Royal Borough of Kensington and Chelsea Council

Further education and skills inspection report

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Short inspection of Royal Borough of Kensington and Chelsea Council

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Outcome

Royal Borough of Kensington and Chelsea Council (RBKC) continues to be a good provider.

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Information about this provider

RBKC Adult Learning Service is part of the council’s economic development team. The service provides adult skills and tailored learning courses at a variety of venues across the borough. Since the previous inspection, leaders have increased their curriculum offer in the north of the borough, particularly where survivors of and those impacted by the Grenfell Tower tragedy live and work.

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Information about this provider

The courses are taught by 12 subcontractors who they refer to as partners. This approach aligns with the borough’s ambition of working in partnership with local organisations, providing accessible training close to residents’ homes.

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Information about this provider

At the time of the inspection, the service taught 551 learners. Just under a third of learners study accredited programmes from entry level up to level 3. Two thirds of learners study tailored learning programmes including English for speakers of other languages (ESOL) and art design and creative courses. Other courses include digital skills, employment skills and health and care.

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

Learners thoroughly enjoy their studies. They learn in safe, positive and purposeful learning environments. They appreciate the opportunities that tutors create in lessons, through group discussions and group work, to increase their social interaction with peers. For example, in ESOL classes learners enjoy working in pairs to practise forming short sentences to develop their conversation skills. Learners develop friendships with their peers and find that the classes they attend help them to maintain positive mental health and well-being.

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

Most learners develop new knowledge and skills quickly. For example, learners on the level 2 personal trainer course develop a good understanding of the different types of muscles, the functions and structure of bones and the safe level of stress for the heart during exercise. In interior design, learners improve their technical 8 and 9 January 2025

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drawing skills, become more creative in their thinking and develop research and analysis skills. Learners use their newly acquired knowledge to complete more challenging activities and tasks as they progress through their course.

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Learners become more confident and resilient through their courses. For example, learners on creative programmes gain the confidence to present their work and express their ideas to their peers. Once learners have developed a sound understanding of topics, they work together to critique the quality of each other’s work and provide one another with helpful constructive feedback. Learners value the opportunity to receive feedback in a non-judgemental and supportive environment.

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better?

Since the previous inspection, leaders have continued to tackle their areas for improvement and have managed change well. Attendance has improved and is now high. It is particularly high at Morley College, their largest subcontractor partner.

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better?

Leaders from the Adult Learning Service responded very effectively to the Grenfell Tower disaster. They increased the amount of training offered in the local areas impacted most directly by the tragedy. Having sought residents’ feedback, they also introduced a range of accredited courses linked to the local and national skills shortages in, for example, care and early years.

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better?

Leaders work well with subcontractors to plan the curriculum offer. They work closely with partners to make sure the training they offer is responsive to the needs of their diverse community. The curriculum is aligned to the council priorities of improving well-being, building confidence and preparing local people for employment.

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better?

Leaders have a good understanding of the strengths and areas for improvement of their provision. They have thorough processes in place to monitor the quality of courses provided by subcontractors. Leaders undertake frequent quality assurance activities which include lesson visits and reviewing learner feedback. However, leaders do not assure themselves sufficiently that subcontractors have up to date information about local risks related to radicalisation and extremism and that this information is shared effectively with learners.

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better?

Tutors of vocational subjects are qualified professionals in their fields. In most cases they use their knowledge well to plan and teach interesting, effective lessons. Interior design tutors, for example, draw on their experience to set learners challenging design briefs. Learners are asked to design a living room without windows. They must consider how and by whom the room will be used and how the use of colour and furniture will add light to the room. This enables learners to use their creativity to design rooms based on their client’s needs and to develop their skills in using colour and layout effectively to add light to their designs. 8 and 9 January 2025

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As a result of the high-quality teaching which they experience, most learners, including those with special educational needs and/or disabilities, make good progress and successfully complete their courses. However, too few learners on entry level ESOL accredited courses pass their qualifications.

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Most tutors make effective use of a range of assessment techniques. They use questioning well to identify and fill gaps in learners’ knowledge. For example, in ceramics, tutors question learners on the processes and the amount of pressure to be used while demonstrating how to form a vase on the potter’s wheel. This helps learners to understand the consequences of adding too much or too little pressure and the impact this has on their designs.

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Most tutors provide effective feedback to help learners improve the quality of their work. Tutors of personal trainer learners provide helpful feedback that clearly identifies learners’ strengths and areas to improve. However, ESOL tutors do not consistently make clear how learners can improve their work. Consequently, the progress of some learners on ESOL courses is slow, particularly those on entry level programmes.

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Leaders and tutors provide learners with good-quality careers information and guidance. For example, on personal trainer courses, learners receive useful information on the employment opportunities available upon completing their course and information about higher level qualifications. In ESOL, learners receive effective support from tutors to develop their CV and to prepare for interviews, including by practising the use of more formal language suitable for an interview. As a result of the guidance they receive, learners are aware of the employment and other progression opportunities available to them.

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Councillors use their connections with local stakeholders very effectively to provide positive opportunities for learners. For example, they worked with the local college to develop a market traders programme and then provided learners with the opportunity to run a stall at the market. They also arranged guaranteed interviews for learners completing the introduction to construction course. These links provide learners with good opportunities to experience work in these industries as well as potential routes for future employment.

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Advisory board members have a good oversight of the quality of training. They meet frequently to review in detail the information provided by leaders on their provision’s strengths and areas for development. Board members provide effective support and challenge to help leaders to improve their provision, so that learners continue to receive good-quality education and training.

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Safeguarding

The arrangements for safeguarding are effective. 8 and 9 January 2025

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What does the provider need to do to improve?

 Take effective actions to increase the proportion of entry level ESOL learners who pass their qualifications.  Improve the consistency of quality of feedback so that learners are clear on how they can improve their work.  Ensure that subcontractors include up to date information about local risks related to radicalisation and extremism in their risk assessments, and that learners are aware of how to mitigate these risks. 8 and 9 January 2025

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Provider details

Address Adult and Community Learning Town Hall Hornton Street London W8 7NX

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Provider details

Principal, CEO or equivalent Graham Hart

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Provider details

Provider type Community learning and skills - local authority

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Provider details

Date of previous inspection 9 and 10 May 2018

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Provider details

Main subcontractors Morley College London Learning and Skills Solutions Westway Trust Nova New Opportunities Clement James Centre Open Age Strive Training Ltd Learning Curve Group PSEV Ltd Advantages of Age 8 and 9 January 2025

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Information about this inspection

The inspection was the second short inspection carried out since Royal Borough of Kensington and Chelsea Council was judged to be good in April 2014.

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Information about this inspection

The inspection team was assisted by the adult learning 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

Paul Manning, lead inspector His Majesty’s Inspector Christina Christou Ofsted Inspector Ramin Narimani His Majesty’s Inspector 8 and 9 January 2025

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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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