Bromley London Borough Council

Further education and skills inspection report

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Short inspection of Bromley London Borough Council

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Outcome

Bromley London Borough Council continues to be a good provider.

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Information about this provider

Bromley Adult Education College (BAEC) is part of the London Borough of Bromley. It provides adult and community learning across the borough at its two main sites and at various community learning settings.

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Information about this provider

BAEC provides part-time learning for adults seeking vocational qualifications from entry-level to level 2 in English for speakers of other languages (ESOL), information and communication technology (ICT) and English and mathematics. Programmes for well-being and interest include courses in arts, yoga, and modern foreign languages. Courses are also taught for learners with special educational needs and/or disabilities.

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Information about this provider

Annually, around 2500 learners participate in courses offered by BAEC. At the time of inspection, there were approximately 1700 learners.

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

Learners enjoy attending their courses. This is because of the warm and friendly welcome they get from staff and the safe environment in which they learn. Learners are committed to their courses, which are taught by knowledgeable and skilled tutors. They appreciate the new skills they learn, such as learners whose speak English as an additional language quickly gaining confidence in their spoken English. In ICT, learners value the skills they learn, which they use when seeking employment. Learners in arts classes, such as stained glass window making, enjoy developing an increasing set of complex skills, which is reflected in the range of artefacts they produce.

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

Learners succeed on their courses. The majority who go on to further study do so on higher-level courses at the college . Others go on to study at the local further education college or gain employment in the local area. 2 and 3 October 2024

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better?

In developing their curriculium offer, leaders and managers have taken good account of the needs of local residents, including those with special educational needs and/or disabilities (SEND). The subjects taught align well with priorities set out by the Mayor for London and the skills needs in the local area. Leaders make good use of partnerships to teach courses in community settings. For example, they teach ESOL at a children’s centre so that learners who need childcare are able to attend courses. Leaders successfully provide education to learners identified as being in priority groups in order, for example, to reduce unemployment.

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better?

Learners are motivated and participate entusiastically in learning activities. Tutors create lively, respectful and calm environments in their classes. They plan their courses thoughtfully, and teach new knowledge through topics that learners can relate to. For example, in ESOL, learners practise their written and spoken skills through topics, such as foods from their own country. Tutors help learners to explain to each other the traditional foods they eat, and the ingredients involved. In mathematics, tutors help learners to understand the importance of ratios using practical examples, such as mixing paints to make different colours.

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better?

For the most part, tutors assess what learners have understood well and make sure they know how to use their new knowledge and skills. However, at times, tutors move on to new topics without sufficiently checking that all leaners have understood the content taught. They also do not always match the complexity of what they teach to the ability that learners have. This results in instances where learners struggle to know how to complete work they are set, or are insufficiently challenged when they find the work easy.

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better?

Tutors have a good understanding of the needs of learners with SEND. They assess learners’ prior knowledge thoroughly. They use the outcomes of these assessments to plan and teach lessons that are enjoyable, meet learners’ needs and help them become more confident and independent.

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better?

Through the effective teaching and support they receive, learners make good progress and the proportion who achieve their qualifications is high. Almost all learners on non-accredited courses achieve the targets set for them.

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better?

Tutors provide helpful information to learners on further study and possible employment opportunities once they complete their course. For example, tutors teaching art-based courses provide guidance to learners on how they can start to sell the artefacts they have made. However, access to careers advice is not consistently good for learners on all courses. Leaders and managers are aware of the need for further improvement. They have started to develop a careers hub at the college to provide all learners with access to careers advice and guidance, but this is not fully implemented. 2 and 3 October 2024

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Staff at the college benefit from unwavering support from senior staff, including the council’s elected member. They receive good staff development to be effective in their jobs and appreciate the well-being support that is available to them. Leaders and managers work closely and effectively with other council departments, in particular the economic development team. This helps to ensure that the college continues to meet the priorities of the council.

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The governance board provides effective oversight of the provision. Where concerns have been identified, such as low attendance on a few courses, they have challenged leaders on the actions they are taking to improve this, while offering suitable and effective support. Leaders and governors make good use of their partnerships with other providers to learn best practice and assimilate that into their leadership of the college. As a result, leaders and managers feel well supported in their roles and have maintained the good quality of education that learners enjoy.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure that learners understand newly taught topics before moving to more complex work, and that work is sufficiently challenging for learners who make swift progress.  Provide access to careers information, advice and guidance for learners on all courses, so that they understand the options available to them on completion of their course. 2 and 3 October 2024

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Address

Bromley Adult Education College, Kentwood Centre, Kingsdale Road, Penge London SE20 7PR

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Address

Principal, CEO or equivalent Elena Diaconescu

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Address

Date of previous inspection 15 to 18 January 2019

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Address

Main subcontractors none 2 and 3 October 2024

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Information about this inspection

The inspection was the first short inspection carried out since Bromley London Borough Council was judged to be good in January 2019.

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Information about this inspection

The inspection team was assisted by the head of service, 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

Steve Lambert, lead inspector His Majesty’s Inspector Joyce Deere Ofsted Inspector Kanwaljit Dhillon Ofsted Inspector 2 and 3 October 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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