The project focused on using standardised Wordchain assessments, alongside individual interviews with learners to identify signifcant level 1 /2 reading chalenges and provide phoincs based tuition across a minimum of 6 sessions within the vocational course. One to oner reading tuition was provided to learners up to twice a week.

 To develop and evaluate a range of classroom approaches and methods of delivery that help students improve their writing in the context of functional skills and adult literacy.

Researchers focused on how the nature of immigration into the UK raises issues around employment and education, specifically that an inability to spell correctly leads to failure in exams and progression through ESOL qualifications, which in turn inhibits vocational qualifications and thus employment. The researchers focused on spelling as research suggested this was the most difficult qualification to achieve, and also explored methods of improving spelling within the cohort with literacy issues that could be resolved by phonetic based learning.

The project's focus was to evaluate how well Access tutors could work together with HE staff to improve pedagogy with a specialist art and design college. The case study aims to illustrate the benefits and challenges of working with other sectors in art and design education. Access tutors observed arts critique sessions where students presented work and received feedback in the studio, and a group of students also observed an HE critique taking place.