North Northamptonshire Council

North Northamptonshire Council

Address: 34-38 Guildhall Road, Northampton, NN1 1EW Unique reference number (URN): 50178

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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 Expected standard

Leaders provide inclusive curriculums that meet the needs of local young learners who are not in education, employment or training and adults who are isolated, lack confidence or are furthest away from employment.

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Inclusion Expected standard

Leaders have invested in a learning support team, including a special educational needs coordinator. The team uses appropriate approaches effectively to identify learners’ support needs. For young learners, leaders and tutors develop individual plans and seek extra funding to ensure they can fully meet learners’ needs. Adult learners declare any support needs during application and the learning support team contacts them to discuss their needs further.

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Inclusion Expected standard

Leaders provide a wide range of suitable strategies for learners, including in-class support, individual support, equipment loan, such as laptops and reading pens, interpreters and support workers. Tutors who support young learners work closely with staff from other agencies, including counsellors and social workers.

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Inclusion Expected standard

The learning support and curriculum staff teams collaborate well to respond to any needs that emerge during learners’ courses. They assess the impact of support frequently, including through individual reviews.

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Inclusion Expected standard

The learning support team leads relevant training about inclusive teaching and support strategies, for example training on dyslexia, anxiety and how to avoid cognitive overload.

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Leadership and governance Expected standard

Leaders and governors are passionate about their role in the community to drive regeneration and support skills needs. They have well-established relationships with partners, such resettlement teams and youth engagement officers. This helps leaders introduce bespoke courses for adults and enhance the support available for their young learners.

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Leadership and governance Expected standard

Board members have a sound understanding of the curriculum. They meet quarterly, receive relevant updates and work closely with leaders to bring about change and make improvements.

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Leadership and governance Expected standard

Leaders and board members are ambitious to achieve high standards across the provision. They recognise that outcomes for young learners and adults on skills courses have been too low historically. They have made recent changes to the curriculum design of courses for young learners, which has led to improvements in retention. On adult skills courses, leaders have latterly made sensible changes, including focused reviews of course structure and developments in data monitoring. At the time of inspection, it was too soon to judge fully the impact of these changes.

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Leadership and governance Expected standard

Leaders use suitable strategies to monitor and improve the quality of teaching across all provision types. Generally, this helps to ensure learners are taught well, although in a few cases on adults skills courses teaching is not effective enough.

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Leadership and governance Expected standard

Leaders invest in relevant professional learning for tutors, including teacher training qualifications, briefings and intensive away days focused on pedagogical approaches.

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Leadership and governance Expected standard

Leaders provide mechanisms to support staff wellbeing, including an employee assistance programme, staff surveys and listening groups. Staff say they find the leadership team to be approachable and supportive.

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Achievement Expected standard

The majority of learners face significant barriers to education and/or wellbeing. Despite this, in recent years, the majority have achieved their full qualifications. Of the other learners, a significant minority pass functional skills examinations and/or gain unit accreditation on their employability course. Following recent changes to course structure, most learners now remain on their courses. Current learners are making positive progress from their starting points.

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Achievement Expected standard

Learners show a sound understanding of the topics they are taught. The voluntary and charity work they undertake helps them to develop personally and secure suitable work experience placements. Learners improve their English and mathematics skills over time and produce written work of an appropriate standard.

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Achievement Expected standard

Learners are well informed about and well prepared for their next steps. Most learners progress to positive destinations, including education, employment, apprenticeship and volunteering.

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Curriculum and teaching Expected standard

Leaders have successfully created a tailored curriculum offer to meet the needs of young learners who have been, or are at risk of being not in education, employment or training. Many learners are vulnerable, with negative prior educational experiences, poor attendance or experience of home schooling. Learners study functional skills English and mathematics, employability skills, personal health and social education and have an appropriate work experience placement. This gives learners who achieve the best possible opportunity to continue their education at local colleges, or secure employment or an apprenticeship. The curriculum is well thought out with a strong focus on the key areas that learners need for success in their futures, such as team working, effective communication, healthy living and how to cope with challenges.

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Curriculum and teaching Expected standard

Leaders and tutors ensure the curriculum is accessible and supportive. They conduct comprehensive pre-course interviews to make sure every individual learner's needs can be met. Leaders and tutors keep class sizes small and ensure the learning environment is quiet and nurturing. Tutors adapt lesson resources appropriately, skilfully deploy support staff and hold daily tutorials with learners to understand and deal with any recent pastoral problems or needs.

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Curriculum and teaching Expected standard

Experienced and nurturing tutors use a wide range of activities effectively in lessons. They purposefully keep activities short and focused in either small group or individual work. Tutors use praise and encouragement skilfully. As a result, learners are attentive, try hard and participate well.

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Curriculum and teaching Expected standard

Tutors use a range of assessment approaches, such as practice tasks, quizzes and questioning, to check learners' understanding thoroughly.

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Curriculum and teaching Expected standard

Tutors mark learners' written assignments carefully and provide helpful feedback. Learners use this feedback to improve the standard of their work over time.

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Participation and development Expected standard

Tutors set out clear expectations for behaviours when learners start their courses. They show a high level of respect and courtesy to their learners which, in turn, means learners generally are also respectful, listen and cooperate. The safeguarding team deals effectively and swiftly with any concerns, such as allegations of bullying.

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Participation and development Expected standard

Leaders and tutors balance high expectations with being understanding and flexible. This helps most learners to attend reasonably well, taking account of the significant challenges many of them face.

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Participation and development Expected standard

Leaders provide a suitable curriculum that supports learners to develop their wider knowledge and behaviours. The course team teaches learners about the importance of community and safety. Through these themes, tutors speak to learners about topics including fundamental British values and the signs of radicalisation. As part of their studies, learners undertake a tailored and aspirational induction period, an employability course and voluntary work. This further hones learners' wider skills development.

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Participation and development Expected standard

Tutors and qualified careers advisors make sure learners understand the full range of career options available to them. Learners benefit from careers sessions, individual guidance meetings, careers fairs and guest speakers from local colleges. Learners undertake external work experience placements that help them to understand the expectations and requirements of work.

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Curriculum and teaching Expected standard

Adult learning programmes are aligned to local and national priorities, stakeholder needs and funding requirements. Courses provide learners with opportunities to develop their English and mathematical skills, manage their own wellbeing, engage in education after illness, explore employment opportunities or find purpose after retirement.

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Curriculum and teaching Expected standard

Staff design courses appropriately so learners develop their knowledge, skills, confidence and resilience over time. Leaders and tutors ensure courses are accessible for a wide range of participants. They recruit learners carefully and ensure courses closely match everyone’s needs. Tutors know their learners well and make sure that all learners in a group, often with varying levels of prior attainment, can participate fully in lessons. Leaders and curriculum coordinators ensure appropriate extra help is in place for learners with specific needs.

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Curriculum and teaching Expected standard

Most teaching is effective. Tutors typically use their sound subject knowledge to devise relevant resources, give clear explanations and provide helpful demonstrations, although on adult skills courses, tutors' explanations are, at times, less clear. In these cases, tutors do not select appropriate visual aids or suitable examples to illustrate key points well enough.

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Curriculum and teaching Expected standard

Tutors use suitable activities to check learners understand topics and can master new skills. Tutors provide learners with enough time and opportunities, for example through mathematical tasks, quizzes and written exercises, to practise using their new knowledge and skills. They provide learners with useful homework tasks to complete and learners have access to online materials to help them. Tutors mark learners' written work thoroughly and provide constructive, personalised feedback that learners use to improve their work.

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Participation and development Expected standard

Leaders and tutors create safe, respectful environments where learners' wellbeing is prioritised and safeguarding is well understood. Leaders have produced a clear set of values and code of conduct for learners so that they understand expectations around their behaviours. Learners are polite, well-behaved and respectful. Tutors are vigilant in the way they monitor learners' wellbeing and recognise signs when learners may need additional support.

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Participation and development Expected standard

Most learners attend well, given their personal circumstances. Tutors discuss reasons for non-attendance during weekly reviews and escalate concerns about any persistent failure to

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Needs attention

Tutors remind learners regularly about the importance of taking care of themselves and their wellbeing. Tutors also integrate topics such as cultural diversity and fundamental British values within lessons. Learners have a general understanding of these themes.

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Needs attention

Tutors, in most subjects, provide learners with additional opportunities to develop their wider knowledge and skills. For example, dressmaking learners make products for a local charity, art learners exhibit their work in local libraries and jewellery making learners develop entrepreneurial skills.

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Needs attention

Learners receive help with CV writing and applying for jobs. Leaders collaborate with the National Careers Service to provide careers talks for learners and make referrals for individual careers interviews.

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Achievement Needs attention

Historically, too many adult skills learners have not passed their qualifications. Leaders and managers have identified the reasons for this, including unsuitable initial assessment and poor administrative controls. They have taken sensible actions to rectify these problems, but it is too early to judge the impact of their actions. Almost all learners on community and family learning courses achieve their objectives.

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Achievement Needs attention

Most learners, many of whom have barriers to learning, develop the intended new knowledge and skills. On tailored learning courses, learners achieve their stated goals. Learners on adult skills courses develop their skills through an extensive array of activities. Where necessary, learners on tailored learning courses improve their English and mathematical skills so that they can study successfully.

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Achievement Needs attention

Tutors discuss with learners what their next stage of education, employment or training might be. The majority of learners progress to positive destinations, including further education, employment and volunteering.

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

Adult learners enjoy the friendly and supportive environment of the various classes they attend. Leaders purposefully schedule classes near to learners' communities. This means learners feel able to take that first step to enrol on a course because they already know the venues and people who run them.

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

Adult learners find their tutors to be knowledgeable and supportive. Learners say their tutors help them greatly to acquire new understanding and skills. On community and family learning courses, learners achieve their goals well including acquiring emergency first aid skills to keep their children safe, conversing in a foreign language, or knowing about healthy lifestyles. On adult skills courses, learners generally master new skills, such as a sound grasp of mathematical principles. However, not enough learners complete courses and achieve qualifications.

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

Adult learners develop personally as a result of the courses they attend. They become more confident socially and establish new peer relationships that enhance their lives. Learners greatly value the new friendships they make.

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

Young learners appreciate the calm and inclusive environment in which they study. Their tutors and support staff know and understand them well. Staff are always eager to do all they can to help learners develop both academically and personally. Learners benefit from structured days, clear expectations and consistent encouragement to overcome their respective challenges.

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

Young learners experience very effective pastoral support and interventions. They have a wide array of support for mental and physical health. Staff provide skilful and timely support for learners, including liaison with parents, carers or external agencies when appropriate.

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

Young learners enjoy their studies, feel well supported and largely make positive progress. For some of the most vulnerable learners, being successful in education is a new and potentially life-changing experience for them.

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Next steps

Leaders should fully implement the changes to course structure and data monitoring on adult skills courses, so a higher proportion of learners achieve their qualifications. Leaders should further improve the quality of teaching on adult skills courses. Leaders should continue to strengthen curriculum design and teaching on courses for young learners.

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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 leaders, board members, managers, coordinators, tutors, learners and a range of stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

North Northamptonshire Council is a local authority community learning and skills provider. Leaders offer education for adults and young learners.

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Team inspectors:

Russ Henry, His Majesty's Inspector Sarah Le-Good, Ofsted Inspector Angela Twelvetree, Ofsted Inspector Christine Blowman, 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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Education programmes for young people

The provider operates from a main base in Northampton. Leaders deliver adult learning programmes from this base, in numerous community settings across the region, and online. Young learners study at a separate site in Kettering.

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Education programmes for young people

The adult learning programme offer includes tailored learning comprising of community and family learning courses, and accredited adult skills courses. There have been almost 2000 enrolments on tailored learning to date this year. There are 544 current enrolments on adult skills courses. Most of these learners study functional skills English or mathematics, or English for speakers of other languages. A significant proportion of adult learners have a learning difficulty and/or disability or face other barriers to learning and/or wellbeing.

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Education programmes for young people

There are 26 learners on education programmes for young learners, all of whom face challenges to learning and/or wellbeing, such as being long-term not in education, employment or training or having social or emotional needs. Four learners have education, health and care plans.

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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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