Kingston Upon Hull City Council

Kingston Upon Hull City Council

Address: Adult Education Centre, Park Avenue, Hull, HU5 4DA Unique reference number (URN): 52403

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects learners and apprentices from harm.

p.2

Safeguarding standards not met

Leaders and governors do not ensure that safeguarding concerns are reported fully and in sufficient detail. Leaders do not respond effectively to potentially serious safeguarding concerns that pose risks to learners and apprentices. They do not review actions taken to protect learners and apprentices well enough, and too often safeguarding cases are recorded as closed before suitable steps have been taken to reduce the risk of harm. This means that leaders cannot assure themselves that appropriate action has been taken to safeguard learners and apprentices effectively.

p.2

Safeguarding standards not met

Staff at local centres and subcontractors have established a culture of safeguarding. Staff care about their learners and apprentices. They receive appropriate training and provide learners and apprentices with the support and guidance needed to keep them safe. Learners and apprentices feel safe and understand how to stay safe from the risks of extremism and radicalisation. They know how to report any concerns.

p.2

Safeguarding standards not met

Leaders carry out appropriate safer recruitment checks and recruit staff, who are safe to work with young learners and vulnerable adults.

p.2

How we evaluate safeguarding

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

p.2

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.2

Inclusion Expected standard

Leaders have established an inclusive culture, where learners and apprentices feel welcome and are supported to achieve. They have in place well-designed processes to identify learners’ individual needs prior to enrolment and during their time in learning.

p.2

Needs attention

Learners receive the support they need to access the curriculum and make sustained progress. Classroom support assistants and teachers help learners with barriers to learning retain information by presenting it in concise, accessible chunks. They use visual and verbal prompts to test learners recall and understanding of more complex topics.

p.3

Needs attention

Managers frequently meet with tutors to review learners’ progress and discuss their ongoing support needs to ensure they remain appropriate and proportionate. Staff use a graduated approach when dealing with learners’ support needs. They reduce support over time when they identify that learners’ confidence and skills have improved to the point where support can be adjusted or removed.

p.3

Needs attention

Staff provide support for learners beyond the course requirements, including for learners who are disadvantaged, experiencing poverty or struggling to access education outreach services. For example, learners who need help with food, clothes or access to laptops receive tailored support to maintain their wellbeing and remove any potential barriers to learning, exclusion or social isolation.

p.3

Leadership and governance Needs attention

Leaders and governors do not have sufficiently rigorous safeguarding reporting arrangements. Governors use the information from leaders’ reports to question and challenge them about the actions they are taking, ensuring they are meeting their statutory duty. However, leaders and governors recognise that swift action is required to ensure their safeguarding arrangements are fully effective.

p.3

Leadership and governance Needs attention

Leaders have generally realistic plans to improve achievement across adult learning and study programmes. However, these have not yet been fully realised and achievement is still below the national average. Staff shortages on a few adult courses and apprenticeships have negatively impacted on the progress of a few learners and apprentices.

p.3

Leadership and governance Needs attention

Leaders have a clear curriculum intent to deliver training that meets learners' and employer’s needs across the Hull and Humber region. Vocational learning programmes and apprenticeships align well to regional training priorities in the advanced manufacturing, ports and logistics, agriculture and food technology and energy sectors. Leaders continue to develop a responsive curriculum in priority skills subjects, such as the newly introduced fabrication and welding apprenticeship.

p.3

Leadership and governance Needs attention

Leaders have effective arrangements for monitoring the quality of provision, including that of subcontractors. They conduct a wide range of quality assurance activities and hold centre managers to account. The quality of teaching across all provision is mostly of a high standard. However, in a few instances, staff who need additional support to improve their teaching practice do not receive it swiftly enough, which impacts negatively on the learning experience for a few learners.

p.3

Leadership and governance Needs attention

Leaders provide staff with relevant pedagogical training. New staff are assigned mentors, receive a comprehensive induction and have training on how to teach effectively. Staff are supported to undertake initial teacher training qualifications and experienced staff receive ongoing training to improve their teaching skills.

p.3

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of provision and address any areas for improvement effectively. Centre managers know well the quality of training in their centres, and senior leaders have detailed oversight of the quality of subcontracted provision.

p.4

Curriculum and teaching Expected standard

Leaders design curriculums effectively so that learners can build the knowledge and skills they need for their futures. For example, the construction curriculum prepares learners well for apprenticeships or entry-level jobs in joinery, bricklaying and painting and decorating.

p.4

Curriculum and teaching Expected standard

Teachers break topics down into logical, sequential steps to help learners understand and link smaller topics into more complex concepts. For example, motor vehicle learners first learn about the connection between the engine and cylinder heads, the flow of coolant and oil and removal of fan belts before practising removing cylinder heads on stand-mounted engines.

p.4

Curriculum and teaching Expected standard

Teachers use appropriate strategies to help learners understand and remember what they learn. They provide learners with plenty of time to practise and embed the skills they need. For example, mathematics teachers carefully demonstrate how to carry out calculations, providing learners with ongoing, accurate assessment to help them improve those skills. Learners calculate the volume of engines accurately based on their secure understanding of calculating cylindrical shapes.

p.4

Curriculum and teaching Expected standard

Learners with an identified learning need receive the support they require to access the curriculum and make progress in line with their peers.

p.4

Participation and development Expected standard

Leaders have effective oversight of attendance and learner engagement, making swift improvements where needed. They acted quickly and effectively to improve attendance at functional skills lessons, which was too low last year. This year, most learners attend these lessons, and their vocational lessons, well.

p.4

Needs attention

Staff have high expectations of learners’ behaviour and challenge the few instances of poor behaviour effectively, teaching learners about the importance of professional respect in the workplace and how to treat people fairly, regardless of their differences. For example, automotive teachers rightly challenge any misogynist views expressed by a few learners.

p.5

Needs attention

Learners participate in a wide range of enrichment activities. Construction learners support Children’s University initiatives, which helps them to develop leadership skills. They take part in the annual Women in Construction week, which helps them to deepen their understanding of equality and diversity.

p.5

Needs attention

Learners receive helpful careers advice and guidance. They take part in a wide range of events that familiarise them with the world of work. Joinery learners visit factories to understand modular building processes. Learners undertake high-quality work experience, relevant to their courses. This helps to prepare them well for their next steps. In some instances, work experience leads directly to learners gaining employment.

p.5

Achievement Needs attention

Most learners achieve their vocational qualifications. However, too few learners achieve their English and mathematics functional skills or GCSE qualifications. Over the past 2 years, although improving, achievement on these courses has been below the low national average.

p.5

Achievement Needs attention

Learners on all vocational programmes make sustained progress from their often low starting points. They develop the expected knowledge, skills and behaviours for the level of their courses. Teachers contextualise mathematics well so that learners studying decorating, for example, understand how to accurately calculate volumes of paint, and motor vehicle learners can accurately use measuring equipment, such as Vernier callipers, and adjust tyre pressures to manufacturers' guidance. These valuable skills prepare learners well for their next steps.

p.5

Achievement Needs attention

Most learners progress to positive destinations, including work, apprenticeships and further study. Motor vehicle learners, for instance, usually progress to apprenticeships with local garages.

p.5

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum, teaching and training on adult learning programmes. There is a well-designed range of courses, including courses in English for speakers of other languages (ESOL) to serve the large population of refugees and migrants, as well as vocational learning pathways, digital skills, tailored learning and community-based provision for those facing socio-economic disadvantage.

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Curriculum and teaching Expected standard

Leaders have a strong focus on improving adults’ employability skills to address the high levels of unemployment in the city by providing routes into employment or further learning. However, a few craft-based tailored learning courses are still recruiting a few learners for leisure and hobby reasons. Leaders have identified this and plan to replace such courses with a full-cost option.

p.6

Curriculum and teaching Expected standard

Leaders’ outreach work takes learning into some of the most deprived parts of the city and is highly effective. This provides adults with access to education, who would otherwise be very isolated and struggle to participate in education. Leaders design curriculums with employers that are delivered on employers’ premises. For example, ESOL learners working at a large food processing factory in Hull access English lessons at work.

p.6

Curriculum and teaching Expected standard

Experienced and skilled tutors use a range of teaching strategies and interesting activities to make lessons enjoyable, as well as demanding, for learners of all abilities. For example, early years tutors use games and activities very well to engage learners. On craft courses, such as sewing, tutors give helpful demonstrations and explanations to consolidate learning.

p.6

Curriculum and teaching Expected standard

Leaders ensure that curriculums are accessible to learners, including those who face barriers to their learning or wellbeing. Tutors develop helpful support plans for learners with additional support needs. Support plans include allowing learners additional time to practise skills, providing them with written instructions and prompts to consolidate their learning.

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Participation and development Expected standard

Leaders and tutors create a safe, respectful and inclusive learning environment, where learners feel valued, listened to and supported. Clear expectations from staff regarding attendance, behaviour and attitudes help learners foster positivity for learning. Staff work effectively with learners to understand and overcome barriers to participation, enabling most learners to attend well and remain engaged in their studies.

p.6

Participation and development Expected standard

Staff ensure that learners deepen their understanding of safeguarding, how to stay safe from the risks of radicalisation and extremism and fundamental British values. Through regular reinforcement of these themes, learners apply their knowledge in learning, work and everyday life. Learners know how to raise concerns and access helpful support if they need it.

p.6

Participation and development Expected standard

Leaders provide opportunities that support learners' wider development and preparation for their futures. Learners develop confidence, independence and communication skills,

p.6

Needs attention

benefiting from activities, such as yoga and personal finance talks, that promote their health and financial wellbeing.

p.7

Needs attention

Tutors provide learners with useful careers guidance and discuss progression opportunities with learners. Learners mostly understand the education and employment pathways available to them and are directed to relevant advice and guidance services. Leaders recognise that the careers programme is not yet fully developed and are strengthening their external partnerships to provide a more comprehensive careers offer.

p.7

Achievement Needs attention

Too many learners leave their courses early and, at levels 1 and 2, achievement rates in mathematics and English are low. Achievement for adult learners overall has been below national averages in recent years. Learners on vocational pathways and tailored learning courses achieve well with most meeting their personal goals as well as improving their employment prospects.

p.7

Achievement Needs attention

Learners who remain on their courses develop essential new knowledge and skills. They apply this effectively in their learning, personal lives and at work. Learners at the subcontractor gain forklift truck licences that they use to secure better paid work. Learners generally produce work that meets the expected standard.

p.7

Achievement Needs attention

Most learners are prepared appropriately for their next stage of education, training, employment or independent living. This is particularly noticeable for learners on English for speakers of other languages courses with many gaining secure employment in the local food processing industry as a direct result of improving their English language skills.

p.7

Achievement Expected standard

Most apprentices are successful in their final examinations, with around one third achieving distinction grades. Most apprentices make appropriate progress relative to their starting points, with most passing their apprenticeship within the planned timeframe. Apprentices generally develop the knowledge, skills and behaviours they need, and apply these effectively at work. For example, engineering apprentices use micrometers to accurately measure engineering components, such as billets and gearing components.

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Achievement Expected standard

Apprentices typically improve their occupational mathematical and written English skills. Engineering fitter apprentices read, interpret, measure and accurately record measurements of engineering components from working drawings. The small number of apprentices who require level 2 mathematics and English qualifications are well supported to achieve them.

p.8

Achievement Expected standard

Apprentices are largely well prepared for their roles. They typically continue in employment and, in some cases, benefit from promotion or continue studying at higher levels. A few apprentices are promoted to management roles.

p.8

Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the apprenticeship curriculum. They sequence apprenticeships logically. For example, site joinery apprentices initially learn how to cut and practise basic joints before applying those skills to fit door linings, hang internal doors and erect traditional roofing.

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Curriculum and teaching Expected standard

Apprentices who are identified with additional learning or support needs benefit from effective teaching. They receive additional support in class from tutors, who provide extra teaching or revision sessions. These arrangements help apprentices make sustained progress throughout their apprenticeship.

p.8

Curriculum and teaching Expected standard

Leaders work effectively with employers to design the curriculum and select optional units that address employers’ specific skills needs. For example, leaders have provided additional computer-aided design training for apprentices working at a large, local caravan manufacturer to meet the specific job needs in their setting.

p.8

Curriculum and teaching Expected standard

Tutors are appropriately qualified and have significant experience in their respective trades. They mostly use a range of effective teaching strategies, when delivering learning sessions. For example, teachers contextualise the use of engineering materials that apprentices typically use at work, testing their understanding of metal hardness, tensile strength and elasticity. However, in a few cases, tutors move on too quickly when presenting theoretical concepts, such as roofing technology, that results in a few apprentices being unable to recall key learning.

p.8

Curriculum and teaching Expected standard

Tutors build in adequate time to enable apprentices to practise, develop and revise the skills and knowledge they need. On-site joinery, apprentices are guided to use the helpful ‘impact assessment packs’ that set out a range of carpentry tasks, such as erecting traditional roofing components to industrial timings. This helps build apprentices’ proficiency and, importantly, their speed that matches workplace expectations.

p.8

Participation and development Expected standard

Staff ensure that apprentices behave profesionally in class and adhere to expected workplace behaviours. Apprentices attend well and managers have appropriate systems in place to monitor any attendance issues with both employers and apprentices. Apprentices have consistently positive attitudes at work and employers value the contribution they make to their businesses.

p.8

Participation and development Expected standard

Apprentices are clear about their next steps. They understand the importance of being successful in their examinations and how achieving distinction grades can open different career opportunities for them. Construction apprentices have access to a learning portal, where they can explore career pathways, such as site management and quantity surveying.

p.9

Participation and development Expected standard

Apprentices benefit from a planned programme of wider learning within the apprenticeship curriculum. They participate in a series of sessions covering physical and mental health, staying safe online and understanding finance. Apprentices learn about the dangers of radicalisation and can typically describe the key characteristics of fundamental British values.

p.9

Participation and development Expected standard

Apprentices feel safe, both at the provider during training and at work. They do not experience bullying or harassment but know who to speak to should they have any concerns about their wellbeing. Staff have created an environment in which apprentices treat each other with respect.

p.9

Achievement Strong standard

Learners with high needs make significant progress from their starting points and achieve all the outcomes in their education, health and care plans. They achieve at the same high rate as other learners at the subcontractor and around half achieve distinction grades in their examinations.

p.9

Achievement Strong standard

Learners develop substantial new knowledge, skills and behaviours. They demonstrate increasingly complex technical skills, such as handling live weapons safely and confidently carrying out 7-point checks, ensuring the safety catch is on when they lift weapons.

p.9

Achievement Strong standard

Learners apply English, mathematical and digital skills confidently in technical contexts. They use mathematics to calculate the trajectory of a bullet over set distances and the importance of adjusting their sights depending on how far away their target is.

p.9

Achievement Strong standard

Learners consistently produce high-quality written and practical work. They take pride in their work and have high aspirations for their futures. Most learners progress to military service, higher level training or, in a few cases, into unrelated employment.

p.9

Curriculum and teaching Strong standard

Leaders have designed an ambitious, highly purposeful curriculum for learners with high needs that is distinctly focused on training young people for careers in the military. Many learners begin training with significant barriers to their learning. Leaders actively collaborate with serving military staff and successfully incorporate specialist training, such as weapons handling and field training, into the curriculum. This inspires and motivates learners, preparing them very well for military life.

p.10

Curriculum and teaching Strong standard

Teachers are highly skilled ex-military personnel. They use their extensive military experience to provide learners with excellent teaching, training and assessment. They teach consistently well-sequenced curriculums, enabling learners to move confidently from basic principles to increasingly complex activities. For example, learners practise basic marching movements before learning to march in formation, carry flag standards and present weapons.

p.10

Curriculum and teaching Strong standard

Teachers skilfully use an extensive range of teaching strategies, including demonstrations, practical tasks and simulations. They adapt their teaching and break learning down into small steps that learners can follow, including relevant video clips that brings learning to life during weapons handling lessons. Teachers provide learners with access to high-quality resources and training facilities, such as well-equipped army barracks and gym equipment.

p.10

Curriculum and teaching Strong standard

Leaders have strong working relationships with external specialists, including social services, youth justice teams and counselling services. Learners are supported very well to work towards their education, health and care plan outcomes in areas, including emotional regulation and confidence, enabling them to fully engage and thrive during learning activities.

p.10

Curriculum and teaching Strong standard

Teachers help learners to develop key military vocabulary early in their course. For example, they learn about ‘sight alignment’ during weapons handling sessions and the implications of ‘negligent discharge’. Learners know how to use the phonetic alphabet, which prepares them well for operating field-radio communication systems.

p.10

Participation and development Strong standard

Leaders have created a highly inclusive culture in which learners with high needs feel safe and can focus on their studies. They set high expectations for learners’ behaviour and conduct. Because of leaders’ persistence, most learners’ behaviour is exemplary.

p.10

Participation and development Strong standard

Learners feel safe and have not experienced any instances of bullying or harassment. They feel confident that staff would address any inappropriate behaviour promptly.

p.10

Participation and development Strong standard

Leaders monitor learners’ attendance in great detail and for most learners, attendance is very high. In the few instances where attendance is low, staff work with parents, social work teams and provide reduced timetables to help learners improve their attendance over time.

p.10

Participation and development Strong standard

Learners benefit from participating in a wide range of highly effective enrichment activities. They are very clear about the importance of healthy eating and physical fitness for military careers. They learn fieldcraft and discipline, becoming more resilient because of their training.

p.10

Participation and development Strong standard

Learners with high needs are highly motivated and committed to their learning. They are very proud of their achievements, such as being able to lead the daily parade.

p.11

Participation and development Strong standard

Leaders provide learners with high-quality careers advice and guidance from specialist army careers advisors and teachers. Learners are clear about their next steps because of the support they receive.

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

Learners and apprentices are not suitably protected from potential risks because leaders do not follow up or record safeguarding actions well enough.

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

Learners and apprentices appreciate the opportunity to study courses that lead to additional qualifications. For example, adult learners studying early years courses take additional, useful qualifications, such as food safety, health and safety, and autism awareness that prepares them better for employment in childcare settings. Site carpentry apprentices undertake additional training in topics, such as computer-aided design. Employers identify these skills as useful workplace enhancements, so apprentices have a deeper understanding of how to read and produce technical, working drawings.

p.11

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

Learners with high needs value their inclusive and supportive learning environment at the subcontractor, Quality Personal Development Training Ltd. Many have significant barriers to their learning but thrive because of the highly effective pastoral support they receive from tutors. For example, level 2 and 3 uniformed public services learners respond very well to the structure, discipline and high expectations of staff when learning basic field craft skills, including the principles of camouflage, understanding the threats of improvised explosive devices as well as developing interpersonal skills, such as leadership and teamwork.

p.11

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

Adult learners on vocational training courses have valuable opportunities learn and compare other education systems by going on trips to cities, such as Athens and Cape Town. For example, childcare learners visited educational facilities in those countries to compare childcare arrangements in England. Learners describe these opportunities as life changing once in a lifetime experiences. They develop more confidence and independence because of their experiences.

p.11

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

Many learners take part in activities that help increase their sense of belonging. For example, level 1 painting and decorating learners recently redecorated a local community library sensory room. Adult learners attending outreach centres enjoy learning new practical activities, such as sewing, that helps reduce their social isolation and promotes positive mental health and wellbeing.

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

Many learners on full-time study programmes enjoy taking part in a wide range of enrichment activities. For example, they take part in competitions, such as the Guild of Bricklayers competition, which helps to develop their skills, confidence and self-esteem. Level 2 joiners visit modular factories to learn more about the different construction techniques used to construct modular building.

p.11

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

Most learners and apprentices attend interesting guest speaker events, who visit them to talk about subjects, such as drug and alcohol awareness. Apprentices learn about the dangers of radicalisation and can typically describe the key characteristics of fundamental British values. The programme of wider learning for learners and apprentices extends their understanding of life in modern Britain.

p.12

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

A few adult learners and apprentices become frustrated with delays to their learning due to frequent staffing changes or cover staff who do not have the subject expertise to teach them fully the curriculum they need to know.

p.12

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

Too few adult learners, and those aged 16 to 18, achieve well in their mathematics and English functional skills qualifications, particularly on level 2 courses.

p.12

Next steps

Leaders should rapidly improve their oversight of safeguarding arrangements, so they can be fully assured that appropriate actions are being taken to support all learners and apprentices at risk. Leaders should take action to improve retention and achievement on adult learning courses, particularly on English and mathematics functional skills courses and courses that provide pathways into further learning. Leaders should take further action to improve achievement on education programmes for young people, including on functional skills and GCSE English and mathematics courses. Leaders should ensure that teachers consolidate learners’ and apprentices’ knowledge fully before moving on to further learning activities. Leaders should ensure that all adult learners on tailored learning courses work toward appropriate outcomes. Leaders should provide sufficient staffing for apprenticeship and adult learning courses so

p.12

Next steps

that learners are fully supported to make appropriate progress. Leaders should provide staff with timely support, intervention and training in the few instances where teaching falls below the expected standard, so all learners and apprentices receive high-quality teaching.

p.12

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.12

About this inspection

Inspectors spoke with learners, apprentices, employers, staff, leaders, subcontractors and governors during the inspection.

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Team inspectors:

Glenise Burrell, His Majesty's Inspector Maggie Fobister, Ofsted Inspector David Sykes, Ofsted Inspector Alison Gray, Ofsted Inspector Rebecca Clare, His Majesty's Inspector Pauline Hughes, Ofsted Inspector Mark Keen, His Majesty's 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.

p.13

Facts and figures used on inspection

This data is from 16 June 2026 The inspectors confirmed the following information about the provider:

p.13

Facts and figures used on inspection

Hull City Council is a local authority provider operating as Hull Training and Adult Education (HTAE). The provider operates mostly in Hull from 5 training centres. The provider uses 2 subcontractors: Quality Personal Development Training Ltd (QPD Ltd), which is the largest contract used to deliver uniformed public services, and North Humberside Motor Trades Group Training Association (GTA), providing small cohorts of training to 16- to 18-year-old learners.

p.13

Facts and figures used on inspection

HTAE delivers education programmes for young people incorporating provision for learners with high needs. At the time of the inspection, 138 learners were on a study programme. Nine learners had an education, health and care plan. Study programmes are delivered across the 2 subcontractors. Construction provision is delivered by HTAE directly.

p.13

Facts and figures used on inspection

There were 731 adult learners on a wide range of adult learning programmes at the time of the inspection. Of these, 336 were on a tailored learning pathway.

p.13

Facts and figures used on inspection

There were 326 apprentices across the main sector areas of business, construction and engineering. Of these, 144 were aged 16 to 18 when they started the apprenticeship. There were 84 apprentices who needed to complete a qualification in mathematics, English or in both subjects. There were 120 apprentices on a business-related pathway, 86 in construction and 120 in engineering.

p.13

Exceptional

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

p.15

Strong standard

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

p.15

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.15

Needs attention

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

p.16

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

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Urgent improvement

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Urgent improvement

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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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