Adult & Community Learning Service, Islington London Borough Council

Further education and skills inspection report

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Inspection of Adult & Community Learning Service, Islington London Borough Council

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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

Islington Adult and Community Learning (the service) is located within the Inclusive Economy and Jobs Directorate of Islington London Borough Council. Leaders offer courses from entry level to level 3 aimed at improving the employment prospects of disadvantaged adults and communities across the borough.

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Information about this provider

At the time of the inspection, there were 724 adult learners enrolled on courses at 22 locations across the borough and online. Most learners were studying at level 1 or below. A third of learners were studying English for speakers of other languages (ESOL). Just under a third of learners were studying courses in English or mathematics. The remaining learners were on digital skills, employability, family learning or creative, practical and well-being courses.

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Information about this provider

The service works with one subcontractor, FC Connect, for the provision of level 3 courses in accounting. Council 5 to 7 February 2025

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

Learners develop the confidence to study alongside their peers and apply themselves well to the tasks that tutors set. They are proud of what they learn and make on their courses. A high proportion of learners who complete courses go on to study at a higher level or improve their employment prospects.

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

Learners attend lessons in calm and purposeful learning environments located in easily accessible venues that are convenient to them. Learners value highly that they enhance their mental health alongside learning new knowledge and skills. For example, learners in sewing lessons report feeling less isolated and lower levels of anxiety while learning to make garments for themselves and their family.

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

Learners are not rushed and can learn at a pace that suits them. They recall what they have been taught and can apply their knowledge to different scenarios and situations. Most learners who complete their courses achieve their qualifications or, in non-accredited courses, their tailored learning aims. This is the case in English and mathematics, where learners achieve well and go on to study courses at a higher level.

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

Learners appreciate the procedures leaders have put in place to keep them safe when attending lessons, such as needing to sign in and out at different venues. They work safely in practical activities, replicating workplace safe practices. Learners know who to talk to if they have any concerns about their safety or well-being.

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better?

Leaders, managers, and governors have restructured the service to realise their vision of supporting local residents, who are unemployed or in low-paid jobs, to improve their employment prospects. Leaders have a good understanding of the needs of Islington residents and how best to meet them. Leaders respond to requests from their extensive network of community partners and learners that inform their curriculum offer swiftly and effectively.

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better?

Managers and tutors plan the curriculum well. They teach topics in a logical order to make sure that learners develop their new knowledge and skills incrementally. For example, on the level 1 course on exploring careers in the green industry, tutors teach learners about climate change before introducing them to green industries. They then explore what green jobs are and their positive impact on the environment.

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better?

Tutors have appropriate qualifications and experience in their subject areas. They use their expertise well to teach learners important knowledge through clear explanations, demonstrations, and the use of high-quality resources. They facilitate group discussions, support learners to share their new knowledge and use a range of effective questioning techniques to check learners’ understanding. Council 5 to 7 February 2025

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Tutors routinely give learners constructive feedback on how to improve their practical work. Tutors review written work promptly and make useful comments to help learners improve their literacy skills. As a result, learners know what they are doing well and how they need to improve. However, in ESOL and mathematics, most tutors do not set learners meaningful targets around the specific areas of knowledge and skills that they need to develop as identified at the start of their course. For example, ESOL learners who need to improve their spelling and grammar do not have targets that relate to these needs.

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Tutors support learners with dyslexia effectively. These learners, many of whom have had negative educational experiences before, make good progress towards achieving their qualifications and secure work placements in vocational areas. However, leaders do not have oversight of the full range of special educational needs and/or disabilities (SEND) that their learners experience. Learners with autism or those with mild learning difficulties do not receive the same level of support as their dyslexic peers, as tutors do not have the expertise or training to support them effectively in lessons.

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Tutors prepare learners well for their next steps. They develop learners’ employability skills by relating what they teach to real working environments. Specialist staff support learners to identify the steps they need to take to achieve their career aspirations, and many have done so.

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Leaders use the information they gather from lesson observations to plan useful and relevant training opportunities for staff. Recent topics include trauma informed learning and digital skills to aid teaching. Tutors who attend these sessions incorporate what they learn into their teaching, develop their subject knowledge, and improve their practice over time. Attendance to these sessions by part-time tutors is low, however. These tutors miss valuable opportunities to improve their teaching.

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Attendance has improved in some curriculum areas over time. In ESOL, however, attendance has declined from the previous year and remains below leaders’ expectations. Leaders and managers are in the early stages of identifying the issues that cause these learners to miss lessons.

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Leaders have established effective governance arrangements within the council. Council executive members challenge leaders to provide a more integrated service for residents. For example, leaders improved their initial assessment process to identify any barriers that may prevent learners from accessing or attending their courses. They then offered solutions where possible, such as educating learners about the financial benefits they can claim while studying, about how to access free childcare and act to make referrals for learners to appropriate council services.

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Safeguarding

The arrangements for safeguarding are effective. Council 5 to 7 February 2025

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What does the provider need to do to improve?

 Set learners in ESOL and mathematics targets that relate to gaps in their knowledge and skills that make clear what they need to do to improve.  Make sure that they support learners with all kinds of special educational needs and/or disabilities (SEND) effectively.  Increase attendance to ESOL lessons. Council 5 to 7 February 2025

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Provider details

Address Islington Adult Community Learning Mezzanine Floor, Central Library, 2 Fieldway Crescent London N5 1PF

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Provider details

Principal, CEO or equivalent Akeel Ahmed

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Provider details

Date of previous inspection 2 to 3 December 2019

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Provider details

Main subcontractors FC Connect Council 5 to 7 February 2025

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Information about this inspection

The inspection team was assisted by the assistant director community learning and libraries, 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

Montserrat Pérez-Parent, lead inspector His Majesty's Inspector Kanwaljit Dhillon Ofsted Inspector Alison Whatsize Ofsted Inspector Claire Griffin Ofsted Inspector Council 5 to 7 February 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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