East Birmingham Community Forum Ltd

Further education and skills inspection report

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Inspection of East Birmingham Community Forum Ltd

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

East Birmingham Community Forum (EBCF) is a small provider offering training to learners and apprentices in the east Birmingham area. At the time of the inspection, there were nine apprentices following level 3 business administration and level 2 beauty therapy standards; there were around 40 adult learners studying English for speakers of other languages (ESOL) and introductory hairdressing and beauty therapy qualifications. The provider also offers level 2 ‘lean’ organisation management and level 2 security courses, although no learners are currently enrolled on these programmes. The provider also holds a contract to deliver adult learner loans, currently with no learners. The provider does not subcontract provision to other organisations. 13–15 October 2021

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What is it like to be a learner with this provider?

Leaders, tutors, and trainers have high expectations of adults and apprentices and have created inviting and comfortable learning environments for them. They include high-quality hairdressing and beauty therapy resources that are appropriately located in the heart of local communities to help learners aspire and achieve their career aims.

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What is it like to be a learner with this provider?

Learners and apprentices are polite and respectful of each other and of staff, and know what tutors expect of them. They recognise and value each other’s differences and work together harmoniously. They behave well in lessons and in communal social areas. Most adults and apprentices attend regularly, are punctual and are well prepared for learning.

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What is it like to be a learner with this provider?

Learners and apprentices receive unbiased careers advice to help them prepare for their next steps. Leaders ensure that staff provide learners and apprentices with advice and guidance before, during and after their programme. Consequently, learners and apprentices are well informed of the opportunities available to them in further education and employment.

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What is it like to be a learner with this provider?

Adult learners are well prepared for life in modern Britain, and routinely discuss topics such as the risks of radicalisation and extremism, equal opportunities, and the role of British values in their communities and wider society. Adult learners and apprentices know how to keep themselves safe. However, too few apprentices understand well enough the potential risks from extremist groups in their work and personal lives.

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What is it like to be a learner with this provider?

Most learners on ESOL, ‘lean’ organisation management, and hairdressing and beauty therapy courses complete their programmes and move into either further learning or employment.

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better?

Leaders are ambitious for their learners and for the communities in which they live. As a not-for-profit organisation, EBCF specialises in courses to help local people access further learning, training and employment. Leaders have developed productive links with local agencies such as the combined mayoral authority, funding agencies, Jobcentre Plus, the National Careers Service (NCS), and other community organisations to ensure learners can access the right support to help move them on to their intended next steps.

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better?

Leaders have worked closely with the NCS and have developed a highly effective information and guidance (IAG) function that provides learners with a useful pre- course assessment of their needs and ambitions. IAG staff are appropriately qualified, holding either level 4 or level 6 IAG qualifications. As a result, learners receive comprehensive careers advice and guidance before joining the most appropriate course for their needs. 13–15 October 2021

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Leaders have developed a teaching timetable which is sensitive to the needs of learners. For example, small groups attend carefully scheduled sessions that remove potential barriers to entry, such as parental or caring responsibilities. These sessions take place at multiple locations, increasing the opportunity for more learners to attend.

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Tutors use information about learners’ knowledge and practical abilities effectively to plan and order the curriculum, so that learners develop new knowledge and skills over time. For example, in ESOL tutors focus on developing learners’ reading skills before moving to speaking and listening – and then on to writing towards the end of their course. As a result, learners remember what they have learned – improving their ability to communicate effectively in the wider community. Trainers do not assess apprentices’ skills and behaviours well enough at the start of their course to determine the specific aspects they need to develop. They focus too sharply on the knowledge requirements of the apprenticeship and do not include wider skills and behaviours, such as demonstrating resilience, managing self, and being pro-active, that are needed for the end-point assessment.

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Tutors – of both ESOL and hairdressing and beauty therapy – develop thoroughly learners’ understanding of topics and vocabulary. In ESOL, tutors often introduce more advanced words and concepts that are above learners’ level of study. They use repetition and directed questions well to deal with misconceptions and broaden learners’ application of words in various contexts. In hairdressing and beauty therapy, tutors encourage learners to use appropriate technical language related to skin and hair types, so that learners can apply this knowledge confidently and provide customers with safe and effective treatments.

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Tutors of both ESOL and hairdressing and beauty therapy courses continually assess learners’ performance to assure themselves of their progress. They use short- and long-term goals to help them to measure effectively learners’ progress in their written and practical work. Most learners receive useful verbal and written feedback to help them make improvements. As a result, a high proportion of learners complete their courses at the first attempt. Although trainers’ verbal feedback to apprentices is constructive and encouraging, their written feedback on apprentices’ work is not sufficiently helpful for them to improve and make assured progress over time.

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Trainers routinely challenge apprentices’ spelling, punctuation, and grammatical errors. As a result, apprentices produce a range of written work to a good standard. For example, they use word processing software to produce grammatically correct letters and operational reports for managers. Tutors of hairdressing and beauty therapy qualifications do not develop learners’ English and mathematics skills well enough.

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Apprentices undertake different roles with their employers, gaining wider skills and experience in all aspects of their employers’ businesses. For example, apprentices who work for a housing association develop their communication skills and confidence when responding to written correspondence, telephone and online 13–15 October 2021

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enquiries submitted by tenants. Consequently, apprentices routinely make a positive contribution to their employers’ businesses.

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Leaders have identified clear areas for improvement to ensure that learners and apprentices do their best. These include improving the extent to which learners and apprentices develop essential employability skills and behaviours, including time keeping, working with others, and use of initiative. Leaders also ensure that teachers and staff receive appropriate training to improve their knowledge of topics such as assessment. Leaders’ actions to enable tutors to share best practice and improve their teaching skills are in their infancy, and it is therefore too soon to evaluate fully the impact of these activities on the quality of teaching and learning.

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Although historically leaders have used external consultants to review their activities, they accept that – until recently – they did not have sufficient oversight or scrutiny of their actions. They have now appointed a chair of governors, who has the appropriate skills and experience to oversee leaders’ actions and to provide external and objective challenge. It is too soon to judge the effectiveness of these new governance arrangements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have the requisite safeguarding and health and safety policies in place that identify clearly their expectations of staff and learners. They ensure that staff receive mandatory training about concerns including cyber security, the ‘Prevent’ duty and from potential local threats from extremist groups, including gang-related activity. Leaders expect that all staff and learners respect each other and have a zero tolerance for bullying, harassment and abuse of any kind.

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Safeguarding

Leaders ensure that staff record any incidents and, if necessary, provide learners with support and/or referral to a variety of agencies, including those for drug and alcohol misuse, housing, and mental health. Staff act swiftly and contact learners if they are absent from sessions to identify if they need support.

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Safeguarding

Leaders make appropriate checks when recruiting staff and ensure that all staff have the relevant clearance for their respective roles. They ensure that all staff revisit mandatory safeguarding training and that they renew their Disclosure and Barring Service status every three years.

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Safeguarding

Leaders and staff follow health and safety regulations closely. Learners and apprentices know how to work safely, including the safe handling of dangerous chemicals while working in the commercial salon. 13–15 October 2021

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What does the provider need to do to improve?

 Leaders must ensure that learners on hairdressing and beauty therapy courses receive the appropriate support to develop their English and mathematical skills according to their individual needs.  Leaders must ensure that trainers use the information about apprentices’ prior attainment so they can monitor and improve apprentices’ knowledge, skills and behaviours required for the end-point assessment.  Leaders must ensure that trainers provide apprentices with sufficiently helpful feedback, so that they are clear about their current progress and what they need to do to improve.  Leaders must ensure that trainers and staff improve apprentices’ understanding of the risks of radicalisation and extremism beyond current levels, so that they are more aware of how these risks may present themselves in their daily lives.  Leaders must ensure that newly appointed governors receive appropriate information so they can review and challenge systematically leaders’ actions.

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Provider details

Address 73 Alum Rock Road Saltley B8 1LY

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 13–15 October 2021

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Information about this inspection

The inspection team was assisted by the director of quality and curriculum, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Richard Deane, lead inspector Her Majesty’s Inspector Victor Reid Her Majesty’s Inspector Stuart Collett Her Majesty’s Inspector 13–15 October 2021

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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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