Stockport Metropolitan Borough Council

Further education and skills inspection report

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Short inspection of Stockport Metropolitan Borough Council

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Outcome

Stockport Metropolitan Borough Council continues to be a good provider.

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Information about this provider

Stockport Metropolitan Borough Council manages the Stockport continuing education services, which is part of the council’s Services to Place directorate. It offers a range of accredited and non-accredited courses, including tailored learning. The council works with one subcontractor that provides tailored learning for residents recovering from addiction, mental health concerns or significant barriers to learning.

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Information about this provider

At the time of inspection, there were 531 adult learners, of whom a quarter study courses from pre-entry level to entry level 3. A quarter study non-accredited adult skills and a quarter study non-accredited tailored learning courses. Those on tailored learning study English for speakers of other languages (ESOL), health and wellbeing and ‘fusion’ courses which develop skills such as teamworking and confidence. The remaining learners follow courses at levels 1 and 2, with a very few learners studying at level 3. Most learners study courses in ESOL and mathematics. The remainder study courses in childcare, education and counselling.

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

Learners are highly motivated and enjoy their learning. They take pride in their achievements and appreciate the support that they receive from their tutors. Learners improve their skills and increase their confidence in speaking and listening because of their studies. They attend appointments without the need for an interpreter and speak confidently to their children’s teachers at parent evenings.

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

Learners participate in a wide range of activities that develop their employability skills. They volunteer in classes at the centre to provide support to learners with lower levels of English. Learners have set up a retail shop in which they develop their customer service skills and raise money for local charities. These activities support learners to develop the skills that they need to progress to their next steps. 6 and 7 November 2024

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Learners feel safe. They know how to raise any concerns that they have about their safety and well-being, both while in learning and in their everyday lives. During lessons, teachers discuss a range of topics to develop learners’ understanding of local risks.

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better?

Leaders have a clear rationale for the curriculums that they provide, which is to meet the local priorities of the borough. They are passionate about improving the lives of residents in Stockport. They actively target those who are disadvantaged and furthest away from employment. Leaders support learners into sustainable employment and to become active citizens in their local community, so that they can make positive changes to their lives.

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better?

Most tutors use the information that they gather about learners’ starting points to plan learning effectively. They set meaningful targets that align to learners’ aspirations and goals. However, a minority of tutors on the fusion skills course do not use starting points to set meaningful targets. As a result, a few learners do not make the rapid progress of which they are capable.

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better?

Tutors plan most curriculums in a sensible order so that most learners build their knowledge and skills gradually over time. Learners on ESOL courses acquire skills in writing simple sentences and using conjunctions. They apply these skills well when they progress onto more complex tasks such as writing persuasive texts. However, the curriculum for fusion skills does not explicitly outline the skills that learners will develop. Tutors do not set specific targets for learners to improve their skills such as teamworking and presentation skills, that learners require to progress quickly to their next steps.

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better?

Most tutors use effective teaching strategies to develop learners’ knowledge. Learners develop their speaking skills through participating in group discussions and role plays. Teachers use scenarios well to scaffold learning and help learners to remember more.

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better?

Most tutors use skilful questioning and assessment strategies to check learning and rectify misconceptions. On ESOL courses, learners complete tests and use peer assessment to check spellings. They use tenses confidently and accurately during group discussions. Most learners develop their fluency in speaking over time. On fusion skills courses, tutors recap previous learning through effective questioning techniques.

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better?

Learners receive well-planned careers education, information and guidance. Leaders work with a range of partners such as ‘smart works’ to provide learners with effective advice and guidance about their potential next steps into work and volunteering. Learners attend job fairs and benefit from individual coaching to complete CVs, search for jobs or volunteering opportunities and prepare for interviews. Staff remove barriers for learners by providing them with appropriate 6 and 7 November 2024

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interview clothing and digital devices. Most learners move on to further education and training or volunteering roles.

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Leaders have appropriate quality assurance and improvement processes in place. They carry out a range of activities to monitor the quality of education that learners receive and the progress that learners make on their courses at the provider and the subcontractor. This means that leaders have an accurate understanding of the strengths and areas for improvement. For example, they recognise the need to improve achievement on level 2 functional skills English and level 3 counselling courses. However, leaders do not use these processes consistently well to bring about improvements swiftly.

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Those responsible for governance are suitably experienced for their roles. They have a wide range of expertise in education, safeguarding and regeneration. Governors receive detailed reports that provide them with information on the service’s strengths and areas of improvement. They use these to provide effective scrutiny and challenge on the quality of education that learners receive.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Review and improve the curriculum and the use of starting points for learners on fusion skills so that they develop the skills that they need to progress on to further study swiftly.  Strengthen quality assurance and improvement processes to ensure that the very few areas for improvement are rectified swiftly. 6 and 7 November 2024

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Provider details

Address Stockport Metropolitan Borough Council Daw Bank Stockport SK3 0EQ

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Provider details

Principal, CEO or equivalent Richard Mortimer

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Provider details

Date of previous inspection 6 to 9 March 2018

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Provider details

Main subcontractors Acorn Academy 6 and 7 November 2024

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Information about this inspection

The inspection was the first short inspection carried out since Stockport Metropolitan Borough Council was judged to be good in March 2018.

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Information about this inspection

The inspection team was assisted by the adult learning 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

Alison Humphreys, lead inspector His Majesty's Inspector Kim Bleasdale His Majesty's Inspector Alison Cameron Brandwood His Majesty's Inspector 6 and 7 November 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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