Women’s Wellbeing Ltd

Women’s Wellbeing Ltd 2 nd Floor, Moseley Community Hub, 496 Moseley Road, Balsall Heath, Birmingham B12 9AH

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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 : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Leadership and governance

Leaders have a clear rationale for the course that they provide. Through close links with the local community, they recognise that learners need better digital skills to access essential services such as health services, financial services and communications from their children’s school. Monitoring inspection report: Women’s Wellbeing Ltd 15 and 16 April 2026

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Leaders have designed an appropriate curriculum that supports learners, most of whom are unemployed, speak English as an additional language and have low levels of digital literacy, to develop skills in using technology. This includes using smart phone applications and using the internet to search for employment. Leaders have designed the curriculum to allow learners to progress onto further study.

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Leaders appoint tutors who are suitably qualified and experienced. Tutors have appropriate teaching qualifications, are experienced in teaching English for speakers of other languages (ESOL) and understand the communities and the women with whom they work.

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Leaders have a board of trustees who help them to understand the local community. However, trustees do not have enough education expertise to support and challenge leaders effectively. Leaders do not have thorough enough systems in place to monitor closely the quality of curriculum, teaching and training or to measure the impact of their courses. Consequently, they do not have clear enough view of what actions are needed to improve the quality of education for learners.

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Inclusion

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Inclusion

Leaders and tutors capture information about learners’ potential barriers to learning at the start of the course. They identify barriers, such as disability, financial disadvantage, English language proficiency, health conditions and special educational needs and/or disabilities (SEND). Where required, staff provide support for learners, such as providing additional one-to-one support and using visual prompts and language translation technology. This helps learners to feel welcome and supported in lessons.

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Inclusion

During lessons, staff monitor learners to ensure that they are participating. Where necessary, they adapt the in-class support, increasing or decreasing it as appropriate. Leaders do not systematically plan and review the effectiveness of support provided for all learners identified as having a potential disadvantage. Leaders rightly recognise that they require suitable training to aid them in applying the graduated approach to inclusion, particularly for learners with SEND.

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Curriculum, teaching and training

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures. Monitoring inspection report: Women’s Wellbeing Ltd 15 and 16 April 2026

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Tutors use appropriate teaching strategies. They use clear language and explain new ideas and concepts carefully. Tutors ask targeted questions to check understanding and encourage individuals to share their ideas, where their language skills allow it. They create a positive learning environment where learners celebrate each other’s achievements.

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Staff identify the aspirations of learners. Those learners who aim to progress onto employment are helped with CV writing and job searching skills. At the end of the course, more than half of learners go on to further digital skills or skills for work courses.

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Leaders and tutors do not assess learners’ English language skills well enough to determine if they can fully take part in learning. In a few cases, language is a barrier to the development of learners’ digital skills. Although tutors explain basic terms and ideas, some learners cannot read or write simple sentences to practise typing or understand task instructions. In these instances, learners make slow progress.

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While leaders ensure that tutors are experienced and qualified to teach ESOL, they do not plan a programme of professional learning to enable tutors to improve further their teaching and subject knowledge.

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Safeguarding arrangements

Reasonable progress : the provider’s actions are already having a beneficial impact on learners and/or apprentices. Improvements are sustainable and are based on the provider’s thorough quality assurance procedures.

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Safeguarding arrangements

Leaders provide training for learners in safe and trusted locations in the local community. Learners feel safe and know who to contact should they need to report a concern.

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Safeguarding arrangements

Leaders work with local partners to help learners who are vulnerable, such as local foodbanks, and charitable organisations relating to domestic violence, mental health and financial hardship.

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Safeguarding arrangements

Leaders with responsibility for safeguarding are appropriately trained for their roles. They ensure that staff are trained so they are alert to safeguarding concerns, such as identifying the signs of abuse, neglect and poor mental health. During the inspection, leaders took positive action to ensure that staff completed training on the ‘Prevent’ duty so that they understood their responsibility to remain vigilant to the risks relating to radicalisation and extremism.

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Safeguarding arrangements

Leaders rightly recognise that the board of trustees lacks expertise in safeguarding to challenge them sufficiently and ensure that they have full oversight of their statutory and non-statutory duties. Leaders have suitable plans in place to strengthen their governance board. At the time of the inspection, these plans had not been implemented. Monitoring inspection report: Women’s Wellbeing Ltd 15 and 16 April 2026

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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

Women’s Wellbeing Ltd is a charity that supports women facing language barriers, socio- economic disadvantage and limited access to healthcare and digital resources. It provides adult education courses funded by West Midlands Combined Authority in basic digital skills in schools and community venues in Birmingham. In total, approximately 115 adult learners have participated in this course. At the time of the inspection, there were 12 learners on programme.

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funding at time of inspection

Monitoring inspection report: Women’s Wellbeing Ltd 15 and 16 April 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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