The Women’s Work Lab C.I.C.

The Women’s Work Lab C.I.C. Monitoring visit report

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Name of lead inspector: Lowenna Bradley, His Majesty’s Inspector

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Inspection dates: 15 and 16 October 2025

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Type of provider: Independent learning provider

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Address:

QC30 30 Queen Charlotte Street Bristol BS1 4HJ Monitoring visit: The Women’s Work Lab C.I.C., 15 and 16 October 2025

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

The Women’s Work Lab C.I.C. is an independent training provider based in the south west. They provide employability programmes aimed at unemployed female learners who have children. They currently provide 12-week long programmes that include face-to-face classroom training, a work placement and careers advice and guidance. They have training centres based in Bristol, Bath and South Gloucestershire. At the time of the visit, there were a total of 31 learners in training, 16 in Bristol and 15 in South Gloucestershire.

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Significant progress

Leaders have a clear and ambitious vision for their learners. Through strong partnership working and insightful research, leaders have developed a bespoke and flexible curriculum that aims to successfully support unemployed mothers into work. Leaders design programmes that build learners’ confidence, resilience and work readiness. They combine highly effective classroom teaching with coaching and meaningful work placements tailored to individuals’ interests and skills.

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Significant progress

Leaders champion mothers seeking employment. Most importantly, leaders listen to learners’ views to understand their barriers to work. Leaders proactively seek to reduce these barriers. Leaders arrange informative and well-attended employer forums, where previous learners share their positive experiences and journey into work. Leaders explain adaptations that employers can make, such as flexible working hours that reduce barriers to work. This helps learners to gain and sustain employment.

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Significant progress

Leaders work with employers collaboratively to provide valuable work placements. Employers understand their commitment to support learners to develop new skills and build confidence. Employers reflect positively on their experience of hosting work placements. They appreciate the employability skills the learners demonstrate on Monitoring visit: The Women’s Work Lab C.I.C., 15 and 16 October 2025 placement. Employers recognise the wider benefit to communities and the well-being of employees of introducing inclusive working practices.

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Significant progress

Leaders and managers have an accurate and thorough understanding of the quality of their provision. They prioritise areas for improvement and take rapid actions to make improvements.

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Significant progress

An experienced and knowledgeable board of directors support and challenge leaders very effectively. Leaders share relevant information with board members to ensure they have an accurate oversight of the provision. Directors also gain first-hand knowledge of the impact on learners through hosting work placements and by speaking to staff and learners directly about their experiences. Directors use their experience and expertise well to guide and support the organisation to grow sustainably and to consider further strategic developments and improvements.

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Significant progress

Managers ensure that learners are well informed about the course and what to expect. This highly effective initial advice and guidance ensures that learners are ready to participate fully in the challenging activities and conversations throughout the course. A high proportion of learners stay and complete their courses and a large majority progress into employment, further study or voluntary work.

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Significant progress

Trainers are highly skilled and have extensive experience working with women in coaching and counselling roles. They use this experience to great effect, to help learners to participate fully in learning. They create an environment where learners grow in confidence as they share their experiences, gaining a greater understanding of themselves and their capabilities.

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Significant progress

Trainers use a range of teaching methods with positivity and enthusiasm to fully engage learners in purposeful activities. These include discussion, self-reflection and sharing experiences in the group. Trainers adapt their lessons to reflect the needs and dynamics of the group. They use questioning skilfully to check learners understanding and progress. Learners feel empowered and enabled to understand their own strengths. They describe how the programme far exceeds their expectations.

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Significant progress

Managers work with learners to plan purposeful work placements that reflect their interests and talents. Managers are adept in helping learners to understand a variety of roles, including in areas they may not have considered, such as construction. Trainers support learners to reflect on their work placements, identifying what went well and what did not, to help to inform their next steps. Monitoring visit: The Women’s Work Lab C.I.C., 15 and 16 October 2025 Leaders ensure that learners receive personalised and high-quality careers guidance and support throughout and after their programmes. Well-qualified careers staff work side by side with learners, trainers and managers to support learners with their career aspirations. They support learners with applications and interview skills and, in partnership with a charity, new work clothes.

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Significant progress

Leaders have established a clear and effective culture of safeguarding. Leaders understand their responsibilities to safeguard vulnerable adults and children and take appropriate action if concerns are raised. Leaders train staff very well to recognise and report concerns, including any welfare concerns. Leaders signpost learners or make a referral to external agencies for support where appropriate.

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Significant progress

The highly experienced and knowledgeable lead safeguarding board member supports leaders well. They ensure safeguarding policies, including those related to the ‘Prevent’ duty, are appropriate and are put into practise.

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Significant progress

Learners feel safe and accepted and able to discuss any concerns they may have with staff. Monitoring visit: The Women’s Work Lab C.I.C., 15 and 16 October 2025 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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Significant progress

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Significant progress

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Significant progress

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Significant progress

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

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