Redcar and Cleveland Borough Council

Redcar and Cleveland Borough Council Reinspection monitoring visit report

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Name of lead inspector: Sarah Seaman, His Majesty’s Inspector

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Address: Redcar and Cleveland College Corporation Road Redcar TS10 1EZ Monitoring visit: Redcar and Cleveland Borough Council, 25 and 26 June 2024

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Context and focus of visit

This is the first reinspection monitoring visit to Redcar and Cleveland Borough Council following publication of the inspection report on 9 February 2024 which found the provider to be inadequate overall.

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Context and focus of visit

The council provides adult learning programmes to support learners into employment. Since the last inspection, it has ceased providing apprenticeships.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving areas for improvement identified at the previous inspection.

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Reasonable progress

Leaders seek appropriate advice and guidance from external representatives who support them to improve the quality of education. They work well with specialists from a large college group, the Further Education Commissioner and other local authorities to review the provision and identify areas for development. Leaders and managers then use the information gathered from these reviews to set clear targets for teaching staff to help develop their teaching practice.

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Reasonable progress

Leaders and managers place sufficient emphasis on the training and development of teaching staff. They recognise the need to focus on the craft of teaching and the pedagogical skills that staff need and provide bespoke training opportunities to meet individual development needs. Staff carry out mandatory training related to teaching skills alongside working towards personal training objectives. Teachers benefit from studying towards the level 5 diploma for teaching English literacy and English for speakers of other languages and other training activities, such as raising understanding about what constitutes inclusive learning.

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Reasonable progress

Tutors benefit from dedicated reflection and professional development time to carry out research, training and standardisation activities. Tutors use this time and these activities to improve their teaching in the classroom. However, in very few instances, tutors do not consolidate well enough what they have learned or apply new teaching strategies effectively in the classroom. For example, a few learners are not given the opportunity in lessons to reflect on their learning before tutors move them on to the next topic. As a result, in a very few instances, tutors are not aware of the impact of learning, in particular whether learners have retained new information. Monitoring visit: Redcar and Cleveland Borough Council, 25 and 26 June 2024

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Reasonable progress

Staff now identify learners starting points accurately. They have implemented new processes to identify accurately the level of skill, knowledge and experience that learners start with. Learners complete an initial assessment and have an interview to ensure that their chosen course meets their personal needs and career objectives. Staff use information from initial assessments well to plan activities and the support needed for learners to achieve their potential. They set relevant personal and educational targets, based on learners’ starting points.

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Reasonable progress

Leaders and managers carefully monitor the progress that learners make. They identify learners who are at risk of falling behind and implement strategies to support them to maintain their progress. At fortnightly team meetings, each individual learner is discussed and their progress reviewed. Staff share ideas and strategies for interventions that have proved to be successful with other learners to enable those at risk of falling behind to make as positive progress as their peers.

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Reasonable progress

Most learners remain on their programmes and achieve their qualifications and individual goals. A high proportion achieve their qualifications at the first attempt. Learners successfully develop their skills and confidence levels and are well prepared for their next steps. On successful completion of their course, most learners move into positive destinations, such as employment, volunteering or further areas of study.

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Reasonable progress

Leaders have taken clear and focused steps to implement effective governance processes. They have introduced additional layers of support, challenge and scrutiny, which includes a task and finish group, the executive leadership team and the scrutiny committee that serves the council. Leaders have also established an advisory board, which includes members with different specialisms and areas of expertise, to provide a well-rounded support network for the adult service team. Members of the advisory board have been given clear information about the terms and requirements of their role and have a sound understanding of what is required.

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Reasonable progress

Those in governance positions are very committed to improving the work of the service. They carefully scrutinise reports and data presented to them so that they can provide effective support and challenge. Leaders are committed to governance processes being effective and secure. When necessary, governors request additional information and evidence to assure themselves that the information that they are provided with is accurate. For example, they visit classes to talk directly to learners and tutors to discuss their experience at the provider. Monitoring visit: Redcar and Cleveland Borough Council, 25 and 26 June 2024 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

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Reasonable progress

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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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