Gateshead Council

Further education and skills inspection report

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Inspection dates: 24 to 27 September 2024

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Education programmes for young people Good Adult learning programmes Good Apprenticeships Good Provision for learners with high needs Good Overall effectiveness at previous inspection Good

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Information about this provider

Gateshead Council provides education and training through its Learning and Skills division, which is in the children’s services directorate. At the time of the inspection, there were 868 adult learners, the vast majority of whom were on family and community learning courses. There were 86 learners aged 16 to 19 following study programmes, 10 of whom were learners with high needs. There were 203 apprentices, with just over half studying at level 3. Apprenticeships are offered in a range of subject areas, including business support and management, supporting teaching and learning and digital skills. 24 to 27 September 2024

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

Learners and apprentices benefit from safe and calm learning environments. Tutors foster a collaborative and respectful environment in which they set clear expectations to encourage positive behaviour. They consistently praise learners and apprentices and celebrate their progress and achievements, both in the classroom and at work.

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

Tutors demonstrate genuine care for the well-being of learners and apprentices. They frequently check learners’ and apprentices’ well-being, and learners and apprentices are confident that tutors will act promptly to help them address any concerns that they may have. Staff work closely with other departments in the council to provide support for learners and apprentices when necessary.

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

Most learners on study programmes have opportunities to experience the world of work, and many carry out work placements. However, too often, these placements are not linked specifically to their interests or work-related aspirations. Leaders have identified this as an area for improvement and are beginning to work with more employers to provide a wider range of work placements that meet learners’ needs.

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

Most learners and apprentices complete their programme and achieve their qualifications. Learners and apprentices who do not complete their programme receive additional support to help them identify suitable progression routes, such as alternative learning provisions.

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

Most learners and apprentices attend their programmes well. Many younger learners who have struggled with attendance in formal education settings now feel more motivated to attend and, as a result, participate fully in their courses.

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better?

Over the last two years, senior leaders have made a number of positive changes to the learning and skills delivery team, including restructuring the division to ensure that managers have clearer line management responsibilities and focus closely on providing a consistently high-quality learning experience for learners and apprentices.

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better?

Leaders and managers work closely with their strategic partners, including other council departments, to enable them to meet the specific needs of local communities and groups. They have selected and developed a broad range of courses and learning opportunities that reflect their vision to support learners and apprentices to raise their aspirations and develop new knowledge, skills and behaviours, and to minimise social exclusion and isolation.

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better?

Leaders recruit tutors who are well qualified and experienced for their roles. Most staff, when appointed, have or are working towards teaching qualifications. Leaders provide ongoing support for staff to develop their teaching skills further. 24 to 27 September 2024

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Teachers plan and sequence the curriculum effectively to develop learners’ and apprentices’ knowledge and skills. They use their expertise effectively to introduce, explore and consolidate new curriculum content. In mathematics, for example, teachers start with rounding numbers into whole numbers before moving into more complex topics such as area and volume. In English, teachers start by building learners’ confidence in reading and producing written text. They then progress to developing their confidence in speaking in a wide range of contexts and enhancing their listening skills.

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Most tutors use a range of assessment strategies effectively to check learners’ and apprentices’ understanding. On study programme, teachers use mind mapping, effective questioning and writing exercises to check on learners’ progress. Tutors use questioning techniques well when introducing new terminology and vocabulary. As a result, learners and apprentices confidently attempt challenging reading tasks. Teachers provide helpful feedback to help learners and apprentices to improve their work. Learners and apprentices respond positively and most produce a good standard of work.

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Learners with high needs make positive progress against the outcomes recorded in their education, health and care plans. Teachers focus well on educational goals alongside the social and emotional outcomes that learners need to develop to access future employment or further learning. When needed, learners are provided with additional learning aids and adaptations, which enable them to make good progress in their studies.

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Tutors use progress reviews effectively to identify what apprentices have learned and the new skills that they have developed. They include line managers appropriately in discussions to ensure that performance in the workplace is considered. Tutors also use reviews well to ensure that apprentices are aware of their areas for development in relation to workplace performance and the progress that they are making against the objective in their training plans.

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Most learners and apprentices benefit from additional activities beyond their main programme that help them to develop their understanding of citizenship and contribute to their local communities. Learners on supported internship programmes learn about the responsibilities of the council and then present to managers their own ideas and thoughts about what the main social priorities should be. Adult learners on courses in English for speakers of other languages socialise and practise their speaking and listening skills in a range of different English-speaking settings. However, learners on study programmes do not benefit from a sufficiently helpful and age-appropriate enrichment curriculum.

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Adult learners and apprentices receive helpful advice and guidance from staff to enable them to gain an understanding of potential next steps as they approach the end of their programme. For example, on the silversmith programme, learners are advised on whether they are ready to progress on to the next level or whether they would benefit from further development of their skills by remaining at the current 24 to 27 September 2024

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level of study. However, too many younger learners and apprentices do not receive sufficient high-quality independent careers information, advice and guidance to enable them to gain a full understanding of the potential career pathways open to them.

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Leaders have a well-established board of governors, which includes councillors and senior officers. Governors are provided with helpful reports, which enable them to provide challenge to leaders on quality and performance. In addition, governors have a strong focus on safeguarding and on contract compliance.

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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 learners and apprentices receive high-quality independent careers advice and guidance to enable them to make sensible career choices.  Ensure that all learners and apprentices benefit from a personal development curriculum that enables them to develop their interests and talents beyond the curriculum.  Ensure that learners on study programmes benefit from relevant and high-quality work placements and experiences to help them develop their career interests. 24 to 27 September 2024

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Provider details

Address Civic Centre Regent Street Gateshead NE8 1HH

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Provider details

Principal, CEO or equivalent Melanie Crosby

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Provider details

Date of previous inspection October 2010

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Provider details

Main subcontractors None 24 to 27 September 2024

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Information about this inspection

The inspection team was assisted by the principal, 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

Hayley Lomas, lead inspector His Majesty’s Inspector Chloe Rendall His Majesty’s Inspector Rebecca Perry His Majesty’s Inspector Shanna King Ofsted Inspector David Sykes Ofsted Inspector Toni Rhodes Ofsted Inspector Jonny Wright His Majesty’s Inspector 24 to 27 September 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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