Wigan Metropolitan Borough Council

Further education and skills inspection report

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Inspection of Wigan Metropolitan Borough Council

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Inspection dates: 12 to 15 December 2023

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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 Overall effectiveness at previous inspection Good

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Information about this provider

Wigan Metropolitan Borough Council (WMBC) manages the adult learning and skills service within the council’s place directorate. WMBC offers a range of qualifications from entry level to level 3 to provide adults with skills needed to progress to further learning or gain employment. In addition to courses that lead to qualifications, WMBC offers short non-qualification courses for residents in the borough. Courses include essential digital skills, English, mathematics and vocational courses in health and social care, business administration, supporting teaching and learning, beauty specialist techniques and caring for children under five. Courses are funded through the Greater Manchester Combined Authority.

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Information about this provider

At the time of the inspection, there were 281 learners enrolled on adult learning programmes. WMBC offers courses in a range of venues across the borough including libraries, community centres and children’s centres. WMBC works with two subcontractor partners to deliver programmes in warehousing and logistics, and music and creative media. 12 to 15 December 2023

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

Learners enjoy their learning and display high levels of respect for their peers and staff. This creates a calm, supportive and inclusive learning environment for learners in which they flourish.

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

Learners are enthusiastic and highly motivated and, as a result, most attend their classes regularly. They develop self-confidence as they acquire new knowledge and skills which they use in their personal lives. Almost all learners achieve their qualifications and progress to further learning or work.

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

Most learners benefit from a broad range of support services through Wigan council services such as debt management, healthy living and mental well-being.

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

Most learners develop a good understanding of fundamental British values and the risks associated with radicalisation and extremist behaviours. Learners study these topics at the start and throughout their course.

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

Learners feel safe and know who to report any concerns to. They gain useful e- safety skills to help keep them safe when online. For example, learners on the essential digital skills course learn how to identify false email addresses. Supporting teaching and learning learners can explain the importance of safeguarding and online safety in a school setting. Learners are confident to discuss with parents and carers the online dangers when using mobile phones and tablets with their children.

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better?

Leaders have a clear purpose for their adult learning curriculums. They provide courses that enable adult learners to move closer to the job market and to help residents develop important life skills. For example, the level 2 supporting teaching and learning course prepares learners for a teaching assistant role which is an identified local skill need. The essential digital skills curriculum ensures digital inclusion for residents within the borough and helps them progress to further learning or employment where appropriate.

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better?

Leaders coherently plan an ambitious curriculum with a range of partners to produce a borough-wide combined course prospectus for adult learners. They work with the local further education college, training providers and the Department for Work and Pensions to provide clear pathways to further learning or into employment.

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better?

Staff carefully sequence the curriculum so that learners are introduced to basic concepts and knowledge and then progress to more complex activities. For example, in functional skills mathematics, learners begin using basic number operations such as addition, subtraction, multiplication and division. They then progress to more complex calculations such as converting fractions to decimals and percentages. As a result, learners gain confidence in practising their mathematical skills. 12 to 15 December 2023

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Tutors are well-qualified and experienced in their vocational subject. They use their subject knowledge and expertise to provide learners with activities that helps them gain new knowledge and apply new skills. They help learners embed their knowledge and skills into long-term memory. For example, in essential digital skills, course tutors skilfully help learners transfer skills they have gained in using the word processing application to the creating and formatting of spreadsheets. This helps learners become fluent in their use of the different information technology applications.

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Tutors use assessment effectively to monitor the progress that learners make on their course and to check for gaps in learning. They use practice questions well to prepare learners for their end of course examination. Where learners are not making the expected progress, tutors provide individual support and learners attend additional sessions. As a result, learners catch up quickly and make good progress towards achieving their qualification.

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Tutors provide effective support for learners who have additional needs. For example, they use different-coloured paper resources to support learners with dyslexia. This ensures that learners with special educational needs and/or disabilities achieve as well as their peers.

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Learners gain new knowledge and skills which prepare them well for their next steps or for use in their everyday lives. For example, learners on the level 2 music production course learn how to use industry standard music production software tools and equipment. Learners gain valuable additional skills such as team working, problem solving and communication. They use these skills when working on live productions with their peers.

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Feedback from tutors to learners following assessment varies considerably. For a few learners, the feedback that tutors provide is cursory and does not tell learners how they can improve the quality of the work they produce.

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For a few learners, target setting is inconsistent. For example, in a few courses, tutors do not set learners specific enough targets to help them to quickly improve their knowledge and skills. Conversely, where tutors identify and agree specific areas for improvement with learners, which are based on assessed work, learners make good progress in developing their knowledge and skills.

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Learners are provided with information on careers and jobs from staff at the start of their course. They have access to workshops on completing job applications and interview techniques. Learners on the music production course gain valuable careers information on the various roles and employment opportunities as freelance workers in the industry. This helps them to make informed choices about their next steps.

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Leaders and managers have in place appropriate quality assurance processes. They complete accurate analysis on performance data, such as attendance and retention. Leaders and managers complete lesson observations and learning visits to inform 12 to 15 December 2023

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continuous professional development for staff to further develop their teaching skills. However, leaders do not follow up actions identified as a result of the quality assurance processes quickly enough. Consequently, improving weaknesses such as the quality of feedback to learners is too slow.

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Leaders have a clear rationale for their subcontracted provision. For example, they work with a specialist transport training academy to provide training in warehousing and forklift truck driving to meet local skills needs in the manufacturing sector.

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Leaders have effective oversight of the quality of their subcontracted provision. As a result, learners who study with subcontractor partners achieve as well as those who study with WMBC.

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The governance board have a clear understanding of the strengths and most of the areas for improvement. They receive a range of useful information to provide effective scrutiny and challenge. However, board members rightly recognise that further challenge is needed to support leaders to swiftly improve weaker aspects of the quality of education.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure all learners receive accurate feedback from tutors to improve their work.  Ensure learners are set clear and specific targets to improve their knowledge and skills.  Ensure board members provide rigorous challenge to leaders and managers to continuously improve the quality of education for learners. 12 to 15 December 2023

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Provider details

Address The Town Hall 41 Library Street Wigan WN1 1DG

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Provider details

Principal, CEO or equivalent Claire Burnham

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Provider details

Date of previous inspection 8 to 11 October 2019

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Main subcontractors

Transport Training Academy TMP College 12 to 15 December 2023

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Information about this inspection

The inspection team was assisted by the adult learning and skills manager, 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

Elaine Price, lead inspector Ofsted Inspector Alison Humphreys His Majesty’s Inspector Dilys Taylor Ofsted Inspector 12 to 15 December 2023

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

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