Wakefield Metropolitan District Council

Wakefield Metropolitan District Council Interim visit report

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Name of lead inspector: Cath Jackson, HMI

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Address: Manygates Education Centre 24–26 Manygates Lane Sandal Wakefield WF2 7DQ Interim visit: Wakefield Metropolitan District Council, 14–15 October 2020

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Context and focus of visit

On 17 March 2020, all routine inspections were suspended due to the COVID-19 (coronavirus) pandemic. As part of our phased return to routine inspections, we are carrying out ‘ interim visits ’ to further education and skills providers. Interim visits are to help learners, parents, employers and government understand how providers are meeting the needs of learners and apprentices in this period, including learners with high needs and those with special educational needs and/or disabilities.

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Context and focus of visit

We intend to return to routine inspection in January 2021 but will keep the exact timing under review.

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Context and focus of visit

The focus of these visits is on the themes set out below and the findings are based on discussions with leaders, managers, staff and learners.

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Information about the provider

Wakefield Adult and Community Education Service is in the council’s Regeneration and Economic Growth Directorate. It provides part-time adult learning programmes at two local authority education centres and 46 community partnership venues, including schools, voluntary settings and the health service. The service has approximately 600 learners, who study from entry level to level 3 on employability programmes, courses in English for speakers of other languages (ESOL), English and mathematics, and vocational programmes. Approximately a third of adult learners are on family and community learning courses that do not lead directly to a qualification.

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stakeholders and adapts to changed circumstances?

Leaders confirmed that their learners were unable to attend education centres and community venues when these closed in March, in line with lockdown requirements. Prior to lockdown, managers worked with staff to review resources, practise using new technology, and develop work packs of online learning materials so that learning could continue remotely.

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stakeholders and adapts to changed circumstances?

Leaders believe that the pandemic has created positive opportunities for staff to adapt the curriculum to make it more flexible and to meet learners’ individual needs. Teachers have created online and paper-based learning resources to complement or replace face-to-face learning where necessary, including resources for English and mathematics. Leaders consider that these additional resources and approaches will offset the risks of learners missing out on their studies in the event of any further Interim visit: Wakefield Metropolitan District Council, 14–15 October 2020 lockdown. They feel that the resources will be of benefit to adult learners across Wakefield who find it difficult to access classroom learning at set times.

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stakeholders and adapts to changed circumstances?

Leaders and managers collaborate with stakeholders to support vulnerable people in the community. Managers trained stakeholders who work with new tenants to teach important life skills such as budgeting and independent living. Teachers and managers developed learning resources and activities around independent cooking skills for residents of care homes who were unable to attend community venues.

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stakeholders and adapts to changed circumstances?

Managers described an increased demand for training in health and social care, and in information technology skills. They recognise that many learners face barriers to work and learning as they lack skills or confidence in using technology. Leaders have identified that they need more teachers of information technology and anticipate this need will rise as more people are made redundant and need to retrain.

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stakeholders and adapts to changed circumstances?

Managers responsible for examinations have developed a contingency plan in case they are required to provide evidence for centre-assessed grades. They are confident that the processes they have put in place will support staff to record evidence of their learners’ achievement using a consistent approach.

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the reasonable needs of learners?

Managers and teachers are positive about the training that they received in using online learning platforms. Teachers who felt less confident in using technology said that managers supported them well to develop their skills. Teachers describe using online learning platforms to teach elements of vocational courses such as accounting, and video conferencing for undertaking assessments in hair and beauty.

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the reasonable needs of learners?

Staff have adopted a blended learning approach for vocational courses such as hairdressing, so that learners attend on alternate weeks. Teachers focus on practical work in the classroom with smaller class sizes to maximise opportunities for coaching learners and to maintain social distancing. Learners study the theory component of their course remotely.

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the reasonable needs of learners?

On courses in ESOL, teachers use a blend of classroom learning for speaking and listening, and remote learning to develop reading and writing skills. Learners studying English and mathematics use work packs at home and receive support through telephone tutorials with their teacher.

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the reasonable needs of learners?

Leaders are aware of challenges faced by learners who have limited access to computers to enable them to learn online. Managers and teachers work around this by delivering paper-based resources to learners’ homes and holding weekly telephone tutorials with learners. Interim visit: Wakefield Metropolitan District Council, 14–15 October 2020 Managers feel that the changes they have made work well to meet the needs of learners with varied shift patterns or caring responsibilities. Teachers offer flexible times for learning sessions. For example, family learning can take place in the early evening for learners who work or have caring responsibilities.

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the reasonable needs of learners?

Staff provide initial and ongoing careers advice and guidance to their learners to make them aware of the opportunities available. Learners feel that the advice that they receive is helpful.

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the reasonable needs of learners?

Teachers keep in touch with learners who are at risk and provide them with information about sources of information and support. Learners with mental health issues described how the contact they received from their tutor had enabled them to complete their course.

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potential risks, including from online sources?

Staff and learners complete safeguarding inductions before starting their courses, and learning venues follow safe procedures to prevent the spread of COVID-19. This includes using a one-way system, wearing a face covering in communal areas, cleaning down workspaces and equipment, and maintaining social distance. Learners on hairdressing courses formed their own tutor group bubble and maintain social distance in the salon, with appropriate space between work stations.

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potential risks, including from online sources?

Learners know how to stay safe online, including knowing how to recognise signs of cyber bullying. Teachers monitor social media platforms used for teaching and communication. Learners said that they feel safe in learning centres and when online. They know how to report any concerns to their teachers or the safeguarding team.

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potential risks, including from online sources?

Leaders identified that, at the start of lockdown, they could have focused more explicitly on wider risks associated with the rapid expansion of online learning. They have now incorporated this into their risk-assessment processes. Interim visit: Wakefield Metropolitan District Council, 14–15 October 2020 regulates and inspects to 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 children looked after, safeguarding and child protection.

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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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