




What wider local initiatives outside ESOL provision have been factored into the Action Plan?
                                        Initiative                                                              Impact / Dependency on Planned Provision
 Neighbourhood Learning for Deprived Communities                                               To provide opportunities at pre-Entry/Entry 1 for flexible learning
Working Neighbourhoods                                                                         To target support for people with ESOL needs who are resident in the most deprived areas
                                                                                               of the City and to ensure that this initiative is responsive to these priority groups.
Family Learning (part of Adult Safeguarded Learning)                                           To provide opportunities at pre-Entry/Entry 1 for flexible learning
Adult Education (non- ESOL)                                                                    To provide the leisure and cultural opportunities that enhance language acquisition and
                                                                                               help people to connect with communities outside of their own.
 IAG – Next Step as part of the Adult Advancement & Careers Service                            To provide tailored information and advice that is accessible for people with ESOL needs
MCC Housing and other services                                                                 To encourage and support access to ESOL by being one of a number of access points.
MCC Children’s Services – EAL                                                                  To connect language for school pupils to wider family interventions
Welfare to Work programmes (DWP/Jobcentre Plus)                                                To ensure that people with ESOL needs are well supported to move into and sustain
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                                                                                            employment.
Refugee Employment and Integration Service                                                  To ensure that this service dovetails with mainstream advice services (IAG, JCP) and that
                                                                                            supported referral routes into appropriate ESOL provision are in place.
Transformation Fund (there are 3 new projects being delivered by Groundwork, Northwest      To provide the leisure and cultural opportunities that enhance language acquisition and
WEA and NEARIS – further detail to be provided)                                             help people to connect with communities outside of their own.
Framework for Excellence                                                                    To ensure that providers are able to deliver high quality services.
Foundation Learning Tier, Train to Gain etc.                                                To ensure integration of ESOL with wider skills development initiatives.

Please list local partnership arrangements (see earlier text describing partnership arrangements)
                                                                                                    Please provide any other information applicable to local
                                      Local Partners                                                              partnership arrangements
Manchester City Council (including all relevant departments, led by the Chief Executive’s
office)
Learning & Skills Council
Jobcentre Plus
Manchester College
The Learning, Skills and Employment Network
Welfare to Work programme providers
Manchester Adult Education Service
Nextstep
Multi-Agency for Refugee Integration in Manchester
Refugee Action




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Plans to deliver a change in ESOL provision to better support the needs of identified priority groups
                                                                                                                      Mode of
                                           Volume of Potential                Mode of Provision –                                             Level of
    ESOL Priority Groups                                                                                             Provision -                               Providers             Comment
                                                Learners                            Model                                                    Provision
                                                                                                                       Timing
                                                                                                                                               You may
                                                                                                                                               want to
                                                                                                                                              consider:
                                                                             You may want to consider:
                                                                                                                                            progressing to
                                           Indicative overall volume of       Embedded; Short Intensive;                                                     Enter potential or
                                                                                                                  You may want to           entry level 1;
                                           learners in priority group in     Distance Learning; Outreach;                                                        signed-up
                                                                                                                      consider:              Entry level 1
          Priority Description                        10/11                  Set Courses; Roll On / Roll Off                                                 providers who will
                                                                                                                   Evening; Daytime;          and 2 and
   (Note – sub-groups are part of the     (Note: insufficient data at               Courses; Other                                                            be delivering the
                                                                                                                  Weekday; Weekend;         moving across
    overall group described as A etc.)    present to provide firm figures.   (Note – more detailed tailoring                                                     change to
                                                                                                                         Other               entry levels;
                                          % provided are proportion of all   of services for particular groups                                                    provision
                                                                                                                                                Entry 3
                                          ESOL volume across all groups)      to be worked up in next stage
                                                                                                                                             readiness to
                                                                                         planning)
                                                                                                                                              progress to
                                                                                                                                            Level 1; Level
                                                                                                                                               1;Level 2
Personal/family/Community A               Overall indicative split as a      Range of models, with key           For those with school      Pre- entry and                        Will require
Women and other adult family              proportion total volume of         features including:                 age                        Entry 1                               childcare for pre-
members in families with school or        ESOL ie: personal/ family/          Located and delivered in          children/grandchildren                                           school children.
pre-school age children where             community and work focused.            areas of high need,             , term time, daytime to
English is not spoken in the home         for those within the                   including in local schools      fit with school hours or                                         Cultural
and where children are receiving EAL      personal/family/Community              and community                   after school with                                                sensitivities for
support. Supporting family, accessing     group (all sub-groups                  centres/based settings.         children (family                                                 some women may
services and engaging with wider          included):                          Engagement through key            learning). With                                                  require female
communities are key goals. This                                                  services /vehicles such as      provision continuing                                             teachers and other
broad group may include:                                                         health, education, leisure.     through holidays linked                                          arrangements to
 People from a range of countries        35% pre-entry, Entry 1 and 2        Family learning type              to children’s activities                                         encourage access.
     of heritage/ communities –                                                  delivery and focus              (to prevent loss of
     Somali, Roma, Polish, Pakistani      10% Entry 3                         For those recently                learning particularly                                            EAL assessment
     are likely to be particularly well                                          arrived, focus on               during summer                                                    and planning
     represented, but priority is not     5% Levels 1 and 2                      orientation.                    holidays)                                                        should mesh with
     limited by country of heritage.                                          Intensive – 3 times per                                                                            that for ESOL to
 some people who are learning                                                   week minimum                    For those with pre-                                              produce Family
     English for citizenship.                                                                                    school                                                           Learning Plans.
 the spouses of people on                                                                                       children/grandchildren
     workless benefits                                                                                           etc. only, a mixture of

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                                                                                        daytime and evening
                                                                                        to suit circumstances
                                                                                        and care
                                                                                        arrangements.
                                                                                        Available year round,
                                                                                        linked to children’s
                                                                                        activities where
                                                                                        appropriate.
Sub-group 1A:                                            Located and delivered in      As above                Entry 1 and 2
No/very little English language, not                      areas of high need,
literate in mother tongue and low                         including in local schools
confidence/barriers to access,                            and community
needing pre-entry/engagement                              centres/based settings.
provision. Includes recently arrived                     Engagement through key
and those who have been here for                          services /vehicles such as
longer.                                                   health, education, leisure.
                                                         For those recently
                                                          arrived, focus on
                                                          orientation.
                                                         Family learning

                                                      Intensive – 3 times per week
                                                      minimum
Sub-group 2A:                                         As above                          As above                Entry 1 and
English at Entry 1, literate in mother                                                                          progression to
tongue, some barriers to access.                                                                                Entry 2
Includes recently arrived and those
who have been here for longer.
Sub-group 3A:                                         As above                          As above                Entry 2 and
English at Entry 2: literate in mother                                                                          progression to
tongue, some barriers to access.                                                                                Entry 3
Includes recently arrived and those
who have been here for longer. This
will include people who are learning
English for citizenship ie: to gain
Entry 3 level.




12 Local Area ESOL Action Plan Template for 2010/11                                                                    Draft 14/10/09 V4
Sub-group 4A:                                                             As above                         As above                  Entry 3 and
English at Entry 3: literate in mother                                                                                               progression to
tongue, fewer barriers to access.                                                                                                    Level 1
Includes recently arrived and those
who have been here for longer. This
will include people who are learning
English for citizenship

Work B                                    Overall indicative split for    Range of models, with key        Daytime or evenings –     Pre-entry and              IAG should
Adults in receipt of workless benefits    those in work group (all sub-   features including:              to fit with JSA           Entry 1                    combine ESOL,
– from settled communities or             groups included):                                                conditionality.                                      vocational and job
refugees with permanent leave to                                             Roll on, roll off and year   For spouses of those                                 opportunity
remain/permission to work who are         30% of total volume on pre-         round availability           on benefits or those on                              elements.
unemployed and seeking work.              entry, Entry 1 and 2               Intensive (daily) and        ESA greater flexibility
This broad group may encompass a                                              embedded/                    in line with particular                              Employability and
range of people whose primary goal        10% of total volume on Entry        contextualised with          group needs.                                         vocational training
involves work, including:                 3                                   employability and/or                                                              programmes to be
 a range of countries of                                                     vocational training                                                               integrated with
     heritage/communities – Somali,       5% of total volume on Levels       Including work placement                                                          ESOL.
     Roma, Polish, Pakistani are likely   1 and 2                             where possible
     to be particularly well                                                 Geared to volunteering                                                            Issues of JSA
     represented, but priority is not     5% on IELTS                         and paid job                                                                      conditionality that
     limited by country of heritage.                                          opportunities                                                                     move people from
 some people who are learning                                               For new arrivals, to                                                              ESOL provision
     English for citizenship.                                                 include orientation to UK                                                         mid-course need
 Some people who have very                                                   systems, including                                                                to be tackled so
     little English but who have skills                                       housing, health services                                                          that individuals
     and qualifications from their                                            etc. as well as                                                                   can progress in
     home country.                                                            labour market and work                                                            their English
 the spouses of people on                                                    cultures.                                                                         language
     workless benefits and who do                                            For those resident in the                                                         acquisition.
     not have school age children                                             UK for some time, to
 the spouses of people on                                                    include assessment of
     workless benefits who have pre-                                          skills/knowledge in work
     school and school age children                                           and non-work settings.
     and who want to move into paid
     work




13 Local Area ESOL Action Plan Template for 2010/11                                                                                         Draft 14/10/09 V4
Sub-group 1B:                                         As above, but with a             As above   Pre-entry
No/very little English language, not                  particular emphasis on                      progressing to
literate in mother tongue, little or no               engagement activity through                 Entry 1
formal education, no UK work history                  community settings to build
or skilled work from home country,                    confidence and early support
low confidence/ barriers to access,                   to explore job/career choices.
needing pre-entry/engagement                          This group will need intensive
provision.                                            contextualised ESOL before it
Includes recently arrived and those                   can be embedded with other
who have been here for longer.                        training.

Sub-group 2B:                                         As above, but with a             As above   Entry 1
English at Entry 1, literate in mother                particular emphasis on                      progressing to
tongue, some formal education, no                     engagement activity through                 Entry 2
vocational training or skilled work                   community settings to build
history, some barriers to access.                     confidence and early support
Includes recently arrived and those                   to explore job/career choices.
who have been here for longer.                        This group will need intensive
                                                      contextualised ESOL before it
                                                      can be embedded with other
                                                      training.

Sub-group 3B:                                         As above                         As above   Entry 2
English at Entry 2: literate in mother                                                            progressing to
tongue, some vocational skills and                                                                Entry 3
work experience from home country,
some barriers to access.
Includes recently arrived and those
who have been here for longer. This
will include people who are learning
English for citizenship ie: to gain
Entry 3 level.

Sub-group 4B:                                         As above                         As above   Entry 3
English at Entry 3: as for sub-group                                                              progressing to
3.                                                                                                Levels 1 and 2
Sub-group 5B:                                         As above                         As above   Various –
English at Entry 1 or 2, but with                                                                 progression to
skills, qualification and semi-skilled                                                            Entry 3 and
14 Local Area ESOL Action Plan Template for 2010/11                                                      Draft 14/10/09 V4
work history from their home                                                                                    above
country

Sub-group 6B:                                         Specific provision to fit with                            IELTs                       Needs to be part
People with professional/high level                   other re-qualification                                                                of a wider re-
technical qualifications and skills                   requirements                                                                          qualification/traini
from their home country, with                                                                                                               ng path.
specialist ESOL needs.
Work C                                                Provision located in places      Delivered at times to                                Extended childcare
People in work with ESOL needs                        that fit with work               suit working patterns    Various –                   for those with care
From settled communities and new                      commitments – this may           including before/after   progression to              commitments.
arrivals intending to settle. Will                    include in the workplace         shifts, weekends,        Entry 3 and
include those who began learning                      where the employer is            evenings etc.            above
English as unemployed and want to                     supportive, or near home,
continue on job entry as well as                      work or childcare locations.
those who are employed, typically in                  This may even include Family
low skilled, poor waged jobs. Some                    Learning environments where
may be in receipt of in-work benefits                 appropriate.
Sub-group 1C                                          As above                         As above                 Entry 1 or 2                Transition support
Those who have moved into work                                                                                  progressing to              to enable people
from ESOL programmes and who                                                                                    Entry 3                     to continue their
have not completed a                                                                                                                        ESOL learning is
qualification/reached Entry 3.                                                                                                              essential.
Sub-group 2C                                          As above                         As above                 Progressing to              Where employers
Those in low paid work, on in-work                                                                              Entry 3 and                 are not
benefits with poor ESOL (likely to be                                                                           Level 1                     supportive,
Entry 1 and 2)                                                                                                                              arrangements will
                                                                                                                                            need to enable
                                                                                                                                            people to take up
                                                                                                                                            ESOL outside of
                                                                                                                                            work.




15 Local Area ESOL Action Plan Template for 2010/11                                                                     Draft 14/10/09 V4
Below are some questions to help you plan the areas you wish your changes to ESOL Provision
to impact on

Plans to lever in additional funding (non-LSC) and align services for adults with ESOL needs
                                                                                                       Notes (insert yes/no and any comments

Have you / do you plan to identify other (non-LSC) sources of funding to provide         Yes
additional ESOL provision?
Have you / do you plan to improve the alignment of Local Authority Services to further   Yes. The ESOL Action Plan will involve a key element of awareness raising across all
support ESOL engagement/provision, e.g. use of Sure Start childcare facilities, Family   services delivered by the Local Authority and other key partners such as Registered
Learning or Personal and Community Development Learning Funds, or Cohesion               Social Landlords.
programmes for outreach and engagement activity?                                         Housing – Supported Housing Fund (to train front line staff so that they can provide
                                                                                         supportive advice on skills, including ESOL), NDC, Voluntary Sector Grants,

                                                                                         We will include Family Learning, PCDL, Working Neighbourhoods and other key
                                                                                         programmes in the planning of integrated services to support access and
                                                                                         progression for people with ESOL needs. Information and advice services including
                                                                                         Nextstep and REIS will also be included in planning.
                                                                                         Manchester City Council has taken steps to require each service strategic manager
                                                                                         to identify where they have language as a barrier to residents taking up services.
                                                                                         This provides a strategic push to recognising ESOL need and integrating service
                                                                                         delivery.



Plans to use ESOL provision to further the community cohesion agenda in Local Area
                                                                                                     Notes (insert yes/no and any comments
Will ESOL provision be targeted at specific geographic localities or community groups    Yes – geographical targets will include Cheetham, Crumpsall, Levenshulme,
within the local community?                                                              Longsight, Moss Side, Rushholme and Whalley Range and other specific pockets of
                                                                                         need. In addition, please see pages 10-14 for our priority groups. The review and
                                                                                         development process for the plan will be flexible enough to respond to changing
                                                                                         demographics.
Will ESOL provision have an impact on regeneration and economic development in the       Yes – we intend that by enabling people in priority groups to get English language
local community?                                                                         skills, the local economy will benefit by having a more skilled workforce, it will
                                                                                         improve the effectiveness of local employability schemes and support community
                                                                                         engagement in local regeneration activity.

16 Local Area ESOL Action Plan Template for 2010/11                                                                        Draft 14/10/09 V4
Will the content of the ESOL curriculum be tailored in order to support the community     Yes - the curriculum is already designed in such a way as to promote integration
cohesion agenda in the Local Area?                                                        through understanding of UK culture etc.

Will ESOL provision contribute positively to learner perceptions of, or sense of          Yes– we intend this to be an outcome of services for people with ESOL needs.
belonging to, the local community?                                                        However, we recognise that ESOL alone will not support this. Community based
                                                                                          provision will be designed to integrate with and support community activities. For
                                                                                          example, English language embedded into community projects. We see PCDL and
                                                                                          other community funding as a key mechanism for this.
                                                                                          Christmas in Manchester (MANCAT) – producing a leaflet for people to hear about
                                                                                          things that they might do at Christmas - volunteering etc.
Will ESOL provision positively contribute to the take-up of other services (health,       Yes – see plans for integrating ESOL support and service delivery. A key indicator of
education, etc) or decreased translation in the Local Area?                               success will be that people with ESOL needs have the English language required to
                                                                                          make use of health, education, housing, children’s services etc. We expect this, in
                                                                                          time, to impact on translation costs. However, this is subject to stability in the
                                                                                          ethnic mix of the local population.
                                                                                          Good practice example: MAES Family Language programme which helps parents to
                                                                                          get the language they need to use services for health, education etc for their
                                                                                          children.
Will ESOL provision contribute positively to people from different ethnic and religious   Yes - by providing a common language, English, for communication. We intend
backgrounds mixing together?                                                              that, by combining ESOL with other community activities that bring people
                                                                                          together for leisure or other reasons there will be more opportunities for people
                                                                                          from different backgrounds to mix together.
                                                                                          Good practice examples: Telling Your Own Story (MANCAT) working with the BBC
                                                                                          using English to tell their personal stories – improving understanding of different
                                                                                          cultures for all.
How else will you use ESOL to further the community cohesion agenda in your local
area? Please provide evidence or examples:


Plans to use ESOL provision to improve the employability and progression of learners in the Local Area
                                                                                                        Notes (insert yes/no and any comments
Will ESOL provision facilitate the progression of learners into employment or             Yes – people who have ESOL needs and whose main goal is employment will be
employment support?                                                                       helped through ESOL that is embedded and contextualised in other learning that is
                                                                                          work focused.
                                                                                          Good practice example: MAES “ESOL for...” Programme which helps people with
                                                                                          ESOL needs to get the vocabulary, concepts and skills needed for a particular area
                                                                                          of employment.


17 Local Area ESOL Action Plan Template for 2010/11                                                                         Draft 14/10/09 V4
Will the content of the ESOL curriculum be tailored in order to support the               Yes – some ESOL provision is already work focused and combined with vocational
employability agenda in the Local Area?                                                   training. The Manchester College has a system for identifying appropriate support
                                                                                          for English language which includes two options for ESOL to be delivered alongside
                                                                                          or part of vocational training.
                                                                                          We will also be factoring in key employability programmes such as the
                                                                                          Employability Skills Programme to ensure that not only vocational skills, but
                                                                                          employability skills are delivered with ESOL.
                                                                                          Good practice example: The Jobs Fair (MANCAT) – for people learning ESOL to get a
                                                                                          taste of what it is like looking for work and how they might go about it.
Will ESOL provision facilitate the progression of learners into other forms of learning   Yes – a key feature of services, particularly for people with very poor ESOL, will be
(e.g. vocational provision, other levels of ESOL, formal or informal levels of learning   strengthened progression routes into further learning, training, community
etc.)?                                                                                    activities and volunteering.

How else will you use ESOL to improve employability, learner progression or learner       Information Advice and Guidance will form a critical part of both the initial
opportunities in your local area? Please provide evidence or examples:                    assessment and the progression arrangements for ESOL. This will provide an active
                                                                                          link to employability service, raise the motivation and focus of learners and connect
                                                                                          with available lifelong learning provision. As part of the enhanced partnership
                                                                                          arrangements for the project stronger links will be developed with employers and
                                                                                          Train to Gain – providing an opportunity to encourage employer investment in skills
                                                                                          and in-work access to intermediate and higher level training.




18 Local Area ESOL Action Plan Template for 2010/11                                                                          Draft 14/10/09 V4
Local ESOL Priority Groups and Implementation Actions
 ESOL Priority Group        Summary of changes required to implement this                                       Key Activities required to implement this priority
    Description                                       priority
                                                   Please consider:                                                   Key Activities                          Deadline         Partner
                                             - Engagement of Learners                                (DN – this are starting point examples – to be            for Key       Responsible
                                            - Type of provision required                             further developed through ongoing identification         Activity
                            - Support in addition to provision e.g. transport / childcare /          of key issues and partnership working to identify
                                                 translation services                                actions)
                                                - Progression strategy
                             If change to provision is required please record high
                              level changes in this section. Details of changes to
                                      provision can be recorded at page 5.
                            (DN – this are starting point examples – to be further developed
                              through ongoing identification of key issues and partnership
                                               working to identify actions)
Personal/family/community      Increased delivery in community settings                              Commissioning plans agreed and implemented,            Dec 09/Jan 10   MCC to lead with
A                              Increased delivery as part of wider activities including Family      with specifications reflecting community delivery.                      key partners
                                Learning, PCDL                                                        The Manchester College to deliver an additional %      Start by Sept   Manchester
                               More intensive provision eg: 2 x 3 hour sessions per week            of existing Entry Level provision in (name              2010            College
                                minimum                                                              community settings/locations)
                               Additional outreach IAG services – informal, engaging for             Nextstep to re-focus services in ?? (name areas)                       LSC to lead with
                                those who are not taking up learning                                 and ensure that service is tailored to needs of these                   Nextstep
                               Integrate EAL and ESOL planning and delivery through Family          groups
                                Learning model.

Work B – not in work, on       IAG – integrated and focused on ESOL, vocational training and
benefits or spouse of           work goals.
person on benefits.            More provision delivered as roll-on roll-off, or at least multiple    All providers to identify and communicate                              Provider task
                                entry points throughout the calendar year.                           enrolment timings ie: RORO, multiple entry points                       and finish group
                               Intensive delivery (16 hours per week, contextualised for work       and ensure that these are available through the
                                and living skills)                                                   year.
                               For newly arrived refugees, ESOL assessments carried out
                                alongside REIS – on site at Refugee Action
                               Better integration of ESOL provision and Welfare to Work
                                programmes to reduce ‘pull off’



19 Local Area ESOL Action Plan Template for 2010/11                                                                                          Draft 14/10/09 V4
Work C - working and on          Improved transition into work to support continuation of ESOL
in-work benefits                  learning.
                                 Increased delivery to fit with working patterns.
                              
 Across all priority groups      An integrated commissioning framework and model that               Outline commissioning framework to be developed     By Dec 09   MCC to lead
                                  enables the Action Plan to be implemented in a coherent way.       as part of continuing work on Action Plan.
                                 An evaluation process and framework that identifies the key        Evaluation process and framework to be developed    By Dec 09   MCC to lead
                                  success criteria from individual level up to PSAs and NIs, using   as part of continuing work to agree the detail of
                                  the WELI as a starting point and providing the common means        Action Plan implementation and review.
                                  of measuring the collective impact of the plan as well as
                                  individual partner organisation’s performance (necessary for
                                  their own performance management).
                                 Common management information systems to enable clearer             MCC to continue to develop data systems.
                                  identification of evidence of need, take up and outcomes.          Steering group sub-group to work on common
                                 Common enrolment and assessment paperwork across all               enrolment and assessment forms.
                                  providers.




20 Local Area ESOL Action Plan Template for 2010/11                                                                                       Draft 14/10/09 V4
Potential Risks and Issues for the Implementation of the Local Authority ESOL Priorities
    Risk/Issue                  Risk/Issue Detail                         Implication            Impact    Mitigating Action to minimise impact of risk/issue
                                                                                                 H/M/L
Change of                   National changes of policy regarding        Action Plan out of       H         Recognise risk within partnership and seek flexibility to
Government and               funds and objectives for ESOL                date                                refresh plan prior to funding agreement
change of priorities        Centralisation of planning and
for ESOL                     decision making
Current or recent           Effective reduction in existing/recent      Fewer individuals        H         Where provision is terminated through policy/high level
non-LSC provision is         overall volume of ESOL provision             from priority                       decisions eg: DWP funded ESOL through New Deal,
not replaced through         leading to reduced opportunities for         groups are                          arrangements are in place to ensure continuation of this
new arrangements             priority groups.                             engaged.                            volume of provision through SFA.
Reduced flexibility of      Use of budgets become more rigid         Ineffective use of           H
funding                      preventing alignment of                  resources
arrangements                 commissioning process and outcome
prevents local
alignment of activity
Delays in SFA               Commission plan late being                  Partnership lacks        H         Encourage SFA to make timely decisions
decisions regarding          completed                                    credibility with the               Complete as much planning and preparation as soon as
2010/11 budgets             Puts pressure on development of              client group                        possible
                             services                                  Viability of some                 
                            Late delivery fails to meet local            provision is put at
                             demand                                       risk
                                                                       Targets for year 1
                                                                          missed
Providers do not            Need for minimum levels of               Agreed priority groups      H/M     Clear accountabilities for lack of compliance with plan, including
reshape provision in         performance linked to qualifications     are not accessing                   from the SFA.
line with action plan.       may be a disincentive/barrier to         provision.
                             change.
                            Inertia in the system
 Key voluntary sector       College does not                          Agreed priority groups     H/M     Requirement for sub-contracting/consortia arrangements where
organisations are not        subcontract/franchise, or does so in     are not access                      required between larger and smaller organisations through
being effectively            ways that are not equitable.             provision.                          equitable partnerships that benefit the priority groups.
involved in delivery        Small community based organisations
                             may not be so able to tender for
                             open commissioned provision.

21 Local Area ESOL Action Plan Template for 2010/11                                                                          Draft 14/10/09 V4
                           Quality issues prevent use of some
                            voluntary sector organisations.


Risks and Issue Management
How will risks and issues be managed? E.G. Risk/Issue Log, Regular Review Meetings
Prince II standards will be applied to project and programme management

Ensure risk management is clearly part of the terms of reference for the steering group – risk log and risk clearance are established as a core part of the quarterly meetings of
the partnership group




                                                                                                     www.lsc.gov.uk/whatwedo/adultlearner/esol.htm




22 Local Area ESOL Action Plan Template for 2010/11                                                                               Draft 14/10/09 V4

				
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