Havering London Borough Council

Further education and skills inspection report

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Inspection of Havering London Borough Council

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Inspection dates: 5 to 6 June 2024 10 to 11 June 2024

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Adult learning programmes Requires improvement Overall effectiveness at previous inspection Good

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Information about this provider

Havering Adult College (HAC) is the sole provider of part-time education to adults in the London borough of Havering. HAC offers education and training to residents in the local and surrounding boroughs at its main teaching site and three community venues. Teaching takes place during the day, in the evening and at weekends.

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Information about this provider

At the time of the inspection, there were around 1,000 learners enrolled on courses from entry level to level 2. The vast majority of learners study English for speakers of other languages (ESOL) courses. A large proportion of learners study courses that lead to qualifications in areas such as information and communications technology and the creative industries. HAC also teaches unaccredited courses in areas such as arts and crafts, and languages.

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Information about this provider

HAC works with one subcontractor to teach a small number of construction courses. 5 to 11 June 2024

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

Due to staff changes, ESOL learners have experienced some disruption to their learning. Too many withdraw from their courses before completing them and do not gain their qualifications.

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

Learners have a positive attitude towards their studies. They participate enthusiastically in their classes and are keen to learn and do more. Learners are supported effectively by their teachers and enjoy their lessons. Most attend classes ready to learn and produce work that is neat, presented well and of a good standard.

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

Learners study in calm and orderly environments. When they work together, they feel comfortable and acknowledge each other’s differences, such as in age or culture. For example, younger learners work in harmony with learners who are older than them. Learners display high levels of tolerance and mutual respect towards each other.

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

Learners gain in confidence and develop the skills they need to participate in community life. For example, entry-level ESOL learners learn how to communicate with their neighbours, read and understand instructions, and use public transport. As they learn and practise their skills, learners become more independent.

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better?

Since the previous inspection, there have been various changes in the senior leadership team. The members of the recently appointed leadership team recognise the decline in the quality of education for many of their learners. They have started to make relevant changes to the areas that need improvement. However, their actions are very recent and have not had sufficient impact on the quality of education that learners receive.

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better?

Leaders and managers have a clear rationale for their curriculum. They offer a suitable range of courses that meet skills needs and labour market demands in the local area. They work well with external partners, such as Homes for Ukraine, to provide English courses for refugees and asylum seekers. Learners benefit from opportunities to improve their life chances.

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better?

In ESOL, managers have not planned a logically sequenced and ambitious curriculum. Learners study the same curriculum irrespective of how well developed their skills are. This restricts their opportunities to go on to different levels when they are capable. Additionally, managers do not plan assessment opportunities at suitable times. As a result, learners are not prepared well enough for their examinations. Leaders recognise that this approach does not suit many learners and have recently redesigned parts of the ESOL curriculum. As a result, the proportion of learners who remain on these courses has improved. 5 to 11 June 2024

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Most teachers assess learners’ prior knowledge and skills effectively at the start of their course. This ensures that learners are on the correct course. However, teachers do not assess in detail what learners’ specific strengths and weaknesses are. This means tutors do not adapt their teaching sufficiently to address gaps in learning or challenge learners with more complex concepts.

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Most teachers use an appropriate range of teaching strategies to help learners remember what they have learned. For example, information and communications technology teachers use high-quality resources and clear explanations to demonstrate important points. Mathematics teachers use worked examples to support learners to practise their multiplication techniques. As a result, learners become more proficient and complete tasks independently and successfully.

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Teachers do not consistently give learners developmental feedback. In a few subjects, such as in graphic and web design, teachers identify exactly what learners need to do to improve their work to the expected level and achieve high grades. However, on too many occasions, teachers do not clearly outline the steps learners need to take to improve their work. As a result, learners do not know what progress they are making.

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Managers and tutors do not consistently track learners’ progress. When they put interventions in place to support learners, they do not record these accurately or follow them up. When learners withdraw from their courses before they complete them, managers and tutors do not fully understand why learners withdraw.

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Leaders and managers do not record in sufficient detail learners’ destinations. The information they have does not inform them whether learners go on to higher level courses, or into employment or training. Leaders and mangers recognise they need to do more to improve the quality of the information they gather.

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Leaders and managers identify any additional learning needs that learners have appropriately. Teachers and learning support assistants work well together to support learners effectively and make reasonable adjustments where appropriate. For example, learners with dyslexia benefit from colour overlays and note-takers. As a result, learners with additional needs have the same access to the curriculum as their peers.

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Learners benefit from helpful information, advice and guidance on how to take their next steps. For example, they participate in discussions about employment opportunities given by HAC’s external partners. They learn how to write CVs and prepare for interviews. Learners understand what to do to go into further education, training and work.

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Leaders, managers and governors work well together. Governors are experienced and understand well the adult education sector and HAC’s curriculum. Governors meet leaders frequently and provide ongoing support and challenge. However, governors and senior leaders have not been swift enough to recognise the decline in the standard of education since the previous inspection. 5 to 11 June 2024

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Plan, teach and assess the ESOL curriculum so that learners can advance more quickly through different levels and achieve qualifications relevant to them.  Improve the data collected about learners’ progress and destinations, and share this information with governors.  Give learners feedback that helps them understand the steps they need to take to improve their work.  Identify learners’ strengths and areas for development, and use this information to plan teaching so that teachers close gaps in learning and challenge learners. 5 to 11 June 2024

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Provider details

Address HAC Bower Park Centre 472 Havering Road Romford Essex RM1 4HR

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Provider details

Principal, CEO or equivalent Bradley Burton

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Provider details

Provider type Community learning and skills

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Provider details

Date of previous inspection 13 October 2014

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Provider details

Main subcontractors Specialist Trade Courses 5 to 11 June 2024

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Information about this inspection

The inspection team was assisted by the quality and curriculum 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

Andrea McMahon, lead inspector His Majesty’s Inspector Saskia Niderost Ofsted Inspector Paul Manning His Majesty’s Inspector Jane Hughes His Majesty’s Inspector Caroline Williams Ofsted Inspector 5 to 11 June 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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