This review, commissioned by the West Midlands Combined Authority (WMCA), explored the extent to which investment in ESOL provision is meeting need in the region and how learner outcomes can be improved and accelerated. The research found that:
- Demand for ESOL provision is outstripping supply, and demand is increasing each year
- Refugees, people seeking asylum, parents, and employed learners are among those whose needs are not being met
- For those accessing provision, the benefits and outcomes of learning include skills for everyday life, progression into work or learning, and improved wellbeing and social capital
- Reporting of learner outcomes is limited and inconsistent
- More personalised, tailored, and flexible approaches to language acquisition provision are key to improving learner outcomes
We recommend that WMCA and ESOL providers focus on three key areas to support English language acquisition (ELA) in the region. These are:
Building capacity. Improving and accelerating learner outcomes will require a focus on building capacity in the sector. This includes support for the ELA workforce to provide high quality curriculum design in pathways and for high quality teaching, learning and assessment in the delivery of provision. WMCA should establish a regional programme to support the development of the ELA workforce and capacity in the voluntary and community sector.
Differentiating provision. Evidence from providers and learners suggest that better outcomes can be supported through differentiated provision, which is more closely aligned to different learner cohorts’ needs and motivations. WMCA should work with providers to develop and specify pathways to form the basis for future delivery and commissioning of provision.
Collaboration and partnerships. Increasing collaboration and partnership working – between WMCA, local authorities, providers and wider stakeholders, including employers and the voluntary sector – has a key role to play in improving and accelerating learner outcomes. As a first step, WMCA should work with providers and local authorities to identify and initiate an appropriate ESOL hub model in each local authority where there is high learner demand for provision.
