East Riding of Yorkshire Council

East Riding of Yorkshire Council Continuing Education Service, County Hall, Cross Street, Beverley HU17 9BA

p.1

report:

At the most recent full inspection, the following areas were identified as needing to improve:

p.1

report:

 Fully implement the review of the tailored learning programme to ensure that all courses meet the principles of tailored learning and are targeted at those who need them most.  Use appropriate assessment activities on English for speakers of other languages (ESOL) courses to evaluate the progress that learners make and to identify what they need to do to improve their work.  Ensure that teachers in ESOL set appropriate and challenging targets, based on the outcomes of initial assessment, which identify clearly what learners need to do to achieve their ambitions.

p.1

report:

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

p.1

report:

 Theme 1: How much progress have leaders made to ensure that tailored learning courses are targeted at those who need them most?  Theme 2: How much progress have leaders and managers made in ensuring that teachers use appropriate assessment activities well so that ESOL learners know what they need to do to improve?  Theme 3: How much progress have leaders and managers made in ensuring that teachers set appropriate and challenging targets so that ESOL learners can achieve their ambitions?

p.1

governance)

Leaders and governors have used the findings of the previous inspection as a catalyst for change. This has led to substantial restructuring of roles and responsibilities, resulting in a more responsive service targeted at those most in need. Recruitment of staff with specialist expertise in ESOL has been challenging, delaying the Monitoring inspection report: East Riding of Yorkshire Council 29 and 30 April 2026

p.1

2

implementation of the revised ESOL curriculum. Conversational ESOL courses funded through the UK Shared Prosperity Fund have continued successfully.

p.2

2

Leaders have ensured that leisure-based courses are now part of a commercial curriculum offer. This has contributed to leaders being able to focus their activities on targeting provision at learners most in need.

p.2

2

Leaders have strong partnerships in place, both with internal stakeholders in the council and external organisations, to maximise the impact of their curriculum offer. They are highly effective in accessing additional funding streams, such as the Household Support Fund, by working closely with their council colleagues. For example, the ‘digital gifting’ tailored learning course gives learners a digital device at the end of the course, funded through other funding streams. This has been very successful in tackling digital poverty across a large county with pockets of disadvantage, particularly in coastal communities, such as Withernsea and Bridlington.

p.2

know what they need to do to improve? (Curriculum, teaching and training)

At the time of the monitoring inspection, the revised ESOL curriculum had not started. Inspectors considered the improvements leaders have made related to this theme as evidenced in other tailored learning courses. Leaders have sensible plans in place to implement these changes in ESOL provision.

p.2

know what they need to do to improve? (Curriculum, teaching and training)

Tutors use a range of appropriate assessment activities to check learners’ knowledge. They skilfully adapt assessment in accordance with the levels of expertise and aspirations learners have. In digital skills for employability, as learners develop expertise, the tutor assesses them on simulated working tasks, such as shared editing of documents, to test their knowledge. Teachers understand that summative assessment should be used at appropriate points, when learners have developed sufficient knowledge and skills, and not too early.

p.2

know what they need to do to improve? (Curriculum, teaching and training)

Tutors give well-targeted feedback on learners’ work and progress that helps them know what learners need to do next. In mathematics, learners who can calculate averages from data sets are advised to tackle word problems using averages. Learners appreciate the helpful and encouraging feedback they receive, which is crucial to their progress and wellbeing.

p.2

know what they need to do to improve? (Curriculum, teaching and training)

Tutors give learners frequent feedback on progress towards their personal goals and aspirations. For example, tutors give learners clear guidance on techniques to improve social skills, confidence and develop employability skills. This contributes to learners recognising the importance of good social skills when applying for work. Monitoring inspection report: East Riding of Yorkshire Council 29 and 30 April 2026

p.2

achieve their ambitions? (Achievement)

Tutors gather a wide range of information from interviews and diagnostic assessments about learners’ starting points. They use this well to set precise targets related to the core curriculum and to learners’ own personal goals and ambitions. For example, learners on cookery courses have clear targets related both to cooking skills and to developing confidence in preparation for independent living.

p.3

achieve their ambitions? (Achievement)

Tutors and learners review targets at each session, adapting them as necessary to ensure that they remain ambitious. This helps learners to make the progress of which they are capable. Learners understand their targets and, therefore, where they need to improve. For example, tutors identify specific aspects of punctuation that learners need to improve, such as the use of apostrophes.

p.3

achieve their ambitions? (Achievement)

Most learners on accredited provision achieved their qualifications in 2024/25, although learners in receipt of learning support did slightly less well than their peers. A high proportion of learners go on to positive destinations. For example, on employability courses, most learners move on to further study or work and almost all of the rest progress from being inactive in the labour market to actively searching for work.

p.3

achieve their ambitions? (Achievement)

Learners say the provision transforms their lives. They say it is helping them move closer to, or into, employment. Their confidence, self-esteem and wellbeing have improved significantly.

p.3

Additional next steps

Leaders should continue to work to address the areas identified as needing improvement in the full inspection report.

p.3

About this inspection

This is the first monitoring inspection following publication of the inspection report on 03 April 2025 which found the provider to require improvement overall.

p.3

About this inspection

The provider’s previous full inspection was carried out under the Education Inspection Framework (EIF) at that time. The renewed EIF took effect from 10 November 2025. The areas for improvement identified at the provider’s full inspection have been cross- referenced to relevant evaluation areas in the inspection toolkit for consideration on this monitoring inspection.

p.3

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 Monitoring inspection report: East Riding of Yorkshire Council 29 and 30 April 2026

p.3

4

purpose was to identify and report on the provider’s progress in addressing the areas identified as needing to improve since the provider’s previous inspection.

p.4

4

At the time of the monitoring inspection, the provider had 912 learners. Since the previous inspection, some ESOL provision, which does not meet the criteria for tailored learning, has been funded through the UK Shared Prosperity Fund. 103 learners have completed conversation ESOL through this provision.

p.4

inspection

Monitoring inspection report: East Riding of Yorkshire Council 29 and 30 April 2026

p.5

5

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.

p.5

5

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 .

p.5

5

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 .

p.5

5

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

p.5

5

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5