Conference reflections from a first timer
by Hayley Wemyss FSET 
It is only recently that I have come into contact with NATECLA and attended a conference, but this experience has reignited my passion for the job as well my own development as an ESOL teacher.
As with anyone that works within education, due to the nature of the profession and of course time, we don’t often get the opportunity to pause, think, reflect or to step outside of our own bubble.
The conference not only gives people access to professional keynote speakers, who speak on a range of issues from policy to practice, a varied range of exhibitions and workshops, but also gives the rare opportunity to network on a national scale. This year over 200 delegates attended the conference and the keynote speakers were Andy Forbes and Dr Kate Brierton.
Andy Forbes, the Head of Development at the Lifelong Education Commission, presented the ESOL for Skills ResPublica Report which has identified English language as crucial to unlocking and developing the skills that we need as a nation. In addition, the report calls out for an ESOL Strategy for England that addresses ESOL for Skills as well as social cohesion and integration.
The report has made 8 recommendations for a change to strategy, policy, funding and support for progression in order to tackle skills gaps and shortages in the UK and to improve the accessibility and delivery of English-language training:
1. The DfE should develop an ESOL Strategy for England, laying out plans for teaching, learning and student support, and covering not just issues of social cohesion and integration, but ESOL for skills.
2. The ESOL Strategy for England should be “settlement-positive”, enabling the provision of free English language teaching to all those seeking UK citizenship after six months in the UK.
3. ESOL provision up to Level 2 should be fully funded across England for all refugees and asylum seekers, by making courses eligible for full fee remission.
4. Funding for ESOL courses up to and including Level 2 should be raised to enable at least 360 hours of tuition per year to be delivered.
5. Specific support funding for ESOL students, including Refugees and Asylum seekers, should be allocated to all providers, based on the numbers of ESOL students enrolled. The amount of funding should be set at a level to enable providers to offer services to meet welfare and mental health needs.
6. Access to HE courses specifically tailored to the needs of ESOL students should be introduced, with loans for these courses written off if students’ progress to higher education, as is already the case with other similar courses.
7. It should be a requirement that ESOL for skills is considered as a specific strand in all Local Skills Improvement Plans.
8. ESOL tuition should be offered in addition to vocational training in selected growth industries and industries with severe skills shortages. These sectors could be identified nationally, but devolved authorities should have the power to include additional sectors based on local needs analysis.
On Saturday Dr Kate Brierton, a Chartered Clinical Psychologist, spoke about ‘Teaching in difficult times’ with a focus on the compassionate culture, which aims to build a better world through compassion and practical steps to achieving teacher well-being and support for students.
My highlights, (other than attending and of course the excellent sharing of good practice Teachmeet and Ruth Hayman quiz), were the exhibitions that were represented from across the sector including organisations such as NATECLA and examination boards (Ascentis, Pearson, City and Guilds, Trinity and ESB) and resources (both digital and textbooks)
When choosing your workshop options you may see a pattern of interest or passion developing that maybe you had not recognised before. For myself, it was progression, as I attended Naeema Hann’s ESOL Needs Analysis and Placement for Refugee Learners, as well as a workshop on Policy and Inspection to Promote Progression, and one around Engaging Learners in Volunteering to Support in the ELT Classroom: A Learner Driven Approach (which in my opinion would be beneficial to use with ESOL learners as a volunteering or progression option as well as across provisions as an initial teacher training qualification) and Progression Pathways.
My final workshop of the conference was on ESOL Research where it was identified there is a need for more ESOL research but due to the constraints of daily life this is an area that can become neglected, however, without it, as shown by Andy Forbes, there is no evidence to make a change!
From the beginning of the conference I felt welcomed by NATECLA - a special thanks to Lisa Thompson and of course Jenny Roden who went above and beyond to ensure that I - and all ‘first timers’ - had a positive experience during the weekend. As a ‘first timer’ it was invigorating to meet people from different locations and provisions, who have different roles. It was also reassuring to hear that no matter where you are from, or what role you do we are all in the same crusade to make every effort to make the Government aware of the challenges faced within the ESOL and that are nationally cried out for.
There are challenges faced within the ESOL sector, from the recruitment and retainment of professional tutors to the experience of a learner’s journey (waiting times, guided learning hours, recognised qualifications and progression routes for ESOL learners). The MESH English Support Hub project is doing valuable work that all regions would benefit from.
It is also insightful to see the representation from different provision and how this needs to change so that all providers take ownership to encourage their staff to attend conferences such as this. Attendance of the conference and workshops also provides the opportunity to meet and collaborate with the delegates (some of which I can now say are friends).
To end my reflection in the words of Dr Kate Brierton, and to all those who work in ESOL: “Be compassionate to yourself! You are doing your best!”
