Sutton London Borough Council

Further education and skills inspection report

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Inspection of Sutton 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 Apprenticeships Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Sutton College is based in the public health and wellbeing directorate of Sutton Borough Council. It provides education and training for residents and employees within the London Borough of Sutton and its neighbouring local authorities. Most courses are taught from its main site in the town centre, with some classes taught at community sites across the borough, including the Sutton Inclusion Centre.

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Information about this provider

Each year the college enrols around 2,000 learners. Approximately 1,600 learners complete accredited courses in areas such as English and mathematics, English for speakers of other languages (ESOL), and vocational subjects such as counselling, childcare, business and floristry. Most learners are on courses at level 1 and below. ESOL, vocational and creative courses are the largest curriculum areas.

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Information about this provider

At the time of the inspection, there were around 1,200 learners studying courses. There were 29 apprentices, most studying on the level 3 teaching assistant apprenticeship and level 3 early years educator apprenticeship. A small number of apprentices study accounting. Apprentices train either directly with the college or with one subcontractor, Willows End Training. 12 to 15 May 2025

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

Learners and apprentices learn in calm and supportive classes where all are welcomed, valued and respected by college staff. Learners and apprentices are highly motivated to learn and achieve. They take part enthusiastically in learning activities and promptly complete their coursework and homework. They are proud of the work that they complete and their achievements. Learners, particularly those with young children, highly value the opportunity to learn online.

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

Tutors model professional behaviours and foster respectful relationships in classes. Learners are respectful to each other and to their tutors. Tutors have high expectations for learners with special educational needs and/or disabilities (SEND). They understand learners’ individual needs well and adopt strategies that make sure learners participate positively in their classes. Learners follow instructions carefully and behave well towards each other. Learners and apprentices attend well and are punctual.

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

Learners and apprentices build their confidence well through a good range of activities within and outside of the curriculum. For example, learners with SEND take pride in selling the plants that they grow at open days. Art students display their achievements by exhibiting their artwork to peers, staff, and members of the public. Through their courses, learners on ESOL courses develop the confidence to hold conversations and make mistakes in class. Teaching assistant apprentices work more independently as they develop their skills and knowledge.

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

Learners say that the college is a safe place to learn. Apprentices feel safe at work and in learning. Learners and apprentices know how to raise and report any safeguarding concerns they may have, such as a concern about bullying. They are confident that any concerns they raise would be treated seriously.

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better?

Since the previous inspection, leaders and managers have successfully led the college through significant changes. They have taken well-considered action to reorganise the college to make sure that there is sufficient expertise at management and delivery level to offer and sustain high-quality provision. They have improved the quality of education for apprentices and learners on ESOL courses and those with SEND.

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better?

Leaders and managers develop the curriculum well in response to local and regional needs. They use data and feedback from employers and community groups to design a curriculum offer that reflects local priorities and addresses community needs. For example, they teach accounting courses for Hong Kong migrants, and barista training that support learners to develop the skills they need for employment. Leaders and managers collaborate very well with local community organisations and partners within the council to widen participation and tailor the curriculum to meet 12 to 15 May 2025

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the needs of hard-to-reach groups. For example, the partnership with Sutton Women’s Centre allows leaders to reach out and engage with vulnerable women and promote their well-being, and develop their personal networks, interests and skills for work.

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Tutors carefully assess what learners know and can do at the start of their course. They use this information effectively to make sure that learners are on the right course that meets their needs. In subjects such as book-keeping and accounting, tutors use this information to set precise targets for learners that support their progress. However, in a few instances tutors do not use this information well enough to plan their teaching so that it deepens learning for more-experienced learners.

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Tutors mostly use a good range of strategies to check that learners understand what they are taught. For example, tutors use directed questions and facilitated discussion to prompt thinking and to check learners’ understanding at the start of classes before moving on to new topics. Tutors ask learners to explain concepts they have been taught. In floristry, tutors encourage learners to review their work against that of their peers and consider how to make improvements.

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Tutors provide precise and constructive verbal and written feedback that helps learners and apprentices improve their work. For example, in ESOL, tutors provide entry level 1 learners with high-quality feedback and use marking codes well to develop the accuracy of their writing. As a result, most learners produce work of a good standard. However, in a few instances learners with SEND and in ESOL classes do not receive feedback that helps them to understand specifically what they need to do to improve.

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Leaders and managers make sure that learners with additional learning needs promptly receive the help that they need to make progress. For example, learners with SEND benefit from targeted support that enables them to participate in learning activities that help them to achieve their personal targets.

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Learners and apprentices receive effective careers information, advice and guidance that supports their progression into employment and further learning. They benefit from skilled and knowledgeable careers advisers that help them to understand their options once they complete their course. In classes, learners with SEND and those on ESOL courses write CVs and role play job interviews. Other learners build their skills and knowledge through volunteering at, for example, food banks and by attending job fairs. Learners and apprentices are well prepared for their next steps.

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Most learners and apprentices make good progress. Many learners successfully progress from entry-level to higher-level courses, including vocational and professional pathways. Most apprentices secure sustained employment with their employer once they complete their training. Most learners and apprentices achieve their qualification or apprenticeship. Leaders and managers use a good range of management information on which to target their improvement activities. For example, information from learning walks and observations of teaching, learning and assessment provide leaders and 12 to 15 May 2025

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managers with an accurate understanding of the quality of teaching. They use data well to build a holistic picture of the quality of the different strands of the provision and put in place effective strategies to make improvements. For example, leaders and managers strengthened the monitoring of and support for subcontracted provision and this has led to improvements in the outcomes that apprentices achieve.

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Governance arrangements are effective. Senior officers from the council provide leaders with effective support. Lines of accountability and responsibility are clear between the council and the governing body. They, and senior leaders in the council, provide suitable scrutiny of the provision and understand its strengths and where improvements need to be made.

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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 information about what learners know and can do to consistently teach a curriculum that builds on learners’ existing knowledge and skills.  Consistently provide learners with good-quality feedback so that they understand specifically what they need to do to improve their work. 12 to 15 May 2025

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Provider details

Address Civic Offices St. Nicholas Way Sutton Surrey SM1 1EA

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Provider details

Date of previous inspection 27 to 30 September 2022

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Provider details

Main subcontractors Willows End Training 12 to 15 May 2025

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Information about this inspection

The inspection team was assisted by the principal, 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 Kate Murrie Ofsted Inspector Sam Hanmer Ofsted Inspector Kat Morris Ofsted Inspector Carolyn Brownsea His Majesty’s Inspector 12 to 15 May 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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