Central Bedfordshire Council

Further education and skills inspection report

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Inspection of Central Bedfordshire Council

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Overall effectiveness Good

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

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Information about this provider

Central Bedfordshire Council (CBC) provides education and training across Bedfordshire through its Employment and Skills Academy. At the time of the inspection, there were 400 adult learners enrolled on a range of community learning and adult education courses, such as English for speakers of other languages (ESOL), English, mathematics and early years. There were 43 apprentices enrolled on level 3 teaching assistant, level 3 early years educator, level 3 business administration, level 4 children, young people and family practitioner and level 2 early years practitioner. Most apprentices were aged 18 or over. CBC works with six subcontractors to provide courses in the community. 9 to 12 July 2024

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

Learners and apprentices develop positive relationships with staff and benefit from a culture where the principles of equality and diversity are nurtured. They feel highly valued and supported. Learners and apprentices develop confidence and self-esteem and are not afraid to offer ideas in class and ask questions if they do not understand information. ESOL learners have the confidence to speak to their children’s teachers and to speak to other parents when collecting their children from school.

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

Learners and apprentices are well focused on their learning and are eager to participate in lessons and complete work to an appropriate standard. They recognise the value of learning and gaining skills and knowledge to help them progress in life and work. In ESOL lessons, learners consistently apply themselves to each task set by the tutor, trying hard with their work and asking for help where needed. Learners explain how they embrace the challenge of completing work in lessons and at home, asking for extra work to help them practise their new language further.

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

Most learners and apprentices have high attendance and are punctual. Tutors recognise that many learners face significant barriers to learning and struggle to balance the demands of attending classes with those of their personal lives. Most learners prioritise learning and strive to attend classes around their work and family commitments. Where learners are unable to attend, tutors ensure that they do not miss out on their learning. Tutors carefully track any non-attendance of apprentices and follow up with apprentices and employers to ensure that apprentices make good progress.

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better?

Leaders and managers provide an ambitious and accessible curriculum that helps learners to develop the knowledge and skills they need to improve their employment opportunities and to progress in their careers. Leaders and managers work closely with subcontractors in local communities to provide a wide range of courses to motivate learners who are the hardest to reach and who live in the most deprived areas. They work well with large providers and smaller voluntary and community organisations to help employers meet their skills gaps and help residents contribute positively to society.

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better?

Tutors provide apprentices with a curriculum that is well planned and offered in a logical order that helps them to develop the knowledge and skills they need to operate effectively in the workplace. Apprentices on level 3 early years educator begin by learning about safeguarding, health and safety and legislation, so that they can function safely in schools and nurseries as soon as possible. Most apprentices achieve their qualifications with a high number achieving distinctions.

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better?

Tutors identify effectively what learners and apprentices know and can do at the start of their courses. Tutors use this information appropriately to plan individual 9 to 12 July 2024

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programmes. Apprentices complete skills scans and complete initial assessments in English and mathematics. Tutors use this information to identify where apprentices need to study functional skills English and/or mathematics qualifications and whether they need additional training opportunities in their subject area. However, the small proportion of apprentices who need to achieve an English and/or mathematics functional skills qualification often do not pass their examinations first time.

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Tutors are well qualified with significant sector experience and hold relevant qualifications in the subjects they teach and assess. Tutors use their expertise to help learners and apprentices develop new knowledge and skills. Apprentices on level 3 business administration learn about project management and develop the skills to manage their own projects, such as schemes to refurbish play parks.

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Tutors use a range of teaching methods to teach learners and apprentices effectively. They clearly explain information through presentations, tutor-led sessions, discussions and related learning activities to reinforce learning. This supports learners and apprentices to develop new knowledge and skills. For example, learners on the introduction to early years course learn how to communicate with young children using appropriate language at the right level.

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Tutors use a range of assessment methods effectively to check the understanding of learners and apprentices. Tutors use targeted questioning, quizzes, mock tests and mark written assignments. They provide clear and useful feedback to learners and apprentices, which helps them to improve their work further. Learners and apprentices value this feedback and consider it carefully when resubmitting or completing future assignments.

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Tutors continue to update their subject knowledge effectively so that it remains current. They attend training provided by awarding bodies, attend team meetings and complete webinars in their subject areas. However, leaders do not ensure that tutors benefit from attending sufficient training to continually improve their knowledge and craft of teaching.

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Tutors on a small proportion of courses do not support apprentices well enough to develop their wider academic skills, such as citations and referencing when completing written assignments. A few apprentices, who aspire to progress to higher education, are not prepared fully for these elements of academic study.

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Tutors provide learners and apprentices with useful information to help them plan their next steps. Tutors work effectively with external providers to provide impartial careers advice and guidance. As a result, most learners and apprentices understand their options for next steps upon completion of their course.

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Leaders and managers have accurate oversight of the quality of education provided to learners and apprentices, including that of the subcontractors. Leaders complete a range of activities such as observations of teaching and speaking to learners and apprentices to assure themselves of the quality of the learner experience. Leaders 9 to 12 July 2024

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and managers rightly recognise that a small proportion of tutors in one subcontractor do not provide high-quality teaching. Leaders have sensible plans to bring about improvement.

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Leaders have effective governance arrangements in place through an employment and skills scrutiny and improvement board. The board has governors with relevant expertise to provide valuable scrutiny and challenge. Governors challenge leaders appropriately.

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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 apprentices, develop their wider academic skills and are prepared effectively for higher education.  Ensure that apprentices pass their functional skills English and mathematics examinations at their first attempt.  Ensure that tutors complete training to continually improve their knowledge and craft of teaching. 9 to 12 July 2024

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Provider details

Address Priory House Monks Walk Chicksands Shefford SG17 5TQ

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Provider details

Principal, CEO or equivalent Anna Bosworth

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Provider details

Provider type Community Learning and Skills - Local Authority

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Provider details

Date of previous inspection 10 to 11 March 2020

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Main subcontractors

Bedfordshire Training and Assessment Centre Impact, Be Positive SPS Training Solutions SSG Services NOAH STC Training Solutions 9 to 12 July 2024

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Information about this inspection

The inspection team was assisted by the employment and skills 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

Jacquie Brown, lead inspector His Majesty’s Inspector Chloe Rendall His Majesty’s Inspector Jo Swindells Ofsted Inspector Teresa Kiely Ofsted Inspector Michael Worgs His Majesty’s Inspector Sarah Houghton His Majesty’s Inspector 9 to 12 July 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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