Plymouth City Council

Plymouth City Council

Address: Cobourg House, 32 Mayflower Street, Plymouth, PL1 1QX Unique reference number (URN): 53927

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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 focus heavily on inclusion and ensure that learners from disadvantaged backgrounds receive the support that they need. A high proportion of learners are from disadvantaged groups, and leaders invest in specialist staff to meet their needs. Staff identify any additional needs skilfully and swiftly and provide effective support so that learners feel welcomed, respected and able to participate in activities.

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Inclusion Strong standard

Leaders work very effectively with a wide range of stakeholders and play an active role in local area partnerships to improve the opportunities available to learners. They use these strong partnerships to have a positive impact on learners, regardless of any disadvantage or barrier.

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Inclusion Strong standard

Leaders monitor learners' progress well, and staff respond quickly when learners' needs change. Staff work effectively with external partners to ensure that vulnerable learners receive coordinated support. Through their practical actions, staff reduce barriers that might otherwise prevent learners from participating.

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Inclusion Strong standard

Staff build strong relationships with learners, which encourages them to share additional needs or personal circumstances. Leaders frequently review support and adjust it where required. They also broaden opportunities through initiatives, such as the Plymouth Learning Hub, community-based learning and international mobility projects, helping learners build confidence, independence and wider skills.

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Leadership and governance Expected standard

Leaders understand the skills needs of the local area and align their provision well with regional priorities. They form and maintain highly effective partnerships to create a culture of responsive learner- and employer-focused training. They liaise effectively with a broad range of employers, community organisations, subcontractors and civic partners to develop programmes in response to local workforce needs and support economic growth.

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Leadership and governance Expected standard

Leaders use regular leadership meetings, quality reports and learner feedback well to review the quality of training they offer. They use well-designed quality processes to identify priorities and take appropriate action to ensure that most training meets the expected standard.

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Leadership and governance Expected standard

Those responsible for governance support and challenge leaders well in their oversight of the quality of training. They bring a wide and valuable range of experience, which helps them support continuous improvement and make strategic decisions about what training to provide. These arrangements help leaders respond well to regional priorities and ensure that provision remains relevant to the needs of learners and employers.

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Leadership and governance Expected standard

Leaders promote and sustain a very positive organisational culture in which staff feel valued and supported. Regular staff briefings, structured staff feedback arrangements and opportunities for professional dialogue enable staff to contribute to organisational development. Staff report manageable workloads and value opportunities to share ideas and take part in strategic discussions.

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Leadership and governance Expected standard

Leaders support staff well to develop their professional expertise. Staff access a range of valuable development activities, including training on safeguarding, special educational needs and/or disabilities awareness and mental health support, alongside mentoring, coaching and other targeted training.

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Achievement Expected standard

Learners generally make the progress expected of them from their starting points, achieve their main qualifications and produce work of at least the expected standard. Learners who are disadvantaged or who need extra help achieve at least similar outcomes to their peers and, on occasion, they achieve slightly better results.

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Achievement Expected standard

Learners develop the English, mathematics and digital skills they need to be successful in their main training, despite many arriving with low levels of prior achievement and knowledge in these subjects. However, while learners' outcomes in English and mathematics are improving, they have historically been low. Leaders have taken suitable actions to raise standards in these subjects, and current learners make sustained progress.

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Achievement Expected standard

Most learners are well prepared for their next steps. Many of them overcome significant barriers and disadvantage and successfully go on to further education, higher education or employment.

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Curriculum and teaching Expected standard

Leaders and managers work with Discovery College, a subcontracted partner within the YMCA, to deliver training for learners, who have generally experienced barriers to education or who are at risk of not being in education, employment or training. The training is well aligned with local need and provides valuable opportunities for learners in a vibrant and supportive environment. Leaders work in an effective partnership with college staff to identify priorities and take effective improvement actions. This close partnership helps staff to maintain a supportive environment in which learners engage well with their training.

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Curriculum and teaching Expected standard

Teachers generally plan and sequence the curriculum well so that learners build knowledge, skills and confidence over time. In health and social care, teachers begin with public health so that learners first understand key ideas, such as prevention, wider influences on health and inequality before moving on to later units and work placement activities, including infection control. This helps learners connect theory to practice and prepares them appropriately for external assessment and their next steps.

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Curriculum and teaching Expected standard

Teachers generally use assessment well to check learners' understanding and monitor their progress. They use informal assessment, mock assessments and quizzes effectively to identify gaps in knowledge and adapt teaching when required. They provide learners with useful feedback, which helps them understand what they need to improve.

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Curriculum and teaching Expected standard

Teachers are appropriately trained and use their vocational and teaching expertise well. As a result, learners benefit from engaging lessons, develop the knowledge and skills expected of them and remain motivated in their studies.

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Participation and development Expected standard

Teachers provide learners with useful careers advice and guidance, work experience, employer visits and discussions with employers about career pathways. Learners also receive individual careers advice and mentoring. As a result, they understand the opportunities available to them and explain the steps they need to take to move on to them.

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Participation and development Expected standard

Learners access useful work-related learning as well as studying topics that help them to stay safe and develop life skills. These include healthy relationships, online safety, money management and awareness of risks, such as loan sharks.

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Participation and development Expected standard

Teachers support learners effectively to engage with local community initiatives, such as youth parliament and the knife angel initiative. These activities result in learners having a broad and secure understanding of society.

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Participation and development Expected standard

Teachers set clear expectations for behaviour and create respectful learning environments in which learners behave appropriately. Learners say they feel safe at college and appreciate the respect that staff show them.

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Participation and development Expected standard

Teachers focus effectively on learners’ wellbeing and are considerate of the barriers to learning or wider support needs that learners may have when helping them to thrive. While attendance is generally high in vocational subjects, attendance in English and mathematics is not consistently high.

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Achievement Expected standard

Learners make significant progress from their starting points, with many progressing from very limited previous attainment or experience in education to achieving qualifications in a range of curriculum areas. This includes many disadvantaged learners, including refugees, who overcome multiple barriers to learning.

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Achievement Expected standard

Learners' work is typically of the expected standard, with performance across most courses broadly in line with the national rate. Learners on courses in English for speakers of other languages generally achieve very well. However, while most learners develop the English and mathematical skills that they need to progress, achievement on level 2 mathematics courses is too low.

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Achievement Expected standard

Adult learners generally achieve the personal targets and goals set for them through their individual learning plans. This includes developing their confidence and wellbeing and being prepared for further learning or employment.

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Curriculum and teaching Expected standard

Leaders make effective use of adult learning funding and work with partners to design a curriculum that meets local needs. A significant proportion of the provision is made up of courses in English for speakers of other languages (ESOL), English, mathematics and access to higher education courses. These courses give learners the knowledge, language and confidence needed for further study and employment. Training is delivered in community-based venues, which helps learners who may otherwise be reluctant to engage in education to participate.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of their provision and take appropriate action to improve it. For example, they identified that outcomes in English and mathematics were too low and adapted schemes of work to include more frequent revisiting of prior learning and regular mock assessments. As a result, current learners make sustained progress.

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Curriculum and teaching Expected standard

Teachers plan and sequence the curriculum effectively so that learners build skills over time. In ESOL, learners progress from developing basic communication skills, such as turn-taking and clarification, to more complex discussions and presentations. Teachers place an appropriate focus on developing technical vocabulary, which supports learners to apply their learning in different real-life contexts.

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Curriculum and teaching Expected standard

Teachers use assessment appropriately to check understanding, adapt teaching and provide feedback that is generally helpful.

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Curriculum and teaching Expected standard

Learners behave well and engage positively in their learning. Attendance is generally good, although it is at times low in English and mathematics courses.

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Curriculum and teaching Expected standard

Learners benefit from valuable additional opportunities, including international projects, that help them develop confidence and independence.

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Participation and development Expected standard

Teachers create purposeful, calm and respectful learning environments. This helps adult learners, many of whom have been out of education for a considerable time, to feel confident enough to contribute in lessons. Learners report that they feel safe, value the friendly learning environment and know who to contact if they have any concerns.

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Participation and development Expected standard

Leaders set high expectations for the attendance, behaviour and attitudes of learners. This encourages learners to behave well, although attendance in English and mathematics lessons is not high enough. When learners do not attend, teachers provide helpful support to help them catch up on what they have missed.

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Participation and development Expected standard

Leaders have developed clear curriculum progression pathways, and learners understand what is required to go on to the next level of study. Staff provide learners with helpful advice and guidance in relation to these pathways.

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Participation and development Expected standard

Leaders ensure that the training includes suitable content on mental and physical health and healthy relationships. Learners have a sound understanding of fundamental British values.

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Participation and development Expected standard

Staff provide detailed careers advice and support for progression to employment. This includes guiding learners through mock interviews and CV writing and attendance at work fairs with employers.

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Participation and development Expected standard

Learners are provided with a range of additional opportunities to broaden and enrich their educational experience, including preparing for and undertaking travel aboard.

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Achievement Expected standard

At the time of inspection, all apprentices had stayed on their programmes and were broadly making the progress expected of them. However, apprenticeship training is new to the provider and no apprentices had yet completed their training.

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Achievement Expected standard

Most apprentices produce work of at least the standard expected of them. A few apprentices produce work of very high quality and have won awards within their sector.

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Achievement Expected standard

Apprentices use the new skills and knowledge that they gain increasingly independently at work. This includes applying the English, mathematics and digital skills they develop, which helps them to become more effective in their job roles.

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Achievement Expected standard

Apprentices gain confidence in their workplaces by assuming additional responsibilities and undertaking complex tasks, such as taking responsibility for payment runs.

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Achievement Expected standard

Apprentices near the end of their programme are broadly ready for their next steps. These apprentices have clear plans for future employment.

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Participation and development Expected standard

Staff help to maintain an inclusive environment. Apprentices study and work in safe, welcoming and respectful settings.

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Participation and development Expected standard

Leaders provide apprentices with a wide range of valuable experiences that enhance their training by exposing them to opportunities outside their workplaces. This includes joining learners on educational trips abroad and taking part in community events.

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Participation and development Expected standard

Tutors set high expectations for attendance and commitment to learning. Apprentices display positive attitudes to their studies, maintain high attendance and demonstrate the professional workplace behaviours expected of them.

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Participation and development Expected standard

Tutors provide apprentices with appropriate careers advice, and most apprentices are aware of the opportunities available to them once they complete their programme. However, for a small number of apprentices, this guidance is not timely enough to allow them to develop their career interests throughout their training, as they rely too heavily on guidance provided only at the end of their apprenticeship.

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Participation and development Expected standard

Tutors ensure that apprentices have an appropriate understanding of fundamental British values and how these relate to them. They support apprentices well to make effective links between this learning and their job roles, such as recognising the importance of data protection and financial legislation in ensuring that the law is followed and in preventing fraud.

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Curriculum and teaching Needs attention

Leaders have not ensured that all apprenticeship curriculums are planned and sequenced effectively. In a few programmes, tutors do not teach the knowledge that underpins apprentices' roles in sufficient depth. Teaching focuses too much on completing portfolio evidence rather than developing a secure understanding of concepts, which limits how well apprentices deepen their knowledge over time.

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Curriculum and teaching Needs attention

Tutors do not use questioning strategies consistently well enough to check understanding or encourage apprentices to reflect on their workplace experiences. Where tutors use questioning well, apprentices develop confidence in discussing their work and in applying what they have learned. However, this effective practice is not evident across all areas. In weaker practice, tutors do not routinely check what apprentices know or revisit learning to secure understanding.

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Curriculum and teaching Needs attention

Tutors' assessment of learning is not consistently effective. While some tutors identify gaps in apprentices' knowledge and adapt their teaching accordingly, too often tutors give feedback that lacks precision and does not clearly explain what apprentices need to do to improve their work.

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Curriculum and teaching Needs attention

Leaders have a mostly accurate understanding of the apprenticeship provision, which is relatively new and continues to evolve. They have a suitable overview of apprentices' progress and work with employers to ensure that apprentices have appropriate opportunities to apply their learning in the workplace. In most cases, employers support apprentices well to develop their practical skills and confidence. For example, business administration apprentices take on additional responsibilities, such as managing payment processes and responding to client queries, which helps them to develop useful workplace competence.

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Achievement Expected standard

Most learners make sustained progress from their starting points and meet the targets identified in their education, health and care plans.

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Achievement Expected standard

Learners develop new knowledge and skills, particularly in work settings, where they are well supported by job coaches and employers. They are prepared well for their next stage of education. Most learners make the progress expected of them in English and mathematics. Tutors challenge learners effectively to apply practical mathematics skills in activities, such as budgeting and costing projects. They integrate mathematical concepts into wider projects, such as a trip abroad. Similarly, learners develop their English skills by practising good communication techniques in different settings.

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Achievement Expected standard

Learners are prepared well for their next steps. Most learners and supported interns go into employment or apprenticeships with their placement provider. Learners on vocational programmes frequently go on to positive destinations, including apprenticeships, employment and further education.

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Curriculum and teaching Expected standard

Leaders have developed provision for learners with high needs that focuses effectively on preparing them for adulthood and employment. This includes a supported internship model with placements in settings, such as hospitality and customer-facing environments, alongside tailored support on vocational courses. The curriculum aligns well with local priorities and supports learners, who have faced significant barriers to education to re- engage and develop relevant skills.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the provision and use this to identify priorities and improve the curriculum. They work closely with employers and staff to ensure that programmes are appropriate and that learners are supported to make progress towards their individual targets.

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Curriculum and teaching Expected standard

Teachers work effectively with employers to plan learning and design work tasks that reflect learners' needs and aspirations. Learners access a range of environments early in the programme, including workplace settings, where they interact with customers and colleagues. This helps them build confidence, develop communication skills and become more independent. Most learners sustain their placements and make progress towards employment-related goals. However, in a few cases, teachers do not focus sufficiently on reinforcing and deepening key knowledge and skills, which limits how securely learners build their understanding over time.

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Curriculum and teaching Expected standard

Teachers are appropriately qualified and benefit from useful professional development. For example, training in systematic instruction helps staff break down complex workplace tasks into smaller, manageable steps, enabling learners to practise skills repeatedly and gain confidence before working more independently.

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Participation and development Expected standard

Leaders ensure that learners on supported internships can take part in a wide range of high- quality enrichment activities that build their confidence and social skills. These include trips abroad, celebration events, theatre visits, charity fundraising, a neurodiversity conference and volunteering.

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Participation and development Expected standard

Leaders ensure that learners receive effective careers information, advice and guidance. Specialist careers staff provide both group and individual sessions to support learners and offer clear guidance on future career options. Staff use action plans from these meetings well to inform targets and shape programmes. Leaders also provide learners with helpful access to further advice and guidance through the Youth Hub, which offers support on finance, Department for Work and Pensions services and the requirements for entering employment and apprenticeships.

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Participation and development Expected standard

Learners develop confidence, resilience and independence. They are prepared well for entry into the world of work through well-planned opportunities to work with a range of partners and employers. This includes developing essential work-related skills, such as travelling independently, solving problems and managing new or unfamiliar situations.

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Participation and development Expected standard

Teachers use their detailed knowledge of learners to identify hobbies and interests that they will enjoy. Many learners benefit from using the gym, which helps them to manage their own health and develop an understanding of exercise and healthy eating. They also benefit from the social interactions this provides with peers and members of the public, which helps them achieve their education, health and care plan targets.

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

Adult learners value the support that they receive from staff. Many have been out of education for a long time and quickly gain the confidence to contribute in lessons. Teachers make appropriate adjustments to help learners overcome barriers to learning, which supports them to engage well and make the progress expected of them. Learners enjoy their courses and feel that the support that they receive meets their expectations. They also benefit from opportunities that broaden their experiences, including participation in international projects, which help them to build confidence, independence and wider cultural awareness.

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

Learners on education programmes for young people study at Discovery College and benefit from a supportive environment, where staff know them well and understand their individual circumstances. Many learners have previously experienced difficulties in education. Staff use their knowledge of learners well to reduce barriers and help them engage with learning. Learners appreciate being treated as adults and become more independent in their studies. They recognise the expectations staff have of them and respond positively.

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

Learners with high needs enjoy their learning and speak positively about the support that they receive from staff. They also value the opportunity to develop friendships and feel part of a supportive learning community. Most learners develop useful knowledge and skills through programmes that are carefully designed to support progression into employment, further study or independent living. Teachers provide learning activities and work-related experiences that help learners to understand how their studies relate to employment and further study. Many learners gain confidence through supported internships, short work placements, trips and enrichment activities that broaden their experiences beyond the classroom. However, teachers are not consistently effective in supporting all learners to develop their knowledge and skills as fully as they could. Apprentices study and work in supportive environments, where they feel respected and

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

valued. They generally develop the knowledge, skills and behaviours needed for their roles and apply these increasingly confidently in the workplace. However, apprentices do not consistently benefit from well-planned teaching and learning. Too often, they receive limited teaching and assessment, which does not fully support them to deepen their knowledge or produce high-quality written work. Tutors do not consistently provide feedback that helps apprentices to understand how to improve. Despite this, apprentices gain useful experience at work and develop confidence in carrying out increasingly complex tasks.

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

Leaders have identified that the quality of teaching in English and mathematics is an area of focus across adult provision and education programmes for young people. Attendance in these lessons is lower than in other areas and, while most learners make progress, many learners do not achieve as well as they could in these subjects.

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Next steps

Leaders should ensure that all apprentices receive a well-planned and ambitious curriculum that provides sufficient teaching and learning opportunities to develop their knowledge, skills and behaviours. Leaders should ensure that tutors assess apprentices' learning more effectively and provide precise feedback so that apprentices know how to improve the standard of their written work. Leaders should improve the teaching of English and mathematics so that more learners attend these lessons well and achieve their qualifications. Leaders should ensure that teachers use effective teaching strategies so that learners with high needs develop their knowledge and skills to the full extent of which they are capable.

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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

Inspection activities: Inspectors spoke with senior leaders, leaders, managers, subcontractors, teachers, staff, employers, learners, apprentices, parents and other key stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider: Plymouth City Council is a learning provider based in Plymouth. Leaders offer education and training programmes for young people, adults and apprentices from a main site in Plymouth and from community venues across the city. A significant proportion of learners are from disadvantaged backgrounds or have additional learning needs.

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About this inspection

The provider works with a number of subcontractors, including Discovery College to provide education programmes for young people and training for learners with high needs and

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Team inspectors:

Lowenna Bradley, His Majesty's Inspector Roger Pilgrim, Ofsted Inspector Alun Maddocks, Ofsted Inspector Louise Rowley, Ofsted Inspector

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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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594

Shekinah and ODILS, which provide training for adults.

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594

At the time of the inspection, there were just over 200 learners on education programmes for young people, approximately 600 learners on adult learning programmes, 65 learners in receipt of high needs funding and 14 apprentices.

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594

Principal (Adult Education and Skills): Lucinda Sanders

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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

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 .

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Urgent improvement

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 .

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Urgent improvement

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

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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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