Ealing, Hammersmith and West London College

Further education and skills inspection report

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Inspection of Ealing, Hammersmith and West London College

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Requires improvement Personal development Good Leadership and management Good Education programmes for young people Good Adult learning programmes Good Apprenticeships Good Provision for learners with high needs Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Ealing, Hammersmith and West London College is a large further education college that operates under the name of West London College. The college has one campus in the London Borough of Hammersmith and Fulham and a further two campuses in the London Borough of Ealing, Ealing Green campus and Southall community campus. At the time of inspection, the college had approximately 6,400 learners on adult learning programmes, 1,500 learners on education programmes for young people, 250 apprentices and 270 learners with high needs.

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Information about this provider

The campus located in Hammersmith is the largest and has a specialist centre for learners with high needs. It also has a large provision for teaching English for speakers of other languages (ESOL) to adults and young learners. Other courses at this campus include courses in science, retail, business and hospitality.

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Information about this provider

At the Ealing Green campus, the college has a large ESOL provision, as well as courses in mathematics, English, arts and business. 6 to 9 May 2025

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Southall community campus has a large ESOL provision and is the site where the college offers its main apprenticeships in construction-related trades. This campus also has a specialist centre for learners with high needs.

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The college works with two subcontractors that offer short online courses for adults in healthcare, digital and employability skills. Another subcontractor offers level 3 music courses to young people at the Hammersmith campus.

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Most young learners on vocational courses also study mathematics and/or English qualifications. Young and adult learners mainly study courses at level 1 or 2 and most apprentices are on level 3 apprenticeships. 6 to 9 May 2025

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

Learners and apprentices greatly value the new knowledge, skills and behaviours that they develop throughout their courses. They recognise and appreciate the progress they make during their time at college and the opportunities available to them. For example, learners on hairdressing courses gain the confidence to carry out complex tasks at work in their salon and have the skills to secure the careers of their choice.

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

Learners and apprentices greatly appreciate the good quality of education and support that they receive from their tutors. Staff ensure the curriculum is accessible for learners, including those with special educational needs and/or disabilities (SEND). Across the college, tutors adapt their teaching to meet individual needs and enable learners to participate in teaching activities. For example, they have adapted their music production software interface to be accessible for learners with SEND. This helps learners and apprentices to feel valued and supported.

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

Learners and apprentices develop important new knowledge and skills as they progress through their courses. In the level 3 installation and maintenance electrician apprenticeship, for example, apprentices create bubble sets to run cabling over obstacles. Learners with high needs develop practical skills such as how to plant fruit trees and shrubs by following instructions and working together as a team. This helps learners and apprentices to develop the fluency to apply their skills and supports their progression on to higher-level learning or employment.

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

Learners and apprentices develop their resilience, confidence and independence well. Learners with high needs develop high levels of confidence because of the expertise and care of staff, who look after learners’ personal and care needs well. Tutors of learners with high needs manage learners’ behaviour effectively in classrooms and practical settings. This enables learners to feel comfortable and confident to participate in activities.

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

Learners benefit greatly from the partnerships that staff have developed with the industries related to the courses they teach. Tutors in level 3 media production, for example, provide learners with valuable opportunities to gain industry insights, such as participation in the west London film competition and work experience with professional film makers. This helps learners to have a good understanding of the job roles they can access when they complete their courses.

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

Learners and apprentices feel safe. They know how to report any concerns and trust that staff will take swift and appropriate actions if concerns are raised. Staff are thorough in ensuring that learners and apprentices receive information about their safety and well-being at induction and throughout their courses.

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

At times, the behaviours and conduct of a minority of young learners fall below college expectations. In these cases, learners do not use appropriate language or follow staff instructions. This results in a few other learners feeling uncomfortable. 6 to 9 May 2025

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When these unacceptable behaviours are reported, staff take swift and suitable action.

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Contribution to meeting skills needs

The college makes a strong contribution to meeting skills needs.

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Contribution to meeting skills needs

Since the previous inspection, leaders and tutors have significantly strengthened their work with stakeholders to plan and teach their curriculums. Senior leaders worked closely with the Greater London Authority, local education providers and businesses to develop the college’s strategic plan to ensure it is aligned to the needs of the local economy.

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Contribution to meeting skills needs

Leaders have a comprehensive understanding of skills shortages in their local area, and they respond very effectively to the identified skills needs. Leaders have developed a retail skills hub to support businesses, such as those in the Westfield Centre in London, with their recruitment. Leaders meet frequently with employers and key strategic stakeholders, such as the west London principals’ group and local chambers of commerce, to ensure their curriculum offer is in line with skills needs. College senior leaders play an active role in the London local skills improvement plan advisory board.

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Contribution to meeting skills needs

Leaders have made a clear commitment to involve stakeholders in the design and implementation of all their curriculums. Curriculum staff communicate with a wide variety of stakeholders through a range of employer forums and meetings to ensure the content of their courses in aligned with the needs of employers.

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Contribution to meeting skills needs

Leaders and managers offer curriculums that are based on a thorough consideration of the identified skills needs in each subject. Leaders have introduced an effective stakeholder inclusion event to their curriculum planning process. Stakeholders work closely and effectively with curriculum teams to consider the curriculum content and the core skills, knowledge and behaviours that each industry requires learners to develop. Curriculum teams use this information to include and teach relevant skills and knowledge. For example, based on the views of employers, staff have included textured and Afro-Caribbean hair styles in the hairdressing curriculum, and in catering and hospitality, staff teach learners about popular choices of vegan food, complex pasta dishes and the use of more sustainable ingredients.

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better?

Leaders have taken a wide range of effective actions to improve the quality of education and areas for improvement identified in the college’s previous inspection. Across the provision, including subcontracted courses, leaders have put in place effective quality checks and rigorous processes, such as learning walks and lesson visits, to monitor the quality of teaching and learning. 6 to 9 May 2025

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Leaders have improved their monitoring and tracking of learners’ progress considerably using initiatives such as the introduction of progress mentors. Staff now take prompt and effective actions and put in place targeted support to help learners to stay on track. Leaders have an accurate understanding of the college’s strengths and areas for improvement.

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Managers and tutors carefully plan the curriculum. They thoughtfully structure the order of topics to ensure learners and apprentices develop their knowledge and skills incrementally over time. For example, in level 3 media, learners learn how to use a camera and adjust its angle to create the desired scene, before they move on to more complex skills such as how to direct and edit their films.

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Tutors use a wide range of strategies to teach their subjects effectively. In ESOL, tutors, who are subject specialists, explain topics skilfully, and repeat and clarify key knowledge before checking learners’ understanding to ensure they correct any misconceptions. They explain grammatical concepts, correct errors in language structure and improve learners’ use of punctuation. This helps learners to develop essential English language skills and achieve their learning targets and qualifications.

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In a minority of cases, ESOL tutors do not adapt their planning or teaching sufficiently to support learners who have lower levels of English. In these cases, learners do not benefit from enough checks on their understanding of new vocabulary or sufficient support, which limits their ability to use new words and improve their command of the language.

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Tutors make good use of assessment strategies and provide learners with helpful feedback on their work. They routinely use retrieval and recall to help learners to remember what they have been taught. In GCSE mathematics, tutors analyse mock examination results and generate personalised targets for learners. The feedback that teachers provide helps learners to fill gaps in their knowledge and clarify misconceptions.

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Apprentices are taught by qualified tutors who are experts in their subjects and teach their subjects well. In most cases, tutors set clear and specific targets for apprentices and give them developmental feedback on their work. Therefore, apprentices are clear about what they have done well and how their work can be improved. For example, on the level 5 operations manager apprenticeship, tutors prompt apprentices to evaluate clearly good practice approaches for high performing teams. Apprentices make good progress and learn the skills and knowledge that are valued by employers and needed for their future careers.

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Leaders and managers have designed a suitable curriculum which meets the needs of learners with high needs. Learners can select from a range of carefully designed and appropriate pathways, including gardening, cookery, employability and digital skills. Staff on these courses teach learners the knowledge and skills needed for adulthood and the world of work. 6 to 9 May 2025

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In most cases, tutors of learners with high needs plan and adapt activities effectively, to enable learners to develop practical and social skills. For example, at the end of a tree planting activity, learners explain to their peers how they have worked as a team and what transferable skills they have learned. These learners enjoy their time at the college, feel comfortable and confident to participate in activities and know the progress that they are making. In a small minority of cases, staff do not set or monitor progress against targets for learners with high needs or set targets that are not sufficiently linked to learners’ education, health and care (EHC) plans. In these cases, staff do not have a clear enough oversight of the progress that learners make against their EHC targets.

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Staff provide learners and apprentices with useful careers guidance. Young learners receive good quality, impartial careers information and guidance from their tutors and career advisers. Staff take learners on university visits and help them with their university applications. Consequently, learners and apprentices have a good understanding of the progression options available to them and can make informed choices about their future careers. For example, on the level 3 music production course, learners apply for and gain places on a broad range of higher education courses, such as music production, performance and events management.

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Staff provide most learners with valuable opportunities to extend their interests and talents. Learners have access to enrichment opportunities such as a chess club, basketball, yoga and dancing clubs. Staff recognise these opportunities are more limited at the Ealing campus but provide the option for reimbursement of transport to other campuses should learners wish to take part. Adult learners studying access to computing take part in robotics competitions. Young learners studying catering courses compete in the national fish and seafood competition.

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Leaders and managers have taken appropriate steps to improve learners’ attendance and punctuality. They monitor these closely, but it is early to see the full impact of the changes they have implemented. Learners’ attendance and punctuality in subjects such as GCSE mathematics and English, level 3 business studies and sports remain persistently low for too many learners. These learners miss valuable learning opportunities.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve learners’ attendance and punctuality on the courses where it is too low.  On ESOL courses, adapt teaching and checking of learners’ understanding so learners with lower English language skills learn how to use the new vocabulary taught.  Implement strategies to help young learners understand and meet the expectations for their behaviour and conduct. 6 to 9 May 2025

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 Set meaningful targets for learners with high needs, linked to their EHC plans, and accurately monitor learners’ progress towards achieving their targets. 6 to 9 May 2025

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Provider details

Address Gliddon Road Barons Court London W14 9BL

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Provider details

Principal, CEO or equivalent Karen Redhead

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Provider details

Provider type General further education college

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Provider details

Dates of previous inspection 17–20 January 2023

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Provider details

Main subcontractors Learning Curve Group Limited Best Practice People Limited The Rhythm Studio Limited 6 to 9 May 2025

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Information about this inspection

The inspection team was assisted by the deputy principal, curriculum and quality, 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

Ramin Narimani, lead inspector His Majesty’s Inspector Saher Nijabat His Majesty’s Inspector Claudia Harrison His Majesty’s Inspector Matt Hann His Majesty’s Inspector Maureen Gilmartin Ofsted Inspector Paul Breheny Ofsted Inspector Kate Lou Ofsted Inspector Emma Hemmings Ofsted Inspector Pamela Wallace Ofsted Inspector Susan Gay Ofsted Inspector Jane Hughes His Majesty’s Inspector Paul Manning His Majesty’s Inspector Andrea McMahon His Majesty’s Inspector Nicki Adams Ofsted Inspector Kanwaljit Dhillon Ofsted Inspector 6 to 9 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 looked-after children, safeguarding and child protection.

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