Witton Lodge Community Association

Witton Lodge Community Association Monitoring visit report

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Name of lead inspector: Ian Higgins, Her Majesty's Inspector

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Address:

87 Witton Lodge Road Birmingham B23 5JD Monitoring visit: Witton Lode Community Association, 24-25 June 2021

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Context and focus of visit

From March 2019, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of adult learning provision which began to be funded from August 2017 or after by the Education and Skills Funding Agency. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

At the time of the visit 16 learners were on programme. Exactly five learners were completing a non-accredited programme in developing basic information and technology skills. The remaining 11 learners were completing a level 2 qualification in the principles of customer service. Witton Lodge Community Association also offers a number of very short courses to support learners in developing a better understanding of how to lead an active and healthy lifestyle. At the time of the visit, no learners were currently enrolled on this provision.

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Context and focus of visit

The impact of COVID-19 (coronavirus) has been taken into account in the findings and progress judgements below.

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Reasonable progress

Senior leaders have a clear rationale for the adult learning programmes they offer. They have a clear focus on supporting those learners furthest away from the job market. Learners develop key knowledge, skills and behaviours around customer service and improve their digital skills, as a result of a well-planned curriculum.

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Reasonable progress

Leaders work with a range of local employers to support learners in moving into employment. They have developed significant relationships to support learners into further learning as an alternative progression route. The vast majority of learners do move on to employment, further learning or volunteering.

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Reasonable progress

All staff know their local community very well. Leaders have in place key partnerships with the local Job Centre Plus. They have a clear referral process to make sure that those learners who would most benefit access the learning they need. Where learners are not ready to move into learning, the provider works with those individuals to find alternative training that better meets their needs. Monitoring visit: Witton Lode Community Association, 24-25 June 2021 Senior leaders have recruited staff with the relevant teaching expertise. They have also recruited very well-qualified staff who provide high levels of support for learners. These include qualified social workers, counsellors, and mental health first aiders. Learners rightly value this support and have access to a range of services to help them tackle the many barriers they have to learning, including concerns around health and finances.

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Reasonable progress

Leaders have invested in resources to support their learners. They have in place a ‘digital lending library’, where learners can access a range of internet-enabled devices. Learners develop key skills and are better able to use such devices.

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Reasonable progress

Senior leaders have a clear process in place to make sure that actions for improvement are identified. However, senior leaders do not focus sufficiently well on supporting teachers to improve their teaching skills.

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Reasonable progress

A board of governors is in place. They scrutinise the actions leaders take. However, they do not receive sufficient information from senior leaders to help them challenge improvements in all areas effectively. For example, information focuses on contract performance rather than the quality of education that learners are receiving.

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Reasonable progress

Learners receive an appropriate assessment of their learning needs prior to starting their course. This includes information on their English and mathematical skills and knowledge, as well as their well-being. Teachers use this information to ensure most learners enrol onto the right programme at the right level. However, in a few cases teachers do not always identify well enough learners’ starting points to ensure that they attend the most appropriate session for their needs.

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Reasonable progress

Teachers plan learning so that learners can build on what they already know, for example, linking the role of regulation and consumers' rights to customer service learners have experienced themselves. As a result, learners can describe how regulations impact on how customers are treated.

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Reasonable progress

Teachers deliver learning logically so that it helps learners to consolidate their understanding of how to use digital devices and applications. Learners begin to understand how their devices work and how different applications such as email and internet websites operate. Learners become more confident in using these tools to access essential utilities, banking, and online shopping.

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Reasonable progress

Teachers use assessment appropriately to check learners' understanding. They Monitoring visit: Witton Lode Community Association, 24-25 June 2021 provide learners with additional homework and supplementary questions to ensure that learners can use their devices effectively. They adapt their learning sessions so that most learners keep pace with planned activities.

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Reasonable progress

Teachers and support workers work well with learners. They provide effective additional support to help them with their work. They help learners to catch up if they fall behind. Learners receive helpful well-being support, including for their mental health and financial health. Teachers help learners to improve their English, including their spelling and grammar. Where necessary, staff refer learners to external support to improve their basic English and mathematics skills.

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Reasonable progress

Senior leaders have installed a culture of safeguarding throughout the organisation. They have in place a designated safeguarding officer, who has the relevant experience for such a role. Leaders provide staff with frequent update training on safeguarding.

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Reasonable progress

Leaders have a range of links in place with safeguarding partners. They access a range of information on local safeguarding topics. In most cases, leaders use this information well to develop learners’ awareness of safeguarding, for example a recent rise in domestic violence within the local area. They provide details to learners, so they can access support if needed. However, leaders do not make sure that all learners develop their understanding of key safeguarding topics, such as the ‘Prevent’ duty.

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Reasonable progress

Senior leaders have in place clear policies and procedures for the reporting of any safeguarding incidents. They have a commitment to safer recruitment and complete the relevant checks to make sure that all staff are safe to work with vulnerable adults.

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Reasonable progress

Learners state that they feel safe and well supported by all staff. Monitoring visit: Witton Lode Community Association, 24-25 June 2021 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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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