East Riding of Yorkshire Council

Further education and skills inspection report

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Inspection of East Riding of Yorkshire Council

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Inspection dates: 4 to 5 and 9 to 10 December 2024 and 12 March 2025

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Overall effectiveness Requires improvement

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

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Information about this provider

East Riding of Yorkshire Council provides learning opportunities for adults across the county through its adult learning service. At the time of the inspection, there were 1,001 adult learners studying on a variety of courses. Of these, 375 learners were following functional skills English and mathematics courses from entry level to level 2 and 448 were on non-accredited tailored learning courses, including 167 on courses in English for speakers of other languages (ESOL). In addition, there were 178 learners completing very short single-session courses. 4 to 5 and 9 to 10 December 2024 and 12 March 2025

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

Learners studying many courses, including mathematics, English and knitting for well-being, make good progress towards achieving their qualifications and learning goals. However, too many learners on ESOL courses do not make the progress of which they are capable because teachers do not set meaningful targets or review thoroughly enough learners’ progress towards achieving them. Too many learners do not develop their speaking skills swiftly enough.

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

Learners are motivated and keen to learn. They are taught by enthusiastic, caring and knowledgeable teachers, who use a range of teaching activities and resources well. Teachers provide a calm learning environment, where learners are welcomed and encouraged. They provide clear explanations and good support for learners during lessons. Learners value highly the expertise of their teachers.

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

Learners have positive attitudes towards their learning. They value the new skills that they develop and the confidence that their learning gives them. Teachers encourage learners to work collaboratively together, sharing their ideas and encouraging each other.

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

Teachers have high expectations of learners, including for their attendance. When learners do not attend, staff help learners to catch up on missed learning.

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

Teachers create inclusive learning environments, where learners feel confident to ask questions. At the start of lessons, learners are reminded who to contact if they have any concerns. Learners feel safe and are confident that they would receive help and support should they need it.

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better?

Leaders place a strong focus on taking learning into the community, particularly to deprived and isolated areas of the county, to meet specific identified needs, such as improving English skills and supporting adults with mental health problems. The service works with a wide range of community partners to achieve this. It provides a range of non-accredited tailored learning courses in ESOL for adults who have English as an additional language. In addition, leaders provide a range of courses such as writing applications for community grants, managing money and staying safe online. They have recently partnered with the local military base to support military staff to gain their functional skills English and mathematics qualifications so that they can apply for promotions.

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better?

Leaders do not target all parts of the tailored learning provision at those adults who need it most. They do not ensure that initial assessment is used well enough so that learners are recruited to appropriate courses. Many learners on the creative writing course already have the skills covered by the course and high levels of confidence in articulating their thoughts and interacting with peers. In ESOL, a few learners repeat 4 to 5 and 9 to 10 December 2024 and 12 March 2025

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the same content. Leaders are in the process of reviewing the tailored learning programme to rectify these issues, but at the time of the inspection it was too early to see the full impact.

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Leaders do not ensure that learners on ESOL courses benefit from effective assessment practice. Tutors do not use information collected through assessments to provide effective feedback to learners. As a result, learners do not understand what they need to do to make rapid progress.

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Learners on accredited courses and in ESOL receive appropriate guidance on their next steps from learning advisers. This takes place at recruitment, throughout the course and as learners prepare to complete their course. Learning advisers provide information on employment opportunities in the county and on other courses that learners could progress to in local further education colleges. Learners on non- accredited tailored learning courses are made aware of the availability of these advisers should they wish to use their services. However, very few take up this opportunity.

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Teachers sequence the courses they deliver logically. They plan sessions to help learners understand basic topics before they move to more difficult content. For example, in knitting for well-being, learners master basic knitting skills before moving on to more technical and complex stitches. The creative writing course begins with identifying different creative writing formats and styles before learners write in a short story format. Once learners have mastered these skills, teachers focus on script writing and, finally, autobiographical writing.

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Teachers are well qualified and have extensive experience in their subjects. Mathematics teachers are experienced in teaching mathematics to children and adults. This helps them to adapt their teaching styles to a range of abilities. ESOL teachers have relevant qualifications, with a few having Master’s degrees in the subject.

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Teachers plan and teach lessons effectively. Most activities are well taught with clear explanation and demonstrations. Teachers use questioning techniques effectively. For example, in art for well-being, teachers use probing questions to help learners consider different artistic approaches and the use of colour. Learners use their prior learning to give well-considered responses when thinking about colour combinations.

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Teachers integrate the development of English and mathematics skills well into lessons. In art and knitting, teachers introduce new subject-related terminology and revisit previously learned terms, such as ‘Fair Isle’ and ‘blending’. Teachers support learners with measuring and scale when preparing their artwork. In knitting, learners multiply patterns to be able to make the item in the required size.

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Teachers help learners to develop an awareness of fundamental British values in lessons and during induction. In ESOL classes, learners learn how Christmas is celebrated in the United Kingdom and then compare it to the different ways that it is celebrated elsewhere in the world. Managers and teachers promote inclusion 4 to 5 and 9 to 10 December 2024 and 12 March 2025

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effectively through visual displays in classrooms and general areas. Learners are positive about and celebrate similarities and differences. Teachers raise learners’ awareness of issues affecting society through their teaching, such as the dangers of radicalisation and extremism, and through discussing topics, such as White Ribbon Day, the history of Pride and Windrush Day.

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Leaders provide appropriate support to help staff to improve their teaching practice. They use indicators such as the proportion of learners who leave their course without achieving, attendance rates and information from visits to learning sessions and learner surveys to evaluate the quality of teaching. Leaders set actions and provide professional development activities for staff to improve their teaching.

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Governors make good use of information about most areas of the provision to provide appropriate challenge to leaders on a wide range of topics, including achievement rates, safeguarding and aligning the curriculum to local needs. They help shape work experience opportunities by using their partnerships with industry sectors. Governors attend regular forums to understand the curriculum, its intent and how well learners’ needs are met through the offer.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Use appropriate assessment activities on ESOL courses to evaluate the progress that learners make and to identify what they need to do to improve their work.  Ensure that teachers in ESOL set appropriate and challenging targets, based on the outcomes of initial assessment, which identify clearly what learners need to do to achieve their ambitions.  Fully implement the review of the tailored learning programme to ensure that all courses meet the principles of tailored learning and are targeted at those who need them most. 4 to 5 and 9 to 10 December 2024 and 12 March 2025

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Provider details

Address Adult Learning Centre Burden Road Beverley HU17 9LW

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Provider details

Principal, CEO or equivalent Jayne Wilcock

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Provider details

Date of previous inspection 11 to 14 June 2019

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Provider details

Main subcontractors None 4 to 5 and 9 to 10 December 2024 and 12 March 2025

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Information about this inspection

The inspection team was assisted by the head of learning, 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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Information about this inspection

An additional visit was carried out to gather evidence to ensure that the evidence base was complete in line with the Ofsted Gathering additional evidence protocol: https://www.gov.uk/government/publications/gathering-additional-evidence-to- secure-an-incomplete-inspection/gathering-additional-evidence-to-secure-an- incomplete-inspection

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Inspection team

Hayley Lomas, lead inspector Steve Hailstone His Majesty’s Inspector His Majesty’s Inspector Ian Frear His Majesty’s Inspector David Sykes Ofsted Inspector Alison Humphreys His Majesty’s Inspector Alison Cameron Brandwood His Majesty’s Inspector 4 to 5 and 9 to 10 December 2024 and 12 March 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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