Adult Education Gloucestershire case study
Hello and welcome to the Pearson ESOL blog. This is the first in our case study series, shared with Adult Education Gloucestershire. I would like to thank Rosalind Jones and Rinengi Ingleby from Adult Education Gloucestershire for their help and support with this case study.
Our provision in Gloucestershire
Over the past 12 years, demand for ESOL qualifications in Gloucestershire has grown significantly. It began with learners arriving from across Eastern Europe before Brexit, followed by people displaced by conflict and change including Syrians, and then Ukrainians at the start of the war in Ukraine. We’ve also welcomed learners from Hong Kong and Afghanistan, alongside refugees and migrants from around the world.
Some need to learn from scratch, while others have mixed abilities depending on the education they received in their own countries. All our learners need to be able to function within their local communities and access a full and meaningful life in the UK. Therefore, developing language skills, confidence, and the ability to communicate and integrate is paramount.
As the need for English language classes grew, we extended our provision to meet those needs. Moving from a small number of Pre-Entry and Entry 1 classes to a provision that now spans across nearly 1,000 enrolments each year. Today, learners can access various levels of literacy right up to Level 1.
These include:
- 3 levels of Literacy
- 3 levels of Beginners
- Entry 1 Speaking and Listening award leading to Entry 1 Reading and Writing awards
- Entry 2 Speaking and Listening award leading to Entry 2 Reading and Writing awards
- Entry 3 Speaking and Listening award leading to Entry 3 Reading and Writing awards
- Level 1 Speaking, Listening, Reading & Writing Certificate.
Many of our learners have studied with us for years, returning each year as they progress through the ESOL levels. They know us well and we provide a point of reference for them and stability in their lives.
Case study: Pavel
Pavel from the Czech Republic is currently studying Entry 3. Reflecting on his progression from when he started ESOL at Entry 1, he told us that although he was well educated in his own country, he has struggled in the UK due to his lack of vocabulary and the complexity of English grammar. He tried using translation apps but they often led to misunderstandings. Now, he feels more confident when speaking with customers at work, communicating via text and WhatsApp messages, as well as formal letters. He said his advice to others would be “Don’t wait before going to formal classes and just think that you can learn from others at work. You need to study language structure and rules from a proper teacher.”
Flexible delivery
We deliver ESOL wherever there is demand. If we hear of a group looking for lessons, we’ll try our best to find a suitable venue such as a community hall in the Forest of Dean and lessons in Tewkesbury library. These run alongside two centres in the city of Gloucester and Cheltenham town centre, where there is the biggest demand. If we have a few learners scattered around the county, we can provide bus passes to help them travel to class.
Our approach of flexibility is key, as many of our learners have chaotic lives and are struggling to sort out their basic needs. We offer courses that either have 3 hours of teaching once a week or courses which provide 3 hours of teaching twice a week and an evening course for those that work during the day.
To give the learners the maximum flexibility in their learning, we use the Pearson Awards for the Entry levels which can be achieved in 6 months as opposed to the yearlong Certificate. This means that even if they move, (particularly asylum seekers and refugees), they can finish their qualification with a certificate and continue learning elsewhere. This also works well for those who are ill, pregnant or suffer loss during the year and need to leave the programme for a brief period and join the next course when they are ready.
Because we run two terms each year, learners who miss the start of the programme don’t have to wait long for the next accredited course to begin. In the meantime, we can usually offer additional English practice through a non-accredited course, or signpost learners to local volunteer-led classes in the area.
Learners progress at different speeds. For some, one session a week suits them well. Others want to build their English more quickly, often to support goals such as progressing at work, and benefit from the option to study more than once a week. We also offer evening classes for learners who need to fit learning around work or childcare. Our aim is to respond to individual circumstances and provide a service that’s both flexible and supportive.
Wider support and learning beyond the classroom
We provide learners with information advice and guidance (IAG) on different topics as the need arises. These include IAG on housing and homelessness, finding employment, progression routes and so on. Learners are encouraged to join other courses such as cookery and digital skills. This encourages them to mix with other people, including non-ESOL learners, and gives them added skills and qualifications to help with their employability.
Our schemes of work include offsite visits. These have included visits to Gloucester cathedral, Cheltenham art gallery, the local library, the town hall to meet the mayor and the Crown Court to watch a public trial. We also take part in local Refugee Week celebrations and some of our learners get involved in community groups or volunteer with different organisations. We also have visiting speakers, such as representatives from the NHS and the UK Parliament.
Our learners
Our learners study ESOL for various reasons. Some need English to get a job or pass an immigration settlement requirement; others want to support their children at school. All our learners understand that they need to learn English well to be able to take part in daily life and create a life here for themselves and their families.
Most of our learners are from two main streams. Some have chosen to move here as economic migrants. Others, particularly in recent years have come because war and conflict have forced them to leave their own countries.
Case study: Mohammad
Mohammad (name changed) is a doctor from Iraq, who completed his medical training in Ukraine. He arrived in the UK as a refugee and has since completed ESOL Entry 3 and Level 1. He bonded very well with Ukrainian learners over their shared love of the country and the language. He volunteers at a local hospital and hopes to secure a job in the NHS soon.
Case study: Yonas
Yonas (name changed) arrived in the UK as an asylum seeker from the Democratic Republic of the Conga. His university education was disrupted by war, and he was unable to complete his law degree. At his ESOL initial assessment, he was at a low Entry 1. He was very dedicated and progressed quickly to Entry 2, then Entry 3. His long-term goal is to complete his law degree and qualify as a solicitor or even a barrister in the UK. His advice to other ESOL learners is “You don’t need to wait until your English is perfect to speak. Perfection isn’t the goal, but communication is. Speak with mistakes. Speak with hesitation. That’s how real learning happens. Every time you open your mouth, you gain confidence.”
Supporting wellbeing and removing barriers
Those that have been uprooted from their own country, quite often have suffered some sort of trauma and suffer from PTSD. Many have left behind loved ones which causes anxiety and stress. Emotional upheaval is a common theme with many of our learners, and we provide support where we can, working closely with safeguarding officers on a regular basis to support those who need it. Some learners also face health challenges and may miss many lessons, so we encourage them to rejoin on the next course rather than turn them away. Everyone on the ESOL team has had trauma-informed training.
On a more practical level, we work hard to be inclusive for all our learners. As learners find their feet in the UK, we look for funding to support travel to and from lessons and help with childcare costs at local nurseries so that our lessons are accessible to everyone. If a learner has a health or learning disability need, we choose accessible venues and employ a tutor support, to assist those learners.
Case study: Awet
Awet from Eritrea completed ESOL Level 1. He joined the course to improve his English, integrate into the community and eventually go to university. At the start, he identified two key barriers: transport and uncertainty around his immigration status. We provided a bus pass to help him get to class, and during the course he received his refugee status. At the end of the course he said, “I feel confident when speaking because at the start I was not confident enough to communicate with people. I am also ready for interviews and I am looking for work. I have also applied for a master’s course.” Awet also went on to say, “I have been giving advice to people of my own background to start classes, as that will give them confidence to interact with the community and integrate.”
Case study: Developing speaking and listening skills
We identified several learners with spiky learning profiles who showed stronger speaking and listening skills but required additional support with literacy. After completing their ESOL Literacy course, they were enrolled on a pilot Entry 1 Literacy/Speaking & Listening programme, with the aim of helping them achieve an Entry 1 Speaking & Listening qualification.
Seven learners completed the course and all of them successfully passed the Speaking & Listening exam. In the following term, three of these learners went on to achieve the Entry 1 Writing qualification and one learner also passed the Entry 1 Reading exam.
For some learners who were high achievers in their own language, this might not seem much but for these learners who had had no previous experience of education, this was a huge achievement.
The impact of ESOL
ESOL provides learners with the crucial ability to communicate in all areas of their lives. It helps them feel more confident, whether they’re shopping, going to the doctor or meeting their children’s teachers. Even things like making friends, joining clubs and taking part in everyday activities. ESOL gives learners confidence to apply for jobs and support themselves and their families, talk to neighbours and take part in conversations. ESOL is the doorway to a better future and to greater stability and happiness.
Lessons are not just about learning to speak, read and write English, but also about taking the first step to connect with others. Confidence, building friendships and creating a support network for most of our learners starts in the classroom.
Case study: Elena
Elena, from Bulgaria, has now started a BA at Coventry University with a Foundation Year. She began her learning journey with Adult Education on a non-accredited Family Learning course, before progressing through ESOL Entry 2 and then Entry 3. Here’s how she describes her experience:
“It was necessary for me to learn English for my children. I was very excited because there were other people trying to learn English. My challenge was writing, because I can read and write in Bulgarian and Greek, but English is very different. I practised and practised. Watching TV in English at home helps as well. Through the qualifications you helped me get, I have now achieved my dream to go to university. This course helped me improve my reading and writing, to help me understand my mistakes. For example, I learnt about paragraphs and doing assessments. I paid attention and listened to the grammar. This helped me with my university application process.”
Learners’ motivation and progression
The ability to speak and exchange thoughts and ideas is what our learners find most engaging. The motivation comes from being able to express themselves and continues to motivate them as their ability to use new words and expressions opens up a deeper form of expression. Speaking activities where the learners are mingling in class and asking and answering questions about each other are always full of energy, laughter and expression. These types of activities bring people together as they find out about each other’s customs but also realise things we all have in common.
Learners are motivated by the opportunity to achieve a qualification that will help them find a job. They’re also keen to understand how everyday life works in the UK, including practical skills such as making appointments and navigating local services.
The progress learners make is wide-ranging, from being more confident, to moving into more rewarding work, helping their families, connecting with neighbours and building a life in the UK. ESOL provides a clear, step-by-step route through the language, with practical, functional English that learners can use straight away. It also helps learners build positive habits for learning and work, such as being punctual, committed and consistent, so we encourage regular attendance to get the most from the course.
Learners often tell us the courses help them communicate more effectively with customers and colleagues. For those who are not yet in work, lessons focused on jobs and interviews feel especially relevant, building the language and confidence needed to take that next step.
Pearson ESOL
Pearson’s ESOL curriculum is functional based which is exactly what the learners need. Each lesson is designed to enable them to complete a particular task in everyday life.
As an approved centre, we can conduct our own exams under strict guidelines and quality assurance processes. This gives us flexibility to schedule exams at times that work for learners, supported by examiners they already know, helping learners feel more at ease and perform at their best. We also value the support we receive from Pearson’s external verifier, who is responsive and helpful when we have questions about marking. Overall, we find Pearson a strong, supportive examining body that listens to feedback and works in partnership with us.