Murray Hall Community Trust

Murray Hall Community Trust The Bridge, St Marks Road, Tipton, West Midlands DY4 0SL

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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 carefully designed their ‘digital divide’ programme to meet the needs of the local communities that they have served for many years. They have ensured that the course content focuses on improving social mobility and closing gaps in digital skills, and acts as a stepping stone for learners to move on to further learning or employment.

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Leadership and governance

Leaders frequently review the quality of the course and have recently begun improving their quality assurance procedures further. They take the views of staff and learners into Monitoring inspection report: Murray Hall Community Trust 17 and 18 June 2026

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account and take rapid, insightful action to make changes to improve the experience of learners.

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Governors articulate well their view that widening their education offer is a key strategy for the organisation. They have formed a learning and skills sub-group to monitor learner progress, challenge leaders on the quality of education that learners receive and support leaders in growing their education programmes and offering a range of courses to support their service users.

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Leaders ensure that staff receive the training and development that they need. They provide qualified staff with further professional development opportunities and enrol those who are new to teaching on qualifications to develop their teaching skills.

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

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Inclusion

Leaders identify the barriers that learners have to their learning before the start of the course. They work closely with learners to understand their education background, experience and any disabilities and learning support needs, and record these carefully. Leaders have plans in place to develop further their tracking of the impact of support for learners by collecting data that looks for patterns in learners’ achievement and the destinations that they move on to after their course.

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Inclusion

Tutors work closely with learners to support them to overcome barriers to learning. For example, they teach those with anxiety on a one-to-one basis and ensure that those who do not have high-level digital skills receive additional time and support in class.

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Inclusion

Tutors create support plans for learners with additional support needs. They review the support that is in place during 6-weekly review meetings but do not consistently record this accurately enough to reflect whether support could be reduced. They have plans in place to improve this. However, the impact cannot yet be seen.

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Inclusion

Leaders ensure that staff have appropriate training, including on supporting learners with special educational needs and/or disabilities, and a toolkit that provides strategies and support mechanisms for learners who have learning support needs.

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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: Murray Hall Community Trust 17 and 18 June 2026

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Leaders have planned a curriculum that meets the needs of learners. They add extra topics to extend learners’ knowledge and skills and meet the specific needs of those furthest from employment, such as CV writing and online job searching.

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Tutors ensure that learners identify their personal goals at the start of learning and undertake comprehensive digital, English, and mathematics skills assessments. Where learners join the course with higher-level digital skills, tutors mostly work with them to close the gaps in their knowledge to ensure that they are ready for the workplace. However, in a few instances, tutors do not assess and plan clearly enough to ensure that learners with very high digital competence develop new skills.

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Tutors support learners in the classroom well. They work through carefully planned activities in lessons, using questioning and checking to ensure that learners have understood. They encourage learners to work together for peer support and answer questions readily. Learners develop confidence in their new skills through the praise and feedback that they receive, when independently completing a task for the first time and through the comprehensive support they receive alongside their learning.

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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 work with a wide range of service users and learners with different barriers, backgrounds, and personal challenges. They are passionate about providing services and support to all that need it. Leaders have a wealth of expertise to support people of all ages with the range of different barriers that they face in their day-to-day lives and in their learning.

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Safeguarding arrangements

Leaders have in place a qualified and experienced designated safeguarding lead (DSL) who works closely with a designated member of the board with responsibility for safeguarding. The DSL implements appropriate procedures for the recording, reporting and referral of safeguarding cases and has links with a wide range of external agencies to seek support where this is required.

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Safeguarding arrangements

Learners feel safe. They are well supported by committed staff who, learners feel, care about them. They know where to go for help and know that this continues to be open to them long after the end of their learning. Monitoring inspection report: Murray Hall Community Trust 17 and 18 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

Murray Hall Community Trust is a charity based in Tipton, which offers a range of services for children, families, young people and adults. At the time of the monitoring inspection, there were 78 adult learners following a digital skills programme funded by the West Midlands Combined Authority.

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programmes at time of inspection

Monitoring inspection report: Murray Hall Community Trust 17 and 18 June 2026

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regulates and inspects to 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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