Job Change 2007

Job Change 2007 10 Red Lion Street, Wolverhampton WV1 4HL

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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 designed a digital divide course that is closely aligned with the region’s digital training needs. Through community and partnership working in the local area, leaders have sought views and feedback to shape the provision to meet learners’ needs. Topics include the use of store loyalty cards and discount websites, online safety and online job search techniques. Monitoring inspection report: Job Change 2007 21 and 22 July 2026

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Leaders ensure that learners have additional learning resources that extend their learning beyond the classroom. Learners are directed to free online resources that provide access to basic digital skills. Leaders work with local authorities to ensure that learners have the digital equipment to practise their new skills.

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Careers advisers discuss individual needs with learners before the start of their learning. They take time to identify the steps that learners should take, including the digital divide course, to prepare themselves for employment. While advisers collect some information from learners about their learning support needs, this information is not clearly recorded or shared with digital divide tutors to ensure that these needs are met.

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Staff signpost learners to additional courses in English for speakers of other languages (ESOL) and digital support where their English and digital skills are not high enough to start the digital divide program. They use external grant funding to support the resettlement of learners, ensuring learners start their course with confidence.

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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 clearly understand the range of barriers that learners may have. Many of the learners who they teach are far from employment or are new to living in the UK. They support these learners well by helping with access to food banks, travel costs and housing assistance. This reduces learners’ anxiety and encourages them to attend lessons.

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Inclusion

Leaders have a detailed understanding of the challenges that their learners face. They work with a range of partner organisations to share information, including Adult Education Wolverhampton, which helps them to provide the most appropriate support to learners, such as ESOL courses and job search support.

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Inclusion

Leaders collect demographic data, including data on gender, age, ethnicity and disability, to enable them to understand who is accessing their course. They use this data to identify which parts of the community are not accessing the support that they offer and to put in place campaigns to engage adults from these communities.

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Inclusion

Digital divide tutors have not participated in training to help them understand how best to support learners with learning difficulties. As a result, support, when given, is often poorly informed, and digital divide tutors do not tailor their teaching sufficiently to meet the needs of these learners. Monitoring inspection report: Job Change 2007 21 and 22 July 2026

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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.

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Curriculum, teaching and training

Leaders have recruited committed teaching and support staff who recognise the importance of digital skills in combating health inequalities and unemployment. They build strong relationships with their learners, which helps them to identify when learners need additional help with their courses.

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Curriculum, teaching and training

Leaders and staff assess learners’ digital skills before the start of learning, identifying learners’ confidence in their abilities and discussing skill levels. However, they do not use this information to set targets related to the skills that learners need to improve.

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Curriculum, teaching and training

Leaders provide learners with additional opportunities to develop their digital skills outside timetabled classes. Learners attend workshops with tutors to work on their CVs and job searches. As a result, nearly 3 quarters progress to sustained work or further training.

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Curriculum, teaching and training

Digital divide tutors do not participate in training to improve their teaching skills or their understanding of barriers to learning. Consequently, they do not accurately tailor the curriculum or their teaching to meet learners’ needs. This means that some learners do not progress as quickly as they are able.

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Curriculum, teaching and training

Learners improve their digital skills, many significantly. They recognise the impact that these new skills have on their lives and work, such as being able to access lower-priced goods online and using artificial intelligence for a more effective job search.

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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 promote a culture of safeguarding throughout the organisation. They have developed strong links with organisations to support external referrals should they be needed. These include Wolverhampton Safeguarding Together, Mind, and P3, an organisation that supports people experiencing homelessness.

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Safeguarding arrangements

Leaders have in place appropriate safeguarding and safer recruitment policies and apply them in practice. They have a ‘Prevent’ risk assessment in place and recognise that they need to develop this further to reflect fully their understanding of the risks in the areas they work and the mitigations they have put in place.

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Safeguarding arrangements

The designated safeguarding leads (DSLs) are appropriately trained and attend annual safeguarding training, which they subsequently share with staff in the centre as part of their annual updates. They have a clear understanding of the risks in the areas they Monitoring inspection report: Job Change 2007 21 and 22 July 2026

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work, such as cuckooing, far right groups and child exploitation. DSLs understand well the risks posed by the centre’s location next to the magistrate’s court, a concert venue and local authority buildings. They ensure that access to the building is secure, helping learners feel safe when in classrooms.

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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

Job Change 2007 is a charitable organisation that was formed in 1985. At the time of the inspection, the provider had 5 learners studying a digital skills training course as part of the Digital Divide project, funded by the West Midlands Combined Authority.

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Team inspector

Helen Morgan His Majesty’s Inspector Monitoring inspection report: Job Change 2007 21 and 22 July 2026

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needs funding at time of inspection

Monitoring inspection report: Job Change 2007 21 and 22 July 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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