Brighton & Hove City Council

Further education and skills inspection report

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Inspection of Brighton and Hove City Council

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Overall effectiveness Good

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

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Information about this provider

Brighton and Hove City Council is a local authority that offers short part-time courses for adults. Most of these courses are based at the adult education hub, located in the city centre, all being taught face to face. The council provides entry-level, non- accredited courses in English for speakers of other languages (ESOL) and other courses, including everyday English and mathematics, and digital skills for beginners.

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Information about this provider

At the time of the inspection, around 250 learners were studying various subjects, such as textiles and business, pro barista training and English skills for life. Around half of the learners are on an ESOL course. Leaders work with four subcontractors that offer courses leading to qualifications, including functional skills in English and mathematics and horticulture at the local land-based college. 23 to 25 April 2025

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

Learners demonstrate consistently positive attitudes and a strong commitment to their education. They enjoy their learning and are motivated to acquire new knowledge, skills and behaviours to help them in their next steps. Tutors provide effective support to help learners persevere through challenging topics. For instance, adults often arrive at their mathematics courses feeling very nervous, but tutors put them quickly at ease. This support helps to reduce the anxiety that adults feel when starting a course or returning to education.

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

Learners show consistently high levels of respect for both their peers and tutors. They value highly the welcoming nature of their tutors, who celebrate individual differences. For example, learners on ESOL courses who come from different countries and cultures show courtesy and support for one another. This promotes a harmonious and positive learning environment among the diverse nationalities represented in each group.

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

Learners increase their confidence, resilience and independence during their courses. This helps them to become more involved in society and their communities. Leaders ensure that learners know what they can do after completing their course. For example, they work closely with the multicultural employability support hub to provide personalised careers advice and guidance to learners on ESOL courses. Learners on textiles courses gain the skills needed to start their own businesses.

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

Learners feel safe when learning. They are aware of who they can report concerns to if they arise and are confident that staff will take appropriate action. However, too few learners receive enough training on how to stay safe from the risks of radicalisation and extremism. Because of this, they struggle to understand the importance of these risks and how they relate to them.

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better?

Leaders have a clear and ambitious vision for providing high-quality, inclusive training to adults in their local communities. They work effectively with their partners to design courses that help adults take essential steps towards employment and greater independence. Leaders ensure that the courses they provide align with the city’s skills priorities. These include removing barriers to education and training, particularly for adults with learning difficulties and those who are vulnerable, such as those who are unemployed or homeless. Leaders provide courses for asylum seekers and refugees to enhance their English speaking and writing skills. Vocational training for these learners is tailored to local job opportunities to help them to gain employment.

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better?

Tutors plan and sequence learning topics effectively. For example, ESOL tutors ensure that learners are taught and have time to practise the spoken English skills needed to access services in the community, such as healthcare and education. This helps them understand and answer questions during job interviews. 23 to 25 April 2025

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Tutors have a high level of subject knowledge. They use various effective teaching methods to ensure that learners understand key concepts. Tutors assess learners’ knowledge and abilities well through effective questioning, short knowledge tests and memory quizzes. On every day English courses, tutors use various techniques to enhance learners’ language skills. These include identifying the odd word out, creating sentences from jumbled sets of words and arranging sentences correctly to form coherent paragraphs.

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Tutors use useful teaching and learning resources to support their learners. For example, digital skills tutors provide learners with homework resources, tasks and step-by-step guides to help them practise their digital skills.

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In a few instances, the feedback that tutors provide learners with on non-accredited English language courses is too generic. Many learners on these courses do not know how to improve their English skills quickly and are making slow progress.

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Learners develop the knowledge, skills and behaviours they need for their next steps. For example, learners studying textiles improve their sewing skills, develop business ideas and improve their spoken English. Adult learners on the digital skills for beginner’s course become confident in using digital resources and independently complete tasks that they need to do online, such as accessing a bus timetable and downloading tickets.

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The large majority of learners complete and pass their courses. Because of this, learners go on to a positive destination, including employment and/or further training. Most learners who study functional skills English and/or mathematics achieve their qualification, with nearly all learners achieving their qualification at the first attempt.

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Leaders ensure that subcontractors align with their values and adult learning strategies. They implement effective processes to ensure that subcontractors are suitable and provide at least a good quality of education to their learners. Leaders conduct subcontract audits. These include checks on safeguarding arrangements and teaching staff suitability vetting. Council managers take part in lesson visits to monitor the quality of education that these learners receive. Leaders rightly recognise that the subcontractors with whom they collaborate enhance connections to employers, creating pathways into employment for their learners.

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Leaders have introduced an advisory board since the previous inspection. This provides effective oversight. The board includes members who are experienced in various sectors, including education and finance, and senior management postholders in the council. Board members hold leaders and managers to account for their actions and support them when needed.

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Safeguarding

The arrangements for safeguarding are effective. 23 to 25 April 2025

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What does the provider need to do to improve?

 Provide learners with useful and personalised feedback on their work so they know how to improve.  Make sure that teaching enables learners to understand how to stay safe from the risks of radicalisation. 23 to 25 April 2025

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Provider details

Address Jubilee library Jubilee St Brighton BN1 1GE

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Provider details

Dates of previous inspection 12 and 13 February 2020

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Provider details

Main subcontractors Functional Skills UK Creative Process Whitehead Ross Plumpton College 23 to 25 April 2025

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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

Steve Battersby, lead inspector His Majesty’s Inspector Cliff Shaw His Majesty’s Inspector Matt Hann His Majesty’s Inspector Richard Kirkham His Majesty’s Inspector 23 to 25 April 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 looked-after children, safeguarding and child protection.

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