Dear all

Firstly, thank you to everyone who took the time to answer my survey.   I received 26 responses so the results can only be seen as a snapshot of current provision, but I think it is enough to raise some serious questions about how these learners are being provided for. 

Responses were received from 13 colleges, 11 adult education providers and 2 other organisations, from across England and Wales. 17 of the 26 providers (65%) have some specialist provision for LESLLA learners, (but 9 do not).  In 9 of the 17 with specialist provision,   it is only available at one level.  A further 4 institutions provide two levels, and 4 provide three or more. The main issue seems to be funding: “It is difficult to offer pre-entry or specialised classes for literacy as there is little funding for bespoke courses.”  A further issue is that the number of course hours available is generally low, with seven providers providing 0-3 hours per week, and a further six providing 3-6 hours. 

Overall, the pattern is that specialised provision for LESLLA learners is being reduced.  While four providers have been able to increase their provision over the last five years, in seven it has shrunk in terms of number of classes or hours, and in a further two it has disappeared completely. 

Where there is no specialised provision, or where the provision is only available at certain levels, the majority of providers refer LESLLA learners to general ESOL classes, with a few referred to Functional Skills, to literacy classes, or to provision elsewhere.  This is seen as problematic as learners do not get the support they need.  Several respondents stated that in the past LESLLA learners in mainstream ESOL classes were able to access Additional Learning Support, but this is no longer the case.  Another described how the teacher is expected to somehow teach literacy within a general ESOL class:  “The tutor is implicitly expected to teach them [LESLLA learners] to read and write so they can do the reading and writing exam modules the following year.  Tutors end up doing 1:1literacy sessions – unpaid of course.”  The reduction in general ESOL course hours is seen as a particular problem for LESSLA learners who are supposed to take exams: “Now that our standard ESOL classes are four hours per week, it is much harder for students who have come from a low/no literacy background to pass the exams as required for Government funding.” The consequence of this is that due to the pressure on success rates, providers are reluctant to take on learners who have a smaller chance of success, and so they are more likely to be turned away. 

Most specialised provision is assessed using RARPA (Recognising and Recording Progress and Achievement), meaning learners can be assessed using unaccredited and personalised targets according to their needs.  Others are accredited with ESB, Ascentis, City and Guilds 3847 or Functional Skills exams.  The situation regarding specialist training of teachers seems to be inconsistent, with six having done training of two or more days, and another four having done training of up to one day in length.  However in many providers “it is very much down to the knowledge (or lack) of individual teachers.  Some are experienced and knowledgeable with low literacy learners, others do not really know what best practice is and try their best without really helping their reading skills to progress.” One respondent explains: “Broad brush CPD and small training budgets restrict the specialist training that we can put on” while another explains that the cost of training is prohibitive on the current training budget. 

A final issue from the survey was that several respondents raised was the lack of resources available for LESLLA learners, especially those who do not have experience of the Roman alphabet.  One teacher described the hours she spent making her own resources, partly because she has been unable to find anything suitable, but also because resources work better if they are personalised to the learners.  

My reflection on these results is that organisers  and teachers are doing the best they can within very difficult circumstances, but unfortunately the pattern of provision for LESLLA learners is on the whole patchy and quite minimal.  Specialised provision of around  2-5 hours a week and at only one level, is better than nothing but is sadly inadequate considering the fact that learners are developing literacy skills from scratch as well as learning a new language.  Secondly, it is very difficult for teachers to support ESOL learners with low literacy within mainstream ESOL classes, and it would be interesting to see what the retention and progression rates are for these learners.   Teachers are rarely able to access specialised training of more than 1 day, and teachers state that published resources suitable for LESLLA  learners are hard to find.    

Obviously within the general context of 50% cuts to ESOL funding over the last 5 years, LESLLA learners are not the only learners who have lost classes, but it is sad that this group, most of whom are women, having missed out on the chance to go to school when they were children, are again missing out as adults.  I wonder whether the providers who have managed to fund more substantial classes have any tips to share, or whether there are other creative solutions that providers have come up with?

Best wishes

Ann