Derby City Council

FE&S report Derby City Council Local authority

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Overall effectiveness Good

Effectiveness of leadership and management Good

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Overall effectiveness Good

Quality of teaching, learning and assessment Good

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Overall effectiveness Good

Personal development, behaviour and welfare Good

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Overall effectiveness Good

Overall effectiveness at previous inspection Good

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This is a good provider

 Learners’ achievement of qualifications is good in most subjects and excellent in mathematics, information and communication technology (ICT) and English for speakers of other languages (ESOL).  Learners make extensive use of widely available information learning technology and the internet to enhance their learning experience within and beyond the classrooms.  An excellent focus on employability means that most learners significantly improve their chances of securing jobs.  Since the previous inspection, leaders and managers have developed new apprenticeship provision, significantly improved the provision in mathematics and ESOL and maintained high standards across the whole provision.  Good careers guidance and advice help learners identify their career paths and next steps in learning.  Assessment and feedback to learners are highly effective at developing their skills of self-evaluation and independent learning skills.

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This is a good provider

 Highly experienced, professional staff provide good-quality teaching, learning and assessment that empower learners to succeed.  Apprentices’ progression into permanent jobs and advanced apprenticeships is excellent.  Performance management is thorough and tutors take personal responsibility for improving their skills.  Through particularly effective partnerships, leaders and managers have successfully targeted provision at those learners without any qualifications or who come from wards with the highest levels of deprivation.

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This is a good provider

 Standards of teaching and learning are not yet consistently high across the whole provision.  Leaders and managers do not make sufficient use of the available management information to set targets to improve the service to outstanding in aspects such as the management of apprenticeship provision and career guidance and advice.

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Information about the provider

 Derby Adult Learning Service (DALS) provides adult learning programmes and apprenticeship provision on behalf of Derby City Council. The service offers courses in English for speakers of other languages (ESOL), English, mathematics, information and communication technology (ICT) and a wide range of community learning courses from 24 centres in the city with a total of 743 learners. Since the previous inspection the service has developed apprenticeship provision and work with the probation service has ended. No learners were on the traineeship programme at the time of the inspection.  The percentage of children living in poverty in Derby is 26% compared to 22% in England. Minority ethnic communities represent approximately 25% of Derby’s total population, with a significant number of migrants from Eastern Europe. Some 24% of all adults and 16.7% of the working-age population of adults in Derby have no qualifications. The unemployment rate is currently 1.4%, in line with regional

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What does the provider need to do to improve further?

 Enhance the use of available management information by managers to set precise targets to: – consolidate the effectiveness of the career guidance and advice team by offering excellent service to all those who need it – secure rapid improvements to the management of the apprenticeship provision.  Consolidate the significant improvements in teaching and learning to the highest possible standards by: – ensuring that all tutors raise the standards of teaching by sharing good practice within the service, particularly in apprenticeships and English.

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Effectiveness of leadership and management is good

 Leaders and managers provide strong strategic leadership and manage the curriculum well. As a consequence, all aspects of provision are now good, including the recently established apprenticeship provision and the previously satisfactory provision in ESOL, English and mathematics.  Managers have further strengthened DALS’ quality assurance and quality improvement arrangements including course reviews, use of data, observations of learning and the collection of learners’ and employers’ feedback. The impact of this is clearly evident in the high quality of taught sessions, as well as in the development of apprentices’ skills.  Staff share the culture and ethos of the service, which welcomes and respects learners from all backgrounds and faiths. Staff empower their learners to believe in their ability to make a positive difference to their lives through education and training. Learners attend classes regularly and develop a

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Effectiveness of leadership and management is good

genuine passion for learning.  Leaders and managers know their provision well. They use a wide range of evidence to produce an accurate and detailed self-assessment report. The development plan is closely focused on maintaining strengths and improving the areas for improvement. Senior council officers and elected leaders take an active interest in the work of DALS and know the provision well.  Arrangements for gaining feedback from learners, apprentices and external stakeholders are good. Managers continue to refine these and take swift action in response to concerns and issues raised to improve the quality of service to benefit learners and employers. For example, the managers hired an external company to obtain information on the destinations of the learners; this gave them a good insight into the difference they make to the learners’ lives.  Managers provide a broad range of high-quality training activities that have improved tutors’ skills to

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Effectiveness of leadership and management is good

deliver consistently good learning. Most staff take personal accountability to improve their practice seriously. A number of quality advisers, appointed by the managers, provide sensitive and non- threatening professional support to promote good practice. This has helped tutors and workplace assessors to sharpen their teaching, learning and assessment.  Leaders and managers place a very high priority on developing learners’ English and mathematics skills. Success rates for GCSEs, particularly in mathematics, have improved dramatically since the previous inspection. Tutors reinforce the importance of English and mathematics in other subject areas well. Managers recognise that they need to develop apprentices’ English and mathematics skills further to help them become more effective in their job roles and careers.  Investment in new management systems has enabled managers and tutors to obtain relevant classroom-

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Effectiveness of leadership and management is good

based as well as higher-level data to monitor performance. Staff at all levels have a better understanding of management information and use it well, for example to monitor attendance, punctuality and the proportion of learners who remain on the programme until the end. This helps managers to identify areas for improvement promptly and put timely and effective interventions into place to rectify issues such as non-attendance, punctuality, low enrolments or early leavers.  Performance management arrangements are very strong. Managers have dealt effectively with poor performance, which has resulted in an overall improvement in the quality of teaching and learning, especially in the largest curriculum area, ESOL. By using robust personal development plans and the provision of support, managers maintain a sharp and consistent focus on monitoring and improving tutors’ practice and professional development.

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Effectiveness of leadership and management is good

 Leaders and managers target the provision closely on the significant proportion of Derby’s residents who do not possess any qualifications with a good degree of success. Partnership working is highly effective in offering learning to the most disadvantaged groups in many local venues in wards such as Allenton and Sinfin, including for people with mental health issues, families in receipt of benefits and those recovering from substance misuse. This enhances learners’ ability to seek jobs or undertake further learning.  Managers plan the curriculum well to meet regional educational, demographic and employment patterns and to ensure that the mix of provision reflects key priorities within the city. Though none of DALS’ staff is represented on the Local Enterprise Partnership board (LEP), senior officers from the council’s regeneration department attend LEP meetings and disseminate information about their work. Managers

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Effectiveness of leadership and management is good

have established relevant provision for the families and carers of the significantly large deaf community in Derby to help them improve their skills and quality of communications with the wider society.  DALS’ team of careers advisers, established since the previous inspection, provide good impartial careers advice and guidance, which make learners aware of the progression paths available to them. Employability programmes run by the team members are valued by learners and include the use of information technology, developing a curriculum vitae and accessing job seeking sites. Managers have not set clear targets and priorities for the team to increase their effectiveness to excellent levels.  Curriculum management and planning are good and meet the needs of learners on adult programmes and of employers in occupations such as care, early years help and business administration where a shortage of skilled staff exists. Programmes are highly flexible. Managers try different options to ensure

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Effectiveness of leadership and management is good

that programmes match the skills levels, interests, availability and needs of groups of learners. For example, a session on making rockets from recycled materials for children attracted 13 fathers in a family learning class. Curriculum planning is excellent in ESOL and in provision for learners with learning difficulties and/or disabilities.  Curriculum management in apprenticeship provision requires improvement. The current provision is not fully integrated within DALS. As a result assessors do not benefit from sharing some excellent practice in initial and diagnostic assessment and the teaching of English and mathematics. Managers acknowledge this weakness and have devised an action plan to deal with the issues.  Staff promote equality and diversity in the classroom well through the use of good learning materials and resources, and by the use of inclusive language. Posters and displays in the classrooms tackle a range of

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Effectiveness of leadership and management is good

sensitive subjects such as the dangers of extremism and bullying. Learners are respectful of each other and of staff. Classrooms are welcoming and friendly places and learners enjoy attending sessions. Tutors make extensive use of enrichment activities to extend learners’ integration into society and prepare them well to enjoy and benefit from the many valuable learning resources available freely in the city and beyond.  The governance of the provider – Senior council officers and elected leaders effectively support and challenge the head of service to maintain the focus on quality and to drive rapid improvements. – Senior council officers and elected leaders have a clear vision for the future of the service and are strong advocates of adult education in the city. They provide timely support, guidance and resources to improve the reach and effectiveness of the service.  The arrangements for safeguarding are effective

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Effectiveness of leadership and management is good

– Learners feel safe and know who to contact if they feel vulnerable or threatened. – The service has implemented a comprehensive programme of staff training on the dangers of radicalisation and violent extremism. As a consequence, staff and learners understand the risks involved and feel able to report any concerns they may have.

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Quality of teaching, learning and assessment is good

 Tutors and assessors have high expectations of learners and set high standards for them to achieve. They plan a wide range of interesting activities which engage learners well. As a result the great majority of learners make good progress during sessions and achieve their learning goals.  Tutors use initial assessment effectively to plan learning to meet individual needs. For example, they accurately assess learners with learning difficulties and/or disabilities at the beginning of their hospitality course and set them very clear and precise targets which help them develop very good food preparation and customer service skills in the centre cafe. However, in a few lessons, tutors pay insufficient attention to learners’ starting points. This results in poor target setting and insufficient challenge for those learners with higher skills levels, who subsequently make insufficient progress.  Tutors identify learners’ support and additional learning needs quickly and provide effective additional

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Quality of teaching, learning and assessment is good

learning support to enable them to make rapid progress. Employed and volunteer support assistants are very effective in enabling learners to overcome their many barriers to learning and in helping them to build confidence to achieve qualifications, often for the first time.  Tutors and assessors support the good development of English, mathematics and ICT skills. In work- based learning, assessors emphasise the importance of developing good spelling and presentation skills. The large majority of apprentices improve verbal communication skills through their workplace activities involving interaction with colleagues, clients and customers. However, apprentices who have already achieved the required qualification level for English and mathematics are not routinely challenged to develop these skills further to widen their career development.  The provision for learners whose first language is not English is excellent. Tutors provide helpful,

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Quality of teaching, learning and assessment is good

supportive but challenging teaching to help learners significantly improve their English skills and achieve very well in external examinations. Very good mathematics teaching results in very high success rates at GCSE and the development of higher-level mathematical skills.  Employers provide highly effective work-based training which enables apprentices to develop new skills in the workplace. Apprentices undertake a wide variety of roles in their occupational areas and become multiskilled. This prepares them well to take on a variety of job roles and enhances their prospects for future employment.  Tutors and assessors are very well qualified in both teaching and specialist vocational skills. They make particularly good use of their wide knowledge and experience to devise a range of learning activities that enrich learning. Assessors use coaching skills particularly well to encourage apprentices to reflect and

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Quality of teaching, learning and assessment is good

develop their thinking skills.  Tutors and assessors use the extensive learning technology facilities well to support and enhance learning. For example, in one lesson, learners thoroughly enjoyed using the interactive whiteboard to build complex sentences from simple phrases. An excellent online learning resource supports independent learning very well; learners are able to view learning material prepared for a specific class as well as access a comprehensive range of additional learning materials. The many learners who use this resource find it supports their learning very well.  In the great majority of lessons, learners use their individual learning plans well to record in detail the progress they have made during each lesson. Tutors routinely comment on this learning which supports the growing confidence and self-reflection skills of learners. Learners make effective use of helpful prompts on 10 mini-posters displayed in classrooms to consolidate their learning, review their progress

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Quality of teaching, learning and assessment is good

and to become more analytical and independent learners.  In a few lessons, tutors do not use individual learning plans or short-term targets well enough to support and measure the progress learners make. In these lessons, learning targets are too broad and tutors do not systematically review the progress learners have made towards their achievement.  Assessment of written work is accurate and timely. Tutors and assessors use detailed verbal feedback well to celebrate achievement and clarify the steps learners need to take to improve. In a small minority of cases, tutors do not give sufficient written guidance on completed work to support improvement.  Tutors choose examples carefully to illustrate learning that broadens learners’ understanding of other cultures and beliefs as well as challenging common stereotypes. Learning takes place in an atmosphere of mutual respect and inclusivity, where learners feel free from harassment and discrimination and where

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Quality of teaching, learning and assessment is good

they can enjoy learning.  Staff ensure that all learners have a good understanding of what to do if they or others feel unsafe and that they are aware of the dangers of radicalisation and the support they can receive should they come into contact with extreme views.

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Personal development, behaviour and welfare is good

 Most learners develop particularly effective employability skills. This prepares them well for the job market. They gain a good awareness of employment through taster sessions focused on skills for particular sectors, self-employment and enterprise. By using well-developed IT skills they develop useful curriculum vitae and seek jobs through various specialist websites. Disabled learners and those with special educational needs develop excellent employability skills.  Most learners become well aware of a range of career pathways that highly qualified and experienced guidance and advice workers promote well. However, staff do not work consistently well with recently arrived highly qualified migrant learners to help them develop a medium- to long-term plan for their learning and career progression. This results in a waste of their skills and talent as many of these learners continue to work in low-paid manual jobs.

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Personal development, behaviour and welfare is good

 Most learners develop good independent learning skills and take responsibility for their learning and careers. They make extensive use of free internet access in the centres, using their tablet computers and mobile phones to consolidate and accelerate their learning.  Learners become confident in the use of technology and make good use of Derby Learn, the virtual learning platform of the service. Learners on social care programmes make excellent use of the range of online resources to work around their personal commitments and produce assignments with rich variety of evidence from many sources.  Learners enjoy their learning and attend regularly. Attendance in sessions is good. Learners combine their family commitments with learning well. Learners are enthusiastic, motivated to learn, keen to develop their knowledge and skills and are proud of their achievements.  The learning environment in all centres is welcoming. Tutors empower all learners to achieve according to

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Personal development, behaviour and welfare is good

their potential. Their confidence improves significantly and leads to enhanced self-esteem and a belief in their ability to succeed.  Tutors prepare ESOL learners very well for life in British society. Other learners also benefit from being reminded of the fundamental British values that they may take for granted, such as freedom of speech, and consequently appreciate them more.  Learners’ welfare is of paramount importance in the service. Managers provide a very broad range of support, such as additional learning needs, social support and mentorship through volunteers and learning partners. This ensures that learners remain on course and make good progress.  Learners develop a good awareness of how to stay safe and become aware of the potential dangers of content on the internet and the importance of internet safety.

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Outcomes for learners are good

 Success rates for classroom-based learning at all levels are high. They are excellent for the substantial number of learners at entry levels and establish a solid foundation for further learning. Learners’ achievement of qualifications on levels 1 and 2 is good; the great majority of learners study at level 1. Learners’ achievements of GCSE mathematics and ICT qualifications are outstanding. Achievement of ESOL qualifications is also excellent, having improved significantly since the previous inspection.  Learners are well motivated. They enjoy learning and a very high proportion of them remain on their courses until the end. Learners progress well to higher levels of study. Apprentices’ progression into jobs and higher level programmes is excellent. Staff work very diligently to help learners devise specific learning goals within a challenging timescale. The process of recognising and recording progress and

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Outcomes for learners are good

achievement in non-accredited learning is very thorough and quality assured by moderators. The achievement of personal learning goals for learners on community learning programmes is very high.  Staff identify the starting points for most learners accurately and provide appropriate and timely support to ensure that they make good, and in some cases excellent, progress. However, staff do not identify the specific English and mathematics needs of apprentices, many of whom already hold GCSE qualifications at the appropriate level in those subjects.  Success rates for apprentices have improved significantly after a dip in performance in 2013/14 and are currently well above the national averages. They are excellent for apprentices aged 16 to 18. Apprentices make good progress from their starting points and produce high standards of work to benefit their employers. They become valuable members of the team often volunteering to undertake higher level

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Outcomes for learners are good

work.  Learners on community learning programmes develop an appetite for learning and progress to other courses and often develop new interests or a new hobby in retirement. They use these skills to enrich the quality of their lives, keeping their minds and bodies active.  Managers conduct a thorough analysis of the performance of various groups. The numbers of apprentices from minority ethnic groups or with additional learning needs are too low to conduct a meaningful analysis. All groups perform equally well. Managers identified a gap in the achievement of Gypsy Roma women on ESOL programmes and provided good support to close this gap.

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Adult learning programmes are good

 Derby City Council adult learning provision comprises adult skills courses including ESOL, English, mathematics and a wide range of community learning courses across 24 centres in the city with a total of 743 learners.  The majority of adult learners make good progress in developing their mathematics and English skills to help them progress onto higher level courses or gain employment in their chosen vocation. However, in a few English lessons, tutors do not use sufficiently the outcomes of initial assessment to challenge and inspire learners with existing higher-level skills on entry to their course. Learners attending GCSE English and mathematics lessons are provided with extremely effective, challenging and engaging learning activities which stretch their technical skills and knowledge particularly well.  Expert tutors help learners in ESOL classes to improve their English skills through caring and nurturing

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Adult learning programmes are good

support, as well as providing advice and sensitive individual coaching during sessions. In a few sessions, tutors do not routinely provide learners with enough opportunities to practise learning a new language, interact with their tutor and peers or learn from each other.  The vast majority of learners make very good progress in overcoming significant challenges in order to achieve their learning aims and personal goals. In particular, adult learners attending information technology and computer courses gain new skills to help them find jobs. Learners undertaking courses in book-keeping refresh their financial and auditing skills and learn new ones to help them gain access to jobs in the finance and administration sectors. Parents attending family learning programmes praise the adult learning service highly for the supportive tutoring they receive in developing good parenting skills.  Tutors engage well with the majority of learners, helping them to plan their own learning and playing an

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Adult learning programmes are good

active part in completing their individual learning plans as well as setting future targets. This helps individuals make good progress in achieving their learning aims and in developing higher-level personal communication and social skills.  Tutors mark learners’ work promptly and give comprehensive verbal and written feedback to help learners make improvements and gain higher level understanding, knowledge and skills in vocational and the majority of community learning courses.  Resources to support learning are good and provide learners with opportunities to produce good-quality, well-presented work in vocational sessions. Childcare learners use a variety of resources well to develop visual displays to use in early years and nursery settings. Book-keeping learners use detailed task sheets and workbooks to improve their financial skills. The majority of vocational learners use the virtual learning

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Adult learning programmes are good

environment well during sessions to complete learning tasks and assignments, research information and word process their work. Learners have very good access to technology and this helps them present their work to a high standard.  Learners with learning difficulties and/or disabilities develop good customer service and money handling skills through the excellent work placements in the cafe at their centre. They efficiently work on preparing and serving lunch to centre staff and other learners, overcoming significant personal and learning barriers through the excellent teaching, care, support and guidance provided by their tutor and learning support workers.  Learners feel extremely well supported in learning sessions; they develop confidence in communicating and presenting their work, engage well in group discussions, improve their English and mathematics skills, and develop good employability skills and high levels of self-esteem.

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Apprenticeships are good

 The service has 97 apprentices, with the majority in business administration and smaller numbers in health and social care and customer services, IT and supporting teaching in schools. Thirty-four are advanced apprentices.  Apprentices develop improved confidence and good vocational skills during their learning programmes. For example, business administration apprentices learn how to produce detailed written reports and customer service apprentices develop good telephone techniques. Experienced employees undertaking apprenticeship programmes benefit from developing higher-level communication and technical skills. Apprentices are articulate and display high standards of professionalism. As a result, a significant number of apprentices have gained an increased level of responsibility in their job roles.  Apprentices develop a wide range of vocational skills in the workplace through the varied job role

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Apprenticeships are good

experiences made available by their employer. This enables them to work on a variety of tasks and greatly raises their understanding of their job roles and the wider aspects of their employers’ businesses. For example, customer service apprentices working within the local authority deal with a wide range of enquiries from different customers, ranging from the organisation’s opening hours to pest control costs and housing benefits. They develop good practical skills at work such as meeting and greeting customers and managing rotas and costing spreadsheets. They contribute well to the business and have developed into valued members of their work teams.  Off-the-job training sessions improve apprentices’ theoretical knowledge and help them to develop study and research skills. A small minority of off-the-job theory sessions delivered by tutors require further development to ensure that tutors make learning more relevant by linking learning to apprentices’

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Apprenticeships are good

workplace experiences. These tutors fail to use a sufficient variety of learning activities to enliven lessons and to enable all learners to participate, share good practice, discuss and debate relevant topics. Tutors and assessors make appropriate use of technology to support and develop apprentices’ learning and assessment.  Apprentices receive good support from assessors during frequent, well-planned assessment visits. Learners enjoy this frequent contact as it allows them to raise any issues and receive additional support. Assessors provide very detailed oral feedback to confirm the standards reached and the further work that apprentices need to do to improve. Most learners receive adequate written feedback from assessors to help them later reflect on their performance. However, some written feedback is not sufficiently detailed to enable apprentices to reach higher standards and prepare them for higher-level job roles.

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Apprenticeships are good

 Apprentices have a good standard of English, mathematics and ICT skills upon joining the apprenticeship programme. They receive appropriate support from assessors and tutors to help them use these skills effectively at work. For example, one business administration learner receives support to develop note- taking skills within meetings. However, staff do not routinely challenge all apprentices to develop and raise their English and mathematics skills to higher levels. The service acknowledges that this is an area for development.  Apprentices receive good pre-course information, advice and guidance which ensure that their apprenticeship closely matches their career aspirations and abilities. Apprentices receive further information as they progress, which greatly improves their understanding of the next steps available when they complete their qualification. A significant proportion of apprentices progress from an

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Apprenticeships are good

intermediate- to an advanced-level apprenticeship and nearly all apprentices progress to permanent employment after completion of their qualification.  Apprentices feel safe at work and during off-the-job training. They have a good knowledge of health and safety regulations and know how apply these to work safely in their workplace environment.  Progress reviews are effective and the large majority of employers have a detailed understanding of the skills and knowledge that apprentices are developing and their further workplace development needs. However, direct involvement of employers in the reviewing of apprentices’ progress in a large majority of cases is insufficient and as a result does not maximise the planning of further skills development for apprentices in the workplace.  Assessors set clear targets to help apprentices progress between visits and they share these with the employer. Staff swiftly identify and support apprentices who are making slow progress, for example

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Apprenticeships are good

through more frequent assessor visits, one-to-one tuition and additional meetings between the apprentice and their employer. This coordinated approach is effective in helping apprentices to progress well.

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full contract year

Principal/CEO Cath Harcula Website address www.adult-learning-derby.org.uk

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Intermediate Advanced Higher

16–18 19+ 16–18 19+ 16–18 19+ 52 14 20 21 0 0 Number of traineeships 16–19 19+ Total 0 0 0 Number of learners aged 14–16 N/A Funding received from Skills Funding Agency (SFA)

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Inspection team

Harmesh Manghra, lead inspector Her Majesty’s Inspector Jai Sharda Her Majesty’s Inspector Christine Blowman Ofsted Inspector Allan Shaw Ofsted Inspector Maureen Deary Ofsted Inspector

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Inspection team

The above team was assisted by the senior curriculum manager, as nominee, and carried out the inspection at short notice. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. Inspectors used group and individual interviews, telephone calls and online questionnaires to gather the views of students and employers; these views are reflected within the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all relevant provision at the provider. 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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Inspection team

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, further education and skills, 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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team,

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Inspection team

The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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Inspection team

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

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

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Inspection team

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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Inspection team

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

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