Telford and Wrekin Borough Council

Published date 24 December 2010 Inspection Number 354465 Unique reference number: 54774

p.1

Last day of inspection: 19 November 2010

p.1

Address:

Lifelong Learning Telford & Wrekin Council Civic Offices Coach Central Telford TF3 4HD Telephone number: 01952 382888

p.1

Information about the provider

1. Telford & Wrekin Council is a unitary authority serving a population of approximately 170,000. Its adult and community learning provision is managed through the Lifelong Learning Service (the service) delivery unit which is located within the Economy & Skills Service area. The service provides courses for personal and social development. It delivers family learning courses directly and sub-contracts community learning to four other providers. Three of the four sub-contractors hold contracts to deliver training and are subject to inspections in their own right. Community learning was not graded. However, sessions conducted by the fourth sub-contractor were observed and the results used to inform the main inspection findings. The provider also holds a contract for the delivery of nextstep programmes which were not included in this inspection.

p.2

Information about the provider

2. The index of multiple deprivation (2007) ranked Telford & Wrekin in the top 30% most deprived districts in the West Midlands, and in the top 40% most deprived nationally. The borough has six areas (out of a total of 108 areas) that are in top 10% most deprived nationally. The overall minority ethnic population of 5.2% is lower than the national average of 9.1%. However, within certain wards, minority ethnic representation accounts for more than 20% of the local population. The educational attainment of the Telford & Wrekin population is low. In 2001 only 21.5% of the working population had a level 3 qualification or higher, compared to the England average of 28.2%. Just below 32% of the general population in Telford & Wrekin had no formal qualifications compared with 28.9% for the England average.

p.2

Information about the provider

3. At inspection there were 207 learners on directly delivered programmes and in the sub-contracted provision; 379 learners were on courses run by Telford College of Arts and Technology; 235 on courses run by New College Telford; 191 on courses run by the Workers’ Educational Association (WEA) and 20 on courses run by Relate.

p.2

Information about the provider

4. The following organisations provide training on behalf of the provider:  Telford College of Arts and Technology  New College Telford  Relate  WEA

p.2

Adult learner provision:

Learning for social and personal development 3,590 part-time learners

p.3

Summary report

Grades: 1 is outstanding; 2 is good; 3 is satisfactory; 4 is inadequate

p.4

Grade

Leadership and management 2 Safeguarding Equality and diversity

p.4

Overall effectiveness

5. The overall effectiveness of the Lifelong Learning Service is good. Learners achieve a good range of outcomes. They learn about how their children learn at school and become more confident to help them at home. Some learners become more active in their children’s school or in the wider community where they encourage new learners to participate. Other learners progress into further or higher education, training or work. Learners do not always attend their classes regularly.

p.4

Overall effectiveness

6. Experienced and well-qualified staff plan their teaching well and use a wide range of activities to interest and motivate learners. Tutors take care to identify any learning needs that learners may have and support these well in sessions. The range of courses is very suitable for the communities they recruit from. Some courses are specially designed to meet the needs of particular groups. The service locates its provision in the most deprived areas within the local authority and targets those who would most benefit from education and training. It works closely with other providers and community groups to recruit unemployed people, and those with no qualifications, to move them onto other provisions leading to qualifications and employment. Community outreach workers very effectively help learners obtain personal support from a wide range of external sources. However, information about progression

p.4

Overall effectiveness

opportunities is not consistently provided for each course. 7. The service manages its sub-contractors satisfactorily. The overall effectiveness of the major sub-contractor was judged good at its recent inspection. The safety of vulnerable adults and children involved in family learning takes a high priority and learners receive a range of information to maintain their awareness about its importance. The service’s approach to recruiting learners is very inclusive. The service understands the quality of its own provision well and works effectively to ensure that any improvements identified are resolved. The Lifelong Learning Service provides good value for money.

p.4

Main findings

 Achievement rates overall are high but in family learning they are satisfactory. Approximately 10% of family learners take an externally assessed accreditation; the rest are deemed to achieve through completion and a non-moderated assessment of their reaching course objectives. Family learners have insufficient flexibility about their options for testing at different levels, when they are ready. Attendance is low in some classes.  Learners in family learning develop a good general understanding of Key Stages 1 and 2 schooling. They learn how their children develop early skills in writing and numeracy. They also learn about the relevant terminology that primary teachers use to accompany such learning. Parents become confident to help their children with their learning. Their own work is of a high standard.  Learners progress well. In the directly delivered provision, over 70% achieve in a range of positive outcomes that help them to become more effective in their

p.5

Main findings

contribution to the community or which prepare them more specifically for subsequent employment. Several have become active in their children’s school on a paid or voluntary basis; others become effective advocates for learning in their communities to encourage more people from the targeted groups to participate.  Teaching and learning are good. Learning is well planned and taught by experienced and well-qualified staff. Tutors use initial assessment well to identify and then support individual learner’s needs during sessions. Tutors use a wide range of activities to motivate learners. However, there is insufficient use of information and learning technology (ILT) in some sessions; some community venues do not provide access to the internet.  Programme planning is very responsive to the needs of local communities. The range of provision is good, from foundation to advanced level. The service provides many bespoke courses, specifically designed to meet the needs of

p.5

Main findings

individual groups. The provision also successfully re-engages many learners who left formal education with few or no qualifications.  The service uses partnership arrangements particularly effectively to develop provision across the community. The service works extensively with its subcontractors, schools, children’s centres, nurseries, primary care trusts, museums, libraries, other local authorities and community-based organisations to plan and deliver provision in priority areas. The service coordinates the provision well to avoid duplication. The provision has a strong focus on social and educational inclusion.  Learners receive good personal support from tutors. Additional learning support in sessions is also good. Community outreach workers routinely direct learners to relevant external sources of support, such as counselling or confidence building courses. Learners receive satisfactory formal and informal initial

p.5

Main findings

information and guidance from tutors and outreach workers. However, information on progression routes is not provided consistently, particularly on short courses, to ensure learners can progress.  The service targets the provision is particularly well. Programmes reflect the priorities of the funding body and the council’s own strategic plans and priorities well. The service uses local venues in the most deprived areas and designs courses primarily to recruit unemployed people, or those lacking employment skills. The council uses the provision effectively to complement its other activities in these areas.  The service manages its sub-contracted provision well. The contracts are clearly written and contain appropriate recruitment and programme range targets, which service managers regularly monitor and review. However, the service places high reliance on the sub-contractors’ own quality improvement and

p.6

Main findings

monitoring arrangements. Consequently, the service managers’ overview of some aspects of the sub-contracted programmes is incomplete.  Good safeguarding arrangements are well supported by comprehensive policies and procedures for vulnerable adults and children involved in family learning. Staff have all attended safeguarding training and completed Criminal Records Bureau (CRB) checks that are renewed every three years. Safeguarding is covered well at course induction. Learners’ awareness is maintained through posters around the venues and pocket-sized concertina booklets.  Self-assessment is well established with good staff and stakeholder involvement. The resultant report is evaluative, critical and largely accurate. Areas for improvement are appropriately identified in development and quality improvement plans. The provider uses data well to identify trends in performance but recognises the limitations of its management information

p.6

Main findings

system. It has commissioned a new system which will allow a greater depth of analysis.  The Lifelong Learning Service provides good value for money. Although income from the funding body has remained unchanged for three years, the service has increased learner numbers and the venues used for delivery while maintaining retention and achievement levels. At the same time, the council has made substantial savings in salary and other costs of running the service.

p.6

further?

 Improve achievement rates in family learning through speedier and more effective interventions to encourage regular attendance.  Increase the appropriate use of information and learning technology in teaching and learning sessions through increased access to shared information technology resources.  Meet the needs of more learners by increasing the frequency and levels of accreditation available to them.  Improve learners’ knowledge of progression routes by completing the planned introduction of more widespread and regular information advice and guidance visits to courses.  Refine quality improvement arrangements so that the provider’s own arrangements and those of sub-contractors complement each other sufficiently to encompass the whole provision.

p.6

What learners like:

 the course content and structure  the good teaching  the good support from staff  understanding what their children are doing at school  being able to help their children better at home  the chance to get a qualification  getting better at maths and English  improving confidence and self esteem.

p.7

What learners would like to see improved:

 more individual attention as some learners do not get to speak  a follow-on course next year when their child moves from Key Stage 1 to 2  better publicity so more people can join in  more information on what to do next.

p.7

What stakeholders/partners like:

 the regular contact with the provider  the way the provider responds to suggestions or requests  the cooperative approach to partnership working  the clear benefits in terms of home/school links  the increased parental involvement in school life  the way parents have gained huge self confidence by being able to share in their children’s development  the highly experienced, well qualified and knowledgeable staff  the flexible approach which meets their needs well.

p.7

Capacity to make and sustain improvement Grade 2

8. The service has demonstrated a good capacity to make and sustain improvement. Since the previous inspection, learner outcomes and the quality of provision have remained good, while the numbers of learners and venues used for the provision have increased and funding has remained static. Achievement rates remain high. The provider has resolved most of the areas for improvement identified at the previous inspection and subsequently through self-assessment, except for the suitability of some of the accommodation for adult education use. This is largely due to the limitations of the school buildings used for family learning.

p.9

Capacity to make and sustain improvement Grade 2

9. Quality improvement arrangements for the directly delivered provision are highly effective. The provider has introduced a number of measures to enable further improvement. These include a management information system specifically designed for adult education, which will allow for a more in depth analysis of data once fully commissioned, and a virtual learning environment. The latter development will facilitate the exchange of good practice, particularly among sessional teaching staff. It is, however, too early to judge the full impact of these measures.

p.9

Outcomes for learners Grade 2

10. Achievement rates are high. In the directly delivered provision, achievement in 2009/10 was at least 93% and in sub-contracted programmes it was generally higher. The same definition of achievement has been used for several years and demonstrates a steady improvement. However, it cannot be used to compare achievement with other providers as common definitions are not shared. The provider calculates these rates on a combination of successful accreditation for those on accredited courses and a combination of completion and successful attainment of course objectives for those not aiming for accreditation. The provider deems learners to have completed if they have attended 50% of the sessions. Attendance during inspection was low at 74.5% overall and much lower in some classes.

p.9

Outcomes for learners Grade 2

11. Learners on family learning programmes develop a good general understanding of Key Stages 1 and 2 schooling. They learn how specific skills are taught by primary teachers, for example; handwriting, creative writing and numeracy place value, as well as the terminology which accompanies such learning. Mothers and fathers use this knowledge well to support and encourage children in their learning. Work in the discrete adult sessions is of a high standard.

p.9

Outcomes for learners Grade 2

12. Learners grow significantly in their self confidence. Many had negative experiences of formal education However, as learners on family learning programmes become more familiar and knowledgeable about modern schooling they gradually become able to participate in school life. This confidence improves their communication with class teachers. Early concerns about a child’s progress are tackled before they become too complex.

p.9

Outcomes for learners Grade 2

13. Learners progress well. In the directly delivered provision over 70% progress to positive outcomes such as employment or voluntary work, or onto courses with other providers, aimed specifically at subsequent employment. Several have become learning support assistants or parent governors. Others become more involved in their communities and assist in attracting more learners from the targeted groups into the provision.

p.10

The quality of provision Grade 2

14. Teaching and learning are good. Schemes of work are detailed, well-planned and mapped to Every Child Matters and diversity or community themes. Sessions are well planned and managed by experienced and well-qualified staff. Tutors use initial assessment well to identify and then support individual learner’s needs during sessions. In family learning, the different learning styles of the mothers and fathers are recognised within planning. The great majority of tutors have experience of teaching in primary education. They are up-to-date with current curriculum initiatives at Key Stages 1 and 2. Tutors use good quality resources and learning support materials well to support teaching and learning. They use a wide range of activities to involve and interest learners. However, there is insufficient use of ILT in some sessions and an inability to access the internet at some community venues. Accommodation is satisfactory

p.10

The quality of provision Grade 2

15. Programme planning is very responsive to the needs of local communities. The range of provision is good. Learners have opportunities to progress from foundation to advanced level on subcontractors’ courses. Many bespoke courses are specifically designed to meet the needs of individual groups, for example single sex classes for faith groups and specific courses for a women’s refuge. The provision also successfully re-engages many learners who left formal education with few or no qualifications. For many it is the first step towards returning to learning and progressing to economic independence. In family learning there is insufficient flexibility regarding accreditation options in terms of both testing when learners are ready and the number of levels offered. Some learners on longer programmes would benefit from accreditation at entry level at stages throughout the course, rather than waiting until the end of each

p.10

The quality of provision Grade 2

16. The provider uses its partnership arrangements particularly effectively to develop provision across the community both in terms of identifying the provision needed and in its delivery. The service works well with its subcontractors. It also has very good relationships with schools, children’s centres, nurseries, primary care trusts, museums, libraries, other authorities and a wide variety of community-based organisations, particularly those in areas of high deprivation. The provider uses local data well to plan and deliver provision in priority areas. It coordinates the provision well to avoid duplication. There is a strong focus on social and educational inclusion. Provider staff hold regular and productive meetings with partners to ensure that provision is effectively targeted to engage priority groups. Head teachers in partner schools report that programmes benefit children greatly.

p.10

The quality of provision Grade 2

17. Guidance and support for learners are good. Learners receive good personal support from tutors. Additional learning support in sessions is also good. Community outreach workers routinely direct learners to relevant external sources of support such as counselling or confidence building courses. Initial information and guidance to learners is satisfactory. Family learning staff use initial assessment very effectively to identify individual support requirements. Teachers assess and record initial literacy and numeracy skills, confidence levels and other specific needs and provide good individual support to address them. Each learning venue has crèche facilities. However, learners, particularly those on short courses, do not consistently receive information on progression routes. The provider has recognised that this as an area for improvement and has a schedule already in place for qualified community outreach workers to visit

p.11

Leadership and management Grade 2

18. Elected members and senior council officers set out clear priority plans and require all council services to support them. The lifelong learning provision reflects both the council’s strategic plans and priorities and those of the funding body well. The service uses local venues in the most deprived areas and designs courses primarily to engage the unemployed or those lacking employment skills.

p.11

Leadership and management Grade 2

19. The provider manages its sub-contracted provision well. Contracts are written clearly in plain English. They contain appropriate targets for recruitment and programme provision, which the provider regularly monitors and reviews. However, the provider relies largely on the sub-contractors’ own quality improvement and monitoring arrangements. Consequently the service manager’s overview of some aspects of the sub-contracted programmes is incomplete.

p.11

Leadership and management Grade 2

20. Communication with part time staff is regular and effective. Managers hold twice- termly meetings for all staff as well as communicating regularly with them through electronic and telephone links. The professional development programme is appropriate. All staff contribute to the self-assessment process which largely agrees with the inspectors’ findings. The management of the Recognising and reporting progress and achievement process does not sufficiently allow for moderation.

p.11

Leadership and management Grade 2

21. Safeguarding arrangements are good. Policies and procedures to safeguard both vulnerable adults and children involved in family learning are comprehensive and comply with the council’s wider arrangements. All staff have attended appropriate safeguarding training and completed Criminal Records Bureau checks, which are renewed every three years. Sub-contractors are contractually required to comply with safeguarding requirements. Safeguarding is covered well during learners’ induction. Learners are kept aware through posters around the venues and pocket sized concertina booklets. Safeguarding is well prioritised and included as a standard agenda item at all meetings. Health and safety policies and practices are also comprehensive. The provider carries out activity specific risk assessments on all premises used and records incidents and near misses appropriately. Staff report suspected safeguarding cases, which are then recorded and investigated or passed onto the relevant

p.11

Leadership and management Grade 2

22. The council has thorough and comprehensive equality and diversity schemes, which are due to run until March 2011, when they will be replaced by equality priorities. The targeted provision supports social inclusion well. Service managers use data appropriately to monitor performance against recruiting targets and relative achievement of different participant groups. The data does not show any significant differences in achievement. The service has successfully recruited more men onto family learning programmes, where they now represent some 12% of learners. Equality and diversity are integral to service delivery documents. Managers monitor course material for any inappropriate content and pay particular attention to equality and diversity during observations of teaching and learning. Input from partners working with disabled people or other community groups enhance the promotion and understanding of issues in this area. Sub-contractors are contractually required

p.12

Leadership and management Grade 2

to have similar arrangements of their own.

p.12

Leadership and management Grade 2

23. Self-assessment is well established with good staff and stakeholder involvement. The resultant report is self critical and largely accurate. Development and quality improvement plans address areas for improvement appropriately. The provider uses data well to identify trends in performance but recognises the limitations of its current management information system. It has already included the requirement for the subcontractors to upload performance data to the new system in its latest sub-contracts.

p.12

Leadership and management Grade 2

24. The council provides good value for money. The management of change is good. The council has restructured the organisation of its services reducing the number of directorates and making all services more directly responsible for supporting its priorities and for working more closely together. It had already introduced savings measures accounting for some 15% of expenditure before the current austerity measures required by central government. At the same time, the Lifelong Learning Service has increased the number of learners and venues.

p.12

Information about the inspection

25. One of Her Majesty’s Inspectors (HMI) and two additional inspectors, assisted by the providers lifelong learning manager as nominee, carried out the inspection. Inspectors also took account of the provider’s most recent self- assessment report and development plans, the previous inspection report, and data on learners and their achievement over the period since the previous inspection.

p.13

Information about the inspection

26. Inspectors used group, individual interviews, telephone calls and emails to gather the views of learners and stakeholders. They looked at questionnaires learners had completed on behalf of the provider. They also visited learning sessions. Inspectors collected evidence from programmes in each of the subjects the provider offers. Record of Main Findings (RMF)

p.13

Telford & Wrekin Council

Learning types: 14-16: Young apprenticeships; Diplomas; 16-18 Learner responsive: FE full- and part-time courses, Foundation learning tier, including Entry to Employment; 19+ responsive: FE full- and part-time courses; Employer responsive: Train to Gain, apprenticeships. Social and personal development: all adult safeguarded provision

p.14

Telford & Wrekin Council

Outcomes for learners 2 2 How well do learners achieve and enjoy their learning? 2 How well do learners attain their learning goals? How well do learners progress? How well do learners improve their economic and social well- being through learning and development? Do learners feel safe? 2 Are learners able to make informed choices about their own health and well being?* How well do learners make a positive contribution to the community?* Quality of provision 2 2 How effectively do teaching, training and assessment support learning and development? How effectively does the provision meet the needs and interests of users? How well do partnerships with schools, employers, community groups and others lead to benefits for learners? How effective are the care, guidance and support learners receive in helping them to achieve? Leadership and management 2 2 How effectively do leaders and managers raise expectations and

p.14

Telford & Wrekin Council

promote ambition throughout the organisation? How effectively do governors and supervisory bodies provide leadership, direction and challenge?* How effectively does the provider promote the safeguarding of learners? How effectively does the provider actively promote equality and diversity, tackle discrimination and narrow the achievement gap? How effectively does the provider engage with users to support and promote improvement? How effectively does self-assessment improve the quality of the provision and outcomes for learners? How efficiently and effectively does the provider use its available resources to secure value for money? *where applicable to the type of provision Grades using the 4 point scale 1: Outstanding; 2: Good; 3: Satisfactory; 4: Inadequate Overall Social and personal development Approximate number of enrolled learners Full-time learners Part-time learners Overall effectiveness 2 2 Capacity to improve 2

p.14

Telford & Wrekin Council

achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, wor k-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231 or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.15

Telford & Wrekin Council

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Royal Exchange Buildings St Ann’s Square Manchester M2 7LA

p.15

Telford & Wrekin Council

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090105

p.15