Adult Learning Three-Year Development Plan

2008/2009 to 2010/2011

April 2008

Issue Date:

Date of Last Review:

Date of Next Review:

Staff Involved:

14 June 2008

December 2008



Sections Page No

2 Overview 4

3 Commissioning Planning Assumptions 10

4 Data 13

7 Information, Advice and Guidance 22

8 Equality and Diversity 23

9 Fees 25

10 Risks 27


SECTION 1 - Organisational Details

1.1 Name of local authority: Hampshire County Council

Contact details: Beverley Jones - Head of Adult and Family Learning

Hampshire Learning

Mottisfont Court, High Street,

Winchester, SO23 8ZF

Telephone: 01962 846530 Fax: 01962 845648

Email: beverley.jones@hants.gov.uk

1.2 Plan authorised by:

Name : Margaret Snaith

Position: Executive Member for Recreation and Heritage


Name : Yinnon Ezra

Position: Director of Recreation and Heritage


1.3 Plan written by:

Name: Beverley Jones

Position: Head of Adult and Family Learning


Contact telephone number: 01962 846943

SECTION 2 - Overview

2.1 What are the aims and central features of the plan?

2.1.1 Adult and Family Learning Mission Statement and Hampshire County Council's (HCC) Corporate Priorities

    _ The County Council's mission statement for Adult and Family Learning, `Developing Adult and Family Learning', reflects the County Council's commitment to deliver a quality service and supports the three priorities of the Council's corporate strategy listed below.

      o Hampshire safer and more secure for all

      o Maximising wellbeing

      o Enhancing our quality of place

2.1.2 Vision and Strategic Objectives

Hampshire Learning aims to develop a range of adult learning opportunities that are inspiring, challenging, pleasurable and fulfilling and respect people's differences. Provision enables adult learners, irrespective of age, to:

      o gain knowledge and skills

      o develop interests and confidence

      o support their family's learning

      o be active in their neighbourhoods and communities

      o gain relevant qualifications

The agreed strategic objectives for adult learning in 2008/09 are as follows:

    _ Provide a range of learning opportunities aimed at engaging adults with low skills to participate and progress to a full Level 2 qualification.

    _ Further develop Skills for Life provision in key priority areas through Family Literacy, Language and Numeracy (FLLN); Learndirect and newly-introduced Train to Gain provision.

    _ Embed Family Learning (FL) provision through targeted development.

    _ Seek to widen adult participation through Family Learning, Skills for Independent Living and Leisure (SILL) programmes, targeted Personal and Community Development Learning (PCDL), and Neighbourhood Learning in Deprived Communities (NLDC).

    _ Improve levels of retention and achievement.

    _ Continue to develop the work of Hampshire Learning through the funding of adult and family learning programmes.

    _ Support the departments of Hampshire Council and the voluntary and community sectors to develop as providers and supporters of adult and family learning.

    _ Maintain a culture of continuous quality improvement.

These objectives support national, regional and local priorities contained in the following documents: Learning and Skills Council `Raising our game' Our Annual Statement of Priorities; LSC South East Regional Commissioning Plan; LSC Hampshire and Isle Of Wight Annual Plan; Local Area Agreement; Leitch Review of Skills; Further Education White Paper: Raising Skills, Improving Life Chances; Extended Schools, Community Strategy for Hampshire; Action for Communities: Laying the Foundations; LSC Policy requirements for PCDL; Success for All and Shaping the Way Ahead.

2.1.3 Provision

    _ Hampshire Learning provision is designed and delivered to meet the respective objectives of Hampshire County Council and the Learning and Skills Council (LSC).

    _ Funding is provided by Hampshire County Council and through a contract with the LSC.

    _ Provision will continue to be secured through funding agreements with a range of organisations, including schools, libraries and heritage centres, children's centres and voluntary and community organisations

    _ In addition, there will be increased direct delivery of FLLN programmes.

    _ Local co-ordination of provision ensures coherence in the planning and delivery of programmes across the county. The provision complements courses offered by other providers, especially colleges, with the result that the number of learners being supported by this Plan varies in different parts of the county.

    _ Hampshire Learning is the lead partner for the Hampshire Learning Network. This network is designed to broaden partnership working, to lever in other sources of funding or services and identify providers who can reach under-represented groups. Public funding is targeted towards learners who have benefited least from the education system and are in most financial need.

    _ FL and FLLN provision will account for approximately 35% of the total learners supported.

    _ PCDL courses provide an initial entry point into learning from which learners are actively encouraged and supported to progress to other forms of learning.

    _ SILL learning is offered to adults with learning difficulties and/or disabilities to develop the knowledge, skills and understanding for independent living in the community; to adults recovering from mental illness to re-engage in learning and to other disadvantaged priority groups including the homeless.

    _ The quality agenda will continue to focus on the key challenges identified in the Adult Learning Inspection (February 2006) and the Ofsted Monitoring Visit (May 2007)

      _ To improve the standard of teaching and learning

      _ To extend and develop curriculum leadership

      _ To improve initial assessment and planning

      _ To improve the sharing of good practice

      _ To maintain the development of widening participation

Other key components:

    _ The curriculum and programme offer has been revised in response to changes in LSC priorities.

    _ Funding has been targeted to support national LSC priorities.

    _ The ongoing development and delivery of family programmes through increased direct delivery of FLLN across the County will continue.

    _ The close working relationship with extended schools, children's centres and parenting programmes will continue.

    _ The development of a revised strategic approach is taking place and the range of delivery partners will be extended to include the Primary Care Trust in addition to Hampshire County Council internal departments and the voluntary and community sectors.

    _ Commitment to continuous quality improvement is featured throughout the Plan - see Appendices 2 and 3,

    Self -assessment Report (SAR) and Quality Improvement Plan (QuIP).

2.2 How does it build on last year's plan and how does it vary from it?

2.2.1 Building on last year's plan

    _ The County Council will continue to develop adult learning opportunities through a combination of direct provision and provision delivered through funding agreements with providers. Providers have been selected according to their capacity to deliver against quality and funding requirements and their ability to engage with priority learner groups. A provider confidence rating system is used to identify providers who are not meeting the required quality standards.

    _ Continue to prioritise pre-Level 2 provision to reflect national and local targets.

    _ The number of funding agreements will be reviewed to promote a system of larger key cluster group providers.

    _ Programmes to be offered through key sector subject areas to facilitate specialist curriculum support and deliver quality improvement. These are as follows:

        o Health, Public Services and Care (1)

        o Information and Communication Technology (6)

        o Retail and Commercial Enterprise (7)

        o Leisure, Travel and Tourism (8)

        o Arts, Media and Publishing (9)

        o Languages, Literature and Culture (12)

        o Preparation for Life and Work, SILL and FLLN (14)

        o Family Learning

    _ The team established for direct delivery of the FLLN provision will continue to be managed centrally in order to improve curriculum management, raise learner achievement and assure quality.

    _ Where possible, previous `leisure learning' programmes subsidised through LSC funding will be moved to full cost. LSC funding for leisure learning programmes will be prioritised for learners who have benefited least from the education system, or who are in the most financial need.

    _ Further development of the network of providers established as Hampshire Learning through the ESF funded project Laying the Foundations. More emphasis will be placed on collaborative working with key partners to support curriculum planning decisions, with the aim of prioritising provision in areas of greatest deprivation. This aim will be supported through the following activities:

        o Consulting with a wide range of partners, including statutory and voluntary sector organisations

        o Learner and non-learner consultation and participation in decision making

        o Mapping of existing provision to identify under-represented groups

        o Joint development and delivery of provision with other departments of the County Council

        o Identification of provider expertise and specialisms in order to promote coherence in curriculum planning.

2.2.2 Significant changes

The following significant changes have been identified:

    _ The transfer of the LSC funded adult and family learning provision from Children's Services to Recreation and Heritage took effect from 1 April 2008. This will facilitate a broader based development of the service. The reasons for the transfer can be summarised as follows:

      o The focus of the Adult and Family Learning provision within Children's Services has been subject to the requirements of the Learning and Skills Council (LSC) which has been the main source of funding for the delivery of the provision.

      o LSC funded learning is driven by the national Skills Strategy and is not strongly aligned with the Children's Services agenda

      o Adult and family learning does not play a key role in the Children's Services Department strategic direction

      o The wider `vision for adult learning' outlined to Corporate Management Team is mainly concerned with leisure learning

      o Existing provision within Recreation and Heritage through libraries, museums and heritage sites provides a firm foundation for the development of the `vision' for adult and family learning in Hampshire.

    _ Progression routes for PCDL learners will be identified through the mapping of provision with key partners in local areas

    _ Strand 2 FL funding is no longer provided but the provision in this area will be reviewed to identify a mechanism to meet the needs of a wider range of families.

    _ PCDL funding will incorporate First Steps, NLDC and SILL provision.

        o There has been a slight reduction in the number of SILL learners who have previously not made any contribution to the cost of their learning

        o NLDC is new provision for 2008-09

        o Learners previously funded under First Steps have been incorporated into PCDL.

2.2.3 Basic Skills

Basic Skills will be delivered through FLLN programmes. In addition, literacy, language and numeracy skills will be embedded across all other programmes through the implementation of the Skills for Life Strategy. A Train to Gain programme will be established during 2008/09.

2.3 What are the key issues which the local LSC and Local Authority will need to manage?

    _ The development and co-ordination of Hampshire Learning to widen participation, and meet community need, continues to be a challenge.

    _ Maintaining learner numbers whilst targeting PCDL provision to those most in need.

    _ Provision of training to providers and provider staff to enable them to engage the target learners within the community.

    _ Identification and development of a range of strategies and engagement techniques, around the tutor-learner relationship, which encourage inspirational learning and motivate tutors whilst still meeting the regulatory and bureaucratic requirements of the LSC and Ofsted.

    _ Broadening the range of providers will require the establishment of new working relationships and the challenge of integrating the different operational cultures of the new organisations, eg the Library Service, will also need to be met.

    _ Further development of partnership arrangements, through Hampshire Learning, will be required to support the planning of progression routes which is currently difficult to achieve.

    _ Increasing the level of community involvement and improving the extent and quality of data available about the needs of learners, particularly those in disadvantaged groups or areas.

    _ Understanding the requirements and implications of the Local Area Agreement (LAA). Ensuring that the LAA reflects the contribution of adult and family learning provision to meeting needs of communities and individuals. This will involve taking part in the negotiations to develop the LAA and the identification of key partners and individuals who are able to provide support.

    _ Ensuring that inspiring learning is being provided which meets quality requirements.

    _ Build on improving the relationship with the LSC particularly through the continued development of Hampshire Learning.

2.4 What assumptions has the Local Authority made in planning for 2008/09 and 2009/10

This section is covered by section 3.1

SECTION 3 - Commissioning Planning Assumptions

3.1 Planning Assumptions

Budgetary statement to show how costs are allocated:

ACL Indicative Allocations 2008/09 (£)


(including NLDC)



Total Safeguarded


Hampshire County Council





    _ The overall level of LSC funding for 2008/09 will be the same as provided in 2007/08. No allowance for the rate of inflation has been made. The net result is a real term reduction of funding of 2.5% (accepted rate of inflation) which amounts to £48,100.

    _ The LSC will commission the County Council to deliver adult and family learning at the same level and as in 2007/08 with the exception that First Steps and new NLDC provision will be included within PCDL and a Train to Gain programme will be introduced.

    _ A step change in the level of provision will occur linked as Hampshire Learning develops and an increase in the number of internal partners following a restructuring exercise. This will result in an increase in the level of provision in 2009/10.

    _ Most learners on PCDL programmes will be expected to contribute to the cost of their learning.

    _ Provision will be progressively targeted to those learners who have benefited least from the education system and/or who are in the most financial need.

    _ A fee remission of 50% will apply to those learners on low income.

    _ Many programmes are offered free to learners.

    _ Funding is allocated in line with LSC priorities (see section 2.1 above).

3.2 PCDL Policy Requirements

The policy requirements for PCDL are as follows:

    _ Access should be universal, with most learners contributing some or all of the cost of their learning. There is no intention to reduce the amount of provision to more affluent, or well-qualified learners, so long as they are willing to meet the costs of their learning. There is a crucial distinction between the availability of PCDL provision and use of public subsidy.

    _ Those who have benefited least from the education system and are in most financial need should have greatest access to public funding for PCDL provision. Access to PCDL programmes will not be based on prior educational attainment.

    _ There should be a wide range of PCDL programmes that are high quality, challenging and above all, inspiring. Qualifications, employability and progression are not the main aims of PCDL although they will be within the range of positive outcomes.

3.3 Development and impact of the Hampshire Learning Network (HLN) (PCDL Partnership/Laying the Foundation Network)

The Hampshire Learning Network has been successfully established and forms the basis of the PCDL Partnership. The key areas of development and impact have been:

    _ Membership continues to increase which is providing increased opportunities for partnership working

    _ HLN operates as a forum for exploring the debate around exploring quality.

    _ The influence over planning of provision is being extended to include partners own local networks

    _ The enthusiasm of partners who have a strong willingness to participate

    _ Discussions within HLN have been the catalyst for the reorganisation of HCC Adult Learning

    _ The broadening funding catchment and the levering in of additional funding

    _ The development of synergy within the group to link up operations in a coherent and comprehensive way

    _ Clarifying challenges for future - an example is the development of the virtual learning platform

3.4 Actions needed to improve the effectiveness of the HLN in 2008/09

    _ The development of a shared constitution which will provide the model for HLN members own local networks

    _ The development of an agreed process to enable the move from the current `shadow' group to a permanent strategic `board'

    _ Further work around the identification and dissemination of good practice

    _ Improving the collection and use of data to include the mapping of provision and the identification of needs in disadvantaged areas and of disadvantaged groups

    _ Provision of sufficient support to ensure the continued development of the HLN is sustainable. This will include costing the administrative support required

    _ The development of an action plan for each of the 11 areas to feed into the overall planning for 2009/10

    _ Taking a variety of measures to strengthen the position of Hampshire Learning so that it can become a key player in the LAA process.

3.5 National Qualifications Framework (NQF) Skills for Life

    · The number of NQF Skills for Life successes generated through FLLN funding will be agreed in the commissioning plan

SECTION 4 - Data

4.1 What is the rationale for proposed learner numbers and their distribution in 2008/09? Are there planned changes to learner numbers and their distribution in 2009/10?

    _ The following table provides the learner numbers and their distribution in 2008/09:

Learning Category

Number of learners






    · SILL



    · NLDC



First Steps












    _ Data tables are included in Appendix 1.

    _ The rationale for the proposed learner numbers and their distribution in 2008/09 is based on the LSC's funding priorities. Within these areas, specific target groups have been identified.

    _ Overall learner numbers in 2008/09 will remain broadly the same as in 2007/08. The distribution of learners has been altered slightly to reduce the number of learners on those programmes which incur higher costs with a corresponding rise in PCDL provision for which the costs are lower. The increase in PCDL provision will be targeted at those learners who have benefited least from the education system and/or who are in the most financial need.

    _ Increases in learner numbers and a broader distribution are anticipated in 2009/10 to take account of planned expansion. The progressive shift to PCDL learners who have benefited least from the education system and/or who are in the most financial need will continue.

4.2 Progression table for 2008/09

See Appendix 1 (Data Tables)

SECTION 5 - Curriculum

5.1 What learning provision is being offered with PCDL funding in 2008/09? How, if at all, is the offer likely to change in 2009/10, bearing in mind the Action for Communities and PCDL Partnership initiatives?

    _ Learning provision offered within PCDL funding for 2008/09 will be distributed between seven sector subject areas. These include: Health; ICT; Retail and Commercial Enterprise; Sports; Arts; Languages and Preparation for Life and Work.

    _ Length of programmes varies from 3 hours to 23 hours (with the exception of FLLN (2 - 72 hours))

    _ Courses are mainly non-accredited with the current level of accredited courses being maintained in IT and modern foreign languages.

    _ Change of offer to reflect shift of emphasis to employability (including Train to Gain) and active citizenship

    _ PCDL learners will be expected to contribute to the cost of their learning. An enhanced curriculum mix will be provided in 2009/10.

    _ Continuation of transfer of PCDL programmes to full-cost provision where appropriate.

    _ The impact of the Hampshire Learning Network, incorporating Action for Communities and PCDL Partnership working, will progressively be realised. The integration of a broader range of provider organisations will provide the opportunity to target additional learners, who have benefited least from the education system and/or who are in the most financial need.

5.2 What learning provision is being offered as family learning in 2008/09? How, if at all, is the offer likely to change in 2009/10?

    _ Family Learning provision for 2008/09 is outlined in Adult, Family and Parenting Programmes in Hampshire Booklet with appropriate update

    _ Programmes will be delivered through the departments of Hampshire County Council, schools and children's centres and the voluntary and community sector

    _ Focus on accredited units to improve quality of programmes and standardisation of reported achievement and success rates

    _ Maximum 23 hours per learner to maximise access and achievement of learner number targets

    _ Funding will be continued to be channelled through BME agencies and networks to provide support for ethnic minority parents

    _ A range of family learning workshops and courses will continue to be developed across a wide range of subject areas including healthy options, sport, culture and the arts.

    _ Targeted FL to meet LSC priorities - is free to learners and the focus of recruitment will be parents/carers in the following categories:

      o Disadvantaged families

      o Pre-level 2 learners

      o Learners in ethnic family groupings

      o Male family members including non-resident fathers

      o The wider extended family especially grandparents

      o Other groups at risk of exclusion (eg homeless, mental health or drug and alcohol problems)

    _ Non-targeted FL - provides universal access for family learners at full cost or with PCDL subsidy.

Following the current year of consolidation it is anticipated that there will be a step change in the volume and variety of Family Learning in 2009/10.

5.3 What learning provision is being offered as Family Literacy, Language and/or Numeracy in 2008/09?

    _ Family Literacy, Language and Numeracy provision for 2008/09 is outlined in the Adult, Family and Parenting Programmes in Hampshire Booklet with appropriate update.

    _ Provision will be targeted at parents/carers with low levels of literacy, language and numeracy (pre-level 2) in particular: parents/carers living in disadvantaged communities that have been identified as having the lowest levels of literacy, language and numeracy.

    _ The majority of the FLLN programmes will be direct delivery in order to improve curriculum management and learner progress and achievement.

    _ Partnership working will be strengthened, particularly in promoting the healthy living agenda and will include a range of partners eg the health and voluntary sectors

    _ There will be an increased focus on the identification and sharing of good practice which will be further developed and improved through additional curriculum specialist support. This will be implemented through curriculum groups, curriculum specialist support visits, observations of teaching and learning, Hampshire Learning's e-newsletter, the development of a virtual learning platform - all this embraced by the work of Hampshire Learning.

5.3.1 How, if at all, is the offer likely to change in 2009/10?

If current parameters remain unaltered the offer for 2009/10 is likely to be similar to that in 2008/09 for FL and FLLN provision. However, the increase in the number of internal HCC partners, the work of Hampshire Learning and the increasing effectiveness of the direct delivery model are likely to result in increased demand for family learning opportunities.

5.4 What, if any, provision is being offered as Neighbourhood Learning (NLDC) in 2008/09? How, if at all, is the offer likely to change in 2009/10?

The emphasis on working in areas of deprivation has been highlighted by discussions within the County Council. The concept of having major areas of deprivation identified by year on year comment is no longer acceptable. As a small step towards changing this provision, NLDC provision will be developed within PCDL during 2008-09 with a low initial target of 50 learners.

The offer in 2009-10 will build upon this development work.

5.5 What is the learning provision being offered as First Steps Learning in 2008/09 and how is this likely to change in 2009/10?

    · The County Council is not requesting First Steps funding during 2008/09. However, opportunities to provide initial entry into learning will still be made available through the PCDL provision. (see section 5.1)

5.6 Comment on pattern of delivery (with reference to table of provision distributed by guided learning hours below) for 2008/09

The pattern of delivery is as follows:

    _ FL and FLLN will account for approximately 35% of the total learners supported.

    _ PCDL programmes represent approximately 65% of the provision and will progressively target learners who have benefited least from the education system and/or who are in the most financial need.

    _ Provision for 2008/09 continues to be consolidated within seven sector subject areas

5.7 Principles of curriculum strategy and implementation in 2008/09

The Curriculum Strategy for Adult and Family Learning reflects the mission of providing learning opportunities that are `inspiring, challenging, pleasurable and fulfilling and respecting of people's differences'. The Strategy is underpinned by the `Learner Entitlement' which seeks to ensure that the learning experience is both relevant and meaningful and meeting the learning needs and interests of learners.

The curriculum is planned with a focus on target learner groups within particular communities: emphasis is placed on learners who do not hold Level 2 qualifications. The curriculum broadly falls into three learning categories:

    _ Family Learning

    _ Family Literacy, Language and Numeracy

    _ Personal and Community Development Learning (PCDL) (including Skills for Independent Living (SILL) and Neighbourhood Learning in Deprived Communities)

The curriculum offer focuses more on the course intention rather than subject specialisms. The sector subject areas covered are:

    _ Health, Public Services and Care (1)

    _ Information and Communication Technology (6)

    _ Retail and Commercial Enterprise (7)

    _ Leisure, Travel and Tourism (8)

    _ Arts, Media and Publishing (9)

    _ Languages, Literature and Culture (12)

    _ Preparation for Life and Work (14)

The Curriculum Strategy is significantly influenced by national LSC priorities and local LSC's purchasing needs. These include the national Skills Strategy, the focus of which is to increase the number of adults with Level 2 qualifications; the national strategy Skills for Life (2001), which sets out to improve adults' literacy and numeracy skills, identifying parents as a priority group; and the five key outcomes of Every Child Matters - Children Act 2004.

PCDL will focus on learners who have benefited least from the education system and/or who are in the most financial need. At a local level, adult and family learning, in particular family programmes, will continue to make a significant contribution to the County Council's corporate objectives.

For 2008-09 the curriculum will:

        _ Meet locally identified needs

        _ Widen adult participation in learning through a targeted approach and increase the recognition and recording of learners' achievements

        _ Use information learning technologies, including the development of a virtual learning platform, to engage learners, enhance learning and support the assessment process

        _ Promote and secure equality and diversity in access to learning

        _ Ensure that as part of the curriculum planning process, progression opportunities are identified through Hampshire Learning's network of providers

        _ Reflect, where appropriate, local skills needs, as outlined in the national Skills Strategy

        _ Reflect the requirement for PCDL to meet the needs of learners who have benefited least from
        the education system and/or who are in the most financial need

5.8 What progression arrangements will be put in place for all learners in 2008/09? How will these arrangements be developed in 2009/10?

A variety of arrangements have been implemented to assist learners to identify progression routes. These arrangements are detailed below:

    _ Providers are required to indicate progression routes for targeted programmes

    _ Guidance on applying for funding provides guidance to providers on signposting progression routes for learners

    _ Partnership working through Hampshire Learning's network supports the identification of level 2 progression routes

    _ Additional learning opportunities are identified on Hampshire Learning website as part of the development of a virtual learning platform

    _ Pre-Level 2 learners are supported through PCDL, FL or FLLN programmes

    _ Post-Level 2 learners are generally directed to full cost courses, to PCDL or relevant Learndirect and/or college providers.

    _ Providers will continue to be encouraged to work within local networks to ensure coherence in planning and offering `seamless' transition to Level 2 provision. The network will also encourage local centres to work collaboratively to plan provision. The development of a joint prospectus enables improved identification of progression routes.

    _ The transfer to Recreation and Heritage will enable more internal partners to deliver adult and family learning provision and this will increase the opportunity for identification of progression routes

    _ There will be increased focus in 2008/09 on collating and analysing data on progression routes taken by individuals.

    _ This data will be used when planning the provision for 2009/10.

SECTION 6 - Quality

6.1 What will be the impact of Quality Improvement in 2008/09?

The Quality Improvement Framework will continue to implement, support and monitor quality processes during 2008-09. The following key areas will be a focus for activity:

    _ The `Provider Confidence Rating' system is proving to be a fair and effective tool for bringing about improvements in quality and increasing the effectiveness of operational management . Minor alterations are planned for 2008/09 and discussions will take place with providers about the introduction of peer assessment. The Confidence Rating is now seen by providers as an integral part of HCC's quality monitoring processes and also as a useful indicator of their own progress against county benchmarks.

    _ The Policy and Procedures for the Observation of Teaching and Learning will be reviewed with the help of an LSC-funded consultant to ensure the number of observations is at an acceptable and manageable level and being undertaken in an agreed and acceptable way. There is a need shift the emphasis back to centre managers to ensure that they have robust systems of observation in place which they can report on through the SAR process.

    _ Standards of teaching and learning will continue to be a focus for improvement strategies which will include more sharing of good practice through the development of a virtual learning platform.

    _ Curriculum leadership will continue to be developed and improved through the work of curriculum specialists in key sector subject areas.

    _ Priority will continue to be given to the identification and allocation of learner and learning support to improve retention and achievement

    _ NCFE Investing in Quality Licence will be retained to encourage development of locally accredited programmes that meet learners' needs. This will help to provide the necessary stepping stones to enable learners to make the move from informal to formal learning.

    _ Monitoring and recording of learner progress will be improved by further embedding the Recognising and Recording Progress and Achievement (RARPA) including increased use of Information Learning Technologies (ILT).

    _ Opportunities for learners to undertake national tests in Literacy and Numeracy will be maintained by the Direct Delivery team with additional access and support through the use of the Learndirect route.

Core funding, supplemented by Local Intervention Development funding, will be used to support the quality improvement activities for 2008/09. This level of funding will need to be maintained to deliver 2009/10 quality programmes.

6.2 Alongside this planning document, a Quality Improvement Plan for academic year 2008/09 is required, together with a review of the outcomes achieved within the previous Quality Improvement Plan (2007/08)

The Quality Improvement Plan (QuIP) for 2007/08 is included at Appendix 3. Outcomes achieved within the previous QuIP are identified within that Plan.

6.3 Provide a commentary on your RARPA implementation plan

RARPA implementation is integral to the Adult and Family Quality Improvement Framework. Key activities are outlined in the QuIP.

SECTION 7 - Information, Advice and Guidance

7.1 How will learners be signposted to and from provision in 2008/09? How will this change in 2009/10?

    _ Hampshire's Adult, Family and Parenting Programmes Booklet provides guidance to providers on how to signpost learners to and from courses.

    _ Pre-level 2 learners are directed to PCDL, FL and FLLN

    _ Post-level 2 learners are generally directed to PCDL and/or other learning providers

    _ The development of a virtual learning platform which will include the Adult and Family Learning website will provide improved signposting and to encourage increased learner participation

    _ The network of providers within Hampshire Learning will play an increasingly important role in the signposting of learners during 2008/09. Partners will be encouraged to support the provision of coherent and effective information and advice through the use of their own networks. This will continue to develop in 2009/10.

SECTION 8 - Equality and Diversity

8.1 What are your plans and funding allocation to support learners with physical disabilities and with learning disabilities? Give details of the mechanisms you will use to support these learners in 2008/09

The following mechanisms will continue to be used to support learners with physical and learning disabilities and difficulties:

      o Continue to allocate funding to engage under-represented groups through SILL provision eg learners with visual or hearing impairment

      o Monitor the uptake of learner and learning support to ensure learners' needs are being identified and met and that evidence is available

      o Monitor equalities policies (including Learner Confidentiality and Disclosure procedures)

      o Continue to promote awareness of learner entitlement through the issue of the Learner Handbook and `Support for You' leaflet

      o Improve initial learner assessment to identify potential support needs

      o Continue partnership working with voluntary organisations to undertake widening participation activities in the community. Programmes are developed to specifically meet the needs of individual learners, particularly those with learning difficulties and/or disabilities, e.g. mental health IT project - MIND and the Trinity Centre - work with people with drug and alcohol related issues

      o Prioritise funding for the Ethnic Minority Achievement Service to undertake work with minority ethnic parents

      o Make better use of management information for more effective target setting and subsequent measuring of impact

      o Promote equality of opportunity with all providers

The anticipated effect of these measures in 2008/09 is that demand for learner/learning support funding willl exceed the allotted resources/funding levels and that without additional funding these support needs may not be met.

See section 4.1 for details of funding allocation for SILL provision.

8.2 What is your definition of Widening Participation Learners? What is your target number of such learners for 2008/09?

The basic definition of widening participation has been adapted from the LSC Widening Adult Participation strategy and involves meeting the needs of learners whose experiences or circumstances inhibit their participation in learning programmes. For practical purposes this has been interpreted as those learners who are in socially excluded and disadvantaged groups. The following programmes are therefore regarded as widening participation programmes:

      o FL (3200 learners)

      o FLLN (1750 learners)

      o PCDL targeted learners (1150 learners) - includes 50 NLDC learners

      o SILL (500 learners)

    Target number of Widening Participation learners = 6,600.

SECTION 9 - Fees Policy

9.1 What is the fees policy for 2008/09? What is expected as fee income?

Hampshire County Council's Fees Policy will be reviewed and revised during 2008/09 for implementation in 2009/10. The current policy offers guidance to providers on setting appropriate fees for adult learners which promote consistency and equality of entitlements for learners on LSC and County Council funded programmes across the County.

The current policy includes the following:

    _ Wider FL, FLLN and SILL programmes offered as full fee remission courses

    _ Learners participating in PCDL programmes contribute towards the cost of their learning

    _ A 50% fee remission offered to learners who meet low income criteria

    _ Some adult provision offered on a `full cost recovery' basis with the cost of tuition being met from fees and other costs being subsidised from the County Council budget.

During the review period, the following fee levels are recommended for 2008/09:

Hourly Charge to learner

Fee Remission

Learner / Learning Support is available on all programmes and allocated on an individual basis



Personal and Community Development Learning (PCDL)

£4.50 (max)


Neighbourhood Learning in Deprived Communities (NLDC)



Family Language, Literacy and Numeracy (FLLN)



Wider Family Learning (WFL)



The proportion of PCDL attracting fees is estimated to be a total of 130,000 guided learning hours (glh) and a fee income of approximately £500,000 is expected.

9.2 What fee remissions will be offered to learners in 2008/09, and how will this be supported by Providers?

Fee remission of 50% is available to learners who meet low income criteria. Providers are expected to claim remission fees from Hampshire Learning.

9.3 What proportion of the curriculum will be offered at full cost?

Full cost provision is currently managed and co-ordinated through Hampshire County Council departments, schools and other organisations outside the scope of this Development Plan.

However, it is intended that the establishment of the Hampshire Learning network will enable the identification of full cost provision.

SECTION 10 - Risks

10.1 What issues do you see which will prevent the achievement of the planning described in this document? Please reference the potential effects on your plan of the following where appropriate: Every Child Matters; Extended Schools; Local Authority

Reorganisation; Children's Services and Family Learning; Local Authority contribution to funding

    _ Failure to maintain the number of delivery partners could negatively impact on the delivery of planned curriculum and attainment of learner targets

    _ A reduction in funding may impact on either learner numbers or the quality of delivery

    _ Insufficient funding will be available to support the anticipated increase in demand for low income subsidy associated with PCDL learners who have benefited least from the education system and are in most financial need

    _ Possible reduction of tutors in response to the Initial teacher training reforms which require all tutors to have or to gain PTLLS/DTLLS qualification.

    _ Long-term effect of LSC reform

    _ Hampshire Learning network not yet robust enough to provide the contribution required by the plan.

    _ The retention and recruitment of new providers is hampered by the perceived onerous quality monitoring and data reporting requirements.

    _ The advice to relax quality monitoring to increase learner numbers increases the possibility of a poor Ofsted assessment

    _ Not being sufficiently engaged in the LAA process may have several consequences including an impact on future funding, failure to recognise developmental opportunities and a failure to fully develop partnership working through the HLN.