Sefton Metropolitan Borough Council

Further education and skills inspection report

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Short inspection of Sefton Metropolitan Borough Council

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Outcome

Sefton Metropolitan Borough Council continues to be a good provider.

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Information about this provider

Sefton Metropolitan Borough Council (SMBC) manages Sefton Community Learning Service (SCLS). SCLS sits in SMBC Economic Growth and Housing division. Courses are offered across a wide range of subjects, including English, mathematics, English for speakers of other languages (ESOL), introduction to mental health and well- being, award for independent living, digital skills and customer service. Courses are offered in 20 venues across the borough, including libraries, well-being and community centres. At the time of the inspection, there were 184 adult learners enrolled across 43 courses.

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

Most learners complete their courses. They significantly improve their mental health and well-being and self-esteem because of what they learn on their courses. Learners develop resilience and are better able to deal with life and work. In English, learners gain confidence and competence in their use of English language. They move on to higher-level courses and most achieve the qualifications that they need to improve their job and career opportunities.

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

Tutors and learners share a very calm, focused classroom environment. They have pride and a great sense of achievement in their accomplishments, such as gaining qualifications, improved employment opportunities, self-improvement or helping their children with schoolwork. They know about their potential next steps when they finish their course. Learners find employment or become volunteers because of the skills and qualifications they have gained, for example in mathematics, English and as teaching assistants. 2 and 3 May 2024

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better?

Leaders provide appropriate curriculums to meet skills needs in the Liverpool City Region, including the visitor economy, digital and creative, and business and professional services. This helps them to meet learners’ individual needs and local employers’ business needs. Leaders actively target those who are disadvantaged and least likely to participate in learning. This enables learners to make positive changes to their lives.

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better?

Leaders offer a wide range of community learning courses for local residents, such as introduction to mindful meditation, introduction to candle and diffuser crafting, yoga for menopause and introduction to functional fitness for well-being. Learners repair and upcycle clothes rather than having to buy new clothes and they carry out fitness routines at home rather than paying for a gym membership. By providing these courses, leaders are breaking down barriers and enabling learners to improve their physical and mental health and economic well-being.

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better?

Tutors frequently carry out learning checks to identify gaps in learners’ knowledge and skills. They check what learners remember from previous lessons before moving on to new topics. In English, tutors use effective teaching strategies to help learners to identify the key reasons for using capital letters. Learners confidently use basic grammar, language and technical terminology in their written and spoken English. They routinely complete homework to practise what they have learned in class. For example, learners on the drawing for beginners course practise their drawing skills between lessons by creating a timed self-portrait using non-dominant hand contour drawing.

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better?

Most tutors provide clear oral and written feedback to learners on the quality of their work. Most learners know what they are doing well and what they need to do to improve. In a few instances, in English, written feedback from tutors is not specific enough to help learners to improve the quality of their work.

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better?

Leaders work with a range of partners, including Sefton at Work and Sefton Voluntary Services, to provide learners with effective advice and guidance about their potential next steps into work and volunteering. Tutors help learners write CVs and job applications and support them well when preparing for interviews.

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better?

Leaders use a variety of quality assurance strategies, such as thorough self- assessment processes, to ensure they have effective oversight of the quality of the provision. However, their quality improvement plan is not sufficiently focused on the key priorities for improvement, such as improving the quality of feedback that learners receive from tutors, which remains a weakness from the previous inspection.

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better?

Those responsible for governance are suitably experienced for their roles. They have a wide range of expertise in education, family hubs, early help and intervention, regeneration and other skills that they use effectively to help leaders to improve the 2 and 3 May 2024

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quality of the provision. Governors receive detailed information from senior leaders that enables them to skilfully challenge senior leaders and hold them to account for their actions.

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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 that tutors provide learners on English courses with precise feedback on how to improve the quality of their work.  Improve the quality improvement plan so that it is focused on the key priorities for improvement. 2 and 3 May 2024

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Provider details

Address South Sefton Adult Education Centre Cambridge Road Seaforth Liverpool L21 1EZ

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Website

https://www.sefton.gov.uk/community- learning

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Website

Principal, CEO or equivalent Lisa Grimes

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Website

Dates of previous inspection 10 and 11 December 2020

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Website

Main subcontractors None 2 and 3 May 2024

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Information about this inspection

The inspection was the first short inspection carried out since Sefton Metropolitan Borough Council was judged to be good in December 2020.

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Information about this inspection

The inspection team was assisted by the community 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

Anita Pyrkotsch-Jones, lead inspector His Majesty’s Inspector Alastair Mollon His Majesty’s Inspector Kim Bleasdale His Majesty’s Inspector 2 and 3 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 children looked after, safeguarding and child protection.

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