Lewisham London Borough Council

Further education and skills inspection report

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Short inspection of Lewisham London Borough Council

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Outcome

Lewisham London Borough Council (LLBC) continues to be a good provider.

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Information about this provider

LLBC provides the London Borough of Lewisham’s adult and community learning service. LLBC offers a wide range of adult learning courses across the borough, from three main centres and numerous community venues.

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Information about this provider

At the time of the inspection, there were 2,995 learners almost equally split between community learning and adult learning courses. LLBC has 10 curriculum departments. The largest are art, English for speakers of other languages (ESOL), supported learning, and ‘mindlift’ provision, which provides support for learners with mental health illnesses.

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Information about this provider

LLBC offers progression opportunities from pre-entry non-accredited courses up to level 2 GCSE English and mathematics.

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

Learners thrive in inclusive and respectful learning environments. They gain in confidence as they learn new skills. For example, learners who were anxious about learning mathematics when they started are now positive about studying this subject. Learners on the ‘mindlift’ programme enjoy the opportunity for social interaction with people in similar circumstances to their own. They quickly make new friends, which they say supports them to overcome their problems. Learners studying art visit exhibitions in libraries and community hubs, where they meet other artists, share ideas and exhibit their work.

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

Learners quickly develop new skills and apply them in their daily lives. For example, learners on ESOL courses improve their employment prospects and use their language skills effectively when they communicate with clients at work. Most learners achieve their qualifications and most progress on to higher-level courses at LLBC. 23 and 24 April 2024

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Most learners receive effective careers advice and guidance about the next steps available to them. Trained career advisers provide advice at induction, attend lessons, and arrange volunteering and work experience, including for learners who have learning difficulties. On occasions, subject tutors provide information about the next step opportunities available to learners. For example, art tutors provide advice about level 2 qualification courses at nearby colleges. They support learners to build a portfolio of evidence if they wish to apply for a place. However, not all learners receive this support. A few learners are not aware of the career choices available to them and what they need to do to succeed in their chosen career.

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Learners feel safe at the centres and in the surrounding areas. They enjoy learning in a supportive environment free from bullying and harassment. Learners know how to report any concerns they may have and feel comfortable doing so. Learners’ behaviour at the different centres is very good. Learners are friendly and polite to one another, staff and visitors.

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better?

Since the previous inspection, leaders have taken effective actions to make sure the quality of education remains good. Leaders make sure that their courses align with the strategic objectives of the local authority to widen participation and increase employability skills. For example, they have increased courses for learners with additional needs and learners who have mental health issues.

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better?

Leaders and governors have very clear oversight of the quality of the provision. Leaders monitor the quality of teaching carefully and frequently to make sure it continues to improve. They accurately assess their strengths and closely monitor the progress they are making against the areas they want to improve. Leaders use a range of key performance indicator reports effectively to identify trends and declines in performance. For example, leaders focus particularly on improving attendance. As a result, attendance has improved. However, in some ESOL lessons, it is not high enough.

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better?

Tutors plan and teach their curriculums in a logical order. Learners apply their knowledge of the four basic arithmetic operations to interpret, manipulate and present data. Learners on ESOL courses gain new vocabulary, learn the structure of the language, and apply these skills during lesson group discussions. Tutors revisit concepts frequently to support learners to recall their learning. This helps learners develop skills and knowledge in their subjects incrementally over time.

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better?

Most tutors are skilled and experienced and have in-depth knowledge of the subjects they teach. They use a good range of teaching strategies, such as demonstrations, questioning and discussions, effectively. For example, in botanical drawing, teachers demonstrate how to draw botanical shapes. Learners then practise their skills by drawing flowers in stages while the tutor provides feedback on their progress. 23 and 24 April 2024

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Tutors use a range of effective strategies and resources to support learners with additional learning needs. For example, in writing courses, they use technology to make text accessible for visually impaired learners. Tutors break tasks into manageable pieces for entry level learners. Because of this, learners with learning difficulties make good progress and nearly all complete and achieve their courses.

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Tutors do not set challenging and appropriate targets for learners consistently. When teachers set targets well, they do this together with learners. They set aspirational targets and review these frequently to make sure learners are on track to achieve their full potential. However, too often, teachers do not record targets for learners, or write targets based on things learners already know, which does not help challenge learners. As a result, a small proportion of learners in the arts do not always know the progress they are making or what they need to do to improve their work.

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Leaders and managers carefully identify the training needs of staff and offer a range of relevant continuous professional development opportunities. For example, English, mathematics and ESOL tutors have implemented what they learned about preparing learners effectively for externally assessed exams. This has contributed to an increase in the number of learners who pass exams in these subjects and achieve grade four and above.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure that teachers set learners targets that make it clear what they need to do to improve their work, and review them frequently.  Provide learners with high-quality impartial careers advice and guidance, including information about further and higher education.  Increase learners’ attendance to ESOL lessons so it is high. 23 and 24 April 2024

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Provider details

Address 1st Floor, Laurence House 1 Catford Road Catford London SE6 4RU

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Provider details

Principal, CEO or equivalent Sidra Hill-Reid

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Provider details

Provider type Community Learning and Skills - Local Authority

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Provider details

Date of previous inspection 11 and 12 October 2017

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Provider details

Main subcontractors None 23 and 24 April 2024

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Information about this inspection

The inspection was the second short inspection carried out since Lewisham London Borough Council was judged to be good in February 2014.

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Information about this inspection

The inspection team was assisted by the curriculum, quality and learning 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

Paul Manning, lead inspector His Majesty’s Inspector Kanwaljit Dhillon Ofsted Inspector Elena Diaconescu Ofsted Inspector Andrea McMahon His Majesty’s Inspector 23 and 24 April 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 children looked after, safeguarding and child protection.

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