Enfield London Borough Council

Further education and skills inspection report

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Short inspection of Enfield London Borough Council

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Inspection dates: 24 and 25 September 2024

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Outcome

Enfield London Borough Council continues to be a good provider.

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Information about this provider

Enfield London Borough Council works in partnership with West Lea School, a local school for children who have special educational needs and/or disabilities (SEND), to provide pre-internships and supported internships to learners aged 16 to 25. All learners have an education, health and care plan.

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Information about this provider

At the time of the inspection, there were 51 learners studying at the two sites in Enfield. There were 10 learners studying the pre-internship programme and 41 learners studying the supported internship programme. The programmes support learners , who have complex or moderate learning difficulties and/or disabilities, with work placements and work-related qualifications to help them to secure employment.

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

Learners study in calm and supportive environments where they feel safe. They enjoy taking part in activities with their peers and make new friends. Staff effectively use a range of suitable techniques, such as zones of regulation and sensory circuits, to help learners manage their behaviour and improve their focus. Consequently, learners engage well in lessons and stay on track with the tasks they are set.

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

Learners and their parents value highly the individualised care and attention that staff give learners to help them succeed. Staff, including job coaches, know their learners very well and fully understand their specific needs. They successfully teach a personalised curriculum that prepares learners for adulthood and the world of work.

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

Through their courses, learners gain qualifications and build the confidence to succeed in their work and personal lives. Most learners complete their course, and of those who do a significant number gain employment.

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better?

Since their previous inspection, leaders have carefully reviewed their curriculum offer and successfully introduced a pre-internship programme to prepare learners for their supported internship. Staff have devised a suitable curriculum that includes independence skills, relationships, work experience, English and mathematics. A good proportion of learners progress from their pre-internship to a supported internships at the end of their course.

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better?

Leaders have planned a sensible curriculum. From the beginning, teachers provide ample opportunities for learners to develop the knowledge and skills they need for work. For example, they teach learners the connection between working collaboratively to solve problems in class and the teamwork skills they will need to succeed at work.

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better?

Learners benefit from good quality therapeutic support. Staff work closely with therapists and specialists to develop helpful learning resources and teaching strategies to help learners understand new ideas more easily and communicate independently. For example, staff develop word sheets, picture boards and symbols with input from the occupational and speech and language therapists. They make skilful use of these in lessons and in the workplace to support learners to communicate. This helps learners to develop their language and communication skills over time.

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better?

Most teachers use a range of effective strategies to make sure that learners understand what they are taught. For example, they give clear explanations and provide helpful prompts to learners to help them to complete tasks. Teachers also revisit topics and explain knowledge in different ways to help learners to grasp new ideas. As a result, learners develop a good understanding of what is being taught.

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better?

In English and mathematics, teachers do not always check thoroughly if all learners understand new knowledge. They do not use questioning techniques effectively enough to assess learners’ understanding of new content. In a few instances, teachers use language which is too complicated when explaining concepts and tasks. Consequently, learners get confused and do not always understand teachers’ explanations. They struggle to make expected progress and achievement in English is too low.

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better?

Job coaches are very experienced and well trained for their roles. They skilfully break down tasks and give step-by-step instructions so that learners understand what they need to do. For example, job coaches provide clear demonstrations of how to use electronic tills when handling money from customers. Consequently, learners quickly know how to collect money correctly and as independently as possible.

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better?

Job coaches work effectively with employers to develop meaningful work placements for learners. They share useful information with employers about learners’ specific needs and suitable strategies to support them at work. For example, employers provide frequent breaks to learners and make sure they have a quiet place to go to if they feel anxious. Learners feel suitably supported and this helps them to make good progress at work.

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better?

Staff provide good advice, guidance, and support to learners to identify jobs in sectors they are interested in. Learners take part in career fairs early in their internships and attend taster sessions at different employers. This gives learners the chance to try out jobs in a range of settings which include hospitality and catering, libraries, and schools. Some learners, for example, complete work experience as site manager at a school, while others learn how to process food at a bakery or organise shelves at a local supermarket. These experiences enable learners to develop the skills to work in different environments, follow instructions and work as a team. They are well prepared to make choices about their next steps towards their intended careers.

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better?

Job coaches closely monitor the progress that learners make against their targets. They meet monthly with employers and learners to review progress and plan next steps. Learners are given new tasks and roles as they develop their knowledge and skills. For example, catering interns take on new front-of-house roles and learn how to prepare more complex food such as pizza.

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better?

Leaders have a good track record of improving the quality of training they offer. They carry out suitable quality assurance activities to monitor the quality of teaching and the support that learners receive. Leaders use information from these activities well to inform staff training and development plans.

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better?

Leaders have established suitable governance arrangements. Governors and senior leaders analyse a range of information to evaluate the quality of their provision. However, they do not routinely review the number of learners who achieve their qualifications or challenge leaders sufficiently to drive improvements in this area.

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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 teachers in English and mathematics make consistent use of appropriate language when teaching new topics and thoroughly check all learners’ understanding.  Improve the proportion of learners who achieve qualifications in English.

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Provider details

Address The Horizon Campus 67 Lawrence Road London N18 2HW

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Provider details

Date of previous inspection 18 to 20 June 2018

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Information about this inspection

The inspection was the first short inspection carried out since Enfield London Borough Council was judged to be good in June 2018.

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Information about this inspection

The inspection team was assisted by the progression and pathways 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

Saher Nijabat, lead inspector His Majesty’s Inspector Jon Bowman His Majesty’s Inspector Philida Schellekens Ofsted Inspector 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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