The Mary Ward Centre (AE Centre)

Further education and skills inspection report

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Inspection of The Mary Ward Centre (AE Centre)

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Good

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Information about this provider

The Mary Ward Centre is part of the Mary Ward Settlement, which was established in 1892 and includes the Mary Ward Legal Centre and Blackfriars Settlement. The settlement movement began in the early 1880s in response to urban poverty, with the aim of promoting social justice and equality. The Mary Ward Centre is a designated institute of adult learning. Courses are offered at different times of the day to meet the needs of the communities the centre serves. In 2023, the Mary Ward Centre moved from central London to a purpose-built site in Stratford, east London.

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Information about this provider

At the time of the inspection, there were around 2,000 students, a high proportion of whom were on entry and level 1 programmes. Courses in visual and performing arts make up around a third of the provision. Approximately 500 students study courses in English, mathematics and English for speakers of other languages (ESOL) from entry to level 2. A small part of the provision is made up of courses that lead to qualifications at levels 2, 3 and 4. These include courses such as counselling and community interpreting. There is a range of outreach courses in the community that aim to engage new students in learning. 28 to 31 January 2025

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

Students from a diverse range of cultural backgrounds receive a very warm welcome at centres and in the community settings they attend. Staff care about them as individuals and are passionate for them to succeed. Students study in well-equipped modern centres that are safe places to study. Staff encourage them to make friends and use the college’s relaxing communal areas to socialise and enjoy each other’s company. Students develop important friendships and networks that they maintain outside of their classes.

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

Students make good progress due to the high-quality teaching they receive from skilled and experienced tutors. Tutors teach new content and practical skills effectively. In counselling, students learn theoretical models and apply their new skills in small groups and with clients. In ESOL, students learn important life skills, as well as improve their use of language.

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

Students achieve their personal goals well. They develop confidence in their abilities through trying out new things. Students on art courses learn skills and crafts they never thought they could do. For example, glasswork students use their newly acquired skills to create mosaic art, glass jewellery and decoration pieces. Students on singing courses gain confidence to perform in front of each other and in public. Those on exercise and dance courses improve their physical health, agility and mobility.

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

Students enjoy the many opportunities to extend their learning beyond the classroom. Art students regularly go on trips to local museums, galleries, art exhibitions and festivals. For example, students on patchwork and quilting courses attend exhibitions where they learn about emerging trends and developments in this area. They use this information to challenge themselves creatively when developing their products.

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

Tutors support students’ personal development well. In lessons, tutors teach a wide range of topics such as cultural diversity, citizenship and fundamental British values. In ESOL, students understand well the importance of respecting and tolerating differences as citizens of multicultural London. They know about British law, their rights as citizens, as well as how to access a range of public services.

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Contribution to meeting skills needs

The college makes a reasonable contribution to meeting skills needs.

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Contribution to meeting skills needs

Since relocating to east London, leaders and managers have successfully developed a wide range of new partnerships to make sure they understand the skills needs in the area. They have shaped the curriculum to reflect these. They collaborate effectively with local authorities and other civic partners to identify where there are skills shortages. They plan the curriculum well to respond to these needs through, for example, securing additional funding to support the hospitality curriculum and developing new entry-level courses for the increasing number of adults who speak 28 to 31 January 2025

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English as an additional language or are new to the country. To support small businesses, they offer bespoke courses in ESOL, digital skills and online sales.

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Leaders and managers do not involve employers and stakeholders consistently well in the design and implementation of the curriculums across different subjects. Counselling students benefit from tutors who are sector experts and current practitioners. Guest speakers lead projects and workshops on topics such as research skills. However, in other areas, such as arts, the engagement of stakeholders in informing and enriching the curriculum is still in development.

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Leaders and managers collaborate with community partners to support the needs of the local community. For example, as part of their community outreach programme, leaders offer courses such as aromatherapy and jewellery making to parents who are refugees or asylum seekers. These courses have a strong social impact and provide parents with opportunities to practise their English, develop their skills and interests, gain confidence and feel less isolated.

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Leaders and managers work highly effectively in partnership with local voluntary organisations to enhance their curriculum. For example, they work with a charity that provides volunteers who give extra support to students to practise their reading skills. As a result, students improve their vocabulary and the fluency of their reading. They increasingly read texts for pleasure.

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better?

Tutors, who are experienced and experts in their subjects, teach the curriculum in a logical order so students build their knowledge and skills incrementally over time. For example, line dancing tutors first teach simple routines using one- and two-step moves. They then introduce more complex routines involving multiple steps and moves such as rocking chair, rolling wine turn and shuffling. Consequently, students widen their repertoire of steps and routines. They improve their balance, coordination and posture.

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better?

Most tutors use information on what students know and can do at the start of their courses to plan a curriculum that closely meets their needs. For example, English tutors focus on the specific areas students need to improve, such as spelling and writing. They set students tasks based on these areas and provide well-tailored feedback on students’ work. As a result, students become increasingly fluent in their writing skills and improve their spelling. However, in a few subjects, such as visual arts, tutors do not use the information they gather well enough to set students meaningful goals. This makes it difficult for tutors to assess accurately the progress students make.

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better?

Tutors use a range of effective teaching approaches to ensure students remember what they are taught. They provide clear demonstrations and explanations. They recap on previously taught knowledge and allow students to practise the skills they have learned. For example, in patchwork and quilt-making classes, tutors revisit 28 to 31 January 2025

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simple traditional patchwork and quilting skills before teaching reverse applique techniques. Students apply these skills repeatedly to create a range of high-quality patchwork products such as slippers and purses.

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Most students attend well. However, as leaders and managers recognise, attendance is not consistently high in all curriculum areas. In a few instances, students arrive late to their lessons. As a result, they miss valuable learning, such as recaps from previous lessons.

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Tutors provide helpful feedback to students on their work. Consequently, students know what they need to do to make improvements. For example, English tutors provide frequent and effective feedback in which they identify errors in grammar and spelling. Feedback from visual arts tutors helps students produce work of a high standard, which they display and sell at community events and exhibitions.

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Tutors and learning support staff provide good support for students with special education needs and/or disabilities. For example, in ESOL, tutors adapt their teaching to meet students’ individual needs. They provide additional time for students to complete tasks, adapt the resources they use and clarify key concepts. This helps students understand what they are taught, remain on track with their learning and make good progress.

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Tutors integrate the teaching of English and mathematics well throughout the courses they teach. For example, in counselling, staff provide students with specific guidance on the reading and writing skills required for effective research and report writing. Students develop the mathematics skills they need to complete quantitative research. In mosaic and glass-making courses, students learn to apply scaling principles, work with correct angles and use a compass to create precise circles.

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A high proportion of adults who study accredited courses achieve their qualifications. Most students complete their courses and move on to further education and training. A high proportion of students in ESOL progress to higher-level courses.

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Staff make sure that most students receive helpful careers advice and guidance. In subjects such as counselling, students benefit from helpful advice and guidance regarding their next steps. However, in a few subjects, such as arts, students who wish to exhibit or sell their work do not consistently receive suitably detailed information and support to do so. This means students lack the confidence, knowledge and technical skills to set up their own business or promote their work online.

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Leaders and managers have made sure that, over a period of significant change in the organisation, students continue to receive a good-quality education. Leaders and trustees have a good understanding of the strengths and weaknesses of the provision because their thorough quality assurance processes give them accurate information on which to plan and carry out improvements. 28 to 31 January 2025

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Assess what students know and can do at the start of their course and set them meaningful goals so tutors can measure their progress effectively.  Provide students with effective advice and guidance on their next steps across all courses.  Identify and implement actions to improve the attendance and punctuality of students in areas where this is not high enough. 28 to 31 January 2025

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Provider details

Address The Mary Ward Centre 275-285 High Street Stratford London E15 2TF

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Provider details

Provider type Specialist designated college

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Provider details

Date of previous inspection 19 January 2015

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Provider details

Main subcontractors None 28 to 31 January 2025

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Information about this inspection

The inspection team was assisted by the deputy chief executive officer, 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

Jon Bowman, lead inspector His Majesty’s Inspector Georgina Ager His Majesty’s Inspector Saher Nijabat His Majesty’s Inspector Maureen Gilmartin Ofsted Inspector Ramin Narimani His Majesty’s Inspector Kanwaljit Dhillon Ofsted Inspector 28 to 31 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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