Bilston Resource Centre

Bilston Resource Centre St. Michael’s Mission Hall, Wolverhampton Street, Bilston WV14 0LT

p.1

monitoring inspection report:

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

p.1

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

p.1

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

p.1

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

p.1

monitoring inspection report:

 safeguarding arrangements - specifically whether leaders and managers have ensured that effective safeguarding arrangements are in place

p.1

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.

p.1

Leadership and governance

Leaders work in partnership with the West Midlands Combined Authority to reduce the number of digitally excluded adults in the region. They are committed to improving outcomes and life chances for disadvantaged and unemployed people. Leaders have designed a programme of learning that supports learners who are furthest from education and employment to develop core digital life skills. They design content that helps learners to improve their skills and confidently use online services, such as the NHS mobile app. Monitoring inspection report: Bilston Resource Centre 4 June 2026

p.1

2

Learners initially attend the course for 12 weeks and, at the end, confidently access digital services. A high proportion progress to other courses offered by the provider, including English for speakers of other languages and first aid, or they move into work. Learners also use the centre’s community café to socialise and attend events when they attend their course, which has a further beneficial impact on their lives.

p.2

2

Leaders and those responsible for governance recognise the need to strengthen further their oversight of this provision. They have recently developed a sensible action plan to ensure that they continue to provide high-quality adult education programmes. They also plan to improve their use of data to track the incremental progress that learners make in developing their use of the centre’s community café to socialise and attend events, which has further beneficial impact on their lives.

p.2

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.

p.2

Inclusion

Leaders and tutors carefully and sensitively discuss learners’ support needs and potential barriers to learning at the start of the course. They work to understand learners’ prior digital experience, previous education, work experience and confidence in learning.

p.2

Inclusion

Tutors discuss learners’ barriers to learning, such as anxiety and family commitments, to structure their teaching and establish support strategies from the start of learning. Tutors support learners with language barriers by using simplified language. They are patient and allow learners to work at their own pace so that those with anxiety can build confidence in their abilities. Learners feel well supported and benefit from an encouraging, inclusive learning environment.

p.2

Inclusion

Tutors work hard to ensure that learners have appropriate support in place. They know learners extremely well. Tutors foster trusted relationships with learners. These give learners the confidence to disclose any further barriers that they may face. Tutors provide practical solutions for learners that will support them both in their learning and lives. For example, they help learners find mobile apps to practise spelling and develop their English language skills.

p.2

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: Bilston Resource Centre 4 June 2026

p.2

3

Leaders have recruited qualified tutors, who have developed the digital course. They also encourage past learners to act as role models for new learners. Tutors work closely with learners to plan learning according to individual needs. They provide additional activities for those who can progress more quickly and additional support in sessions for those who need more help. However, tutors do not receive additional training to help them to continue to develop their teaching skills.

p.3

3

Tutors explain difficult concepts carefully and patiently, using varied explanations and examples. They frequently ask questions to check learners’ understanding and they recap difficult topics, such as how to use calculations in spreadsheets and how to develop online profiles on recruitment websites.

p.3

3

Tutors have planned a flexible curriculum that allows learners to prioritise the topics they need to learn, such as using job search websites or the NHS app to book medical appointments. However, they do not yet record the content of sessions closely enough to ensure that all learners can learn the range of digital skills offered.

p.3

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.

p.3

Safeguarding arrangements

Leaders have developed appropriate policies and procedures to safeguard adult learners. They understand and fulfil their statutory obligations, including the ‘Prevent’ duty. They have recently completed a ‘Prevent’ duty risk assessment and created an action plan to mitigate risks to learners and staff.

p.3

Safeguarding arrangements

Leaders responsible for safeguarding receive appropriate training and update the board on concerns. They recognise that teaching takes place in a public building and they ensure that teaching areas are not freely accessible. Leaders provide staff with training to stay up to date on safeguarding themes. Staff understand the role of the designated safeguarding lead and know how to report any concerns.

p.3

Safeguarding arrangements

Learners say that they feel safe and value the caring learning environment that tutors create. Tutors actively teach learners how to stay safe online, including recognising spam and avoiding unsafe links when accessing email. They also help learners understand the risks of sharing personal information and how to use strong passwords when shopping online.

p.3

Safeguarding arrangements

Leaders understand the need to develop a more formalised approach to helping learners recognise and protect themselves from radicalisation and extremist behaviours. Monitoring inspection report: Bilston Resource Centre 4 June 2026

p.3

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.

p.4

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.

p.4

About this inspection

Bilston Resource Centre is a community-based organisation and an independent learning provider in the West Midlands. Since December 2024, it has offered adult digital skills training funded by the West Midlands Combined Authority. At the time of the inspection, 25 learners were studying at the training centre in Bilston.

p.4

needs funding at time of inspection

Monitoring inspection report: Bilston Resource Centre 4 June 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