South Yorkshire Housing Association Limited

Further education and skills inspection report

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Inspection of South Yorkshire Housing Association Limited

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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 Not previously inspected

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Information about this provider

South Yorkshire Housing Association started delivering adult learning programmes in August 2021. It provides training for residents at its main office in Sheffield and in community locations, such as churches, libraries, community centres and job centres, in Barnsley, Rotherham and Doncaster. At the time of the inspection, there were 135 learners on a programme called ‘good work skills’, which aims to improve learners’ ability to secure full-time employment. All learners are aged 25 and over. 22 to 24 May 2024

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

Learners display positive attitudes to their learning. They are attentive in lessons and enjoy contributing in one-to-one meetings with their tutor and in group discussions. Staff foster a positive culture in their sessions and encourage learners to share their views openly. For example, when learners hold discussions about faith and religion, they are respectful of each other’s opinions.

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

Staff provide highly effective support to guide learners back into participating in learning activities, volunteering and work. They take the time needed to nurture learners and coach them to develop their confidence and resilience. This helps many learners overcome the barriers that were inhibiting them from finding sustained employment, such as low self-esteem, health and well-being issues and being long- term unemployed.

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

Learners benefit from the good relationships that leaders have with a wide range of stakeholders. Staff make good use of their links with Jobcentre Plus, employers and charitable groups to enable learners to access work placement opportunities. A high proportion of learners gain placements, and this helps them to understand the range of potential work options open to them.

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

Tutors place a very high priority on the safety and well-being of their learners. When learners do not attend planned one-to-one or group learning activities, staff check why they are absent. Where necessary, support and case workers contact learners to check that they are not in immediate danger or harm. Most learners attend their sessions well. However, in a few instances, learners do not attend planned appointments with their tutor, often at no notice or without reason.

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

Learners feel safe. They meet their tutors in safe, warm and calm environments where they feel comfortable talking about the personal issues which hinder their ability to secure employment. These include life events that have impacted negatively on them, such as homelessness and mental health challenges, as well as drug and alcohol abuse. As a result, learners begin to realise that they can overcome these barriers and learn the skills that they need to achieve their aspirations.

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better?

Leaders and managers realise an ambitious vision to prepare adult learners, most of whom are vulnerable and disadvantaged, for future employment. They accurately identify the key skills that learners need to move them closer to employment and training in the local area. They work with employers to shape the curriculum, which they align well to the employability skills that employers need. For example, they develop learners’ digital skills and their skills in writing in a professional style for work. 22 to 24 May 2024

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Tutors use their expertise and the extensive research that they carry out to design training and resources to improve learners’ self-esteem. They often draw on their own personal experiences when they discuss challenging topics.

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Tutors provide effective careers advice and guidance. They use helpful activities to help learners understand the best approaches to take to find work and guide them to relevant job opportunities. They work closely with learners to demonstrate how best to present themselves to prospective employers through creating effective curriculum vitae and to develop the confidence needed for an interview. As a result, learners feel equipped with the right tools to search for and apply for jobs, and a significant proportion go on to secure employment in their chosen field.

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Most tutors effectively assess what most learners know and can do when they first start the programme. They consider learners’ existing knowledge and skills alongside their past experiences, levels of confidence and motivation to plan relevant training activities for learners. However, in a few instances staff do not accurately identify learners’ starting points, which means they cannot be sure that learners are making good progress on their programmes. Managers have recently implemented a new process to address this, but it is too early to measure its effectiveness.

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Learners are supported well to become more active citizens. Those who have been homeless or have experienced addiction are encouraged to use their experience to support other service users. They take part in funding panels, for example, to assess the suitability of grant funding applications for charities providing services for homeless people. Others are proud to have been involved in community projects, such as refurbishing a narrowboat that recovering addicts can access for short breaks to aid their rehabilitation.

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Tutors support learners well to maintain a healthy lifestyle. In Doncaster, staff have supported learners to create a men’s wellness group to practise activities that lead to improved mental health. These learners meet frequently outside of group sessions to support each other and interact socially. They are proud of the friendships that they create, as this is often a big step for them, particularly for those who have previously been unable to leave their house.

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Staff guide learners very well to other agencies that provide the specialist help, support and training to meet their wider personal needs that staff at the provider cannot address. For example, staff refer learners who are suffering from severe anxiety and depression to their local doctor or mental health services, with which they have good links.

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Most learners make good progress from their starting points, including those who have additional learning needs. The majority of learners progress to a positive destination, such as employment, further training or volunteering.

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Leaders are supportive of staff, including their caseloads and the training that they need to enhance their ability to work effectively. Leaders coach staff on how to work more effectively with employers. This coaching helps staff secure a better quality 22 to 24 May 2024

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and range of work placements for learners. Other staff who are new to the sector are supported to undertake teaching qualifications.

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Leaders have helpful governance arrangements in place. The senior leadership team of the overall housing association holds leaders of the training provision to account. Senior leaders have an accurate understanding of the key strengths and areas for improvement, and they support managers to make the necessary improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have in place a useful ‘Prevent’ duty risk assessment. It is informed by their current practices, the known risks to staff and learners and the information they receive from partner organisations. However, leaders do not update this frequently enough or revisit important sections that are only partially complete.

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What does the provider need to do to improve?

 Ensure that the curriculum is planned well for all learners, taking account of their individual starting points.  Ensure that learners with poorer attendance attend more frequently and that learners inform staff in advance of the instances where they cannot attend.  Ensure that all documentation related to the ‘Prevent’ duty are fully completed and up to date. 22 to 24 May 2024

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Provider details

Address 152 Rockingham Street Sheffield S1 4EB

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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 22 to 24 May 2024

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Information about this inspection

The inspection team was assisted by the work and well-being 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

Ian Frear, lead inspector His Majesty’s Inspector Sarah Lonsdale His Majesty’s Inspector Tina Ockerby Ofsted Inspector 22 to 24 May 2024

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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 looked after children, safeguarding and child protection.

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