Manor Farm Community Association

Manor Farm Community Association King George Crescent, Walsall WS4 1EG

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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 have a clear vision to reduce digital exclusion among older adults in Walsall and work effectively with the West Midlands Combined Authority to realise this ambition. They have developed a curriculum that enables learners to build digital skills to participate in an increasingly paper-free society. The curriculum they provide includes helpful topics such as accessing the internet, using the NHS app and communicating via email. Monitoring inspection report: Manor Farm Community Association 23 and 24 June 2026

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Leaders have carefully designed the curriculum to consider learners’ ages and needs. They have built in additional time to help learners develop very basic digital skills so that they become confident quickly. Tutors also support learners in using video conferencing software, which reduces social isolation and helps them stay in contact with family and friends. Leaders monitor progress carefully and use the achievement of personal goals to demonstrate the positive results that learners achieve.

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Leaders ensure that tutors are appropriately qualified and experienced in working with learners who have been out of education for extended periods. They work closely with trustees who oversee the organisation’s services. However, leaders recognise that they need to further develop governance arrangements to provide more effective oversight and challenge as the digital divide course develops.

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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 based on the provider’s thorough quality-assurance procedures.

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Inclusion

Leaders have a secure understanding of their learners and their circumstances. They recognise that many learners need support from the outset and that a small number may have previously unidentified barriers. Leaders ensure that tutors are appropriately trained, including in mental health awareness, and are skilled in identifying needs and providing timely, effective support. Consequently, tutors respond well to learners’ needs as they emerge or change.

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Inclusion

Leaders have established appropriate processes to identify learners’ barriers to education. Tutors assess learners’ needs using a range of methods at the start of the course and promptly implement appropriate support strategies. For example, they provide training within local communities to minimise travel costs. Learners with dyslexia receive coloured overlays and printed materials on tinted paper. Tutors check that support is helpful. However, they do not routinely record these conversations or note any changes made during the course. As a result, leaders lack a precise understanding of the effectiveness of the support provided.

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Inclusion

Leaders ensure that learners with wider support needs can access a broad range of relevant external services. These include access to food banks, budgeting advice, employment support, and housing and energy support.

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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. Monitoring inspection report: Manor Farm Community Association 23 and 24 June 2026

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Tutors provide individualised sessions that enable learners to develop a wide range of digital skills. They assess learners’ starting points carefully and plan activities to meet their needs. Tutors produce high-quality resources that support learning effectively. For example, they create guides about applying for a driving licence and responding to formal and informal emails. They make learning activities relevant to the digital devices learners use, helping them to apply their skills in everyday contexts.

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Leaders demonstrate a clear commitment to quality improvement. They have introduced appropriate quality assurance processes, including lesson observations and providing focused staff development opportunities. As the processes that leaders use to assess quality evolve, they implement suitable actions to improve the quality of curriculum and teaching that learners receive.

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Learners develop their digital skills and confidence in using them independently. Most achieve their individual learning goals. Leaders have a clear focus on increasing progression to further study, volunteering and employment. They ensure that staff are suitably qualified to provide advice and guidance, so learners can understand and work towards their next steps.

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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 have implemented effective safeguarding arrangements. Staff and learners know what to do if they have a concern. The designated safeguarding lead (DSL) has established clear reporting processes and maintains an open-door approach, encouraging staff to report concerns promptly. When concerns arise, staff liaise with the DSL, who diligently records information, takes appropriate action and monitors cases to resolution. The DSL reviews safeguarding records to identify emerging themes and provides relevant training to staff, including suicide prevention.

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Safeguarding arrangements

Leaders have established a positive safeguarding culture, supported by appropriate training. All staff undertake annual safeguarding training and understand government guidance. The DSL provides regular updates on local safeguarding issues and facilitates discussions about emerging risks. Staff induction and ongoing professional development strengthen staff’s knowledge and ensure that they remain vigilant.

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Safeguarding arrangements

Tutors teach learners how to stay safe online. They cover topics such as protecting personal information, using secure passwords, recognising phishing emails and scams. Tutors discuss risks related to extremism and radicalisation. However, leaders do not have sufficient oversight of how these discussions help learners to understand and manage these risks. Monitoring inspection report: Manor Farm Community Association 23 and 24 June 2026

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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

Manor Farm Community Association is a charity that has supported Walsall residents for over 50 years. In February 2025, they secured a contract with the West Midlands Combined Authority to teach a digital-divide course to the community in Walsall. At the time of the inspection, there were 9 learners enrolled.

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needs funding at time of inspection

Monitoring inspection report: Manor Farm Community Association 23 and 24 June 2026

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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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