Goode Tutoring Ltd

Goode Tutoring Ltd Monitoring visit report

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Name of lead inspector: Mark Parton, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Gravel Hill Wombourne Wolverhampton WV5 9HA Monitoring visit: Goode Tutoring Ltd, 16 and 17 July 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Goode Tutoring Ltd is an adult learning provider based in Wombourne, Wolverhampton. It offers training for those seeking work whose English skills are a specific barrier to gaining employment. The courses offered are funded by the West Midlands Combined Authority. At the time of the visit, there were 12 learners undertaking a 17-week course in English for workplace confidence and progression. The provider does not work with any subcontractors.

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Reasonable progress

Leaders have a clear rationale for the courses that they offer. Leaders provide courses that are designed specifically for those who are currently unemployed and from disadvantaged backgrounds. Through their sector expertise and knowledge, leaders ensure that the curriculums they offer serve to support learners to develop the skills they need to move into employment.

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Reasonable progress

Leaders ensure that learners are recruited with integrity. They take clear and sensible actions to ensure learners have the appropriate starting points to be successful. Leaders use information collected during initial assessments and interviews to organise learners into classes based on their abilities. Learners, as a result, study in environments which challenge them to achieve their best.

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Reasonable progress

Leaders set high expectations for learners’ behaviours and professional conduct. They track learners’ attendance and their timekeeping diligently. They take swift actions to ensure that those learners who miss sessions catch up quickly and do not fall behind in their learning. Most learners display the skills they need for employment, such as arriving promptly, within the classroom.

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Reasonable progress

Leaders ensure that teaching staff improve their teaching of key work-ready skills effectively. For example, leaders develop staff in their teaching of effective CV Monitoring visit: Goode Tutoring Ltd, 16 and 17 July 2024 writing. However, leaders recognise they do not support teachers in developing their skills to identify and support those with specific additional learning needs.

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Reasonable progress

Leaders take sufficient actions to evaluate the strengths and weaknesses of the curriculums that they offer. As a result, they have an appropriate understanding of their areas of strength and those that require further improvement. However, leaders recognise they do not have sufficient arrangements for oversight and external scrutiny. Leaders do not benefit from the challenge independent oversight would bring to improve the quality of education that learners receive.

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Reasonable progress

Leaders have recruited teachers who are suitably qualified and experienced in the subjects they teach. Teachers use their sector knowledge and teaching skills to ensure that learners improve their speaking, listening and comprehension skills over time. Learners can recall new vocabulary confidently and gain the confidence to apply their new learning, for example by reading aloud to others in class or to people not known to them.

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Reasonable progress

Teachers use questioning to measure learners’ understanding and to correct misconceptions successfully. They ensure that learners are challenged to think and to consider how they can further apply their new understanding. For example, learners are encouraged to take their newly acquired vocabulary to make more complex phrases or sentences.

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Reasonable progress

Teachers ensure that learners are assessed frequently as they move through their studies. However, teachers do not use the outcomes of these assessments to set challenging and meaningful learning targets for learners. As a result, learners are not clear on the exact skills they need to develop in the future which will help them most to move into employment.

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Reasonable progress

Leaders and teachers ensure that learners develop new useful knowledge, skills and behaviours. Through their studies, learners appreciate and understand the importance of the skills they need for employment. Learners know how to prepare for interviews and how to make good first impressions. Learners develop the essential digital skills required to secure employment, for example navigating websites and applying for jobs online.

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Reasonable progress

Leaders and teachers ensure that the number of learners who successfully complete their course is high. However, leaders acknowledge further work is required to ensure that a greater number of learners move directly into full-time employment as a result of their studies. Monitoring visit: Goode Tutoring Ltd, 16 and 17 July 2024

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Reasonable progress

Leaders and managers have developed a positive culture of safeguarding. Leaders ensure that robust and well-thought-through safeguarding policies and arrangements are in place. These policies are reviewed and updated frequently.

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Reasonable progress

The designated safeguarding lead has a clear understanding of the requirements of their role. They, and their deputy, are suitably trained. Leaders have implemented suitable reporting procedures for safeguarding concerns.

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Reasonable progress

Leaders acknowledge that they do not currently take a wide enough range of actions to identify relevant information about the dangers of extremist and radical behaviours. As a result, too few learners, through their studies, deepen their understanding of the risks they could meet in their everyday lives. Monitoring visit: Goode Tutoring Ltd, 16 and 17 July 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 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

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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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