North Lincolnshire Council

North Lincolnshire Council

Address: Ashby Community Hub, DN16 2UT Unique reference number (URN): 53589

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Strong standard

Leaders create a highly inclusive culture in which learners and apprentices feel safe, supported and valued. Leaders prioritise the needs of the local area, where many adults experience low prior attainment, unemployment, social isolation or language barriers. Leaders’ unwavering commitment to the communities they serve, including refugees and asylum seekers, promotes inclusion and integration in the provider and the region.

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Inclusion Strong standard

Leaders provide very effective training to staff to ensure that they understand learners’ and apprentices’ needs and can adapt their teaching accordingly. Staff identify individual needs with care from the first point of contact, exploring motivations, assessing barriers and agreeing appropriate support. They review and adjust this support frequently so learners and apprentices grow in confidence and independence.

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Inclusion Strong standard

Leaders work very closely in partnership with other council teams and external agencies to reduce barriers to learning and wellbeing, enabling learners and apprentices to participate safely and successfully. Staff respond swiftly when individuals become temporarily vulnerable by, for example, supporting anxious learners to access medical help or adapting routines so they can continue learning. Apprentices benefit from timely and highly effective pastoral support that helps them balance study with workplace demands.

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Inclusion Strong standard

Highly trained inclusion staff provide expert advice to tutors, ensuring support is well targeted. Small class sizes and close supervision mean staff know learners and apprentices extremely well, monitor their progress closely and intervene promptly. As a result, those with special educational needs and/or disabilities or complex social circumstances remain focused and make positive progress with their education and training.

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Leadership and governance Strong standard

Leaders and governors have a precise, evidence-based understanding of the service’s strengths and areas for development and act effectively when improvement is needed. When retention declined on several adult learning courses, leaders intervened swiftly, and almost all learners now remain on their programmes. Leaders’ decisions are rooted in a commitment to social justice and to improving life chances in a locality marked by pockets of deprivation, high unemployment and relatively low prior attainment.

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Leadership and governance Strong standard

Leaders’ vision for adult learning and apprenticeships is purposeful and principled. They use the council’s resources intelligently to meet acute local need, supporting adults who are furthest from education and enabling the council to develop its workforce through high- quality apprenticeships. Governors draw on substantial expertise in education, the economy and public service to refine strategic priorities and hold leaders to account rigorously. Their scrutiny is firmly focused on ensuring that all learners, particularly those who are vulnerable or disadvantaged, receive an inclusive, high-quality service.

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Leadership and governance Strong standard

Leaders take decisions that are demonstrably in learners’ and apprentices’ best interests. They secure effective support from housing, safeguarding, resettlement and wellbeing teams to reduce barriers and help learners integrate into their communities. This whole- council approach gives the provision its distinctive strength.

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Leadership and governance Strong standard

Staff benefit from a helpful programme of professional learning that responds to quality assurance findings and supports them to teach effectively.

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Leadership and governance Strong standard

Leaders manage staff workload and wellbeing sensitively, creating a professional culture in which staff feel valued. Strong partnerships with employers, the NHS and Jobcentre Plus ensure that programmes are closely aligned to local need and support learners’ progression.

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Participation and development Strong standard

Leaders establish clear expectations for attendance, punctuality and respectful behaviour, and create calm, purposeful learning environments. As a result, learners attend almost all of their lessons and participate well in them. Staff respond quickly and sensitively when learners struggle to attend, helping those with mobility issues, anxiety or fluctuating circumstances to remain involved. Learners are confident to contribute in class and share differing viewpoints, knowing they will be treated with respect.

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Participation and development Strong standard

Leaders focus strongly on developing learners’ understanding of a wide range of relevant topics beyond their main curriculum. Tutors weave weekly safeguarding themes and fundamental British values into learning in meaningful, age-appropriate ways. Learners explore issues such as democratic participation, healthy relationships and staying safe online, and talk confidently about how to recognise and manage risks in modern Britain.

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Participation and development Strong standard

Learners benefit from participating in multiple worthwhile additional activities, such as visits to cultural venues, creative competitions and community projects. These help learners build friendships, improve their wellbeing and broaden their experiences.

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Expected standard

Learners receive high-quality, impartial careers guidance from specialist advisers. This helps them make informed decisions about further learning, volunteering and employment. Many move on to positive destinations with greater confidence, independence and clarity about their next steps.

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Achievement Expected standard

Adult learners achieve well. A high proportion on accredited programmes gain their qualifications, often at their first attempt, and make at least the expected progress. Learners who face substantial barriers, such as language difficulties or limited prior education, make steady progress from their starting points as they develop the knowledge and skills needed for further learning and for moving closer to employment.

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Achievement Expected standard

Learners on tailored learning programmes work purposefully towards ambitious personal goals and often go beyond what they first thought possible. Through well-chosen activities and close guidance from tutors, they build confidence in learning and extend their practical capabilities, such as working with others, planning tasks and contributing to community projects. Most learners produce written and practical work of at least the standard required for their courses.

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Achievement Expected standard

Learners move on to appropriate next steps, including higher-level study, volunteering, community projects and employment.

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Curriculum and teaching Expected standard

Leaders use adult funding thoughtfully to design programmes that respond well to local need and help learners, many of whom have low prior attainment or face significant barriers to learning, to build the skills, confidence and independence required to re-enter learning and work. Leaders work closely with partners, including Jobcentre Plus and refugee support organisations, to shape curriculums that provide clear pathways from tailored learning through to accredited courses and employment-focused training.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the strengths and areas for improvement in teaching. They take sensible steps to develop tutors’ teaching skills, including targeted training on effective questioning and modelling.

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Curriculum and teaching Expected standard

Tutors teach well. They plan and sequence learning effectively. On courses in English for speakers of other languages, for instance, tutors introduce foundational elements of language early and build knowledge incrementally so that learners gain confidence and fluency. On tailored learning courses, tutors set ambitious personalised goals that help learners take meaningful steps towards greater self-belief, communication and teamwork.

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Curriculum and teaching Expected standard

Tutors draw effectively on their subject and vocational expertise. They use relevant terminology and modelling to help learners grasp and retain new ideas. Assessment is used well. Tutors check understanding through discussion, written tasks and mock assessments and give immediate, constructive feedback that enables learners to improve.

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Curriculum and teaching Expected standard

However, in a small number of sessions, tutors do not explain activities or key concepts clearly enough. This slows the pace of learning for a few learners, making it harder for them to make strong connections between new and prior knowledge.

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Achievement Strong standard

Apprentices make extensive progress from their often low starting points and achieve very well. All those who have been eligible to complete since the apprenticeship offer began have done so on time.

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Achievement Strong standard

Apprentices, including those who are disadvantaged or have barriers to learning, develop substantial new knowledge, skills and behaviours and apply these confidently in their roles. Their written and practical work is consistently of a high standard. Teaching assistant apprentices give precise feedback on pupils’ progress and work effectively across the curriculum. Business administrator apprentices demonstrate strong leadership, communication and project management skills.

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Achievement Strong standard

Apprentices develop the English and digital skills they need for study and work, including writing professionally and using spreadsheets accurately. Their achievements have a marked impact on their confidence, wellbeing and career progression. Many secure promotions or increased responsibility at work. They are well prepared for their next steps in employment.

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Participation and development Strong standard

Apprentices, including those who are disadvantaged or face barriers to learning, flourish in the inclusive, respectful culture that leaders have created. They feel valued and supported, which enables them to participate confidently, meet high expectations and attend exceptionally well. Tutors establish clear professional standards from the outset, and apprentices routinely demonstrate mature, collaborative behaviours in training and at work.

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Expected standard

Apprentices develop a good understanding of healthy lifestyles and personal wellbeing. Tutors sensitively tailor sessions in line with apprentices’ age and circumstances and explore topics such as healthy relationships, stress, diet and exercise. Apprentices are taught clearly about safeguarding and risks associated with online behaviour, drugs and abusive relationships, and they feel safe to raise concerns.

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Expected standard

Apprentices develop a thoughtful understanding of British values, equality and diversity, and how these shape conduct in public service. They learn about active citizenship, including the importance of democratic participation and contributing to their communities.

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Expected standard

Leaders work closely with workplace mentors, employability officers and specialist council teams to provide careers advice and guidance that is well tailored to each apprentice’s strengths and ambitions. As a result, apprentices make very well-informed decisions about progression and are well prepared for their future careers.

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Curriculum and teaching Expected standard

Leaders design apprenticeship programmes with a well-considered rationale. They focus on meeting workforce needs within the council through level 3 business administrator and teaching assistant apprenticeships. They have deliberately enrolled small numbers so they can embed high-quality training as the provision becomes established.

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Curriculum and teaching Expected standard

Tutors carry out careful, rigorous initial assessment to ensure that apprentices join the right programme. They use information from skills scans and interviews well to plan individual learning and tailor activities to apprentices’ different starting points, including those with special educational needs and/or disabilities or other barriers to learning.

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Curriculum and teaching Expected standard

Tutors plan the curriculum sensibly so apprentices build knowledge in a logical order. They teach about safeguarding, policies and behaviour management early so teaching assistant apprentices can work safely and confidently in schools. Business administrator apprentices benefit from structured exposure to different council departments, which deepens their understanding of how public services operate and strengthens their professional communication.

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Curriculum and teaching Expected standard

Tutors are well qualified and experienced, and teach well. They draw effectively on their vocational backgrounds to teach subject-specific knowledge and professional vocabulary with clarity. Assessment is frequent and purposeful. Tutors use questioning, quizzes and written assignments to check understanding and provide helpful feedback that helps apprentices improve their work.

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Curriculum and teaching Expected standard

Tutors work closely with employers to refine training. They strengthened the curriculum on communication and pupil interventions in response to employer feedback and adjusted activities so apprentices could practise new skills at work.

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Curriculum and teaching Expected standard

Leaders ensure that the principles of apprenticeships are met. Tutors and workplace mentors plan coherent on- and off-the-job training that enables apprentices to apply new learning fluently.

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What it's like to be a learner and/or an apprentice at this provider

Learners and apprentices thrive in the highly inclusive, nurturing community that leaders and staff provide. Across all provision, learners and apprentices, including those who are disadvantaged or face barriers to learning, describe a strong sense of belonging. They feel valued, respected and safe. This enables them to participate in lessons confidently and make good progress.

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What it's like to be a learner and/or an apprentice at this provider

Learners benefit from the provider’s close working arrangements with other parts of the council, which gives them access to advice from services such as housing, safeguarding and wellbeing. This reduces barriers and helps learners build the confidence they need for their next steps.

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What it's like to be a learner and/or an apprentice at this provider

Adult learners, many of whom have experienced disruption, low confidence or social isolation, value the personalised support they receive. Small class sizes allow tutors to create calm, respectful environments where learners succeed. Learners on courses in English for speakers of other languages, for example, appreciate the patient, encouraging atmosphere in which they can practise speaking without fear of judgement. They rapidly develop the skills they need to integrate into their communities and go on to employment, volunteering or further study.

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What it's like to be a learner and/or an apprentice at this provider

Learners on tailored learning programmes work purposefully towards ambitious targets and often exceed initial expectations. Tutors design helpful activities that build resilience, confidence and independence, with a strong emphasis on mental health and wellbeing. Learners benefit from well-planned cultural visits, creative competitions and community projects that broaden their horizons and strengthen social connections. They develop a secure understanding of life in modern Britain, healthy relationships and how to stay safe.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices experience personalised, high-quality training that helps them develop substantial professional knowledge, skills and behaviours. Business administrator apprentices benefit from wider learning opportunities, including contact with senior council leaders, which deepens their understanding of public service and raises their aspirations. Teaching assistant apprentices quickly gain confidence in supporting pupils at all levels.

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Team inspectors:

Hayley Lomas, His Majesty's Inspector Chloe Rendall, His Majesty's Inspector Jacquie Brown, His Majesty's Inspector

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Next steps

• Leaders should ensure that all teachers give clear explanations of key concepts so that adult learners develop a deep understanding of their subjects, connect new ideas with existing knowledge and achieve well. • Leaders should continue to offer training to help all apprenticeship teachers provide skilful, expert teaching.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspectors spoke with the lead officer for adult learning, employability and skills, the adult education and community learning service manager, curriculum and quality leads, tutors, employers, learners and apprentices during the inspection. They visited lessons, looked at learners' and apprentices' work, and reviewed relevant documents.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

The Adult Education and Community Learning service at North Lincolnshire Council offers adult learning programmes to learners in a range of centres across North Lincolnshire.

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About this inspection

There were 371 adult learners at the time of the inspection, 162 of whom were on tailored learning programmes. The remainder were on accredited learning programmes from pre- entry to level 2.

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About this inspection

Leaders have re-introduced apprenticeships since the previous inspection and the service is the provider of apprenticeships for the council. There were 7 apprentices at the time of the inspection, studying either the level 3 apprenticeships in either business administrator or teaching assistant.

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About this inspection

Lead officer for adult learning, employability and skills: Sarah Johnson

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

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

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