Redcar and Cleveland Borough Council

Further education and skills inspection report

p.1

Inspection of Redcar and Cleveland Borough Council

p.1

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 Inadequate

p.1

Information about this provider

Redcar and Cleveland Borough Council’s adult learning and skills service is based in Redcar. It operates from Redcar and Cleveland College’s campus. At the time of the inspection, there were 89 learners enrolled on adult learning courses, including English for speakers of other languages (ESOL), English, mathematics and digital skills. The provision includes both accredited courses and non-accredited tailored learning courses. Courses vary in length from a one-day digital learning course through to year-long courses in ESOL. 13 to 16 May 2025

p.1

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

Learners benefit from an effective personal development curriculum that includes a wide range of events that they can attend. Learners on short courses often attend outside of their planned teaching days to learn about topics including domestic violence and healthy relationships. Officers from the local police force talk to learners about their role to help build trust in the community. Staff from the local library service encourage learners to become members, showing them how to borrow books and learn more about the other services they offer.

p.2

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

Learners feel safe. Many learners take the opportunity to be class ‘buddies’. This involves providing help and support by being a welcoming, friendly face to new learners to help them settle into classes more quickly. Refugees and asylum seekers new to the area benefit especially from this buddy role

p.2

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

Learners and staff develop polite and respectful relationships with each other. Learners are grateful for the time that staff take to nurture them in learning and develop their future potential. Learners listen to each other and take turns to speak and share ideas. They frequently share stories and discuss life events in class, which helps foster a culture of being part of the wider community. As a result, learners develop positive attitudes to their learning. They recognise the new skills they develop, including improved confidence.

p.2

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

Learners attend most courses well. Learners’ punctuality is challenged effectively. Through the support and encouragement they receive from their tutors, learners whose attendance is too low at the beginning of their course improve their attendance and punctuality as the course progresses. However, in mathematics sessions, learner attendance is still too low.

p.2

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

Learners receive appropriate careers advice and guidance starting with initial meetings at the onset of training, where they set themselves specific career targets. They review these targets throughout their course and discuss future learning and progression opportunities with their tutors. Learners who are unemployed are appropriately signposted to other future training opportunities on completion of their studies.

p.2

better?

Leaders have a clear and sensible purpose to provide education opportunities that transform the lives of adults in the borough by giving them the skills and knowledge they need to enhance their lives and career prospects. They understand the different communities they serve and have tailored their learning offer accordingly. They have a strong focus on recruiting adults who are disadvantaged and furthest from the labour market.

p.2

better?

Leaders have designed the curriculums to help learners build knowledge and skills effectively. For example, ESOL courses enable learners to develop their English skills, 13 to 16 May 2025

p.2

3

cultural understanding and personal development alongside developing their speaking, listening, writing and reading skills. In mathematics, learners study a curriculum which is appropriately planned and sequenced. Staff work with learners to develop basic knowledge such as addition, subtraction and multiplication before moving on to more complex concepts such as how to calculate the perimeter and volume of rooms and shapes.

p.3

3

Leaders recruit experienced and qualified staff. They provide effective training to enable tutors to keep their practice up to date and develop their teaching skills. Staff carry out mandatory training related to teaching skills alongside working towards personal training objectives such as understanding dyslexia, development observations, and improving attendance and punctuality.

p.3

3

Leaders have in place stringent quality assurance processes to ensure that learners receive a good standard of education. These include lesson visits, standardisation of assessment and marking, and students’ and staff’s feedback. These processes enable leaders to measure and manage successfully the quality of education that learners receive. As a result, the quality of education is high.

p.3

3

Staff conduct useful and accurate initial assessments to establish what learners know and can do. They review learners’ progress at several points throughout their programme to ensure that they are developing the knowledge and understanding they need in preparation for their final assessments. However, too often, staff do not set targets that relate specifically to individual learner needs. This impedes the progress of a few learners who, as a result, do not pass their examinations at the first attempt.

p.3

3

Learners benefit from highly effective teaching in lessons. Tutors break down complex information for learners and use effective probing questions to ensure that learners understand the content they are working on before moving on to more complex topics. For example, in English and ESOL lessons teachers take time to explain the structure of sentences, words and sounds to help learners understand grammar and improve their spelling. In mathematics classes, teachers question learners on their understanding of probability to make sure their knowledge is secure. As a result, learners achieve well and improve their employment prospects.

p.3

3

Teachers mark and assess learners’ work accurately and promptly and provide helpful feedback from which learners subsequently improve their understanding. Learners produce work of a good standard.

p.3

3

The advisory board is highly effective. Board members support leaders with quality improvement and growth. They are highly experienced and invested in the service provided to local learners. Members offer effective support and challenge to leaders to ensure continuous improvement and are aware of the strengths and areas for improvement within the provision. 13 to 16 May 2025

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Provide learners with clear guidance about the specific aspects that they need to improve so that they are better prepared for examinations.  Identify and implement actions to improve the proportion of learners on accredited learning programmes who pass examinations first time.  Ensure attendance across all programmes is consistently high. 13 to 16 May 2025

p.4

Address

Redcar and Cleveland College Corporation Road Redcar TS10 1EZ

p.5

Address

Principal, CEO or equivalent Elizabeth Moodie

p.5

Address

Dates of previous inspection 5 to 8 December 2023 13 to 16 May 2025

p.5

Information about this inspection

The inspection team was assisted by the curriculum 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.

p.6

Inspection team

Glenise Burrell, lead inspector His Majesty’s Inspector Ian Frear His Majesty’s Inspector Hayley Lomas His Majesty’s Inspector 13 to 16 May 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7