Newcastle upon Tyne City Council

Further Education and Skills inspection report Date published: June 2014 Inspection Number: 434070 URN: Insert 53504 Newcastle upon Tyne City Council

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Summary of key findings for learners

 Outcomes for learners on classroom learning and apprenticeships are good. On the smaller provision of workplace learning they are outstanding.  Many learners with significant barriers to learning and with very low starting points achieve well and develop a good range of very useful personal, social and employability skills.  Newcastle upon Tyne City Council, known as Newcastle City Learning (NCL) staff and tutors provide good teaching, learning and assessment with some outstanding aspects. Tutors make good use of initial assessment to meet the needs of a very diverse range of learners.  Since the last inspection, NCL has strengthened its arrangements for performance management and uses these effectively to drive forward improvements. Observations of teaching and learning identify accurately areas of improvement.

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Summary of key findings for learners

 The success rates for learners, although consistently good for the last three years, are not outstanding.  NCL does not systematically capture and collate learner progression data across the whole provision so is unable to identify areas or groups of learners who do not progress onto higher levels or into work.  Not enough teaching, learning and assessment are outstanding.  Setting of individual targets and the quality of written feedback to learners is not yet consistently good in all classes.  The quality improvement plan does not contain actions that are sufficiently specific, timed and measurable to enable strategic monitoring of their implementation.  The quality assurance of all stages of the learner journey are not sufficiently formalised to ensure that staff complete all of these aspects to the required standard. Inspection dates 19–23 May 2014

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This inspection: Good-2

Previous inspection: Good-2 Outcomes for learners Good-2 Quality of teaching, learning and assessment Good-2 Effectiveness of leadership and management Good-2

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What does the provider need to do to improve further?

 Improve success rates for learners in all areas of provision so that they significantly exceed national levels.  Increase the quantity of outstanding teaching, learning and assessment by focussing resources on improving good tutors so that they deliver more outstanding teaching.  Formalise the quality assurance of all stages of the learner journey so that managers are sure that staff complete these to the right standard.  Ensure the quality improvement plan contains enough detail to help managers prioritise actions and more accurately monitor the pace and effectiveness of improvements.  Ensure consistency of individual target-setting and written feedback across the provision so that all staff make learners fully aware of how they can improve.  Devise and implement effective systems to capture all learner progression information so that senior managers can monitor in more detail, the impact of learning on learners progress.

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Inspection judgements

 Outcomes for learners are good. For the vast majority of the learners who undertake classroom learning, success rates have been consistently good for the last three years. Success rates are equally good on both long and short courses.  Following a slight decline in 2011/12, apprenticeship success rates improved again last year to be in line with the national level and are good. Achievement within planned timescales however, is low. Success rates for the smaller number of learners on workplace provision are excellent.  Success rates on functional skills are good. However, success on entry level programmes is low and basic literacy and numeracy programmes also declined to low levels last year. The adults on sub-contracted provision succeed very well although success rates for the small number of 16 to 18-year-olds declined slightly at one subcontractor last year.  For the large majority of learners on the classroom learning provision, the difference in

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Inspection judgements

performance by the different groups is not significant. Although numbers of recorded learners from minority ethnic groups is low, generally they succeed better than White British learners who are in the majority. NCL analyses performance by different groups and takes actions if it identifies a gap.  NCL tutors and staff provide learners with good care, guidance and support focussed on developing and improving their personal, social and employability skills. The provider targets much of its service at disadvantaged learners, many with significant barriers to learning and/or employment. NCL works very effectively with a range of partners and other organisations to support the service in developing learner confidence and self-esteem and raise individual aspirations. Learners who access a vocational work placement develop good skills such as meeting and greeting customers, using computer systems and working in teams.

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Inspection judgements

 The ‘Hub’ provides learners with very effective additional support and careers advice to develop resumes, job applications, interview skills and guidance on personal appearance for both interviews and work generally. NCL supports learners with learning difficulties and/or disabilities in developing a wide range of ‘soft’ skills such as timekeeping and communicating effectively to enable them to be better prepared for work.  Many learners make good progress in their learning and career aspirations. Progression from Family Learning programmes to other learning programmes is good. Many learners progress to higher levels of qualification in English and mathematics and progression from entry level programmes to functional skills is also good. A good proportion of learners on higher-education access courses apply for and are successful in gaining a university place. Cambridge University has offered a place to one learner this year. NCL does not, however, systematically record and

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Inspection judgements

consolidate learner progression to give a clear overall picture of learner progression.

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Inspection judgements

The quality of teaching, learning and assessment Good  Good teaching, learning and assessment with some outstanding aspects lead to good outcomes for learners. Tutors make good use of initial assessment to meet the needs of a very diverse range of learners. They challenge and support learners well to achieve good standards of work. Learners develop their functional skills well both in a classroom and at work. Tutors make sure learners on employability related programmes are well prepared for work.  Carefully chosen and prepared activities by tutors are exceptionally effective in engaging the interest of learners. Tutors build the skills and confidence of learners in a supportive learning environment. A crèche facility enables young parents to attend training who otherwise would not be able to do so. In English for speakers of other languages (ESOL) sessions, there are extremely lively discussions with mixed-ability groups who encourage and learn from each other.

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Inspection judgements

Tutors have fostered good relationships in the classroom between learners from a wide range of cultures that ensures learners’ mutual respect.  Tutors have good experience and skills and are highly effective in using these to plan sessions that meet the needs of all learners. Tutors make good use of technology that effectively helps learners to develop their independent learning skills. Tutors question skilfully to promote thinking at all levels. In a session for learners with learning difficulties, the tutor extended their application of number by asking learners to compare group sizes and apply numbers to a stock- taking exercise.  Learners on the study programme develop their skills well with industry standard facilities and resources. Vocational tutors use their excellent industrial knowledge and background to help learners develop the skills needed by employers. Learners further develop their employability

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Inspection judgements

skills by well-organised work experience in the community and with employers.  Tutors use assessment well to identify learners’ starting points and plan their learning effectively. They support learners to set very clear personal targets that reflect the learner’s progress. In some instances, tutors ensure that learners’ targets are on display during the session and this motivates learners well. In beauty and hairdressing sessions tutors display targets that all learners should achieve and additional targets that some can achieve. This ensures that tutors effectively challenge all learners to reach their full potential. However, tutors do not establish targets consistently in all areas of provision and some do not support learners to use targets to measure their progress.  Learners receive good quality verbal feedback in sessions that motivate and make clear how well learners are progressing and what they need to do to improve. In one ESOL session, the tutor

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Inspection judgements

noted incorrect grammar spoken as part of group presentations and wrote these sentences on an interactive whiteboard. Learners reflect on and review their spoken skills by identifying each other’s mistakes and making corrections. Written work is marked but the quality of feedback is inconsistent and ranges in quality from very detailed actions for the learner to a simple mark that indicates corrections are required.  Learners develop their English, mathematics and functional skills well. Tutors plan activities that fit well with the session’s learning goals and they take care to give feedback on spelling, grammar and calculations whatever learning is taking place. Vocational and functional skills tutors work together very effectively to ensure that learners apply the skills learnt in the classroom to the workplace. Young learners in a garage workshop successfully understood and applied the theory of ratio when choosing and fitting tyres.

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Inspection judgements

 There are good arrangements in place for pre-course information that is accessible to all learners. NCL makes good use of partners and networks to ensure it reaches potential learners, and good use is made of technology to keep learners informed. Learners take up a good range of opportunities for tasters and attendance at classes on open days. An information and advice event held by two vocational departments resulted in older learners taking up learning loans.  Good links with referral agencies for further support and guidance help those learners with personal barriers to learning so they can access personal counselling or further careers advice. Learners receive good progression information and careers advice, as part of their programme, from tutors and an independent organisation. Learners referred for short courses on how to use the internet for job search are given information about courses they are eligible for, which has

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Inspection judgements

resulted in some taking up information technology programmes.  Tutors promote equality and diversity well in sessions. Tutors skilfully include activities to raise awareness of relevant topics effectively. Staff check promotional materials and learning resources carefully to ensure they promote positive images and respect cultural differences.

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Community learning

 The quality of teaching, learning and assessment are good, reflecting the good outcomes and high success rates. Learners achieve their learning goals well. They greatly enjoy attending lessons and are eager to increase their skills. They work at home between classes, for instance preparing materials for use, such as cutting fabric into strips for patchwork, or preparing modelling material for jewellery.  Tutors quickly develop excellent relationships with the learners and create a safe and stimulating environment where learners feel at ease to participate. The high expectations of tutors and careful planning ensure that they match sessions well to the needs and interests of learners. Subsequently, they attain well and make good progress during sessions. The better sessions have a range of challenging activities for learners, with sessions at a good pace that enable learners to make rapid progress.

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Community learning

 A small minority of sessions have few activities and low expectations of learners, which lead to limited skills development for learners. In these sessions written feedback is not sufficiently detailed and learners are unsure of specific ways to improve their work.  Assessment is good with regular weekly reviews and extensive written feedback from tutors after every class. As a result learners make good progress. Tutors consistently set targets for learners that are clear and precise enough to help them to progress to the best of their ability and to understand exactly what they have learned. Most learners understand well what they need to do to improve.  Personal support is good with effective individual coaching to enable learners to progress quickly. One tutor had clear photographs of what the learners would be making from week to week on informative and well-designed handouts. Tutors are sensitive to the needs of their

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Community learning

learners and create a supportive and inclusive learning environment. One tutor had a detailed learner profile that listed how they would overcome any barriers to learning for each learner.  Tutors’ skills are good, with tutors willing to share their expertise with learners. They give good demonstrations and prepare staged resources so that a step-by-step breakdown of complex techniques is clear for the learners. For instance, after every guitar lesson, the tutor uploads a slow motion film onto the virtual learning environment of how to play the new chords so that learners can practise between lessons. In dressmaking, the tutor showed learners how to cut out garments economically from limited amounts of fabric.  Tutors promote learners’ English and mathematics skills well. For example, learners in an art class were articulate in discussing the paintings of Gericault and Ingres that improved their

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Community learning

evaluative skills. They learn the appropriate vocabulary and write reviews of their own work. Measuring and cutting fabric in patchwork classes improves learners’ mathematics skills, for instance when they had to assemble pieces of fabric for a complex irregular panel. Tutors promote a good knowledge of safe working practices. Accommodation is good, with classes in accessible centres and some art classes held in art galleries.  Advice, guidance and support are good, with detailed pre-course information that lists exactly what the learners will be doing on each specialist course. Good progression is available from entry level to intermediate level, with ‘taster’ sessions available in some subjects. Advice and guidance has increased learners’ progression to higher-level courses.  The promotion of equality and diversity in this area is good. Tutors promote thoughtful discussions on relevant subjects such as linking mental illness to the work of Van Gogh. They

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Community learning

work hard to remove barriers to learning so that all learners can participate fully. Social and educational inclusion is effective.

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16-19 study programmes

 Teaching, learning and assessment are good and this reflects success rates that are on or above the national average for the majority of learners on functional skills foundation and intermediate-level courses. Although entry level retention was disappointing in 2012/13, in-year retention shows a significant improvement and is now high.  A comprehensive range of courses includes specialist provision such as support for adults with dyslexia, functional skills for the visually impaired working with a partner and mathematics for ESOL learners. Teachers encourage 16 to 18-year-old learners with a grade ‘D’ at GCSE to re-sit their exam in order to maximise their future potential and employment prospects. Plans are in place to extend this offer to 19+ learners in 2014/15. Learners with less than grade ‘D’ are signposted to functional skills courses.  Progress in lessons is good. All students are making at least the progress expected of them and

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16-19 study programmes

many are working above the standard expected for their stage and level of programme. For example, in a support group for adults with dyslexia, the teachers work individually with the learners to build confidence and encourage learners to take risks. This effectively accelerates improvement in their reading skills.  High levels of commitment, care and support from staff during individual and group work creates a positive learning environment that fosters a culture of mutual respect. This supports learners to develop their confidence and team-building skills. All learners enjoy their lessons and are very enthusiastic about the positive impact of their learning experiences on their English and mathematics skills development and their lives.  Teachers make good use of their experience and expertise to plan a wide range of contextualised and innovative activities. These activities are relevant, structured and crafted well

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16-19 study programmes

to motivate learners and build upon their strengths and interests to maximise progress. For example, a discussion on the bee population being under threat in the United Kingdom promoted a whole-class discussion prior to reading a passage about the subject, and the use of authentic travel texts to use as a resource to explore persuasive language.  Many learners benefit from teachers’ imaginative use of information and learning technology that develops learners’ knowledge and understanding of key learning points. A variety of medium from video clips, tablets to build presentations and mobile technology enhances the learning experience and supports learners’ understanding of key topics.  Initial assessment is good. For the majority of learners initial assessment is very thorough, comprehensive and appropriately identifies their starting points. Teachers negotiate and regularly review very specific individual targets. However, target-setting is inconsistent and the

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16-19 study programmes

quality of written feedback on learners work does not always sufficiently help learners to understand what they need to do to improve.  Initial advice and guidance is robust and takes place with a learner engagement officer. A customised initial assessment tool together with individual feedback is used to ensure that each learner is on the right course. Further specialist careers advice and guidance is available throughout the programme of study and is of good quality.  Oral feedback from teachers is good. Teachers use questioning techniques effectively to help learners develop their English and mathematics skills. In a class for 16 to 18-year-olds, teachers created highly effective presentations through good individual questioning that supported students to develop their thinking skills.  The promotion of equality and diversity is good. Activities and teaching methods encourage positive relationships and mutual respect between different groups of students and staff. In the

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16-19 study programmes

best examples, teachers positively promote equality and diversity through well-chosen topics.

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Community learning

 Teaching, learning and assessment are good, as reflected in improved retention and success rates that are high, and in the rapid progress learners make in developing their skills and confidence to support their children’s development. Learners are motivated and highly engaged in sessions, responding to the high expectations and challenge presented to them by their tutors.  Highly skilled and experienced tutors carefully plan high-quality sessions to meet individual learners’ needs and build on skills gained from previous learning. A wide range of imaginative learning activities helps learners to develop their own and their children’s learning. Learners value the importance of educational games produced during courses and through independent learning activities that increase their children’s English and mathematical skills. Learners and their children benefit from small sized groups that encourage their development, progress in

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Community learning

learning and willingness to participate in group activities and discussion.  Tutors make good use of technology to support learning and as an assessment resource. Staff training has also improved their use of technology to support learning in classrooms and venues where technology is not readily available. An example is the use of mobile phone technology for reading online news. This encourages learners to minimise paper waste in the context of a recycling topic in family language courses.  The development of learners’ independent learning skills is good. Tutors increase learners’ awareness of independent learning activities particularly well to help further support their children’s development through educational websites and homework activities. Learners are highly motivated to carry out independent learning and regularly request resources to complete at home.  Initial assessment is comprehensive. It effectively measures learners’ starting points and staff

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Community learning

use it to agree specific individual targets on learning plans. Tutors encourage additional learner self-assessment from which they can measure on-going progress. They encourage learners to set additional personal targets including targets to develop their children’s skills at home. In the best examples, target-setting also includes specific targets for learners’ children.  Learners have good knowledge of their learning and progress from regular tutor feedback. At each session, learners reflect in detail on their learning experiences and progress, allowing them to plan next steps effectively. In a small minority of cases, tutors do not provide written feedback to learners, on their reflective learning account, on how they can improve their writing.  Tutors give the seamless and skilful blending of functional skills in the majority of family learning provision a high priority. For example, in a family computer course, the development of written

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Community learning

English skills is integral to session planning in developing effective writing skills to produce letters to school and the awareness of persuasive text for use in menus and posters. Family mathematics sessions include calculations to compare realistic wage requirements against household budgets. Tutors carefully plan sessions to ensure that they develop functional skills with an emphasis on using those skills in everyday life, thereby improving learners’ understanding of their relevance.  Learners receive effective initial and on-going advice of available courses and on their next progressive steps, resulting in many returning learners. Those learners on longer courses now receive advice and guidance from an external provider because of learner improvement suggestions. NCL use ‘taster workshops’ effectively to help learners progress onto courses. Tutors know their learners well and provide effective external support as necessary, such as

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Community learning

adaptations to learning resources for dyslexic learners and, if required, referral to external agencies for wider support.  The promotion of equality and diversity is very good. Learning is highly inclusive of the wide range of diverse nationalities represented in learning sessions. The majority of lesson plans show how equality and diversity will be promoted throughout learning and, in the absence of formal planning, tutors make good use of naturally occurring opportunities. Planning for individual learning needs is good. Links with a range of schools and children’s centres are well established and venues are locally accessible to parents. Participation by males is low despite a number of initiatives to increase participation.

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The effectiveness of leadership and management Good

 Leaders and managers consistently plan for and communicate high expectations and ambition to staff and learners. The service closely aligns its strategic direction and delivery with the Council’s priorities of improving the skills of the city’s residents and tackling inequality. All staff within the organisation are clear about how they contribute to achieving these objectives.  Senior managers and elected members demonstrate strong commitment to supporting and developing the service within the context of reduced funding. They hold the service to account for its performance through regular review meetings and Cabinet reports. New governance arrangements to provide even greater challenge and accountability for the service will be in place at the beginning of the new academic year, but the process of implementing these arrangements has been slow.  Since the last inspection, the service has strengthened its performance management to drive

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The effectiveness of leadership and management Good

forward improvements. The continuing professional development activities support tutors well. Observations of teaching and learning identify accurately areas of improvement. Managers’ monitoring of well-designed action plans with timed and measurable targets, along with good support from the recently appointed teaching and learning champion, support tutors to improve. The small minority of tutors who do not improve are subject to corporate capability procedures, but these often take too long to be effective. The majority of re-observed tutors improve their grades to good or better, but not enough tutors become outstanding. Quality assurance of other aspects of provision are insufficiently formalised to ensure the identification and sharing of good practice.  The management of subcontractors is good. NCL select subcontractors through the corporate competitive tendering process on a rolling three-year basis. They review performance monthly,

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The effectiveness of leadership and management Good

and they monitor actions for improvement effectively. Outcomes for learners and the quality of teaching and learning in subcontracted provision are good.  The service’s self-assessment process identifies accurately the strengths and areas of improvement of its provision. The process is inclusive and thorough with inputs from staff, learners and external partners. At department and subject level, managers and staff understand the areas of improvement that they need to work on. However, the actions within the service’s overall quality improvement plan are not sufficiently specific, timed and measurable to enable strategic monitoring of its implementation and effectiveness.  Managers work well with a range of partners to plan a curriculum that meets both corporate priorities and the complex needs of diverse and disadvantaged communities. NCL has developed apprenticeship programmes and sector work-based academies successfully with major

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The effectiveness of leadership and management Good

employers providing real job outcomes for learners. A key partner in the council is leading the new study programme for young people effectively, although the number of work placements available is currently insufficient. Managers have responded flexibly and creatively to the changing profile of learners by, for example, designing specific training for tutors teaching the increasing numbers of Roma learners on ESOL courses.  The promotion of equality and diversity has improved significantly since the last inspection, and is now a major strength. Managers analyse data routinely to identify any differentials in performance between groups, or gaps in participation, and swiftly put in place action plans to deal with these. The newly appointed equality champions for the service have designed an effective programme of events to celebrate diversity. Learners state clearly that they enjoy and benefit from the diverse cultures and backgrounds in the classroom. Tutors are seamlessly

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The effectiveness of leadership and management Good

building in equality and diversity themes and topics into their teaching.  The provider meets its statutory requirements to safeguard learners. Staff are appointed using corporate safe recruitment procedures, and all undergo mandatory awareness training. Learners report that they feel safe. Health and safety systems are comprehensive and monitored effectively.

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Provider name Newcastle upon Tyne City Council

Inspection grades are based on a provider’s performance:

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Provider name Newcastle upon Tyne City Council

1: Outstanding 2: Good 3: Requires improvement 4: Inadequate Overall 14-16 part-time provision 14-16 full-time provision 16-19 study programmes Traineeships 19+ learning programmes Apprenticeships Employability Community learning

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Provider name Newcastle upon Tyne City Council

Overall effectiveness 2 N/A N/A 2 N/A 2 2 N/A 2

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Provider name Newcastle upon Tyne City Council

Outcomes for learners 2 N/A N/A 2 N/A 2 2 N/A 2

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Provider name Newcastle upon Tyne City Council

The quality of teaching, learning and assessment 2 N/A N/A 2 N/A 2 2 N/A 2

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Provider name Newcastle upon Tyne City Council

The effectiveness of leadership and management 2 N/A N/A 2 N/A 2 2 N/A 2

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full contract year

Principal/CEO Mrs Caroline Miller Date of previous inspection May 2009 Website address www.newcastle.gov.uk

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programme level

Level 1 or below Level 2 Level 3 Level 4 and above

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ 43 53 6 13 N/A N/A Number of traineeships 16-19 19+ Total N/A N/A N/A

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Number of learners aged 14-16

Full-time N/A Part-time N/A Number of community learners 1,701 Number of employability learners N/A Funding received from Education Funding Agency and Skills Funding Agency

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following main subcontractors:

 Interactive Development Education Ltd  Fitted Interiors Training and Installations Ltd  Learning First Ltd

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Contextual information

Newcastle upon Tyne City Council is ranked 40th most deprived of 326 local authority areas in the 2012 Indices of Deprivation. More than a third of children and young people aged 0 to18 live in the 10% most deprived wards nationally. NOMIS statistics indicate that for the period October 2012 to September 2013 in Newcastle upon Tyne the unemployment rate was 11.8%, compared to 10.3% for the North East and 7.7% nationally. Overall 33.5% of people were economically inactive compared to 26% in the North East and 22.6% in Great Britain. In December 2013, job seeker allowance claimants were at 4.1% compared to 4.3% for the North East and 2.9% for Great Britain.

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Contextual information

Although overall GCSE results for Newcastle upon Tyne are in line with the North East and England, the number of school leavers achieving five or more GCSE’s at grade A* to C is lower.

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Information about this inspection

Three of Her Majesty’s Inspectors (HMI) and four additional inspectors, assisted by the Service Manager Adult Learning as nominee, carried out the inspection with short notice. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. Inspectors also used data on learners’ achievements over the last three years to help them make judgements. Inspectors used group and individual interviews, telephone calls and online questionnaires to gather the views of learners and employers; the report reflects these views. They observed learning sessions, assessments and progress reviews. The inspection took into account all relevant provision at the provider. Inspectors looked at the quality of teaching, learning and assessment across all of the provision and graded the sector subject areas listed in the report above. What inspection judgements mean

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Grade Judgement

Detailed grade characteristics can be viewed in the Handbook for the inspection of further education and skills 2012, Part 2:

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Grade Judgement

http://www.ofsted.gov.uk/resources/handbook-for-inspection-of-further-education-and-skills- september-2012

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Grade Judgement

guidance ‘Raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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Grade Judgement

Learner View is a website where learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too.

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Grade Judgement

To find out more go to www.learnerview.ofsted.gov.uk

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Grade Judgement

Employer View is a new website where employers can tell Ofsted what they think about their employees’ college or provider. They can also see what other employers think about them too.

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Grade Judgement

To find out more go to www.employerview.ofsted.gov.uk 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, work-based learning and skills training, 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.

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Grade Judgement

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Grade Judgement

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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