Birmingham Disability Resources Centre

Birmingham Disability Resources Centre Unit 18, Mackadown Lane, Birmingham B33 OLD

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monitoring inspection report:

During the monitoring inspection, inspectors focused on the following themes:

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monitoring inspection report:

 leadership and governance - specifically the progress leaders and managers have made in designing and delivering relevant adult learning provision that has a clearly defined purpose, and in identifying and supporting the needs of adult learners

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monitoring inspection report:

 inclusion - specifically the progress leaders have made in identifying the needs of individual learners putting suitable support in place, in particular for those who are disadvantaged, those with SEND or high needs, those who are known (or previously known) to social care, and those who may face other barriers to their experiences and opportunities, including those without level 2 English and/or mathematics

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monitoring inspection report:

 curriculum, teaching and training - specifically the progress leaders and managers have made in ensuring that learners benefit from high-quality adult education that prepares them well for their intended job role, career aim and/or personal goals

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monitoring inspection report:

 safeguarding arrangements - specifically whether leaders and managers have ensured that effective safeguarding arrangements are in place

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Leadership and governance

Reasonable progress : Leaders work in partnership with the West Midlands Combined Authority (WMCA) to develop curriculums that enable adults who are digitally excluded to access training to develop the digital skills that they need and to use the internet safely. Trainers teach learners to build the skills and confidence to complete online application forms and access relevant websites. By the end of the course, many learners begin to participate in activities such as seeking welfare advice and undertaking employability training. Monitoring inspection report: Birmingham Disability Resources Centre 18 and 19 March 2026

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Leaders have suitable systems in place to monitor the quality of the training that learners receive. This includes visiting training sessions and gathering learners’ feedback on their experiences. Leaders submit regular reports to the WMCA that include learners’ feedback on the course and how it has positively enriched their lives.

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Leaders have ensured that trainers are experienced and qualified to teach the curriculum. They also ensure that trainers are aware of the barriers that people with disabilities may face.

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Leaders work closely with a governing body that oversees all the charity’s services. They recognise that they need to strengthen governance, so they can provide effective oversight and challenge as they develop new programmes.

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Inclusion

Reasonable progress : Leaders have developed a culture that enables learners to feel welcomed and supported. Learners can discuss their personal circumstances openly and how their disabilities affect their day-to-day lives. Leaders have also ensured there is support in place for those who face significant barriers due to mental health challenges and have proactively trained staff in mental health first aid.

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Inclusion

At the beginning of the course, staff identify learners’ education and support needs. However, trainers do not routinely use this information to adapt individual learners’ programmes based on their prior skills, knowledge and support needs. Leaders are aware of this and have plans in place to improve the use of initial assessment to amend learning programmes accordingly.

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Inclusion

Learners have faced significant barriers to their education and training in the past. As a result of participating on the course, they not only develop their digital skills but are also able to access online support services confidently and independently.

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Curriculum, teaching and training

Reasonable progress : Leaders have developed a suitable curriculum that enables adult learners to become more digitally inclusive. Learners typically explore how to access key services using technology, including banking, benefit claims and health services. Leaders have ensured that the curriculums they teach align closely with the WMCA’s priorities of building inclusive communities and developing residents’ digital skills.

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Curriculum, teaching and training

Learners generally develop their confidence and independence. Using digital devices, they learn to access community services and to communicate digitally. As part of the course, they learn to send text messages, make video calls, order repeat prescriptions on the NHS app, plan bus routes and shop safely online. As a result, they feel less isolated Monitoring inspection report: Birmingham Disability Resources Centre 18 and 19 March 2026

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and have started to achieve their personal goals, such as meeting others and accessing services independently.

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Trainers do not routinely use assessment to assure themselves that learners develop the technical knowledge and skills described in their curriculum goals. They measure learners’ progress by focusing on confidence levels rather than the transferable digital skills that learners acquire. Teachers, in most cases, use effective teaching strategies. However, some learners cannot confidently recall what they have learned.

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Safeguarding arrangements

Reasonable progress : Leaders have appropriate policies and procedures in place for safeguarding adult learners. They understand their statutory responsibilities regarding the ‘Prevent’ duty and have developed a risk assessment to protect learners from radicalisation and extremist behaviours. Leaders work closely with local social care departments and are members of adult safeguarding boards.

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Safeguarding arrangements

Leaders with responsibility for safeguarding are appropriately qualified and ensure that all staff understand their roles and responsibilities regarding reporting causes for concern. Staff receive frequent training on key topics such as safeguarding vulnerable adults, Prevent and mental health awareness.

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Safeguarding arrangements

Leaders have appropriate systems in place for the reporting and recording of safeguarding concerns. Learners feel safe and know who to contact if they are worried.

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Safeguarding arrangements

Trainers ensure that learners understand how to keep themselves safe online. They cover topics such as recognising coercive behaviours, making secure payments, protecting personal information and recognising online scams.

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About this inspection

Ofsted carries out monitoring inspections to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection.

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About this inspection

The purpose of this monitoring inspection was not to determine grades for any of the evaluation areas set out in the further education and skills inspection toolkit. The purpose was to report on the provider’s progress in relation to the 4 themes set out above.

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About this inspection

Birmingham Disability Resource Centre (BDRC) is an independent learning provider that supports adults with disabilities and those with long-term health conditions. Since September 2025, it has offered adult skills training, funded by the West Midlands Combined Authority.

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About this inspection

BDRC offers courses to digitally excluded adults who need to develop their digital skills. This year, 85 learners have joined the programme. At the time of the new provider Monitoring inspection report: Birmingham Disability Resources Centre 18 and 19 March 2026

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monitoring inspection, 20 learners were studying at the provider’s training centre in East Birmingham and at a local community centre.

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needs funding at time of inspection

Monitoring inspection report: Birmingham Disability Resources Centre 18 and 19 March 2026

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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 children looked after, safeguarding and child protection.

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