Step in to Learning

1. Step in to Learning 1.1 • Improving the skills of parents and carers. • Improving the skills of health professionals. • A training and development programme for the health workforce.

2. Learning objectives 1.2a • Delegates will be able to: • recognise the aims of the Skills for Life strategy • identify Step in to Learning training and development programme as a key initiative in response to the Skills for Lifestrategy • recognise the benefits to children of parents’/carers’ improving their literacy, language and/or numeracy skills.

3. Learning objectives (continued) 1.2b • identify the key role that health professionals can play in encouraging parents/carers to improve their literacy, language and/or numeracy skills • assess a range of strategies that health professionals can use to communicate effectively with parents/carers who may have literacy, language or numeracy needs • signpost parents/carers to appropriate literacy, language, numeracy or family learning provision.

4. Programme outline 1.3 • Step in to Learning training and development programme: • Module 1: Raising awareness and signposting • Module 2: Identification and support

5. Training and development materials 1.4 • Step in to Learning materials include: • two training modules for delegates • multimedia ‘Professional Development Resources’ to support the cascade of training • guidance on introducing family literacy, language and/or numeracy programmes.

6. What are adult literacy, language and/or numeracy skills? 1.5 • Reading • Writing • Speaking and listening • English for speakers of other languages (ESOL) • Numeracy

7. What do we mean by Skills for Life? 1.6 • Skills for Life is the national strategy for improving adult literacy, • language and numeracy skills. • ‘Up to 7 million adults in England cannot read or write as well as the • average 11-year-old: bad news for the adults and bad news for the • national economy. People with poor literacy, language or numeracy • skills are less productive at work, earn less and are more likely to • suffer from ill health and social exclusion.’ • (Skills for Life: The national strategy for improving adult literacy and • numeracy skills. Focus on delivery to 2007.) • ICT is now also recognised as a ‘skill for life’, but is not included in the remit of • the Step programme.

8. Skills for Life: current position and government targets 1.7a • Of the adults aged 16–65 in England: • 5.2 million adults, i.e. 16%, have literacy skills below Level 1 • 6.8 million adults, i.e. 21%, have numeracy skills below Entry 3 • 15 million adults, i.e. 47%, have numeracy skills below Level 1. • In 2008, the government will start to work towards its target that 95% • of adults will have functional literacy and numeracy skills by 2020.

9. Aims 1.7b • From 2008/09 to 2010/11: • 597,000 people of working age to achieve a first Level 1 (or above) • literacy qualification • 390,000 to achieve a first Entry Level 3 (or above) numeracy • Qualification • By 2010: • 2.25 million adults will have improved basic literacy, language and • numeracy skills • For a local picture of skills levels in your area visit: • www.dfes.gov.uk/readwriteplus/skillsforlifesurvey

10. Levels of Skills for Life 1.8 • Improving the literacy, language and/or numeracy skills of adults • Improving skills up to Level 2 • Level 2 = NVQ Level 2 = GSCE A*–C

11. Level 2 literacy skills 1.9a • Examples include: • make relevant contributions and help to move discussions forward • construct complex sentences • plan and draft writing • identify the points of view in a written argument • summarise information from longer documents.

12. Level 2 numeracy skills 1.9b • Examples include: • calculate ratio and direct proportions • work out dimensions from scale drawings • solve problems involving 2D shapes and parallel lines • find and use mean, medians and modes • add, subtract, multiply and divide decimals up to three places.

13. Module 1 Part 1 summary 1.10 • A range of literacy, language and/or numeracy skills are needed for • everyday activities at work and in the community. • Skills for Life and Step in to Learning objectives can be met when • families are encouraged to improve their literacy, language and/or • numeracy skills and work towards qualifications. • When parents/carers improve their literacy, language and/or • numeracy skills, this can have a positive effect on their children’s • development; parents/carers can also access a range of services in • their community, e.g. training, employment and health services.

14. What are parents/carers entitled to from Skills for Life provision? 1.11 • Good-quality teaching • A full assessment of their learning needs and an individual learning plan • A safe and healthy place to learn • Professional support to learn at the right level • Understanding of emotional and cultural needs as well as learning needs • Equal opportunities and treatment • Opportunities to take nationally recognised qualifications • Advice about moving on to further learning or jobs • Free literacy, language and numeracy provision, up to and including Level 2 qualifications • Confidentiality

15. Who offers Skills for Life provision? 1.12 • Further education colleges • Local authorities – adult education or lifelong learning services • Sure Start local programmes or children’s centres • Community provision • learndirect centres • Training providers • Voluntary groups

16. Family literacy, language and numeracy courses provide: 1.13a • motivation for parents/carers to improve their skills in order to support their children • an effective way of improving the skills of children and parents/carers • opportunities for some parents/carers and staff and managers to develop their skills and knowledge together.

17. Four contexts 1.13b • Joint time – time together • Parent/carer time • Child time • Home-time activities

18. Examples of FLLN programmes 1.13c • Early Start • Family Health • Play and Language • Family Finance • Family Numeracy • Family Literacy

19. Steps on the route to parents/carers learning independently 1.14a • Taster session such as ‘Play and Language’ • Information for parents/carers about provision and support from • visitors from Skills for Life providers • A short family literacy course, e.g. Early Start • A group visit to a local provider such as an FE college

20. Steps on the route to parents/carers learning independently (cont’d) 1.14b • A short course offered locally. such as first aid • An ICT course such as ‘ICT for beginners’ • Specific ‘key skills/functional skills’ or job-related training such as • assertiveness training • A nationally recognised accredited course, such as Family Health, • Literacy or Family Numeracy • A course related to child care, such as Getting Started

21. End-of-module summary 1.15 • Effective signposting: • encourages parents/carers to brush up their skills • offers parents/carers support to get back into learning • identifies good quality learning opportunities • helps parents/carers to take the first steps to develop their literacy, language and numeracy skills.