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ILP Project Report KB & FH August 2013 V8 of 35

Individual Learning Plan Draft Report

August 2013

Project Team:

Katy Burns Fran Hopwood Sue Poole


Contents

Section 1: Project Specification ............................................ …………………………… 3

Section 2: Methodology ................................................................................................ 4

Section 3: Executive Summary and Scope for Development. Summary of Conclusions and Recommendations ................................................................................. 5 Section 4: Using ILPs .................................................................................................. 9 Section 5: Summary of the Survey Findings about e-ILP tools used ........................... 10 Section 6: Summary of Survey Findings - Minimum Criteria for e-ILPs ........................ 13 Section 7: Impact of the Findings on an Approach to ILP Development ....................... 15 Section 8: Detailed Analysis of the Findings - the Key Functions of On Line Tools and Systems ............................................................................................... 16

8.1 Detailing key learner information ....................................................................... 16 8.2 Recording the results of Initial Screening .......................................................... 16 8.3 Producing an Initial Action Plan, Setting Targets and Goals ............................. 17 8.4 Tracking Targets and Skills Development and Monitoring Performance ........... 18 8.5 Monitoring Performance and Recording Progress ............................................ 19 8.6 Recording Other Learning ................................................................................. 21 8.7 Being owned by the Learner .............................................................................. 21 8.8 Enabling Access for All Stakeholders ................................................................ 22 8.9 Identifying Learners at Risk and Behaviour Management ................................. 23 8.10 Measuring Distance Travelled and Value Added ............................................. 24 8.11 Linking to MIS and Integrated Learner System ............................................... 24 8.12 Linking to Internal QA System and Auditing the System ................................. 25 8.13 Developing Good ILP practice ......................................................................... 25 8.14 Accommodating Bilingualism ........................................................................... 26

8.15 Summary……………………………………………………………………………… 26 8.16 Conclusion……………………………………………………………………………. 26

9. Appendices Appendix 1 : Analysis of the completed survey ............................................................ 28 Appendix 2 : Survey questions ..................................................................................... 30

Appendix 3 : Other sources of research ....................................................................... 33

Appendix 4: Aiming for the Best Learning Journey and Experience…………………….. 35


Section 1 -Project Specification Identify a range of commercially available tools which record, evidence and evaluate learner

skills development across learning programmes or the curriculum. Identify the characteristics of the best tools available. Identify how the successful introduction

of such a tool could be evaluated. Identify a range of models of current practice from a representative sample of providers,

including examples from FE, WBL, ACL and schools. Further detail on each area is outlined in subsequent sections. The Welsh Government will arrange for translation of the resources where needed. Translation

does not form any part of this contract. Outputs At the end of the contract period, the Contractor will have provided advice and expertise

leading to: Characteristics of a preferred model of a skills profiling tool for use by learners to reflect upon

skills development, and to record and evidence achievement; Supporting information to explain the rationale, methodology and implementation of the tool; Examples of best practice from different sectors in relation to the tracking, target setting and

review of skills development. Supporting information This information will give a summary of current practice and specific examples of skills profiling

tools and processes in FE, WBL, ACL and schools. Using this research, we anticipate that the revised assessment methodology for the revised ‘wider’ essential skills qualifications will be structured in such a way as to capture skills development from across different learning experiences over time. Another important intention is to structure the learning and assessment in such a way that learners are actively engaged at every stage and are required to regularly reflect upon and evaluate their skills development.

It is important that any evidence capture method is flexible, accessible and motivational for the range of learners who may be required to use it. That flexibility might allow the tool to support other qualifications (such as the Welsh Baccalaureate core).

We also anticipate that examples of best practice regarding the management and organisation of processes aiming to monitor and review skills development over learning programmes over time will be collected in order to identify principles and case studies which can be used or adopted by other providers wishing to improve their practice in this area.


Section 2 - Methodology This project built on research undertaken in the previous year through the ColegauCymru curriculum networks to identify good practice in using ILPs in Further Education (FE) and Adult Community Learning (ACL) (Appendix 3 – ACL report). This research had begun the process of identifying good features in the content of ILPs, with these good features being used as the basis of this project’s survey. (Appendix 2 – survey questions) The survey was undertaken with FE, ACL, WBL training providers and schools. Minor adjustments had to be made in the questions to make them more relevant to each sector. Responses were received from all FE institutions, several ACL providers and ten WBL training providers, some of whom were main contract holders. The responses were followed up by demonstration visits, meetings, e-mail queries or telephone conversations with the providers with the most advanced or comprehensive ILP systems. Records were kept of these and are available. (Appendix 1 – summary of responses) Some colleges submitted more than one response reflecting the use of different ILPs within an institution for FE, ACL, Basic Skills, LLDD and WBL, different managers with ILP responsibilities or different campuses of one institution. Some responses failed to answer all questions, thus the anomalies within the numerical analysis. On-line research was undertaken to review e-ILP tools quoted in survey responses and wider examples from meetings. These products were discussed with providers to establish the relative strengths and weaknesses of any that they may have experience of using. However, no single tool was able to provide a fully comprehensive ‘package’ that delivered as much as the systems that providers have developed beyond the original commercially available tools or, as in many cases, customised software developed in house Project meetings and telephone exchanges were held to maintain project management and the appropriate records were kept. There were regular reviews discussed among the team and with DfES throughout the project. The major issue for the project was the challenge of engaging with schools. The interruption of the Easter holidays made a survey impractical within the project timescale and delayed contact with schools. Contact was not fruitful in responses to e-mail and promised links. In many cases, it was difficult to find who might be responsible for the development or use of ILPs within the school. The limited information that was gathered from schools tends to suggest that ILPs are under-developed. However, in some schools there are advances with the use of tools such as Bright Sparks. Schools may benefit from the information gathered from this project and its analysis; this could advise their developments and form the basis of the survey amongst schools in the future. The information gathered was analysed by the project team with the intention of producing a report suggesting minimum requirements for ILPs and outlining best practice. However, initial drafts of a report identified the difficulty in isolating the function of the e-ILP tool itself from the operation of the processes interfacing, informing and associated with the e-ILPs. The team then reconsidered the outcomes and suggested a simple summary from the research is supplemented by analysis of good practice in learner information and the role of the ILP within this. This report will put forward conclusions from the project and recommendations for future development of learner information systems. The development of ‘learner information systems’ and the interface with other processes including Learners’ Voice, disciplinary processes, progress reports, course review and evaluation and performance have led to a move away from ‘off the shelf’ ILPs to the development by providers of information systems that join up these process to provide more integrated learner information. This reflects the best practice and has enabled providers to do much more than track learner progresses. (Appendix 3 – Aiming for the Best Learner Journey and Experience).


Section 3: Executive Summary and Scope for Development Recent developments of e-ILPs, particularly those seen in colleges, have evolved into target setting and tracking tools that aim to engage the learner fully in their learning journey. Many of the associated functions lie outside the tool itself in other systems such as Moodle, MIS, Cobra – Salford Software, Sharepoint, e-mail, Skydrive, Facebook, Twitter, web based and smart phone aps, Parent Portal, student registration, timetables from MIS and learner voice but interface with it to create a wider learner centred information system. The e-ILP is ‘the golden thread’ running through the broader learner information system with a focus on defining each individual learning journey. The systems aim to engage and motivate the learner to take greater responsibility for their learning and to encourage effective working with their tutor and the teaching team. The integration between systems is at different stages of development for different providers but there is synergy among colleges in their aims. The mechanism to achieve these goals may be different and there is evidence of colleges learning from one another and bringing together the elements of a comprehensive system. In many cases, recent mergers have prompted a review and redefinition of the e-ILP process drawing on good practice from the sector. The report focuses on colleges as the most advanced part of the post-16 sector in the development of e-ILPs. This recognises that WBL providers are restricted by their contractual tracking requirements that are linked to payments. ACL providers have improved their ILPs but these are paper based and thus limited by that. The project has not been able to do justice to schools but the information that has been gathered, suggests that although some schools are developing e-ILPs, developments are not as advanced as in colleges. Scope for ILPs in ACL to contribute to RARPA: The use of RARPA in ACL particularly for informal or non-formal learning has synergy with findings on ILPs and the move to define all learning with a clear purpose and outcomes for the learner. There is less use of e-ILPs in ACL and thus less opportunity to link ILP information to other learner based information but the increased use of technology in ACL may increase the opportunities for an integrated system in the future. The RARPA principles and aims are to:

1. Focus on and promote the needs and interests of learners; 2. Take account of learners' diverse and sometimes multiple purposes in learning; 3. Allow for negotiation of the content and outcomes of learning programmes 4. Encourage learners to reflect on and recognise their own progress and achievement, thus increasing their

confidence; 5. Promote and support informed learner self-assessment, peer assessment and dialogue about learning and

achievement between learners and tutors/trainers; 6. Enable both the achievement of planned learning objectives and learning outcomes not specified at the outset to be

recognised and valued; 7. Promote good practice in teaching, learning and assessment 8. Enhance providers' quality assurance and improvement practices.

These principles map to the recommended minimum requirements for ILPs and offer scope to achieve a more consistent approach to ILPs and to tighten the focus on the process of setting and reviewing targets thus offering a consistent learner centred activity.

As e-ILPs are developed, their potential for wider use becomes clear. Following the funding review, there is greater emphasis in post-16 learning to have a clear purpose and outcomes for programmes of learning, in addition to the output attainment. Both outputs and outcomes and the learner’s journey to achieve them can be recorded within an e-ILP. These can then be used as performance measures as part of the aim to better prepare learners for their progression to employment, further study or HE. Good practice in the use of e-ILP has certain characteristics that could offer an effective mechanism to work with learners to support this new focus.


Potential impact of using an e-ILP to measure programme outcomes

The suggested indicators that might be used as a basis to measure outcome are: Progress made in literacy and/or numeracy (can be measured by attainment or assessment) Progress in the wider key skills (can be measured by attainment or assessment) Attendance and punctuality (can be measured from registers) Time management to meet targets and submit work on time (can be measured) Evidence of the learners’ application of the skills acquired participation in work experience, part-time

employment, college or community activities (work, work experience, sport, learner voice activities, NUS, community projects, mentoring, coaching, music etc) (learners would be encouraged to present this evidence)

Progress against e-ILP targets (can be measured but a need to ensure sufficiently challenging targets) Each indicator could be RAGed on a traffic light basis though the process cycle using e-ILP to track progress: Interview after first October half term and initial RAGing of indicators Interview after second February half term and intermediate RAGing of indicators Exit interview resulting in an ‘overall’ RAG profile from which a final judgement can be made of the learners

progress and preparedness to progress to planned destination (further study, HE or employment) (green – achieved / amber – partially achieved / red – not achieved)

Advice and guidance activity at the admission stage aims to explore learners’ aspirations and their ability to complete their chosen learning journey. This is informed by initial and diagnostic assessment of skills, qualifications on entry and interview leading into admission to the most appropriate programme of study. The learning journey begins with induction to the college and their programme. This includes the process of setting their initial targets with their tutor and teaching team and recording them within their e-ILP. Learners with problems that may impact on their learning and that are confidential to the learner and the tutor may be flagged up within the e-ILPs so that all of the teaching team are alerted to this. This links the teaching team into the tutor’s central role in supporting the learner and overseeing the interactions with the learner. There are examples of tutor’s key role in alerting the teaching and support team to learners ‘at risk’ and initiating any necessary interventions to maintain the learner on target. The targets should define all elements of the learner’s programme including those softer skills that develop their ability to progress and their future employability. Maintaining the e-ILP process effectively throughout each learner’s programme enables learners to take greater responsibility. However, there will always be learners who require a modified approach. Learners with learning difficulties or disabilities, ESOL and basic skills learners are examples of learners whose ILP needs are met differently. There is evidence of customised paper based ILPs, designed to meet their communication and language needs and enable them to participate more fully in their own learning. Tutors tend to have a more holistic view of the learner through their confidential access to both learners and staff contributions to the e-ILP and to the learner information system. The regular review of progress undertaken by the tutor can maintain the learner on track to achieve all elements of their programme and their progression path. Some colleges and WBL providers are using e-portfolios for learners’ work and are exploring ways of linking this to the e-ILP targets. Potential Impact for WBL of a move to e-ILPs Most WBL responses referred to a paper based ILP to track framework progress that is directly linked to the contractual funding requirements and the need for signatures. Two used e-ILPs to track literacy and numeracy, one used an e-ILP for some trainees to track literacy and numeracy for those with computer access and one expressed a desire to move to an electronic version. Currently monthly reviews RAG trainees progress as on target, ahead or behind, but with more use of e-portfolios and mobile devices in WBL, there is a case to be made for a move to e-ILPs as the technology is more widely available. However, like ACL, there will be circumstances where paper based ILPs may still be the only option.


In summary, the success of e-ILP is based on the ‘big learning conversation’ approach informed from multiple sources to provide a full analysis of each learner’s learning journey and the progress made profiled over time. It can include personal data such as prior achievement and attainment, additional learning needs, any risk factors, attendance, learner contracts and agreements, disciplinary details, higher education planning as well as current achievement, skills development and assessment, outcomes, qualitative feedback and progress. It can also be a tool in self evaluation processes, internal QA and learner voice analysis and in the best systems bilingualism and welsh medium are accommodated.

Potential Impact of synergy between Learner Involvement and e-ILPs

Estyn have recently analysed Learner Involvement and judge that FEIs involves learners well in activities and they play an important role in improving provision. However, there is less evidence of the measurement of the impact of this. There are various mechanisms to effect that involvement and Estyn describe the e-ILP as ‘the golden thread’ through the learning journey and as an effective tool to involve learners in shaping decisions about:

Learner outcomes Teaching and assessment The curriculum Resources, facilities and venues Support for learners Quality improvement and Overall leadership and management of provision

The recommendations made by Estyn include the benefits of the reflective interaction between learners and teaching staff to improve quality. There is evidence that some providers (Coleg Morgannwg) are using the e-ILP to gather learners’ views on teaching and assessment, resources and support and that this information has the potential to impact on quality. This is synergetic with the recent development and piloting of the NUS ‘Learner Voice Quality Framework’ and the potential role of the e-ILP in generating evidence for the component ‘Learner Led Approaches’

The best practice has a totally integrated approach which focuses not only on support for learners but also on support for teachers to facilitate the process. This is placed alongside the drive for excellence in learner success and in good teaching and learning practice by tutors with high observation grades. There is evidence of real attention to make the system as efficient and effective as possible by enabling as much integration of all the relevant information and processes and encouraging the development of independent skills in young people. The best practice gives a holistic view of each learner and their active participation in what and how they learn. Potential Impact of e-ILP’s on Teaching and Learning scope for development – quality from elsewhere in report Effective use of e-ILP within a learner information system is a basis for improving teaching and learning in the best practice. The transparency of the best systems highlights good practice and feed-back from learners. It brings teaching teams together in a different relationship with their learners and their parents, carers and employers and gives them a more holistic view of the learner and their learning journey. It promotes the ‘big conversations’ with learners with the scope to enable learners to have greater understanding of and to take more responsibility for their own learning. The introduction of these changes can challenge teachers but a phased introduction supported by training, exemplars and reviews can encourage good practice in teaching and learning.


From the analysis of the responses, it is clear that the e-ILP can be used to track the different elements of the qualifications and the programme based curriculum including outcomes and outputs. This can be a basis for setting targets and monitoring progress on the Welsh Baccalaureate (WBQ). When the new WBQ has been finalised, it is a straightforward exercise to create a model or exemplar of how progress in the core and other elements might be supported and recorded. Learners can contribute evidence in different ways and work with their tutors to track progress against the qualification requirements. This model offers flexibility and enables learners to take more responsibility by understanding better the standards that have to be met.


Summary of Conclusions and Recommendations There is clearly no advantage in or need for a single tool as the tool itself cannot guarantee good practice. Most e-ILP tools do not have the capacity to fulfil the new learner centred focus which has emerged from the cultural shift in DfES policy, current teaching and learning literature, MA research (student centred), the empowerment of learners to participate in decision making, the development of the learner voice, access to digital technologies, Estyn recommendations (paper), sharing good practice, innovative work in colleges and the learning programme curriculum developments. There is evidence of: significant consistency in the content and development of e-ILP to allow definition of a

minimum requirements as a basis for development a wealth of good practice and scope for innovative ideas to be shared. These include detailed

structure diagrams, roles and responsibilities, information flows and exchanges, reporting approaches for stakeholders and the interfaces defined between the different component parts of the systems;

a team approach to e-ILPs of learner, tutor and teaching team giving additional benefits to all involved and improving the quality of the learning experience;

the centrality of the learner being empowered and supported by the personal tutor as the co-ordinator or controller of the e-ILP for their learners;

the significant benefits of the time spent with the users in the development of the system specification (St David’s Catholic Sixth Form College) and structure to meet, plan and implement roles and responsibilities;

development plans and phased development of the overall system, which enables the users to understand, test and trial each component part.

minimum requirements and standards being set and met as a key part of the implementation; transparency improving quality and being part of setting and raising standards. It is clear that

giving teachers access to a holistic view of their learners adds value for both teachers and learners.

time giving confidence in the system that presents scope to open the system up to parents, employers, carers etc;

advances in digital technology being enablers to develop the system further and involve and appeal to young people;

early intervention being achieved by the holistic view of the learner and the capacity to generate a radar signal of any ‘learner is at risk’ and offer the opportunity to assess the impact of intervention;

awareness of risk factors inherent in introducing a new technical system, which require support and training during implementation and monitoring or audit of its use;

the added value to learners of seeing their time in college holistically and the transparency of their journey. They can be active in the process, can see their impact on their own progress and recognise their centrality as individuals;

scope for the system to present transition data from schools to WBL, FE and to HE to reduce bureaucracy and paperwork;

quality monitoring and training of tutors, other staff and learners being fundamental to successful implementation.


Section 4: Rationale for the use of ILPs What is an ILP? Primarily this is a tool for learners to record and provide evidence for their learning. They can store achievements, plan their own personal, educational and career development and record the outcomes of these plans. It needs to be collaborative and accessible to enable pastoral tutors and the wider course team to communicate and engage effectively with the learners and yet remain a personal environment for each learner

Why use an e-ILP? As e-ILPs have developed their value is clear in bringing together a more comprehensive picture of each learners and a basis for a more effective and productive interaction between learner and staff. This gives learners more responsibility for their own learning. Some of the other benefits are: Encourages a transparent team approach from the learner, tutor and teaching team and

improves the quality of the learning journey Use of an e-ILP saves time and resources Removes the need to print and store sensitive information Provides a truly living support mechanism when done well Makes information sharing easy ensuring the right people see the information that they need to

see Allows missing information or errors to be easily identified and corrected Brings together information from other sources to give a wider and more meaningful picture of

each learner’s journey in college

Some of the benefits for staff are: Offers a mechanism to listen to learners voice, review performance and respond better to

learner needs Gives integration of processes around the learner including contracts, IDA, action plans,

support needs tutorial records performance progression opportunities and exit information Plans opportunities for learners to extend their learning into context such as the workplace

community or leisure activities and to plan for progression to further learning Generates reports on attendance, achievements and disciplinary records Some of the benefits for learners are: Gives a sense of ownership of their own learning Recognise value of prior achievements and experiences Makes sense how they learn to enable greater understanding Enables learners to identify and understand barriers to leaning and where they can find

support to remove these Gain increased motivation by having personalised outcomes from the planning process Able to measure and contribute better to their own success Offers the opportunity to put forward their views on teaching and learning Access to resources to support their learning and progress Access to information from staff on their progress and performance Access to an effective communication system that has the scope to add value to the learning

experience.


Section 5: Summary of Survey Findings about tools used

The majority of colleges and ACL providers have in-house designed tools and for the minority who have purchased a tool, these have all been customised for their college. The purchased tools are:

Tool Comments

BKSB and bksblive Used by many providers as an initial and diagnostic tool and developments have extended its use to track skills development.

ULCC Plugin for Moodle A successful product used by several colleges as an initial tool. Further developments have added to costs for the provider and led to Gwent moving to develop their own tool on the grounds of better value for money

Skills Builder Used successfully by NPTC as an integrated system linking initial and diagnostic assessment giving a clear graphical profile of skills, linking this to action plans and resources to address skills deficits

LRI Learning Resource International

Coleg Morgannwg use this to hold a rounded profile of each learner and have begun to integrate it into a more comprehensive Learner Information System.

Part of Capita MIS This has been developed by St David’s Catholic Sixth Form College into a learner centred system that is fed from other sources of information and feed reports and the Parent’s Portal.

Tracio Developed specifically for PTA and for that younger age group and encourages work with the trainee to develop a range of skills

Mozilla Open Badges Currently being explored as a possible approach to recognising the acquisition of softer skills / employability

Bright Sparks Recent use in schools primarily with mixed success. There is further development being undertaken with some schools and one school has suspended its use.

The majority of colleges are using e-ILPs and those who are not are making the transition from a paper based system to an e-ILP. The majority in ACL and WBL use paper based ILPs because of the constraints around access to IT. For WBL training providers, the tracking paperwork forms part of their contract and links directly to the payments.


Most colleges are developing their e-ILP for one or more reasons such as: to include more learner information to link with other systems such as MIS or Moodle to give mobile device access for learners and staff to create an effective communication tool for all involved in the learning journey to integrate systems following college mergers or to develop an e-ILP rather than a paper based product. Some colleges had purchased a tool but because of inherent limitations and/or the costs of further development they have decided to develop their own tool. Colleges see the virtue in having common criteria and in building on the common e-ILP characteristics to achieve consistency. They are less convinced about the case for a common e-ILP, especially where there has been heavy investment already in customising the system and getting staff buy-in. There is resistance to one tool being inflicted upon them but willingness to align their tools to common standards. The research undertaken on e-ILPs, particularly those in colleges with well developed processes, has identified a shift from a focus on an e-ILP that only track skills to one that encompasses the learner, the learning journey and learner’s experience. e-ILPs are seen as part of the process of engaging and motivating learners to take more responsibility for their own learning. The e-ILP is part of this but is enhanced by being within a wider learner information system. These systems interface with other sources of information such as MIS, Moodle, timetables, Learner Voice and quality systems giving a more comprehensive picture of the learning journey. This move to an overall learner information system can also provide a mechanism to involve learners in feed-back on teaching and learning, the learner’s voice and scope to be part of decision making and to understand better how they learn. Colleges recognise that designing the right e-ILP is only part of the solution as its success depends on the quality of its use and its integration with other systems to provide the ‘best learner journey’. Providers recognise this requires clear standards, training for all users, support to develop the skills to use the system effectively, information about how the system is used by all and remote access for staff and learners. The training is essential to ensure quality and consistency and to ensure that staff feel confident using the technology. For example - Neath and Port Talbot (NPTC) in their second year have developed their Skillsbuilder into a bespoke student management system and all the information floods into an electronic ILP from three main areas: SkillsAssess - Skills for Life diagnostic Assessments and Resources, which links learners

results to material to address areas for improvement

SkillsTrack - tracks student performance and review against identified targets and qualifications.

SkillsPortfolio - integrates learner data and creates an online library of evidence This move towards integration of learner information then informs the quality improvement of the learner journey and good practice in teaching, learning and assessment.


Process of Tracking Skills Development & Achievement

Outcomes

Process adds Value Learner develops skills to learning experience and contributes to e-ILP

Initial Assessment

World Class Teaching, Learning

Learning Journey & Assessment Standards Soft Skills developed

The majority use different ILPs for different purposes such as LLDD, WBL, ACL, ESOL and Basic Skills but they do have common features but are geared to the specific needs of these groups of learners. Colleges take different approaches to skills assessment and some are driven by a broader range of learning targets including essential skills. The majority place the emphasis on essential skills and some colleges include other ‘softer’ skills such as punctuality, attendance, meeting deadlines and engagement in learning that impact on learners’ progress. ACL providers focus on the acquisition of skills, particularly basic and ESOL skills but also track progress of the softer skills that are vital to adult learning achievement and progression. These will include developing confidence, taking responsibility for their own learning and forming their aspirations to progress. Taster and short courses may make use of a group ILP but this does include a review of individual progress. Some ACL ILPs contribute to the RARPA quality processes. WBL providers tend to use a paper based system that is linked directly to the contract requirements and some PTA providers make use of Tracio.

There is a good level of consistency on the criteria that providers judge as important or as priorities for development. It is clear that some recognised further potential to develop their e-ILP from the questions in the survey and from discussions in meetings about the features within other providers’ e-ILPs. There is a clear shift in emphasis towards the learner taking greater, and in one case, full responsibility for the completion of their e-ILP, involving personal tutors and teaching staff at the review stages. There were some views that e-ILPs are primarily a tool to enable learners to develop and manage their own learning and improve their performance and not another management measuring tool. There is wide recognition of the wider impact of the information gathered from e-ILPs and how that does impact on quality assurance although that might not have been the original intention. Taking information from different sources, including the learners offers opportunities to triangulate quality judgements. An example would be the correlation between learners’ view of their teaching and learning and that judged from classroom observation and data analysis.

e-ILP Process

Learner Information


Section 6: Summary of the Findings – Minimum Criteria for e-ILPs

There was a high degree of consistency about the important criteria and the most important were judged to be:

Minimum Criteria (ref: FE, WBL, ACL, schools)

Good Practice

There is a direct link to initial and diagnostic assessment with results fed in automatically or entered by the learner or tutor.

The initial targets set within the e-ILPs are set from the initial and diagnostic assessment tool but the link is established in different ways both electronically and manually.

The e-ILP tracks literacy and numeracy skills

Initial targets set from Initial and Diagnostic Test and progress in literacy and numeracy recorded.

This may include formative or summative reassessment using the tool or other means to give rigour to the distance travelled.

The e-ILP tracks progress in other skills including the softer skills necessary to the learner’s programme outcomes

Most providers are using the e-ILP to set a range of targets which include academic targets related to the learner’s programme and softer targets relating to attendance, assignments and punctuality.

Learners taking ownership of the e-ILP with tutor support to set targets. There are opportunities for learners to add more information, to feed-back on teaching and learning and to interact with their teachers.

There is evidence of the positive impact on learners of giving them greater responsibility for the e-ILP with an appropriate level of personal tutor support. This ‘ownership’ includes adding evidence of progress, completed work, interaction with teaching and support staff and feed-back to teachers on their classes.

The e-ILP is linked to formative and summative assessment and achievement and tracks learner progress.

The majority of providers do this but how well this is development and undertaken does vary.

The benefits identified are that it is clear to everyone where the student is on their learning journey.

This enables timely interventions and thus there should be no surprises.

The e-ILP provides a robust process of setting both short and long term targets, laying out how the targets will be met and reviewing progress regularly

This is seen as fundamental to the use of an e-ILP and is included in all e-ILPs.

Colleges use different mechanisms to do this effectively including staff training, prompts within the tool itself and exemplars of good practice.

The e-ILP includes softer targets such as attendance, punctuality and engagement with learning.

These are seen as clear indicators of learner commitment to their learning and motivation to succeed.

This may form part of the tutorial programme and personal development.

The e-ILP forms part of an integrated learner information system that receives information from other

There is a significant shift towards this approach and evidence that as providers have linked different sources of information.

The system becomes part of the engagement with the


sources such as mobile devises, MIS, Moodle, registers, timetables and assessment records.

learners and communication to them of information about their learning and college activities

The benefits of this are apparent and have encouraged providers to develop more comprehensive systems (see Appendix ?)

The e-ILP provides information on learner progress and performance reports either directly or indirectly.

As the bank of information is developed, it becomes a valuable source of information to write reports and references.

It can also be used to communicate with parents, carers and employers as appropriate

The completed ILPs are subject to a regular robust audit process.

Most ILPs are subject to some form of audit with greater emphasis on the quality of content than on timely completion.

Support or training is offered in areas where content is incomplete or inappropriate.

The e-ILPs should be as consistent as possible across the post-16 sector.

There was support for a move to a more consistent approach to ILPs that sets out minimum requirements and targets for further development.

Completion of e-ILP is led or co-ordinated by a named person (personal tutor) but includes input from the teaching team and the learner

The meetings or telephone conversations highlighted the importance of a lead responsibility for the e-ILP, usually the personal tutor, who tends to be the only person with access to all the learner information. This role is about co-ordination, monitoring completion and leading the detailed interaction with and support for the learner.

Desired criteria

The results of initial and diagnostic assessment can be displayed in a graphical format highlighting the areas that learners need to develop and linking that to resources to help them to do that.

This provides a clear focus for the learner and the teaching team to address the skills deficits to enable the learner to progress

Some systems provide access to materials that provide the learner with the opportunity to work on their skills deficits themselves.

The tool should meet the bi-lingual and Welsh medium language needs of learners.

There is evidence from the survey of more effort to ensure that learners’ language needs are catered for within their e-ILP.

The scope to create a learner profile that alerts tutors to learner ‘at risk’.

The e-ILP or the wider learner information system holds information (including attendance, punctuality, targets being met, work in one time) that can alert tutors to indicators that learners may be ‘at risk’ and enable appropriate interventions to respond to this in a timely way.

Prompts, training or exemplars that encourage more comprehensive, robust and consistent reviews.

Many respondents emphasised the need to train and support staff to carry out quality reviews and feed-back to learners. Discussions highlighted that enabling parents and staff teaching a learner to view one another’s feed-back or reports had a positive impact on the quality of the reporting.


Section 7: Scope for further e-ILP Development There is no one tool that does the scope of the work within the models of best practice but there are tools that might be used as a starting point for providers that have limited experience of e-ILPs. However, this would require agreement on what that tool might be and who would bear the cost of purchasing a tool with the need for further development costs in the future. The ‘development’ boxes (pink) in the Executive Summary highlight potential developments and the ‘good practice’ boxes (blue) highlight the best practice that can inform the transition to consistency and quality in the use of e-ILPs in post-16 education and training. Colleges already collaborate on the development of e-ILPs and during the visits to college, regular reference was made to their visits to other colleges to understand one another’s approach and development of an e-ILP. This approach might be used with schools, ACL and WBL providers. ACL providers are often colleges that have developed a variation of their own ILP for ACL and for Basic Skills, ESOL, WBL and LLDD. An alternative approach might be to set up a regional model to disseminate good practice, alternative approaches and offer the opportunity for partnership working in the development of an effective tool or tools that have sufficient common features to be ‘comparable’ in their tracking of progress and judgements on distance travelled. There may be scope to use some funds to initiate this work under CPD or QEF.

Possible Approaches

Regional Approach

1. Agree a way forward to develop good practice across Wales that includes all post-16 providers.

2. Establish the infrastructure such as the existing 16-19 networks and some funding to take it forward

3. Use these regional groups to brief the groups on good and best practice and the possible approaches to developing this within the region.

4. Each regional group submits a plan to achieve the aims of the project.

5. Funds are allocated to support the developments.

Sector approach – Schools

1. Work with schools as a sector to review the tools that have judged to be good practice

2. Agreed a way forward to develop a tool for schools or utilise a tool used by someone else.

Sector approach – WBL

1. WBL has paperwork to track learners progress and meet their contractual requirements

2. Any development of this, in line with identified good practice, would have to be undertaken with DfES support.

Sector approach – FE

1. ColegauCymru forms a task and finish group to share and disseminate good practice

2. Those seeking to develop their own ILP could then link with the colleges whose system meets their requirements.

To have confidence in the tracking of learner progress and that learning outcomes have been achieved, the transition to common minimum criteria should be planned with a target date for completion.


Section 8: Detailed Analysis of the Findings – the Key Functions of On Line ILP Tools and Systems

8.1 Detailing Key Learner Information: For most colleges, the on line tool interfaces with the college MIS so that information about individual learners can be directly populated into the e-ILP during the admissions process and/or at enrolment. In general this will include:-

Contact details

Previous school with any transition information

Qualification and examination success on entry including grades

Health issues (some of which may be confidential to personal tutors)

Learning Difficulty and Disability issues and/or SLDD Statements

Additional learner support needs

Language preferences and needs

Chosen college course or programme

Timetable information and examination dates

Personal tutor and programme teaching staff

Learner contracts and agreements

A few colleges supplement this with additional information from induction activities such as learning styles and other factors which may inhibit learning such as part-time employment, lack of finance, or other domestic issues such as limited space to study or long travel-to-study time. In the best examples, the tool allows these factors to be viewed not only for individuals but also for groups. This offers the opportunity for teachers, based on this information, to adjust schemes of work, teaching styles and learning activities to better suit the needs of their teaching group. The e-ILP, which may also provide linkage to key information about the college, its systems and facilities, can be a useful tool in helping individuals to be clear about the start of their learning journey and to settle quickly into a new college course or programme. 8.2 Recording the Results of Initial Screening Initial screening and diagnostic assessment is regarded as an important starting point in the learner journey giving critical additional information about skill needs for each learner and informing their Initial Action Plan (IAP). In most cases learners are able to choose whether to undertake this assessment in English or in Welsh. Most e-ILP tools can detail the results of both initial and diagnostic skills assessment so that individual skills gaps and any basic skills needs on-entry can be clearly recorded and made available to the learner and staff. In some cases, the initial assessment results can be fed in directly from the diagnostic instrument but for others, details have to be entered by tutors in discussion with learners as a tutorial activity. Some tools are able to show the results as a spiky profile showing the skills gaps for each learner in a useful visible format. In the best practice, the tool is able to provide direct access to additional learning resources matched to skills gaps for each individual learner. In one case the tool automatically creates a skills plan to improve. In the best examples, good quality initial assessment informs e-ILPs and is the basis of setting challenging targets.


8.3 Producing an Initial Action Plan, Setting Targets and Goals Production of an Initial Action Plan (IAP) is a common feature of all e-ILP systems whether paper-based or electronic across FE, ACL and WBL. The IAP represents the starting point of the learner journey and may include targets for education, progression and intended career as well as any personal aims resulting in a highly personal document detailing individual learner needs and identifying a strong link between their career, training and education goals. Generally, learners develop this early in their programme either during induction into the course or through the provider tutorial system. The agreed plan may be entered into the e-ILP by the learner or the tutor depending on a number of factors such as the system itself, the type of learner or learning and usual college practice. A few systems limit production of the e-ILP and recording of progress to tutors only at the present time. All the on-line tools allow recording of both short and long term targets, with the space to describe how targets will be met and to record review points and completion dates. Whilst the focus for almost all providers is the development of literacy and numeracy skills, most systems also include targets related to all essential and wider key skills. Many providers also include course specific targets related to the main qualification(s) with some providers using the e-ILP to track qualifications at criteria level. Some systems have a particular focus on tracking individual elements of the WBQ including coverage of cross-cutting themes. Sometimes, progress on the main qualification is tracked separately from the e-ILP, e.g. in the Moodle system at Ystrad Mynach). In the best examples, the tool can be used to record any targets set by the learner and/or the tutor and these may even be categorised for example as skills-related, educational, support or personal (see diagram below).

Diagram 1: Example from Yale College

Most systems are capable of including other targets that impact on learners’ progress such as attendance, punctuality and learner engagement with most providers including these at the start of the programme. All providers track attendance and punctuality through their MIS system but in a few cases the interface between MIS and the e-ILP is not yet in place. In the best practice, the two systems are linked so that tutors and learners are able to view, track and respond to real time data from registers throughout the learning journey. Other ‘softer’ targets that impact on learners’ performance may also be tracked e.g. learner well-being and progress for UCAS in St David’s College.


Although most tools allow target setting by tutors and by learners, the process of generating targets differs between providers depending on how the e-ILP process has been specified and developed. Most providers report that this is a collaborative process linked to a regular review discussion between the personal tutor and the learner using all the information available in the e-ILP and/or other systems. In the most developed examples, targets can be set by learners as well as by anyone involved in their learning process including tutors, personal tutors, support staff and learning coaches. In some cases the tool allows tutors to generate targets for whole groups which may be useful for clarifying assignment deadlines and suggesting actions to support the learning journey for all members of the group. 8.4 Tracking Targets and Skills Development and Monitoring Performance Providers regarded the capacity to track skills as the most important function of the e-ILP with literacy and numeracy skills having the highest priority. This may be a direct response to the emphasis in the current Estyn Common Inspection Framework on these two essential skills. Almost all providers track literacy and numeracy at both summative and formative level; most track all essential and wider key skills with some carrying out skills-specific reviews. There is evidence that most providers are intending to increase the range of skills and targets that are tracked as they regard this as important to the learning process. The process of skills development for individuals, especially literacy and numeracy, may include a variety of staff and activities across FE, WBL and ACL but the interlocking with the ILP process is common. A video case study produced by Yale College http://youtube/l4FP7lDX2ZM illustrates the process in WBL as:-

results of initial and diagnostic assessment are recorded in the e-ILP

learners are informed of and assisted to identify areas for development and add these as actions and targets within their e-ILP

learners develop individual skills via on line materials and other resources; tests available to check progress; progress recorded on e-ILP

teachers embed vocational literacy and numeracy development in teaching sessions

learners undertake one to one skills development via support and coaching staff.

learners retake tests and if successful, update their e-ILP (may include printed certificates in their portfolios).

Similarly, the Skillbuilder system being developed at NPTC clearly shows how the e-ILP system can be a central part of skills development process.

http://youtube/l4FP7lDX2ZM


8.5 Monitoring Performance and Reporting Progress In any system, whether electronic or paper-based, it is important that targets are appropriate, are understood by staff and learners and are reviewed regularly. The ILP can provide reliable and robust data to learners, personal tutors and teachers in a form that facilitates the development of challenging targets for learners and course teams. It is clear that most colleges see the e-ILP as an important tool in making this process more efficient and effective and this is driving the need for future development of their systems. Regular, scheduled, one-to- one review is a feature of the tutorial system for FE and part of the WBL contract though the regularity of the review process differs across providers and may be different within a college for different types and levels of provision. Providers use a range of information, including progress towards targets in the ILP, any formative and summative assessment, attendance patterns, support accessed and personal learner information as the basis for a discussion and judgements about current and future performance. Some are able to generate reports from the ILP to inform the discussions whilst others use a live view of the system. Most providers are working towards a situation where all the detail needed for this learning conversation is held within the ILP or accessible from the related systems. This presents a more holistic view of the learner informed by the feed-back from other teaching staff, the tutor and the learner and access to supporting data.

Good Practice Example: NPTC The eILP system being developed and used at NPTC is known as Skillbuilder. It has 3 main areas:-

SkillsAssess- diagnostic assessment results and resources

SkillsTrack – tracks student performance and review against identified targets and qualifications

SkillsPortfolio- integrates learner data and creates an online library of evidence The connections between the 3 sections are shown below.


Some examples are detailed below: Systems for monitoring performance and reviewing targets at Yale include regular motivation

and performance assessments, subject /course reviews by tutors, progress and attendance reviews and use of formative value added grades.

As an example, in Morgannwg, there is a 6 week review cycle with teaching staff providing comments and or scores for each learner to the personal tutor. Students can view tutor comments and agree the actions and new goals. Reports are once a term with input from all linked tutors with one tutor has the overall judgement.

Ystrad Mynach use an internally developed tracking tool for WBL to track and record unit target dates and progress discussed at monthly reviews. WBL ILPs usually track as components of the apprenticeship framework info links to MAYTAS.

In the best examples, progress against targets may be displayed in the e-ILP in an easily visible format each time the tutor or learner logs into the system. For some, this is a simple ticked-box approach but, in the best examples, a visual dashboard in real time is available to show completed targets, percentage progress towards targets and to highlight when deadlines are close or even overdue. Sometimes a RAG coding system is used to do this whilst in another example use codes such as green (almost there) and ‘tickled pink’ are used to indicate progress. Such systems can help learners to ‘talk’ about their learning, enable them to be active participants in what and how they learn and contribute to the learner involvement through the e-ILP and its synergy with the wider learner information system. Estyn’s review of learner involvement in Further Education and Welsh for Adults centres at this year’s Student Services Managers’ conference judged that ‘providers in both sectors involve learner well in activities that help them shape the curriculum, influence improvements in the quality of teaching, the quality of facilities and contribute to self assessment’. The presentation quoted the ILP as the ‘golden thread’ that runs through the learning journey and can be a valuable communication tool at many levels. For all providers issuing of regular external reports giving snapshot positions of progress for parents and other stakeholders is a feature of the pastoral system. All providers use information from learner ILPs and other sources in the preparation of these reports though the format, details and regularity of these may differ. Current practice varies from the use of paper-based external reports, reports linked to the ILP but generated from other software to direct reporting from the ILP tool. Some colleges such as St David’s and Yale allow and encourage parents to view the ILP directly to gain more real-time detail on targets and performance at any time. Others plan to develop this facility. The ability of the system to link to formative and summative assessment shows considerable variation. For some providers, this is limited to tracking for literacy and numeracy whilst others include tracking on all qualifications taken by the learner. Links to assessment may be automatic but is more generally a manual entry process for learners and/or tutors either during review or, as in Yale, a continuous process owned by the learner. At St David’s College, live assessment was considered to be a central requirement in the design of the system


X.6 Recording Other Learning M 8.6 Recording Other Learning Most providers encourage learners to use their e-ILP to plan and record opportunities that extend their learning into other contexts such as their part-time employment, work experience or placements, community and leisure activities. There is the potential for this capacity of e-ILPs to be developed and used more effectively for example to recognise and record the development of employability skills and/or ‘readiness to progress’ in young people. 8.7 Being Owned by the Learners Almost all the e-ILPs can be accessed directly by the learners with providers regarding this as very important. The extent to which learners are encouraged to or are able to take ownership varies between the providers but a few regard this as an important method to increase learner engagement in the whole learning process, to increase motivation and to improve standards. The identification of clear learning goals in e-ILPs can encourage learners to have greater ownership and responsibility for their own learning. Furthermore since the e-ILP links together significant amount of data about the learner at various points in time, this can be made available readily to the learner and to other stakeholders. Most providers agree that learners should have easy access to this multiplicity of information about themselves gathered by the institution so providing them with a greater understanding of themselves as learners. Such information may include their preferred learning styles, individual skills needs, attendance patterns and assessment feedback. In the best examples, information held may includes target grades and predicted grades as well as real time progress, thereby providing a rich source of data for production of UCAS statements and references. Where the e-ILP tool itself is used to generate and record these, it can facilitate more effective control and monitoring of the UCAS process. Easy access to other types of information about their programme of learning, such as assignment deadlines, review dates and exam arrangements, helps learners to take more control of the learning process and can increase learner engagement. Remote access for learners is seen as an important factor in gaining ownership and staff report that this is has a positive effect on motivation. In some cases, to encourage ownership, the achievement of the IOLP unit is linked to achievement of some identified targets set out in the e-ILP. One college is planning to make available standard issue portable devices whereas other providers have developed a system that is easily accessible via a range of portable devices. College computers and other devices are available for those with limited access. Such access can be seen to facilitate greater inclusivity as well as reduced paper usage thereby helping to meet targets within the environmental and sustainability agenda.

Good Practice: St David’s College The electronic ILP is an on-line system designed with live assessment at its core to help learners engage continually in planning and assessing their progress. The assessment strategy for the college has been adjusted to integrate with the ILP and includes one short formal written assessment each week which must be marked and graded in line with external assessment criteria and returned to the learner within 2 weeks. The results are recorded in the learner ILP. For two pieces of work per course, per half-term the e-ILP must show additional information such as strengths and areas for improvement as well as a self-evaluation by the learner.


Another aspect of the system that is seen as important to engage learners is the use of real time data. Static systems where progress information is quickly out of date can lead to learners becoming disengaged with an obsolete data system. In the best examples, the tool has been made available through mobile technologies to engage the learners and empower them to take control of their own learning. Where learners can input directly into the e-ILP they are encouraged to interact with their tutors and add information which can be a powerful way of listening to learners. In one instance, learners are encouraged to give feedback on the teaching and learning sessions and this feedback contributes to the annual classroom observation process. There is potential to strengthen the e-ILP process with learner involvement strategies across the sector. 8.8 Enabling Access for all Stakeholders Accessibility to learners for the purposes of ownership of the learning process is discussed in a previous section. In the best examples the e-ILP can be viewed by the learner, by all staff who come into contact with that learner, by managers who may need an overview of how the system is operating, by parents/carers and employers. In some cases, learner access is currently limited to viewing what is recorded and any input can only be done with a tutor. Where this is a limitation of the system, there are clear plans to widen learner access. In a few cases all learner e-ILPs are visible by all teaching and management staff. Other systems have a relevant level of view or permissions built into them, controlling what is accessible to learners, parents and/or to different staff. Teaching staff may only be able to view those learners in their groups with access to their students through the register system whilst other staff, such as careers or support staff, may be able to see e-ILPs for all learners but some content may be limited. In one case, very personal learner information may only be seen by a personal tutor. One college (St David’s) uses separate systems for learners and tutors but there are clear plans to bring these together as soon as possible. They also use a separate portal for parents, carers and other stakeholders to be able to view learner progress showing assigned grades and detail of strengths and areas of concern. In this way the reporting cycle can become a continuous process rather than a paper-based snapshot and parents/carers are able to engage in online discussions about learner performance and progress.

Good Practice: Yale College Yale have customised a commercial product to produce a learner portal, known as Ateb, creating an integrated managed learning system available in English or Welsh. The aim is to allow learners remote access to their ILP and other relevant information to facilitate the recording of targets and progress anywhere, anytime, anyplace. Whenever learners log in at college they are directed to Ateb as the front screen but they can also view this from any wireless computer, iPAD or tablet via the internet. There is also a version accessible from mobile smartphones, (3G and wireless) which is simpler but still has all the features of the full version. The learner portal displays the learner timetable, calendar, assignment deadlines, emails, eILP targets and important college notices all in one place. There are links to Facebook, Twitter, the college Moodle site, key websites such as BBC news, other college IT systems and to the college library link allowing reserving of books etc. Video guides on how to use all aspects of the system are also linked. In addition, there is direct linkage for every student to an individual Skydrive account with online versions of Word, Excel and Powerpoint where learners can access and store their current work.


In work-based learning, it is particularly important that the e-ILP can be viewed and used by on site college staff where relevant as well as workplace assessors and/or trainer/mentors and employers. 8. 9 Identifying Learners at Risk All providers have strategies to manage behaviour and help students develop self control but these are not always linked to or detailed in the ILP process. In the best systems, information about learners in their e-ILP facilitates easy identification of learners at risk of ‘dropping out’ by highlighting static factors which may inhibit learning as well as dynamic risk factors such as missing deadlines, poor attendance, low performance or performance below expected value added motivational targets. This transparency allows early awareness of risk, enables a focus on corrective action which can be detailed in the ILP and provides the ability to track the impact of this on performance over time.

Good Practice – St Davids Teaching staff have access to all their own students to input and read their details and this feeds into the student e-ILP and parents’ e-ILP. The records include measurement of their progress and other contributing factors including attendance, effort and well-being. This provides indicators of students ‘at risk’ or ‘cause for concern’. The teachers can click on each student and read the record of assessments, comments from other staff and their contract history. There is a link to benchmarks and targets. Pastoral tutors and curriculum staff can issue a ‘notice to improve’, which informs their contract and is followed up by tutors. Other personal or domestic factors that might impact on performance are recorded carefully in the tutor`s log.

Good Practice: St Davids College Parents/carers receive a letter with a login and are introduced to the system at the new parents’ induction evening, which achieves 50% or more attendance. Parents can view their daughter or son’s timetable, examination timetable and attendance record, which may be ragged with concerns if necessary. They can access the tracker and have details of whether assessments are completed as well as viewing the feed-back on each assessment. There is a box to complete to contact the tutor.

Good Practice: Yale College Ateb, the learner portal, is especially useful for work-based learning. All trainer/mentors and workplace assessors have 3G tablet devices to access e-ILP and BKSB information for every trainee. This allows excellent real time communication in the triangle of trainees, assessors and trainer/mentors and can also include links to any additional support that the trainee may be using in college. Employer views can be incorporated during the review process. The paper based review documents required by the contract are still completed but use of Ateb has improved the communication process and given the trainee greater control of their own learning. A video case study for using the e-ILP and BKSB in WBL can be accessed via this link http://youtube/l4FP7lDX2ZM

http://youtu.be/l4FP7lDX2ZM


For example: In Morgannwg , disciplinary action is generated by the lead tutor with 4 levels of disciplinary action from verbal warnings as part of the learning contract and these remain on the e-ILP until they have expired, which contributes to behaviour management. The system also identifies learners at the greatest risk of dropping out by creating trigger points for attendance, meeting deadlines and attainment data.

8.10 Measuring Distance Travelled/ Value Added Currently only 8 providers have systems that incorporate links to value added measurement systems, such ALIS or ALPs though this is mainly colleges where there is a high percentage of general education provision. These colleges capture GCSE results at enrolment and each learner is set a minimum target grade based on their GCSE performance which becomes the starting point to measure distance travelled with use of targets and predicted grades as targets for motivation and challenge. Bridgend College have customised their own value added system known as BRAVO. A few providers plan to include value added in future developments of their systems. 8.11 Linking to MIS and Integrated Learner System Two thirds of providers state that their ILP system is interfaced with MIS though in two cases this is described as a one way process where MIS information floods into the ILP. In other cases there are systems such as reports or emails generated to inform MIS of achievements which need to be recorded. Almost all providers are intending to extend and improve this linkage. Most providers consider that they have an integrated learner system even if different software is used to house different parts of the system. Most recognise that bringing information together in one place has benefits for learners, parents, tutors and college managers. The efficiency and effectiveness of the systems seems to depend not only on the software used but also on the maturity of the college systems and the institutional priorities. Several colleges mention the tension between having a system that is learner focussed with the ability to score and judge performance and support students as well are being open to analysis for quality purposes. Information on learners is accumulated from the admission process, enrolment, initial assessment, qualifications on entry, timetables and this informs the starting point for the e-ILP for each learner and their group. At each stage, the learner information system and the exchange of information with the e-ILP build up the learner information system. Other links are established to registers to pull in attendance and punctuality information. As targets are set, formative and summative assessment is recorded, progress reviewed and targets redefined, reports can be generated on a variety of aspects. There is the capacity to provide a full analysis of a learners learning profile over time, a real time assessment of current progress and to measure and record outcomes, outputs and destination.


NPTC Report

8.12 Linking to Internal Quality Assurance. Several providers report that there are regular checks on the ILP process for quality assurance purposes though the level at which this is undertaken may vary from a senior management overview to a less formal process within a faculty. The mechanics of how quality checks are undertaken varies considerably from checking activity within internal inspection exercises, as part of classroom observation system or through reliance on internal or formal external audit processes. There are good examples where managers are able to obtain summative reports from the ILP system across their areas of responsibility facilitating the QA process. In the best examples, the e-ILP system is fully linked to several aspects of the institution’s quality assurance system. This may include:-

Appropriate management structure for maintenance and development of the EILP system and process

Using the lesson observation process to review to what extent teachers take account of the profile and initial action plans of the individuals and groups that they teach

Links to Learner Involvement Strategy to creating opportunities for Learner feedback and engagement to plan improvements in student services and /or courses

Provide a management tool for monitoring and assessing college performance in terms of impact on learners performance and wellbeing.

Estyn report that ‘no provider within Post -16 sector had systems in place to monitor and evaluate the benefits of learner involvement to individual learners (Estyn, May 2012, Thematic Report). St Davids and Morgannwg have begun to link their ILP process to learner voice strategies and there is great potential across the sector for this tool to be helpful in meeting Estyn’s recommendations. . 8.13 Developing Good ILP Practice Most colleges state that consistency in the use of the ILP across the college is an issue with some curriculum areas operating the system better than others. There is a need for clear instruction in how to use the system, as well as an understanding of the value of the process for learners. Most


have provided training and other staff development targeted at improving staff usage of and skills for the ILP process. Some found that when learners are driving the ILP process, staff are uncomfortable at first but through training and familiarity with the process they become more confident. Target setting is regarded as one of the skills that need to be developed and St David’s have developed a ‘Top Ten Tips’ for this. Morgannwg found that staff who did not attend initial training were slower to use the system. 8. 14 Accommodating Bilingualism Only 17 responses accommodated the needs of bilingual or Welsh medium learners and 16 judged this as very important. Clearly there is work to be done to develop this further but this will require a development plan to address for all component part of the system. There is perhaps scope for to share some of this development work among providers. 8.15 Summary In summary, the e-ILP can provide a full analysis of each learner’s learning journey profiled over time. It can include personal data such as prior achievement and attainment, additional learning needs, any risk factors, attendance, learner contracts and agreements, higher education planning as well as current achievement, skills development and assessment, qualitative feedback and progress. It can also be a tool in self evaluation processes and internal QA and learner voice. Bilingualism is accommodated in the best systems. There should be a totally integrated approach which focuses not only on support for learners but also on support for teachers to facilitate the process. This is placed alongside the drive for excellence in learner success, in teaching and learning practice by tutors to result in high observation grades. There is a need for attention to make the system as efficient and effective as possible by enabling as much integration of all the relevant information and processes. Central to all of this is the learner empowered to develop the skills to take responsibility for their own learning journey support by the learning conversation approach with their tutor. The best systems have the capacity to create reports on a variety of aspects and at different levels from the individual learner, class, programme area and college. This has the capacity to inform self assessment and to drive up standards. 8.16 Conclusions There is clearly no advantage in or need for a single tool as the tool itself cannot guarantee good practice. Most e-ILP tools do not have the capacity to fulfil the new learner centred focus which has emerged from the cultural shift in DfES policy, current teaching and learning literature, MA research (student centred), the empowerment of learners to participate in decision making, the development of the learner voice, access to digital technologies, Estyn recommendations (paper), sharing good practice, innovative work in colleges and the learning programme curriculum developments. There is evidence of: significant consistency in the content and development of e-ILP to allow definition of a

minimum requirements as a basis for development a wealth of good practice and scope for innovative ideas to be shared. These include detailed

structure diagrams, roles and responsibilities, information flows and exchanges, reporting


approaches for stakeholders and the interfaces defined between the different component parts of the systems;

a team approach to e-ILPs of learner, tutor and teaching team giving additional benefits to all involved and improving the quality of the learning experience;

the centrality of the learner being empowered and supported by the personal tutor as the co-ordinator or controller of the e-ILP for their learners;

the significant benefits of the time spent with the users in the development of the system specification (St David’s Catholic Sixth Form College) and structure to meet, plan and implement roles and responsibilities;

development plans and phased development of the overall system, which enables the users to understand, test and trial each component part.

minimum requirements and standards being set and met as a key part of the implementation; transparency improving quality and being part of setting and raising standards. It is clear that

giving teachers access to a holistic view of their learners adds value for both teachers and learners.

time giving confidence in the system that presents scope to open the system up to parents, employers, carers etc;

advances in digital technology being enablers to develop the system further and involve and appeal to young people;

early intervention being achieved by the holistic view of the learner and the capacity to generate a radar signal of any ‘learner is at risk’ and offer the opportunity to assess the impact of intervention;

awareness of risk factors inherent in introducing a new technical system, which require support and training during implementation and monitoring or audit of its use;

the added value to learners of seeing their time in college holistically and the transparency of their journey. They can be active in the process, can see their impact on their own progress and recognise their centrality as individuals;

scope for the system to present transition data from schools to WBL, FE and to HE to reduce bureaucracy and paperwork;

quality monitoring and training of tutors, other staff and learners being fundamental to successful implementation.


Appendix 1 ILP Survey Summary

Questions Responses and Comments ILP lead responsibility and contact details

Quality Manager (13), Student Services Manager (3), IT/MIS Manager (3) ES Manager(1)WBL (8) ACL (8)

Do you use a purchased tool to track learners’ skills progress? If yes, which tool do you use?

Purchased Designed in house

5 BKSB; ULCC ILP Plugin for Moodle; Skills Builder; LRI Learning Resource International; part of Capita MIS; Learning Assistant; bksblive

17 (I based on Azolve technology) (1 college has both)

Has this purchased tool been customised for your college?

Yes No

8 8

Has this development been undertaken with another college? If yes, which college?

Another college (3), Partners (2) No(6)

Is your tool an e-ILP or paper based? If paper based do you plan to move to an electronic version?

e-ILP Paper

18 (2 mostly – in transition) (9 use both but most are working towards e-ILP)

10 (WBL contract requirement) (most moving towards e-ILPs)

Do you use more than one version of ILP to meet different needs such as LLDD, WBL,ACL - please specify?

Yes No

19 (LLDD, WBL, ACL, Pre-vocational, ILS, FT, PT, Employability, ESOL, BS, ES, WfA – some paper based )

12

Does your tool provide the following and please indicate how important each criteria is to your college (whether it

is part of your current tool or not)

Criteria Please indicate if this is part of your tool and provide details

How important is it?

Very Quite Not

Does it provide a robust process of setting targets, laying out how the targets will be met and reviewing progress regularly?

Yes No 27 3 1

30 3

What skills does your current ILP track - literacy, numeracy, IT, wider key skills, cross cutting themes, vocational skills – please specify?

General – no skills (3) WBL Framework (3) Skills – Literacy (26) Numeracy (25) WKS (9) ESOL(1) IT(17) Cross cutting themes (4) Support (3) Any skill / softer skills entered as a target (16) WBQ (2) AS/A level (4) Main qualification/ vocational skills (13) well-being (1) UCAS (1) Personal Goals (6)

31 2

Does it link to formative and summative assessment and achievement to track progress?

Formative Summative 27 4

24 Some both /some partially

16

Who leads the completion of the ILP and does it involve input from the teaching, learning and/or support team?

Learner (14) Team (9) Tutor(22) Learning Coach (1) Curriculum and MIS led (1) Main stream assessors (4) Internal Verifier (2) Training Advisor (2) Manager (1)

27 3


Does it include good practice prompts / examples to encourage more consistent and robust reviews?

Yes No 19 8 1

13 Staff Development (5)

14 (1 being developed)

Is it owned by learners, who are empowered to enter content and take control of their own learning, supported by their tutors?

Yes No 24 6

24 (5 partially) (1 capable of adaption to meet needs)

6

Does it include softer targets such as attendance, punctuality and engagement with their own learning?

Yes No 26 4

26 5

Does it identify ‘learners at risk’ and trigger appropriate interventions?

Yes No 20 7

16 (2 partially)

15 (some developing this)

Does it include factors that may impact on their learning such part-time jobs / space to work at home?

Yes No 14 9 2

18 10

How well does it generate timely learner progress and performance reports to inform decision making?

Yes No 26 6

24 (2 partially) 4

Is it part of an integrated learner information system?

Yes No 21 6 1

18 10

How well does it link to the initial and diagnostic tool with the scores / outcomes populating the e-ILP?

Well Not 25 2 1

28 (automatic flood for some and one creates a skills plan to improve) (1 includes paper tool)

1

Does it interfaces with/ inform the college’s MIS system?

Yes No 20 5 2

17 (one way in two cases)

12 (being developed by some)

How well does it provide a robust measure of learner progress / distance travelled?

Well No 20 5 1

22 (1 improvement details within level) (7 partially)

7

How well does it provide a measure of the value added by any interventions such as group or individual support?

Well No 20 3 2

15 (11 partially) 12

Does it meet the needs of learners learning bilingually or through the medium of Welsh?

Yes No 16 9

17 (1 not for BS)

15

Does it link to ALIS, ALPs and e-portfolios process, setting targets and measuring performance?

Yes No 8 5 5

8(1 partially) 15

Are the completed ILPs subject to a regular robust audit process?

Yes No 21 6

28 3

Should FEIs ILPs be as consistent as possible across the sector or should FE use the same tool?

Yes No 21 3 1

27 consistent but only 5 for same tool

4


Appendix 2 e-ILP Survey I undertook a review of college’s e-ILP’s last year and from that drew up a list of good practice criteria, which are included in the questions below. This work is being taken forward by DfES through ColegauCymru - Fran Hopwood and I are doing it. It is important that college’s views and experiences are considered and to have a more complete picture of the current use of e-ILPs in colleges. As the timescales for this work are tight and I have an ESW network meeting on Tuesday, I should be really grateful if you could get your replies to me before or at that meeting. With

many thanks, Katy and Fran (Please expand form to complete)

Questions Responses and Comments Name of the college

ILP lead responsibility and contact details

Do you use a purchased tool to track learners’ skills progress? If yes, which tool do you use?

Has this purchased tool been customised for your college?

Do you use an ‘in house’ designed tool?

Has this development been undertaken with another college? If yes, which college?

Is your tool an e-ILP or paper based? If paper based do you plan to move to an electronic version?

Do you use more than one version of ILP to meet different needs such as LLDD, WBL,ACL - please specify?

Does your tool provide the following and please indicate how important each criteria is to your college (whether it

is part of your current tool or not)

Criteria Please indicate if this is part of your tool and provide details

How important is it?

Very Quite Not

Does it provide a robust process of setting targets, laying out how the targets will be met and reviewing progress regularly?

What skills does your current ILP track - literacy, numeracy, IT, wider key skills, cross cutting themes, vocational skills – please specify?

Does it link to formative and summative assessment and achievement to track progress?

Who leads the completion of the ILP and does it involve input from the teaching, learning and/or support team?


Does it include good practice prompts / examples to encourage more consistent and robust reviews?

Is it owned by learners, who are empowered to enter content and take control of their own learning, supported by their tutors?

Does it include softer targets such as attendance, punctuality and engagement with their own learning?

Does it identify ‘learners at risk’ and trigger appropriate interventions?

Does it include factors that may impact on their learning such part-time jobs / space to work at home?

How well does it generate timely learner progress and performance reports to inform decision making?

Is it part of an integrated learner information system?

How well does it link to the initial and diagnostic tool with the scores / outcomes populating the e-ILP?

Does it interfaces with/ inform the college’s MIS system?

How well does it provide a robust measure of learner progress / distance travelled?

How well does it provide a measure of the value added by any interventions such as group or individual support?

Does it meet the needs of learners learning bilingually or through the medium of Welsh?

Does it link to ALIS, ALPs and e-portfolios process, setting targets and measuring performance?

Are the completed ILPs subject to a regular robust audit process?

Should FEIs ILPs be as consistent as possible across the sector or should FE use the same tool?

If there are any other comments that you would like to make or any aspects that you are proud off or have received recognition for, please include below – and let me know if you are willing to provide more information if required. With my sincere thanks for your help, Katy


Appendix 3 Other Sources of Research Used Cardiff Community Learning Network (CCLN) Basic Skills & ESOL Group Report on the Use of ILPs JISC Research NIACE Dysgu Cymru RARPA Research and Toolkit ColegauCymru ACL ILP and RARPA Research – February 2012 Estyn Remit Report – The Effectiveness of learner-involvement strategies in further education institutions and

Welsh for adults centres Estyn Summary Good Practice in Student Support Presentation ColegauCymru FE Research 2012 Stafford College eILP report WBL Individual Learner Pack Other products reviewed:

One Point Planner – REDVEGA One-point planner is a fully integrated set of tools with an e-ILP at the heart of it, which has been used in schools, colleges and adult education. It includes schemes of work, lessons plans and an e-ILP that links to Moodle and other systems. It can be used for progress review, evaluation reports, as a message centre and for ‘live chat’ with remote access. As a progress record, it holds information on assessment, grades, attendance, goals and targets and on-line initial assessment. There is evidence that it gives learners greater ownership of their learning process and higher standards in their learning.

LEAP ILP Leap is designed in and by the education sector with the focus on learner empowerment.

Leap provides the tools for learners to take control of their own educational journey by setting goals and targets, tracking their own progression and reflecting on their achievements. Since implementing Leap at Swindon College in September 2012, it’s had a great impact on student engagement. Jo Kelly, Student Engagement Manager, said: Leap was introduced to Swindon College in September 2012. The technical support and advice that was offered prior to the system being installed and on an on-going basis has been excellent. Since its introduction Leap has become a key tool in everyday student life and a platform to record, track and reflect on individual targets. This in turn has enabled staff to engage more effectively with our learners. The particular benefits of the system to the College have been:

An easy view of timetables for both students and staff and a prompt to all students as to where there next lessons are

Time effective reporting system on a termly basis to support parents evenings Contact Logs – recording of any contact around a student i.e. to a parent or guardian in date order Being able to identify missing information on individual students i.e. next of kin details

Overall the Leap system has increased the information sharing of student information to the relevant people and improved record keeping for individual students. It is also a very user friendly system which is accessible from anywhere with internet access, including mobile phones.

The timeline is central to Leap. It's where the story of a learner's journey is told. Relevant, timely information from your institution's information systems is automatically collected and displayed in a familiar, consistent layout, and combined with input from learners and staff. Notes, targets, enrolments, qualifications, reviews, attendance, support, disciplinaries and more are used to set the context and provide inspiration for future plans and goals. Learners are kept informed of their learning targets and are encouraged to reflect as they progress. A simple menu enables users to filter the timeline to home in on particular areas and can be easily configured to provide different access levels to learners, staff, parents and applicants. Staff can also see the timeline at a course-level or even an overview for the entire institution.

Navigate


Navigate is a tool that provides personal SMART targets and learner profile information for your existing ILP. This enables standardised target setting across the institution and can integrate with leading e-ILP systems. The tool is based on Six Themes relevant to education and employment in 21st century.

Citizenship Speaking in groups Topical issues

Understanding what is important Volunteering and community action

Listening to other people’s views Respecting differences

Rights and responsibilities Understanding identity

Emotion Managing stress Confidence

Handling pressure Knowing your skills

Managing anger Communication

Managing strong emotions Managing conflict

Assertiveness Body language

Empathy

Finance Managing money Paying bills

Understanding how to use financial products (things like credit cards and bank accounts)

Methods of payment (knowing the best way to pay for things you buy)

Borrowing money Getting value for money

Health Healthy eating Exercise and fitness

Alcohol management Stress management

Substance management Managing risk

Internet safety Health and safety

Time management Finding information and support

Relationships Managing conflict Teamwork

Understanding relationships Effective listening

Work Teamwork Being motivated

Leadership Enterprise skills

Time management Business skills

Delivering presentations Problem skills

Having a positive attitude IT skills


Appendix 4 Aiming for the Best Learning Journey and Experience

Initial and Diagnostic Assement

Results

Programme content

confirmed

Induction and initial action

plan

Formative and Summative assessment

Review Progress &

Revise Targets

Formative and summative assessment

Review Progress & Revise Targets

End review -outcomes

'ready' & ouputs achieved

Destination achieved

Application & Guidance

Personal Information ULN

Qualifications on entry

The Golden Thread of the ILP

Programme Design – purpose, outputs, outcomes and content

Learners

Lesson Timetable Assignment /

Examination timetable Engagement Motivation Ownership Responsibility Access to information Input to process Feed-back from tutors Learner Voice Mobile technology

access

Tutors / Teachers/ Trainer

Feed-back to learner Feed-back from

learner Adapting T,L & A Formative

assessment Summative

Assessment Grades Targets Reviews Access to information Reporting

Interventions

Advice & Guidance Learner Contract Support Transfer Counselling Learning Coach /

Mentor Referral Disciplinary process

Quality Indicators

Recruitment Qualifications on

Entry Analysis Assessment Profiles Target Setting Attendance Punctuality Learner Voice Classroom

Observations Course Review Completions, outputs,

outcomes & destinations

Parents / Carers / Employers

Access to information about learner

Access to general information

Reports Communication with

staff Timetables Examination

Timetables Advice & guidance

Management of Learner Information System

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