Foleshill Women’s Training Limited

Foleshill Women’s Training Limited 70-72 Elmdale Avenue, Coventry CV6 6ES

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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. Leaders’ aim is to improve the digital skills of the learners they work with by providing space and time for them to develop their basic IT skills. However, they have not planned a clear programme of learning that identifies what learners already know and sets clear targets to develop existing skills. This means that leaders cannot check whether the training they provide has improved learners’ digital skills. Monitoring inspection report: Foleshill Women’s Training Limited 7 and 8 July 2026

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Leaders do not have a structured quality assurance process in place to identify strengths and areas for development. As a result, they lack clear targets to improve the quality of training.

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Leaders have recently recruited new committee members with experience in teaching and education, with the aim of using their expertise to support the development of new courses. However, the revised committee has yet to meet.

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Leaders have recruited committed staff who care deeply about their learners’ success. They understand their learners well and build strong working relationships with them, which helps staff identify when learners need additional support alongside their online training.

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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. Leaders have created an inclusive environment where women are supported in developing as individuals and becoming economically active. Tutors meet with learners before the start of learning to understand key barriers, such as childcare, language, previous trauma or health concerns. They work with learners sensitively and in highly supportive environments to help learners feel safe and able to learn.

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Inclusion

Tutors develop trusted relationships with learners that help disadvantaged women to disclose health and wellbeing concerns and barriers to learning during their lessons. Where learners identify the support they need, such as magnified screens for those with visual impairments, tutors ensure these are in place. However, tutors have not had sufficient training to understand fully the types of support and learning strategies that will help learners to engage fully with their learning.

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Inclusion

Tutors do not ensure that learners who speak English as an additional language can access online resources in the same way as their peers. This is because tutors routinely use online resources that are largely text-based, which some learners struggle to understand. Although these learners have access to translation tools to help them learn, their pace of reading instructions on screen is substantially slower, therefore, delaying their learning.

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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. Leaders do not ensure that online resources are suitable for all learners. Learners work through the online course regardless of their current skills and knowledge. Some learners repeat prior learning, and those with little or no digital skills struggle to complete topics, Monitoring inspection report: Foleshill Women’s Training Limited 7 and 8 July 2026

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often having to repeat them if they do not understand. Consequently, learners often develop their skills slowly and do not progress as quickly as they are able to.

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Tutors do not track learners’ progress throughout the course well enough. They do not identify learners’ prior knowledge and skills effectively. Consequently, they do not know what learners can already do at the start of the course or how they are progressing in developing their skills.

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Leaders ensure learners have access to digital learning resources from external companies, such as high street banks, to support wider digital finance initiatives. They work with CovConnect, Coventry’s digital inclusion programme, to ensure that some learners have access to laptops and smartphones, so they can practise their digital skills outside the centre.

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Leaders have ensured, through their partnership with the Workers Educational Association, that learners can easily progress to further study. After they complete their digital divide course, learners can undertake further courses at the same centre with other adult learning providers.

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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. Leaders have a very clear understanding of the risks learners face in their communities and of their responsibilities to safeguard learners in their care. Staff work with often highly vulnerable women in Coventry and have well-established internal support processes that learners can access, such as mental health and wellbeing support and postnatal support.

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Safeguarding arrangements

Leaders have clear links to organisations they can refer learners to, including Crisis, the Smallwood Trust, the Trussell Trust, and domestic violence support teams. Staff understand well the support these organisations can offer and help learners access it.

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Safeguarding arrangements

Leaders have a safeguarding process in place. However, there is too great a reliance on the designated safeguarding person to manage and support the ongoing tracking of referrals. Leaders have recently restructured the committee to include expertise in safeguarding to continue supporting the leadership team.

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Safeguarding arrangements

Leaders broaden learners’ understanding of how to keep themselves safe and healthy through a wide range of short courses and guest speakers. This includes the importance of cervical screening, mental health support, confidence building and domestic violence.

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Safeguarding arrangements

At the time of the inspection, leaders were taking reasonable steps to safeguard learners from the dangers of radicalisation and extremism. Monitoring inspection report: Foleshill Women’s Training Limited 7 and 8 July 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

Foleshill Women’s Training Limited has been trading for 35 years and is a women only organisation that aims to remove the barriers facing women from Coventry and the surrounding areas. At the time of the inspection, the provider had 22 learners studying a digital skills training course funded by the Digital Divide project, funded by the West Midlands Combined Authority.

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needs funding at time of inspection

Monitoring inspection report: Foleshill Women’s Training Limited 7 and 8 July 2026

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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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