Darlington Borough Council

Darlington Borough Council

Address: Coleridge Centre, Ribble Drive, Darlington, DL1 5TY Unique reference number (URN): 51474

p.1

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.

p.1

How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Needs attention

Leaders provide much needed places for learners, who have complex barriers to education. Learners benefit from a welcoming culture, small class sizes and practical support, such as help with transport costs. They develop increasing confidence and self-esteem, and many re-engage with education for the first time in years.

p.2

Inclusion Needs attention

The support that leaders provide for young learners, including those with high needs and other barriers to their learning, is not consistently effective. Leaders do not ensure that the increasing numbers of learners with complex and multiple disadvantages, such as elective mutism, school refusal and experience of the care system and/or youth justice, have the support they need. Too many young learners do not make sufficient progress.

p.2

Inclusion Needs attention

Leaders gather useful information about adult learners’ and apprentices’ starting points and needs. They use this information to provide appropriate support for adult learners and apprentices, who make positive progress. Adult learners, including those who speak English as an additional language, say the service substantially improves their lives. Employers ensure apprentices are well supported in their on-the-job training.

p.2

Leadership and governance Needs attention

Leaders and governors have not acted swiftly enough to secure the additional staff capacity needed to support the growing numbers of learners with complex needs on education programmes for young people and provision for learners with high needs. In most other respects, leaders take prompt and well-targeted action to make improvements.

p.2

Leadership and governance Needs attention

Leaders and governors make strategic decisions in the best interests of learners and apprentices. They are committed to providing courses in English for speakers of other languages, meeting a considerable local need.

p.2

Leadership and governance Needs attention

Governors are supportive of the ethos and vision set by leaders, and helpful in representations with external bodies. However, because they do not have a detailed understanding of the provision, they are imprecise in the support and challenge they give to leaders.

p.2

Leadership and governance Needs attention

Leaders and managers provide effective support for staff. Staff feel valued and speak positively about the inclusive culture.

p.2

Leadership and governance Needs attention

Leaders do not provide well-targeted programmes of professional development. They do not ensure that staff know how to differentiate between effective and ineffective teaching strategies. Leaders recognise that they need to improve their oversight of professional development.

p.2

Leadership and governance Needs attention

In most cases, leaders ensure staff receive appropriate training to help them to support learners with a wide range of complex needs. For example, they provide helpful training on trauma-informed practice. However, staff do not consistently have the time they need to put their training into practice. Leaders collaborate well with stakeholders, who are very positive about the way the learning and skills service helps them to meet their staffing needs and the needs of local disadvantaged learners.

p.2

Achievement Needs attention

Learners do not make sufficient progress in some aspects of their study programme. The knowledge and skills that they gain on the work experience and personal development elements of the curriculum are overly generic, too basic and insufficiently tailored to their aspirations.

p.3

Achievement Needs attention

Most current learners, including those with significant barriers to learning, achieve the mathematics and English qualifications that they take. Leaders took effective improvement actions to deal with low achievement rates last year. This year, a high proportion of learners who have taken examinations in these subjects have passed.

p.3

Achievement Needs attention

In mathematics and English, most learners produce work of the appropriate standard for the level and stage of the course they study.

p.3

Achievement Needs attention

Most learners go to further education at other providers or to next level courses at the same provider. A small number move on to employment and apprenticeships.

p.3

Achievement Needs attention

Learners develop confidence and improve their communication and digital skills.

p.3

Curriculum and teaching Needs attention

Leaders do not ensure that key elements of the curriculum, such as work experience, are tailored effectively to meet learners needs based on their starting points and ambitions. In the best examples of work experience, learners undertake tasks relevant to their aspirations. For example, learners who want to be gardeners carry out work experience in a park, learning about garden design and seasonal changes in plants. However, in too many cases, staff do not have sufficient time to identify and arrange suitable high-quality work experience. Too many learners take part in uninspiring work experience that is insufficiently related to their ambitions. Leaders plan the mathematics and English elements of the curriculum well, taking into account learners’ prior knowledge. Mathematics and English tutors set clear targets derived from their assessments of learners at the start of the course. They use ongoing assessment

p.3

Curriculum and teaching Needs attention

effectively to identify gaps in learners' knowledge and plan further teaching. They give clear explanations of key concepts, such as mass and volume, illustrated by helpful diagrams. Tutors provide ample time for learners, many of whom lack confidence, to practise for examinations.

p.4

Curriculum and teaching Needs attention

In mathematics and English, tutors provide useful feedback on learners’ work. In English, for example, tutors carefully explain what learners need to do to improve their grammar and sentence construction so that they can write formal letters and emails.

p.4

Curriculum and teaching Needs attention

Leaders ensure that learners with significant barriers to learning can participate in their education. Staff know their learners well. They teach them in small groups and, in mathematics and English, provide intensive one-to-one support and coaching.

p.4

Participation and development Needs attention

Leaders do not ensure that learners have all the information they need to make appropriately ambitious decisions about their futures. Most learners take part in work experience that is insufficiently tailored to their career aspirations and does not provide useful information about their potential next steps. Staff do not plan careers advice and guidance well enough to support learners’ individual ambitions. Some learners are, therefore, unaware of the range of next steps open to them.

p.4

Participation and development Needs attention

Most learners, many of whom have previously been poor attenders at school or have been home schooled, attend well. Attendance at mathematics examinations, which was too low last year, has improved. However, staff do not do enough to challenge the very small minority of learners whose attendance at classes continues to be too low.

p.4

Participation and development Needs attention

Leaders do not ensure that the programme of personal development is broad and deep enough to develop learners’ wider interests effectively. Staff do not have enough time to arrange the activities they would like to provide. Learners have a basic understanding of the importance of fundamental British values.

p.4

Participation and development Needs attention

Leaders provide suitable environments for learners to study. Learners are polite and respectful in their lessons and are confident that bullying will be dealt with appropriately. They understand how to keep themselves safe.

p.4

Achievement Expected standard

Most learners on accredited courses make substantial progress and achieve their qualifications. On tailored learning courses, learners make the expected progress from their starting points. They improve their confidence and become suitably prepared for further learning or employment. For example, learners develop the social skills they need to work effectively as part of a team.

p.5

Achievement Expected standard

Learners produce work of the standard expected for the level of course they study. For example, learners on level 3 courses evaluate their professional practice critically and apply theoretical concepts accurately in new contexts. Learners develop the English, mathematical and digital skills they need to study the curriculum and achieve their learning goals.

p.5

Achievement Expected standard

A high proportion of learners go on to the next stage of education, employment or training. For example, some learners on courses in English for speakers of other languages progress to employment with the council, local schools or voluntary organisations.

p.5

Curriculum and teaching Expected standard

Leaders provide a well-considered curriculum offer that is informed by current and future regional skills priorities and the different educational needs of local adult learners, including recent migrants who need to learn English. They offer well-designed, tailored learning courses that help learners improve their confidence, increase their independence and make progress towards their next steps in learning or work, alongside courses that lead to qualifications and employer-led courses in areas of skills shortages, such as in the early years workforce.

p.5

Curriculum and teaching Expected standard

Tutors teach well-sequenced curriculums that help learners to make progress in developing their knowledge and skills. Tutors routinely share course objectives with learners and check that learners understand what they are taught. However, in too many cases, particularly on tailored learning courses, tutors do not set suitable targets for learners relative to their starting points, and do not track learners' progress well enough.

p.5

Curriculum and teaching Expected standard

On tailored learning courses, tutors get to know their learners well and provide safe and inclusive learning environments in which learners can thrive and develop. Learners benefit from small group sizes and opportunities to collaborate with their peers in a supportive environment. Tutors are encouraging and empathetic, which helps to build learners’ confidence and resilience in lessons, preparing them well for their next steps.

p.5

Curriculum and teaching Expected standard

Tutors use strategies effectively, such as breaking information down into small steps, which enable learners to remember what they learn and apply it in new contexts. They explain new concepts clearly in lessons, using well-designed resources.

p.5

Curriculum and teaching Expected standard

Tutors use assessment effectively. They provide helpful feedback, which contributes to learners improving their skills and understanding over time.

p.5

Participation and development Expected standard

Leaders have high expectations for learners’ attendance and behaviour. Most learners attend well. In a small minority of cases, however, learners arrive late to lessons and this is rarely challenged by their tutors.

p.6

Participation and development Expected standard

Leaders provide suitable opportunities for learners to take part in volunteering opportunities and visits to schools, community centres and museums. For example, learners on first-aid courses visit local organisations to find out how they use defibrillators. This helps to prepare them well for their next steps.

p.6

Participation and development Expected standard

The curriculum includes appropriate content on mental and physical health, healthy relationships and how to stay safe from radicalisation, extremist views and harmful online content. Learners show an appropriate, and occasionally strong, understanding of these topics. Leaders have developed an inclusive culture, where learners feel welcome and confident to voice their opinions, including on complex political, social and ethical issues.

p.6

Participation and development Expected standard

Learners develop their understanding of the relevance of fundamental British values. For example, learners on employer-led courses understand how these values relate to the mission statements of the organisations where they hope to work.

p.6

Participation and development Expected standard

Specialist careers advisers and tutors provide learners with helpful careers advice that gives them an accurate understanding of potential progression routes available to them.

p.6

Achievement Expected standard

Most apprentices achieve their apprenticeship, and many attain distinctions at end-point assessment. Although too many apprentices on the level 2 wood product manufacturing operative apprenticeship did not complete successfully last year, current apprentices are making secure progress.

p.6

Achievement Expected standard

Apprentices develop the knowledge and skills they need to make valuable contributions at work. They produce practical and written work of the expected standard. For example, apprentices on the level 3 early years educator apprenticeship prepare effective learning plans for children and helpful progress reports for parents. Joinery apprentices accurately and efficiently install fittings, such as door linings.

p.6

Needs attention

Most apprentices continue in employment with the same employer, when they complete their apprenticeship. They are ready for the next steps in their careers and, in some cases, gain promotions and opportunities to study at higher levels.

p.7

Curriculum and teaching Expected standard

Leaders have effective oversight of the apprenticeship curriculum and teaching, promptly tackling any areas for improvement. They design curriculums well to help apprentices build steadily on prior knowledge and skills. For example, level 2 wood product manufacturing operative apprentices learn how to use hand tools for the correct set up and construction of components, before producing them using digital systems. Apprentices are prepared well for their future jobs.

p.7

Curriculum and teaching Expected standard

Leaders design training programmes that closely meet the workforce needs of employers. They provide flexible teaching models to ensure that training suits employers and is accessible for apprentices. However, in a small number of cases, tutors do not arrange frequent enough meetings with their apprentices, which delays the progress their apprentices make.

p.7

Curriculum and teaching Expected standard

Tutors make appropriate adjustments to their teaching to support apprentices, who have barriers to learning. For example, they provide extra support to apprentices, who initially lack the digital skills they need to complete their training.

p.7

Curriculum and teaching Expected standard

Tutors use effective teaching methods, including demonstrations and plentiful opportunities for apprentices to practise and improve their skills. This helps apprentices understand, remember and apply the knowledge and skills they learn. Tutors prepare apprentices well for their assessments.

p.7

Curriculum and teaching Expected standard

Tutors use assessment well and give helpful feedback that ensures most apprentices know what they need to do next. However, in a few cases tutors do not give effective feedback when marking assignments. A few apprentices, therefore, do not know how well they are performing, what grade they are working towards or how they might improve their written work.

p.7

Participation and development Needs attention

Leaders and employers ensure that apprentices study and work in safe and respectful environments, where their wellbeing is prioritised. Apprentices feel safe and supported, and have not experienced bullying or discrimination.

p.7

Participation and development Needs attention

Apprentices demonstrate professional attitudes and behaviour. They are punctual and attend well at work and training. Leaders have designed a basic programme of wider development, but it does not support the pastoral needs of apprentices well enough. Too many apprentices, particularly those whose classes are entirely online, do not develop a deep enough understanding of how to look after their mental and physical health or how to protect themselves from the dangers of radicalisation and extremism.

p.7

Participation and development Needs attention

Careers guidance officers and employers ensure that apprentices receive helpful advice about their career plans post-apprenticeship. For example, employers support apprentices on the level 3 business administrator apprenticeship to develop the legal knowledge and skills needed to progress to the level 7 solicitor apprenticeship.

p.8

Achievement Needs attention

Too many learners do not make significant progress from their starting points in the work experience and personal development aspects of the curriculum. This is because staff do not routinely plan an appropriately challenging curriculum.

p.8

Achievement Needs attention

Learners, many of whom have very significant barriers to learning, improve their confidence and resilience, which helps them to develop new skills. Some with elective mutism, for example, are able to speak to strangers for the first time.

p.8

Achievement Needs attention

Current learners make secure progress in mathematics and English, after successful interventions by leaders following low achievement rates in the previous year, especially on level 1 mathematics. Most learners who have taken these examinations this year have passed.

p.8

Achievement Needs attention

Learners produce work of the appropriate standard in English and mathematics. They understand the purpose of the calculations that they undertake and can use them in real- world contexts, such as working out quantities of ingredients for recipes.

p.8

Achievement Needs attention

Most learners progress to further study at a higher level.

p.8

Curriculum and teaching Needs attention

Leaders do not provide a curriculum that is challenging enough in the core elements of work experience and personal development. For some learners with goals such as nursing or childcare, there are too few relevant work experience options. Staff do not consistently use the targets set in learners' education, health and care plans to ensure that the core elements of the curriculum meet learners’ individual needs.

p.8

Curriculum and teaching Needs attention

In mathematics and English, staff plan curriculums effectively, review the progress that learners make and adapt the curriculum accordingly. For example, teachers add extra lessons to support learners who struggle to carry out calculations without a calculator. They build in plenty of time to enable learners to master more complex sections of the curriculum through practise and application.

p.9

Curriculum and teaching Needs attention

Most tutors use appropriate teaching methods to support learners to retain information and learn new skills. For example, mathematics tutors teach theory in small chunks, illustrate key points with memorable, real-life examples and model how to work out calculations before learners attempt them. Tutors motivate learners by ensuring they understand the purpose of the calculations they undertake.

p.9

Curriculum and teaching Needs attention

Tutors provide helpful feedback in one-to-one sessions, which learners use to improve their work.

p.9

Participation and development Needs attention

Leaders ensure that learners study in supportive environments, where they feel valued and safe. Learners, including those with communication difficulties, know how to report any concerns they might have. They have a basic understanding of fundamental British values and how to stay safe from the risks of radicalisation and extremism.

p.9

Participation and development Needs attention

Most learners attend well, including those who were school refusers or had poor attendance at school. Learners behave well and are respectful of each other and of teaching staff. They respond to questions politely, including when their responses need to be in written form.

p.9

Participation and development Needs attention

Too many learners with high needs do not receive sufficiently helpful careers information, advice or guidance. Although some have appropriately ambitious career goals, in too many cases staff do not set targets to help them to work towards these ambitions.

p.9

Participation and development Needs attention

Staff have not designed a broad enough personal development curriculum to develop learners’ wider skills and knowledge effectively. Learners, including those known to social care and/or youth justice, develop their confidence and self-esteem from very low starting points, but they have too few opportunities to develop their wider interests.

p.9

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

Learners and apprentices appreciate the kind and welcoming staff and inclusive culture that helps them to thrive. Most work hard and take pride in their achievements. Adult learners are very positive about the impact of their education on their lives and those of their families. Apprentices are motivated by supportive tutors and employers, who encourage them to develop their careers and provide positive role models. Many young learners, including those who have high needs, say they would be not in education or training were it not for the Darlington Borough Council provision. However, too many young learners and learners who have high needs do not have sufficiently relevant work experience or careers guidance to support and motivate them in their career ambitions.

p.9

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

Most learners on accredited adult learning programmes achieve very well. Their new knowledge, skills and qualifications help them find work or make the next step in their careers. Adult learners on tailored learning courses develop their independence and communication skills well from very low starting points. Adult learners on English programmes for speakers of other languages gain the English skills they need for their daily lives and have a sound understanding of British culture.

p.10

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

Most apprentices develop the knowledge, skills and behaviours they need to be successful at work and a high proportion achieve a distinction in their end-point assessments.

p.10

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

Young learners, including those with high needs, benefit from a supportive culture that enables them to participate in education and improve their confidence and resilience. Many have considerable barriers to education and work and have struggled to find places elsewhere. They develop the confidence to communicate effectively, attend classes and travel independently, despite often having complex barriers to learning. Most current learners pass their mathematics and English examinations. However, too many young learners learn only very basic information about work and personal development, because tutors do not design sufficiently rigorous, tailored programmes in these areas.

p.10

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

Most learners develop a secure understanding of topics, such as life in modern Britain, healthy relationships and contributing to society. Adult learners on professional development programmes, such as supporting teaching and learning courses, appreciate the welcoming, equitable culture and take responsibility in turn for sustaining and reproducing the inclusive culture in their own work roles. Learners on courses in English for speakers of other languages use their new English skills to help support their families and contribute to wider society. Learners with high needs develop an understanding of how to stay safe in relationships, the importance of fundamental British values and how to keep themselves healthy. However, too many apprentices, especially those whose classes are entirely online, do not develop a deep enough understanding of these wider topics.

p.10

Next steps

Governors should improve the support and challenge they offer leaders. Leaders should ensure that programmes of professional learning do not include ineffective teaching strategies. Leaders should ensure that learners on education programmes for young people and provision for learners with high needs have sufficiently challenging targets and curriculums, including in relation to personal development and work experience and are supported to achieve these. Leaders should ensure programmes of wider development support the wellbeing and pastoral needs of all apprentices and young learners, including those who have high needs. Leaders should improve the quality of careers advice provided for young learners, including those who have high needs.

p.10

Team inspectors:

Joanne Stork, His Majesty's Inspector David Sykes, Ofsted Inspector Rhys Davies, Ofsted Inspector Glenise Burrell, His Majesty's Inspector

p.11

Facts and figures used on inspection

Leaders should ensure that young learners with persistent low attendance improve their attendance. Leaders should ensure that all apprentices meet their tutors frequently enough to make prompt progress. Leaders should improve target setting and progress monitoring for adult learners on tailored learning, so that learners make positive progress from their starting points.

p.11

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.

p.11

About this inspection

Inspectors spoke with leaders, teachers, governors, councillors, employers, learners and apprentices during the inspection.

p.11

About this inspection

The inspectors confirmed the following information about the provider:

p.11

About this inspection

Darlington Borough Council offers education programmes for young people, provision for learners with high needs, adult learning programmes and apprenticeships to learners and apprentices in Darlington, Tees Valley, York and North Yorkshire and nationally via distance learning.

p.11

About this inspection

Courses range from pre-entry level to level 5. There are currently 68 learners on pre- employment education programmes for young people, of whom 15 have high needs. Programmes include personal development, work experience and mathematics and English. There are 300 adult learners, of whom 67 are on tailored learning courses. There are 86 apprentices, of whom 26 are aged 16 to 18, on a wide range of standards and in locations ranging from the North East to Torquay.

p.11

About this inspection

Service Manager: Alaine McCartney The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

p.11

Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

p.13

Strong standard

The provider reaches a strong standard. Leaders are working above the standard expected of them.

p.14

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.

p.14

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.14

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.14

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.

p.14

Urgent improvement

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.14

Urgent improvement

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.14

Urgent improvement

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

p.14

Urgent improvement

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

p.14