Cheshire West and Chester Council

Further Education and Skills inspection report Date published: April 2015 Inspection Number: 452624 URN: 58930 Cheshire West and Chester Council

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Summary of key findings for learners

 good teaching ensures that the vast majority of learners achieve their course and personal goals  learners develop their speaking and listening skills particularly well through preparation for work courses  many learners move on to further learning such as other short courses offered by the service and functional skills provided by local colleges  an increasing proportion of long-term unemployed residents are finding jobs as a result of the very good support from the Work Zones  senior managers work very well with the local enterprise partnership (LEP), employers, other council departments and community and voluntary organisations to meet the needs of local people and local companies with recruitment in skill areas such as retail and customer service  the council very effectively demonstrates its strong commitment to equality and diversity by successfully engaging vulnerable and disadvantaged groups of learners on its programmes.

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Summary of key findings for learners

 the targets set for learners on courses that do not lead to qualifications are sometimes too vague to ensure learners are stretched to their full ability and understand the progress they are making  written feedback does not always make clear to learners how they can improve  teaching does not make enough use of opportunities across subjects and courses to develop learners’ mathematical skills  the quality improvement plan is not detailed enough to help managers monitor progress towards improvement effectively. Inspection dates 17–20 March 2015

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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?

 Ensure individual learning plans are used consistently to set challenging targets for learners, help them focus on ways they can improve, and reflect on the progress they have made.  Ensure that all written feedback to learners helps them understand how they can improve further.  Develop learners’ mathematical skills across all subject areas by improving lesson planning, including these skills in learners’ personal targets, and encouraging teachers to share good practice.  Set clear and measurable targets for achieving actions identified in the quality improvement plan so that managers can monitor progress accurately and take prompt action where this is too slow.

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Inspection judgements

 Chester West and Chester Council (CWaC) offers a range of programmes to support the life and work prospects of local residents, prioritising those out of work and most at risk of social and economic exclusion. This is mostly through entry and level 1 courses. The largest area of provision is preparation for life and work, followed by information and communication technology (ICT). About half of all learners enrol through the three Work Zones, centres that support those actively seeking employment. Most of these learners are referred through Jobcentre Plus. About a quarter of all learners are on short courses leading to a qualification, with a similar proportion on non-accredited provision. With the exception of learners enrolled through the Work Zones, and the small number on family learning courses, all learning is delivered by 23 subcontractors.  Almost all learners achieve their learning goals, often starting from low levels of confidence and

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Inspection judgements

prior attainment. This includes learners on courses leading to a qualification. Learners on functional skills in family learning also achieve very well.  The vast majority of learners following community learning courses that do not lead to a qualification achieve their course and personal goals. For some learners this represents a significant first step in learning. However, the extent of the progress these learners make is not fully reflected in assessment records because learners’ personal goals are not sufficiently clear and specific.  Service managers monitor the performance of different groups very closely, taking successful action to remedy variations in levels of achievement. There are no significant gaps in the achievement of different groups.  The vast majority of learners complete their courses. Most learners attend regularly, although this is less consistent in the Work Zones and in a minority of community learning courses.

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Inspection judgements

 Learners develop good skills and attitudes that enhance their prospects of future employability. For many, developing confidence and the motivation to seek employment is a crucial first step. The capacity to use computers effectively adds significantly to the work readiness of those who undertake a course in ICT.  A significant and growing proportion of learners successfully gain employment, particularly following referral to, and support from, the Work Zones, and frequently after a long period out of work. This is making a very effective contribution to reducing the number of long-term unemployed residents in the local area.  Support offered through the Work Zones helps learners prepare for applying for work in direct, practical ways such as curriculum vitae preparation and the development of effective interview techniques. Learners benefit from the good opportunities to take on volunteering roles to

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Inspection judgements

strengthen their skills in working effectively with others.  A substantial proportion of learners move on to further courses both within and outside CWaC’s provision, having acquired the confidence and motivation to pursue learning. This includes progression to college-based functional skills and other accredited courses. Most of this progression is at the same level, reflecting learners’ wish to extend their understanding of other subjects, gain further accreditation, and strengthen future work prospects.

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Inspection judgements

The quality of teaching, learning and assessment Good

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Inspection judgements

 The quality of teaching, learning and assessment is good which is reflected in the high number of learners who achieve learning goals and qualifications in functional skills, employability and information technology. In addition, learners acquire good personal confidence and social skills. Teachers make courses interesting and challenging, and as a result, learners are highly motivated, enjoy their learning and make good progress.  Staff provide good personal and academic support to meet learners’ needs. They are particularly sensitive to the needs of those who lack confidence in their own abilities or who face significant barriers to learning. Productive relationships between staff and learners result in learners feeling confident enough to ask for help or clarification with any problems they have. Volunteers provide very effective support to learners who need additional help in lessons, including those

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Inspection judgements

who speak English as an additional language.  Teachers plan for learning thoroughly so that learners with different experiences and levels of ability can progress at a good pace. Many courses have flexible enrolments and different start and end points. Although this flexibility is a strength of the provision where it is responsive to needs, in some cases it results in irregular attendance. When this happens, teachers take action quickly to re-establish regular attendance.  Teachers make learning enjoyable by using a wide range of stimulating and innovative activities, supported by good quality resources. For example, parents and children in family learning sessions use mobile technology including laptops, tablet computers and programmable robots to practise and learn about the information technology used in schools. Learners are keen to learn independently and teachers provide homework to develop their skills outside classes.

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Inspection judgements

 Staff assess learners’ starting points well on courses leading to external qualifications. This includes assessment of their skills in English, mathematics, information technology and personal confidence. Teachers on these courses set learners realistic, specific and timely targets that help them to progress well towards completing their qualifications. However, where courses do not lead to externally assessed qualifications, personal targets for learners are not sufficiently specific, challenging or measurable, and this makes it difficult for learners to know what progress they are making.  Teachers give encouraging and motivational written feedback on work, which builds learners’ confidence. However, too much feedback focuses on praise and not enough on areas to develop or improve. Teachers provide prompt and detailed oral feedback to learners about their completed work and performance. Learners on family learning courses and in the council’s Work

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Inspection judgements

Zone facilities make good use of their individual learning plans to review progress against course and personal targets.  Teachers provide adequate support to learners in developing English and mathematical skills that are relevant to their courses and useful in their work or home lives. In classes leading to preparation for work, collaborative team building activities develop learners’ confidence in speaking, listening and discussion very well. Teachers effectively emphasise the importance of these skills in the workplace, making the link between good communication and employability. In some lessons, however, teachers do not make full use of spontaneous opportunities to develop skills such as the use of different types of calculations or charts for working out pay rates.  Information, advice and guidance are good. Learners receive helpful information and advice before and at the start of their programme so that they understand the options available to

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Inspection judgements

them. Teachers give clear information about progression routes within the service and into further training and employment. Staff are sensitive to learners’ individual needs and create an environment of trust and harmony to support good learning. The majority of teachers create welcoming and safe learning environments and have good class management skills. For example, they skilfully adapt approaches to discussion to build confidence when working with vulnerable learners such as those with mental health issues.  Teachers promote equality and diversity well, providing a caring, supportive, and inclusive environment. Learners with a wide range of abilities and from different backgrounds receive a high level of support to overcome any personal barriers to learning. Learners speak highly of the service they receive. Teachers make very effective use of carefully chosen collaborative classroom activities. For example, an activity that invited learners to discuss issues arising from

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Inspection judgements

different cultures coming together was handled in a mature and accessible way, with learners describing with confidence the benefits of diversity. Learners with mobility issues are supported well in accessing information technology in Work Zones. A pottery class for visually impaired residents develops creative skills and promotes social inclusion.

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The effectiveness of leadership and management Good

 Senior leaders of the council have set a clear strategic direction for the service. Service managers have implemented this very well to provide high quality education and training that raises the aspirations of local residents and improves their quality of life. Directors and elected members take an informed and active role in the work of the service, asking searching questions of service managers and holding them to account.  The service works successfully through the local enterprise partnership (LEP) to deliver provision that equips long-term unemployed residents with skills for work and helps local companies fill gaps in recruitment. For example, the service works closely with Jobcentre Plus to deliver a good employability programme through the Work Zones; managers liaise effectively with other council departments to target family learning towards those most in need; work with a housing trust provides training opportunities in construction and recycling for unemployed tenants.

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The effectiveness of leadership and management Good

 Service managers have successfully established productive and well-coordinated partnerships in the voluntary and community sectors. These serve the broader health and well-being of local residents, including families in difficulty and those with mental health needs.  Curriculum leadership and management are good. CWaC chooses subcontractors and partners carefully to ensure they meet the stated priorities in the curriculum plan. Service managers work very well with employers and with other council departments to assess the training required for available posts, plan individual courses and train learners so that they are able to access jobs. A significant number of learners gain work through this process. The local zoo, for example, has recently recruited learners as a result of this initiative.  Self-assessment is good. It involves staff and partners, uses learners’ feedback well and is largely accurate. For example, the report identified the inconsistent quality of individual learning

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The effectiveness of leadership and management Good

plans and target-setting for learners as an area for improvement, a judgement that inspectors confirmed. Managers have used self-assessment well to improve the quality of teaching and learning, safeguarding and the promotion of equality and diversity. However, the quality improvement plan is not fully effective as a tool to drive and monitor improvement as it lacks detail in parts and some impact measures are not clear enough.  The service manages performance well, making good use of a wide range of high quality data to evaluate the quality of provision and the match with CWaC’s strategic aims. For example, the service took the decision to withdraw the apprenticeship programme in 2013, provision inherited from a former borough at the time of a council merger.  The service applies its rigorous quality assurance procedures to ensure that subcontractors meet the expected standards prior to enrolling learners and that learners achieve well.

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The effectiveness of leadership and management Good

 Clear lines of accountability enable service managers to tackle individual underperformance well. The lesson observation process is effective at accurately identifying and improving areas for development.  CWaC promotes equality and diversity very well. The service targets and successfully recruits learners from a wide range of backgrounds, the very large majority of whom are disadvantaged and have very specific needs. These include learners with very low self-confidence, the long- term unemployed, and those with mental health issues.  Safeguarding arrangements are good. Appropriate and regularly updated training, comprehensive risk assessment and preventative action make a very effective contribution to keeping learners and staff safe. The large majority of staff have a good understanding of safeguarding issues. The council has a robust and well-implemented safer recruitment policy which is also applied to subcontractors; however, they do not check the level of training of the

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The effectiveness of leadership and management Good

subcontractors’ designated person for safeguarding. The service has created a safe environment for learners. Learners are aware of the safer internet policy. Service managers liaise well with the council’s safeguarding team to ensure that policies are revised regularly and updated to take appropriate account of the changing perception of threats, including those of extremism, child sexual exploitation, and female genital mutilation.

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Provider name

Inspection grades are based on a provider’s performance:

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Provider name

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

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

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Provider name

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

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Provider name

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

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Provider name

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

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full contract year

CEO Steve Robinson Date of previous inspection January 2011 Website address www.cheshirewestandchester.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+ N/A N/A N/A N/A 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 1950 Number of employability learners N/A Funding received from Skills Funding Agency (SFA)

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following main subcontractors:

 Mid Cheshire college  Au Fait  West Cheshire College  CCDT  Impact  Changing Lives in Cheshire  EPNAVCO  Passion for Learning  Youth federation  CHAWREC  In total CWaC contracts with 23 subcontractors

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Contextual information

Cheshire West and Chester has a population of 331,000 spread over 354 square miles. The historic tourist destination of the City of Chester is within the borough, as well as the industrial town of Ellesmere Port, the towns of Northwich and Winsford and a number of market towns including Neston, Frodsham and Tarporley. There is also a large rural area covered by the borough including many small villages and farming communities. At the time of the inspection the unemployment rate was 5.3% which is lower than both the Great Britain figure (6.5%) and the North West (7.4%). The Jobseeker’s Allowance (JSA) claimant count in the borough has fallen rapidly over the last two years from 3.4% in February 2013 to an historic low of just 1.2% in February 2015, this compares to 2.0% for Great Britain and 1.9% for the North West.

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Information about this inspection

Two of Her Majesty’s Inspectors (HMI) and two additional inspectors, assisted by the Skills and Employment Manager 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 and online questionnaires to gather the views of learners and employers; these views are reflected throughout the report. 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.

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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

www.gov.uk/government/publications/handbook-for-the-inspection-of-further-education-and-skills- from-september-2012

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Grade Judgement

guidance ‘Raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. 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 and 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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and provider inspection reports, please visit https://reports.ofsted.gov.uk/user.

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Grade Judgement

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

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