Just Straight Talk Community Interest Company

Just Straight Talk Community Interest Company The Hub E B C, 30 Ebenezer Street, Bilston WV14 9LJ

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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 work in partnership with the West Midlands Combined Authority (WMCA) to reduce the number of digitally excluded adults in the region. They are committed to improving the life chances of learners, including helping them to achieve their academic Monitoring inspection report: Just Straight Talk Community Interest Company 14 and 15 April 2026

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and personal goals. Leaders have designed curriculums that enable learners to work in small groups or individually with trainers to improve their digital skills and confidence. Over time, learners demonstrate their newly acquired skills and can perform web searches, make online payments and access the NHS app to book appointments and view their health information.

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Leaders actively encourage staff to gain teaching qualifications and develop their knowledge of working with learners with special educational needs and/or disabilities (SEND). Trainers have recently developed tracking documents to assess and monitor individual learners’ progress so they can tailor their teaching and aid learners’ progression.

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Leaders have produced a thorough action plan to meet their strategic objectives while also focusing on continuous improvement. They have introduced new systems to improve the quality of the training that learners receive. This includes lesson visits and gathering learner feedback throughout their training. Although this initiative is positive, it is too early to assess its full impact.

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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 ensure that learners have access to support before they start their training. They recruit staff who are experienced in supporting adults who face considerable difficulties, including financial hardship and SEND.

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Inclusion

At the beginning of the course, trainers have reassuring conversations with learners regarding their potential barriers to learning and quickly put in place support to meet their individual needs. Learners are supported by qualified and experienced trainers, who also have experience in coaching and mentoring.

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Inclusion

Trainers consider learners’ personal circumstances and family commitments when they plan learning programmes. Trainers carefully schedule learners’ training sessions at suitable times and easily accessible locations. For example, they use a wide network of community spaces to minimise learners’ travel costs and meet at times which fit in with caring or other responsibilities. Leaders also have established relationships with a wide range of local partners who can offer additional specialist support for learners, such as help in finding accommodation, reducing travels costs and providing food vouchers. Monitoring inspection report: Just Straight Talk Community Interest Company 14 and 15 April 2026

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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.

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Curriculum, teaching and training

Leaders have developed training in line with WMCA’s priorities to close the digital skills gaps in the community, enable learners to access health services and search for employment independently and improve learners’ digital literacy.

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Curriculum, teaching and training

Leaders are committed to providing high-quality training and have employed qualified teachers. They actively support staff to take part in professional development to improve their practice. Trainers have developed personalised curriculums to enable learners to gain the new skills that they need. At the beginning of the programme, learners undertake a detailed assessment of their existing skills and discuss and agree their individual learning plans with trainers, based on their goals.

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Curriculum, teaching and training

Learners benefit from focused one-to-one sessions that help them to develop new digital skills. For example, some learners learn to create their CVs and conduct job searches online. As learners become proficient, tutors support them to continue these activities independently, which increases their confidence in actively seeking employment. Although many learners have successfully completed the course, leaders recognised that more learners needed to progress into employment or similar activity. They have started to take action to resolve this, and job outcomes have started to improve.

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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 foster a supportive environment and culture in which learners feel safe and know who to speak to if they have a concern. They have developed appropriate risk assessments for the community venues in which they teach and work closely with local safeguarding boards and wellbeing agencies.

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Safeguarding arrangements

Leaders have appropriate policies and procedures in place for safeguarding and safer recruitment. Staff confidently report their concerns to designated safeguarding leads, who address them swiftly. Leaders understand their statutory responsibilities, including the ‘Prevent’ duty, and have developed a risk assessment to ensure that learners are aware of radicalisation and extremist behaviours.

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Safeguarding arrangements

Leaders and managers with responsibility for safeguarding are appropriately qualified. They ensure that staff know how to report concerns and remain up to date on local and national risks. Staff receive frequent training on key topics, including the General Data Monitoring inspection report: Just Straight Talk Community Interest Company 14 and 15 April 2026

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Protection Regulation, the Prevent duty and safeguarding. Trainers have recently developed a handbook to ensure that all learners are aware of how to keep themselves safe while online.

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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

Just Straight Talk Community Interest Company (JST) is an independent learning provider. Leaders support those who face disadvantage, experience economic inactivity, or are long- term unemployed.

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About this inspection

Since December 2024, JST has offered adult digital skills training funded by the West Midlands Combined Authority. At the time of the new provider monitoring inspection, 40 learners were studying at libraries, community venues and at JST’s learning centre in Dudley.

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funding at time of inspection

Monitoring inspection report: Just Straight Talk Community Interest Company 14 and 15 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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