Redcar and Cleveland Borough Council

Redcar and Cleveland Borough Council Reinspection monitoring visit report

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Name of lead inspector: Sarah Seaman, His Majesty’s Inspector

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Address: Redcar and Cleveland College Corporation Road Redcar TS10 1EZ Monitoring visit: Redcar and Cleveland Borough Council, 6 and 7 November 2024

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Context and focus of visit

This is the second reinspection monitoring visit to Redcar and Cleveland Borough Council following publication of the inspection report on 9 February 2024, which found the provider to be inadequate overall.

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Context and focus of visit

Redcar and Cleveland Borough Council’s adult learning and skills service is based in Redcar and operates from Redcar and Cleveland College’s campus. The council provides adult and community learning courses to support learners into skilled employment. At the time of the monitoring visit, there were 85 learners enrolled on courses including English for speakers of other languages (ESOL), British Sign Language and English, mathematics and digital functional skills.

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Reasonable progress

Since the last inspection, leaders have implemented a rigorous system to ensure that all learners access helpful careers information, advice and guidance to support them on their journey in education and training. Leaders have appointed a dedicated careers team that oversees careers education and advice for all learners. The team lead works collaboratively with tutors, making sure that learners are kept well informed about the opportunities available on completion of their courses.

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Reasonable progress

Leaders have introduced a mandatory pre-admission interview. Staff make good use of information from this discussion to explore learners’ long-term aspirations and ensure that learners are placed on an appropriate course that supports them in achieving these aspirations. For example, learners on ESOL courses identify clearly how learning to speak English can support them to achieve ambitions such as working as a delivery driver.

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Reasonable progress

Specialist careers staff and tutors communicate frequently with learners during their time on their course to establish their short-, medium- and long-term goals. When learners’ aspirations change, their plans are discussed, and learners are provided with additional, relevant information, advice and guidance. During these reviews, staff and learners discuss other courses and qualifications which may be suitable to support them in their aspirations. Monitoring visit: Redcar and Cleveland Borough Council, 6 and 7 November 2024

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Reasonable progress

Leaders have implemented rigorous processes to identify learners with special educational needs and/or disabilities (SEND). Through early initial assessment, diagnostic testing and comprehensive discussions, staff identify learners’ support needs well and plan carefully to meet their needs. This includes formal in-class support as well as pastoral care. Learners receive the support that they need to fully access their education and training.

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Reasonable progress

Staff support learners with SEND well. Tutors ensure that resources are designed appropriately and adhere to the strategies outlined in learner profiles, such as providing specific overlays or the use of interpreters where needed. When learners decline support or feel they can manage without it, teaching staff closely monitor them during their courses. The progress of these learners is reviewed in weekly meetings to identify quickly if their support needs change and to provide swift intervention if needed.

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Reasonable progress

Leaders and staff provide appropriate support for learners who are care experienced and those who are from lower socio-economic backgrounds. Information gathered about learners’ ability and subsequent support requirements are used to create individual learner profiles which are shared with staff. Tutors use this information to plan sessions and identify any support needed to enable learners to participate fully in their courses. Learners living in poverty are provided with financial support, such as funding to cover bus fares and taxis to enable them to attend classes.

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Reasonable progress

Leaders and managers have introduced clear expectations in relation to high-quality education for learners. They have recently introduced a teacher charter which sets out a three-year strategy based on an instructional coaching model for embedding six principles that underpin effective teaching. Leaders and managers have designed a comprehensive professional development programme and cycle of quality monitoring activities to support teachers to reach the standards to which leaders aspire. Leaders rightly recognise that it is relatively early in the three-year cycle and that they are on a journey with teachers to achieve the long-term aspiration of excellence in the quality of education that they provide.

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Reasonable progress

Teachers welcome the new arrangements for professional development, particularly the plentiful opportunities to share effective examples from their practice and learn from each other. As a result of the training and support which has been provided, teachers feel more confident to implement new strategies and approaches in their planning and teaching. They are increasing in confidence to try new things, knowing that they will be supported to improve if they get things wrong. Monitoring visit: Redcar and Cleveland Borough Council, 6 and 7 November 2024 Teachers plan and implement learning activities appropriately. In ESOL, learners are encouraged and supported to use a range of resources such as dictionaries that provide translations from their home language into English. They also use worksheets to develop structured sentences to describe concepts such as the impact of climate change. Teachers challenge and support learners well to use new technical

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Reasonable progress

language in their speaking and writing and to structure and punctuate correctly in their responses to questions. As a result, learners develop and refine their spoken and written English skills. Monitoring visit: Redcar and Cleveland Borough Council, 6 and 7 November 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 and child protection.

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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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