Functional Skills UK Limited

Functional Skills UK Limited

Address: Sussex Functional Skills Centre Unit 2, Gordon Mews, Hove, East Sussex, BN41 1HU Unique reference number (URN): 2577247

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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 and staff quickly and accurately identify learners’ support needs. Learners are encouraged to disclose any needs on application forms. Staff use initial assessments to identify if learners have needs that they have not disclosed. When barriers to learning emerge or change, staff adapt programmes and provide suitable support.

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Inclusion Expected standard

Leaders have developed highly effective partnerships with stakeholders to provide courses to enable adult learners who face barriers to learning to re-enter the world of work or to build their skills, confidence and motivation to find and secure employment.

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Inclusion Expected standard

Tutors are very skilful and adept at supporting learners to manage the challenges posed by their life circumstances. Tutors work around shift patterns or caring responsibilities by changing the time of sessions or providing online resources so learners do not fall behind.

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Inclusion Expected standard

Leaders have recruited a specialist in special educational needs and/or disabilities who is qualified and experienced. Staff benefit from training in topics such as adaptive teaching practice and embedding inclusion to help them support their learners. Staff mostly identify needs well and put strategies in place to help learners, so that they make good progress. In a few cases, staff are too slow to identify learners’ needs which means learners do not receive support quickly enough.

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Leadership and governance Expected standard

Leaders know their provision well. They have in place appropriate systems and processes to assure themselves of the quality of the learner experience. They recognise that they could further improve their use of data in quality assurance. They identify accurately improvement priorities and take mostly effective and swift action.

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Leadership and governance Expected standard

Well qualified and experienced advisory board members challenge and support leaders to improve. They challenged leaders to further develop their inclusive practice, and in response leaders have developed a helpful adaptive learning platform, working collaboratively with stakeholders. This supports all learners to be able to use available resources regardless of any barriers that they may have.

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Leadership and governance Expected standard

Leaders focus well on staff wellbeing and staff appreciate the support and care leaders show. Staff are proud to work at the provider and feel valued. They appreciate the encouragement and support to develop their skills and confidence in their job roles and to progress further in their careers. Tutors of English as a second language (ESOL) are supported to complete specialist teaching qualifications.

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Leadership and governance Expected standard

Leaders are passionate about helping those furthest from employment to develop confidence and the employability skills needed to get back into work. They understand the needs of the community in Brighton well such as the need to offer ESOL courses to support the city of sanctuary status. Leaders work very effectively with stakeholders to develop programmes to provide courses that train learners in the skills they need to fill job vacancies in the area.

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Participation and development Strong standard

Leaders and staff promote an inclusive culture in which adult learners from diverse backgrounds feel valued, respected and supported to succeed. Diversity is celebrated through curriculum content and wider learning, including ESOL activities that help learners settle into life in the UK such as cultural visits. Leaders have built trusted relationships with Ukrainian and Arabic communities, helping learners to access education and support with confidence.

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Participation and development Strong standard

The curriculum promotes social equity by addressing practical barriers to participation such as financial hardship and digital exclusion. Learners develop a strong sense of belonging, grow in confidence and are better prepared to participate positively in their communities, employment and life in the UK.

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Participation and development Strong standard

Learners benefit from a well-planned personal development curriculum that helps them understand and apply fundamental British values, stay safe and engage thoughtfully with contemporary social issues. Staff use relevant curriculum topics and sector-based scenarios to deepen learners’ understanding. For example, functional skills English learners explore issues, such as social media use, through speaking and listening assessments, while SIA Skills Bootcamp learners consider protected characteristics through realistic workplace scenarios.

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Participation and development Strong standard

Learners receive high-quality careers education and guidance. Learners benefit greatly from detailed information on the sector they are training for, the skills needed for their next steps and the vacancies available.

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Achievement Expected standard

The vast majority of learners make appropriate progress from their starting points and achieve well on their programmes. English as a second language (ESOL) and Skills Bootcamp outcomes are a particular strength. Most learners studying English functional skills achieve well. There are no significant gaps in achievement for learners with barriers to learning.

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Achievement Expected standard

Learners develop relevant new knowledge, skills and behaviours as they progress through the curriculum. Learners on functional skills course develop their digital skills and confidence by using online resources such as quizzes to check mathematical skills. On business administration courses, learners use different presentation tools and can highlight the advantages and disadvantages of each.

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Achievement Expected standard

Learners on ESOL and functional skills courses gain greatly in confidence as their language and mathematical skills develop. Learners on Skills Bootcamps are well prepared for employment and for greater independence in the community. Many learners move on to positive destinations that meet their career goals and aspirations following their programmes. High numbers of learners achieve employment.

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Curriculum and teaching Expected standard

Leaders recruit learners from a range of backgrounds, and have a clear understanding of their needs. They use this detailed knowledge to design and implement a relevant curriculum offer. Leaders work extremely well with local stakeholders and are responsive to new and emerging needs in the local job market. They have largely ensured that the planned and taught curriculum prepares learners well for their planned next steps.

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Curriculum and teaching Expected standard

Leaders ensure the curriculum is well sequenced and builds on learners’ prior knowledge. On Skills Bootcamps, preparing learners to work in the security sector, tutors first teach learners about the legislative framework they operate within and then how to deal with conflict appropriately.

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Curriculum and teaching Expected standard

Tutors typically teach well. They use a range of activities, including group work, peer discussions and individual tasks to help learners understand and remember what they are taught. Learners on English as a second language courses benefit from plentiful recap of previous topics to consolidate their learning. Tutors focus well on oracy to help learners to improve their pronunciation.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is accessible for all learners. Tutors are very adept at adapting and adjusting to meet a range of needs facing adult learners. For example, learners are supported to complete work remotely when their shifts at work change. Learners value these adjustments that help them to stay on programme and succeed.

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

Learners study in safe environments where their wellbeing and welfare is a priority for staff. Learners speak highly of the supportive learning communities they build on their courses, which strengthens their motivation, sense of belonging and readiness for employment or further study.

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

Learners are equipped with the essential knowledge and skills to prepare them well for their next steps. For example, in business administration courses learners are able to identify the skills they have developed and link these to job vacancies. In English for speakers of other languages (ESOL), learners speak passionately about how their new language skills provide them with greater confidence and the ability to feel part of their communities, develop relationships and play a greater role in supporting their children’s education.

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

Learners benefit from bespoke opportunities for wider development linked to their specific programmes. Learners on ESOL courses receive additional support to integrate them into living and working in Britain, such as attending visa application workshops and help to register with doctors’ surgeries. On vocational courses, learners complete workshops on interview skills and digital skills for job applications. On hospitality Skills Bootcamps, learners complete a full practice service in a local restaurant for members of the local community, including potential employers.

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

Learners demonstrate highly positive attitudes to their studies because they understand how their programmes support their personal, social and employment goals. They attend and participate in lessons well. They interact confidently and respectfully with tutors and peers. Staff set clear expectations for behaviour and professional conduct, which are closely aligned to the industries and roles learners are preparing to enter. As a result, learners develop the confidence, teamwork, communication and professional behaviours they need for their next steps.

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Next steps

Leaders should make sure disadvantaged learners consistently receive high-quality support in a timely manner. Leaders should strengthen their use of data to analyse the quality of their provision to further enhance the precision with which they identify the strengths and areas to improve. Leaders should further improve outcomes on English functional skills so that learners make extensive progress from their starting points.

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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 HMI.

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Lead inspector:

Jo-Ann Henderson, His Majesty's Inspector

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Team inspectors:

Ann Monaghan, His Majesty's Inspector Mel Coleman-Clements, 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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national average

2023/24 92 87 Close to average Inspectors spoke with leaders, staff, stakeholders, and learners during the inspection.

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national average

Functional Skills UK is an independent learning provider based in Hove, East Sussex.

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national average

At the time of inspection, there were 415 adult learners on a range of functional skills English and mathematics and vocational courses. Approximately 35 learners were enrolled on a Skills Bootcamp.

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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

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 .

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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 .

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Urgent improvement

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

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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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