Working Actively to Change Hillfields Limited

Working Actively to Change Hillfields Limited 12 Victoria Street, Coventry CV1 5LZ

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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

Insufficient progress : progress has been either slow or insubstantial or both, and the demonstrable impact on learners and/or apprentices has been negligible.

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Leadership and governance

Leaders do not make sure that learners are enrolled on courses that meet their digital skills needs. Learners are enrolled regardless of their existing level of competence or desire to develop further. Too many learners follow courses that are not specifically focused on improving digital skills. Monitoring inspection report: Working Actively to Change Hillfields 12 and 13 August 2026

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Leaders do not employ staff to teach the digital skills course. They rely heavily on referring learners to other government-funded adult education providers. Leaders do not establish learners’ starting points or track the progress that learners make in developing their digital skills.

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Leaders do not evaluate the quality and impact of their digital skills course to ensure that it meets the needs of their learners. They do not evaluate whether learners develop the skills that they need to progress and sustain education or employment. Consequently, leaders do not fully understand the strengths and areas for improvement of the provision.

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Leaders ensure that members of their governance board are representative of and understand the communities in which they work. However, governors do not have sufficient expertise to help leaders with the design and delivery of high-quality adult education.

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Inclusion

Insufficient progress : progress has been either slow or insubstantial or both, and the demonstrable impact on learners and/or apprentices has been negligible.

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Inclusion

Leaders collect information about learners’ barriers to learning during course enrolment. They ask learners if they have barriers such as financial hardship or a disability. Where necessary, staff signpost learners to relevant support agencies.

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Inclusion

Managers and staff do not routinely discuss or review learners’ support needs. Staff do not rigorously assess whether learners have any needs relating to special educational needs and/or disabilities (SEND). Leaders do not ensure that learners receive the learning support that they need.

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Inclusion

Leaders have not provided staff with training on teaching and supporting learners with SEND.

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Inclusion

Leaders and staff provide learners with the use of computers at the centre. They provide support with energy bills, food vouchers and careers guidance to help learners understand the pathways into employment. Learners value the care and commitment of staff in helping them during particularly challenging periods of time, such as while seeking asylum, and in helping them to feel part of their community.

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Curriculum, teaching and training

Insufficient progress : progress has been either slow or insubstantial or both, and the demonstrable impact on learners and/or apprentices has been negligible.

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Curriculum, teaching and training

Staff enrol learners onto courses without determining their skills need. Although staff ask Monitoring inspection report: Working Actively to Change Hillfields 12 and 13 August 2026

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learners about their prior experience, they do not clearly identify the level of digital skills that learners already have.

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Staff do not set clear targets for learners. When they identify a need for digital skills development, they direct learners to other education providers who teach digital courses. These courses are mostly effective in developing learners’ confidence. However, staff do not check or monitor the progress that learners make.

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Staff work with learners to write CVs, create a job search account online and to apply for jobs. Learners appreciate the support that they are given to help them to understand unfamiliar online systems. However, staff do not provide learners with the opportunity to practise and apply these skills. Consequently, learners are not confident in independently applying for employment in the future.

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Too few learners progress onto positive destinations, such as further study or employment.

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Safeguarding

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

Leaders have appropriate policies and procedures in place for the safeguarding of adult learners. They have suitable systems in place to track and monitor safeguarding concerns when they arise.

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Safeguarding

Leaders provide staff with frequent and relevant safeguarding training. Staff have recently had useful training on mental health awareness, how to spot the signs of stress and de- escalation techniques.

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Safeguarding

Leaders understand their responsibilities in relation to the ‘Prevent’ duty. They have a suitable risk assessment and action plan that includes their role in partnership working and reporting concerns. During the inspection, leaders ensured that all staff had completed appropriate ‘Prevent’ duty training.

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Safeguarding

Leaders have effective links with partners, such as the local police and city council. These links help to keep them informed about local area risks.

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Safeguarding

Most learners know where they can seek help relating to any safeguarding concerns. In a few instances, learners cannot recall the risks associated with radicalisation and extremism. Monitoring inspection report: Working Actively to Change Hillfields 12 and 13 August 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

Working Actively to Change Hillfields Limited (WATCH) is a community charity based in Hillfields, Coventry. The provider works to support underrepresented groups, such as ethnic minority groups, refugees and asylum seekers and unemployed adults to overcome barriers, such as digital exclusion. The provider is funded by the West Midlands Combined Authority (WMCA) to provide basic digital skills courses to adult learners. At the time of the inspection, there were 54 learners on the programme.

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Team inspector

Helen Morgan His Majesty’s Inspector Monitoring inspection report: Working Actively to Change Hillfields 12 and 13 August 2026

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programmes at time of inspection

Number of apprentices at time of inspection 0

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funding at time of inspection

Monitoring inspection report: Working Actively to Change Hillfields 12 and 13 August 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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