Transforming Cardiff and Vale Adult Community Learning Partnership
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Information about the provider
Cardiff and Vale Community Learning Partnership was established in 2013 from the former Cardiff and Vale of Glamorgan adult learning partnerships. There are four main delivery partners: Cardiff and Vale College, Cardiff Council, Vale of Glamorgan Council, Adult Learning Wales. The partnership serves Wales’ capital city, Cardiff, and the adjacent, largely rural, local authority of the Vale of Glamorgan, and offers provision at a range of venues including community centres, libraries and the college’s campuses.
The partnership employs approximately 193 part-time and 43 full-time teaching staff. Approximately 5,814 learners are enrolled on courses, of whom 2,209 are English for speakers of other languages (ESOL) learners. The majority of its learners are at entry level and level 1 or short course provision. Across the partnership 39% of learners live in the most disadvantaged areas. Sixty-three per cent of the partnership’s enrolments are from ethnic minority backgrounds. Sixty-five per cent of the partnership’s enrolments are female.
The vision for ALC in Cardiff and the Vale of Glamorgan is one where there is:
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increased participation by those who have benefited least from education in the past or who are most at risk of not benefiting in the future
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improved quality in the learning experience including increased progression to other learning opportunities or work
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greater coherence in the nature and patterns of provision across the providers.
Context and background
Cardiff and Vale Community Learning Partnership was formed in 2013 after both legacy partners were identified as unsatisfactory by Estyn. There was clear identification that neither partnerships were working together to provide an effective solution to adult learners and that provision was not sufficiently focused on a responsive and comprehensive curriculum offer which delivered a range of learning experiences that were responsive to local, regional and national priorities.
Since this time, it has transformed into a well-established and mature body with strong and impactful leadership, working collaboratively to successfully meet the needs of its diverse communities.
Description
Central to this transformation has been shared ownership of the partnership’s strategic direction and the widespread adoption of equitable and open working arrangements. All partners committed to this over-arching vision through collaboration in a revised operational working structure and through the contribution of resources to support transformation. This included the appointment of a Partnership Co-ordinator.
Four working groups were set up – a Strategic Group, a Quality and Data Group, a Teaching and Learning Group and a Learner Involvement Group; these involved staff from every partner. These groups took shared responsibility to develop the first quality development plan (QDP) driving forward and providing direction for positive change. Senior leaders from all partners meet regularly to coordinate the work of the partnership. The Strategic Group developed strong links with external stakeholders, including the Welsh Government, employers and community groups facilitating wider partnership work that has been innovative and agile, providing effective solutions to the challenges faced by the region. The three operational groups made significant changes to the curriculum, teaching and learning practice and quality systems, including, shared observations, joint learner involvement activities and partnership professional learning. This has resulted in clear structures and communication.
To further enhance communication termly partnership newsletters were devised for staff and learners, sharing the work of the partnership and raising awareness of of its developments and achievements.
Impact of this work
There are many examples of how strong collaborative working has positively impacted on the partnership and its learners. There are shared visions, aims and values, with openness and trust, putting learners at the heart of decision-making. The curriculum is focused on employability and skills, with some well-planned leisure courses. Through planning as a partnership, curriculum is directed at the point of need, with no unnecessary duplication, working to the strengths of each partner. Working at a strategic level, the partnership shared the creation and led the REACH project with the Welsh Government, providing immediate assessment for ESOL and placement with an available learning provider. This significantly reduced the ESOL waiting list across the region. The partnership has provided coherence of ESOL, Family Learning and other courses to ensure that it attracts and supports those furthest away from education and training. It has created strong links with industry to provide employer ready courses tailored to fill gaps in employment and to generate opportunities for those from diverse and deprived areas of South Wales.
Learners make good progress with performance across the partnership continuing to improve. They make a positive contribution to society and there are many examples of how the lives of learners have been transformed. Teaching and Learning has been identified as highly effective with strong support and wellbeing for learners and effective use of technology, the latter supporting the continuation of work during the pandemic.
How has the practice been shared?
The partnership has supported other partnerships across Wales in rolling out their own provision, such as REACH and sector priorities academies. Partnership members attend adult learning conferences and Welsh Government workshops on best practice and have chaired Adult Learning Partnerships Wales. The partnership shares its working practices openly, leading on partnership improvement.