Agenda item

Debbie Scarborough (Service Manager, Adult and Community Learning), Thoria King (Curriculum Manager for adults with learning difficulties and disabilities team), Ginette Powis (Sessional tutor for adults with learning difficulties and disabilities) and Ebbony Gonzalez (Learner who has completed ESOL and Maths courses during the lockdown period) were present to provide information as part of the first witness session for the review into the Hillingdon Adult and Community Learning Service.

The Committee sought information through questioning of the witnesses, including:

Did the service provide certification for learners upon completion of their courses, for use when applying for jobs, etc?

Yes. As of September 2020, the Government funded new courses on developing digital skills, for which certifications are given upon completion. Courses until now have focussed on introducing learners to digital learning, while adults with learning difficulties or disabilities (ALDD) have been provided with a low-level ‘how it works’ courses in an effort to promote comfort with online learning. Once introductory courses are completed, learners can move into the higher level certified courses. In January 2021, new funding was released, which will allow more courses to be across all learner groups.

Was the service expanding to support learner’s mental health and wellbeing?

The service has been building mental health provision for several years, called ‘emotional health and wellbeing’. When courses moved online as a result of Covid-19, all mental health provision was also moved online. For some, this was not suitable, however optional online wellbeing questionnaires had seen increased submissions vs. in-person questionnaires, possibly due to the increased confidentiality that online affords.  Recent enrolments into the mental health provision had decreased, though this was expected to rise once people were allowed back into centres. The ‘In Your Shoes’ provision, a course designed to help parents support their children’s mental health, had seen a significant rise in numbers. Recent team restructuring had resulted in a dedicated officer whole role was to help support health and social care within the service.

The majority of people engaging with the service were women, often with low confidence or with little formal education. It took courage to ask for help and support. It was hoped that additional interdepartmental working with other areas of the Council, as well as external partners such as the NHS, could allow the service to provide further support.

What equipment was provided or required to support online learning moving forward?

Recently approved funding from the GLA had resulted in approval for 50 chromebook laptops, which had recently arrived following delays due to supplier shortages. A new ‘learn and loan’ scheme allowed learners to borrow the devices to support their learning. Since arriving in January 2021, 38 of the 50 laptops had been allocated. Additional usb wifi ‘dongles’ were required to allow learners to access online services.

Were issues with learners in care homes due to a lack of training and support of care home staff, or due to issues with equipment?

Issues within care homes included problems with learners accessing the internet through the home’s existing wifi or Council vpn, a lack of time for care home staff to help support their residents in their learning, and the availability of suitable learning spaces within the care homes. Additionally, support was required to ensure learners had access to the requisite software or apps.

In general, public awareness of digital skills courses needed increasing, and  there was a need to reach more parents and care home staff to enable them to support their children or residents. Often, people were scared of ‘doing the wrong thing’ which could cause them to give up on courses early, though it was accepted that there were additional barriers to overcome, such as lack of parent time (e.g. if parents worked, etc.

What feedback could leaners share in terms of how the service was supporting mental health?

Feedback from Ebbony Gonzalez, learner, was very positive. The service had provided help and support for both learning and mental health, as well as other matters, through what had been a difficult personal time. Communication from staff was excellent, and the courses provide much needed social interaction with officer and other learners, especially during the periodic lockdowns. Equipment had been provided which allowed Ebbony to log in and attended courses via laptop, which was much easier than through a mobile phone. The course had helped Ebbony to increase her self-confidence and allowed her to present a positive role model for her children.

Were any courses requested, but not currently provided?

Not as such, though some courses were unable to be run online. Courses were designed to help promote upskilling to improve economic prospects and personal development, as well as provide social interaction and emotional wellbeing.

What percentage of learners were ALDD? Was the service reaching enough such learners?

The service was reaching a significant number of ALDD learners, but could always do more. Often this was due to people being unaware of the service. Approximal 10% of learners declared a learning difficulty or disability, and the service was also trained to spot those who had not declared, in order to provide support where required. Recent years had seen a significant rise in children with Education and Healthcare plans (EHCPs) which set out commitments until they reached the age of 25.

Work placements and volunteering opportunities post 25 needed to increase, and the service was developing pre-employment workshops to help learners make the transition into employment. Some learners were particularly strong with regard to digital skills and were being trained to be ‘digital champions’ to help support their peers.

Was the service engaging with the libraries to help spread awareness of the service?

Libraries often ran in-person courses, though these had been suspended due to the pandemic. It was expected that engagement with libraires would increase once the pandemic was over.

The service provided an annual brochure. Would the next iteration be very different due to the new was of working during Covid-19?

The brochure would include a broad overview of many of the service offering, including new learning opportunities identified through the pandemic However, not all courses were listed, to enable the service to remain flexible and adjust the service offering based on current need.

The Committee thanked the attendees for the information provided and commended both Ebbony and the officers on their efforts during the significant personal and professional challenges faced during the past 12 months.