Hull Culture and Leisure Ltd

Hull Culture and Leisure Limited Monitoring visit report

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

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Inspection dates: 28 and 29 January 2025

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Address: Hull Central Library Albion Street Hull HU1 3TF Monitoring visit: Hull Culture and Leisure Limited, 28 and 29 January 2025

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Hull Culture and Leisure Limited was established in 2015 and began providing Skills Bootcamps in 2024. It offers two pathways, in leadership and management and teacher training. At the time of the visit, there were eight learners, all of whom are employed by the provider and were studying the teacher training Skills Bootcamp. All learners are aged 19 or over. Learners are employed in the sector and looking to expand their skills to enable them to progress with their careers.

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Reasonable progress

Leaders have a clear intent for their Skills Bootcamps. They have developed the provision to support the upskilling of the current workforce, equipping staff with the skills required to support their progression within Hull Culture and Leisure and the local council. Leaders, including those in governance positions, have a clear drive and ambition to upskill the people of Hull, retain local talent within the area and support the development of the local community.

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Reasonable progress

Leaders have worked with the local council to design a set of Skills Bootcamps to respond to staffing recruitment and retention issues. They have introduced pathways in leadership and management and teacher training to support staff in developing the skills required to become effective at work and subsequently gain additional roles and promotion. Staff benefit from attending training that is individualised to their place of work and that, consequently, builds their confidence in their abilities.

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Reasonable progress

Leaders have sufficient resources in place to deliver their courses. They recruit highly qualified and experienced teaching staff, who use their expertise skilfully to develop learners’ knowledge, skills and behaviours. Tutors monitor learners’ progress well. Learners gain valuable skills and qualifications that enable them to transition to further learning and promotion, and to gain additional responsibilities at work. All Monitoring visit: Hull Culture and Leisure Limited, 28 and 29 January 2025 learners who have completed their courses to date have done so successfully and achieved their qualifications.

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Reasonable progress

Tutors sequence the curriculum logically. In teacher training, learners begin by gaining an understanding of the basic roles and responsibilities of a tutor before being introduced to different learning theories. They then move on to creating an inclusive learning environment and developing an awareness of neurodiverse needs and the importance of being an adaptive tutor. Other skills, such as effective communication and presentation skills, are interwoven throughout the course to enable learners to develop the wider skills needed for their role.

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Reasonable progress

Tutors use effective teaching methods that help learners to recall information and learn quickly. They check learners’ understanding of key concepts and refer back to prior learning. Tutors carefully break down challenging concepts and use a range of techniques to enable learners to retain information and apply their new knowledge and skills. Learners enjoy their learning and participate actively in open discussion and debate, demonstrating their understanding well.

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Reasonable progress

Learners produce work that is of high quality, both practically, in sessions when preparing presentations, and in their written work. In teacher training, learners demonstrate a secure understanding of the roles and responsibilities of a tutor and feel confident to plan sessions across a range of ages and forums, including for their assessments. As a result of their training, learners take on additional responsibilities and a few gain new roles and promotions in their workplaces. Learners feel more confident to deliver training and teaching following their Skills Bootcamp.

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Reasonable progress

Tutors support learners with additional needs well. They use results from enrolment to identify learners with special educational needs and/or learning difficulties and disabilities. They use this information to plan effective teaching. When learners struggle due to sensory conditions and cognitive overload, tutors adapt their teaching. For example, they break down activities into smaller elements and increase the size of supporting materials.

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Reasonable progress

The designated safeguarding lead (DSL) fully understands their responsibilities in safeguarding adults, including those who are vulnerable. The safeguarding team members work with relevant external agencies and organisations to ensure they understand the local, regional and national safeguarding risks, and they provide frequent updates and training for staff. For example, the DSL works with Safer Hull Monitoring visit: Hull Culture and Leisure Limited, 28 and 29 January 2025 Partnership, Libraries Connected and the local police force to gather intelligence on concerns in the area and in the sector in which they work.

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Reasonable progress

Leaders and managers have implemented effective safeguarding policies and procedures with clear reporting arrangements. Staff are trained to identify and report any concerns. They record detailed entries of concerns through an online platform, which is monitored carefully by the DSL. Leaders implement appropriate safer recruitment practices to ensure that all staff are suitable to work with learners, including vulnerable adults. Monitoring visit: Hull Culture and Leisure Limited, 28 and 29 January 2025 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

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Reasonable progress

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Reasonable progress

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Reasonable progress

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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