Blackburn with Darwen Borough Council

Blackburn with Darwen Borough Council

Address: Bank Top Neighbourhood Centre, Arthur Way, Blackburn, Lancashire, BB2 1QP Unique reference number (URN): 50732

p.1

Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

p.1

How we evaluate safeguarding

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

p.1

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.1

Inclusion Expected standard

Leaders have developed a supportive culture of inclusion. They quickly identify learners' needs at the start of their learning. Tutors and learning support workers (LSWs) use this information to provide tailored support, such as magnifiers, grammar mats, pictorial and large-print resources, and magnetic alphabets. This helps learners overcome barriers to learning, improve their social integration and confidence, and progress to positive destinations.

p.2

Inclusion Expected standard

Leaders have high expectations of learners. They provide additional one-to-one support to help learners overcome barriers such as physical and mental ill health, bereavement and learning difficulties. Learners develop the skills to read hospital letters independently and make appointments with their general practitioners.

p.2

Inclusion Expected standard

Tutors and LSWs mostly review learners' support arrangements to assess their changing needs. They increase or reduce support appropriately. For example, the involvement of LSWs decreases over time as learners become more self-assured and independent.

p.2

Inclusion Expected standard

Tutors and LSWs work effectively to support learners with temporary barriers to learning. They provide online learning opportunities and additional sessions for learners who cannot attend because of pregnancy. Tutors and LSWs give appropriate support for as long as learners need it. They signpost learners to relevant services, such as homelessness charities, community hubs and warm spaces.

p.2

Leadership and governance Expected standard

Leaders work with partners to develop curriculums that meet regional skills priorities. They plan social care curriculums with adult social care teams and work with local education providers to develop the teaching assistant programme, helping to address skills shortages in both sectors.

p.2

Leadership and governance Expected standard

Leaders have a clear understanding of their strengths and priority improvement areas. They have implemented effective quality assurance processes. Leaders complete teaching observations, standardisation meetings, curriculum reviews and scrutinise learners' work.

p.2

Leadership and governance Expected standard

Most staff complete training to further develop their teaching skills. They receive training in trauma-informed practice, teaching excellence, and effective teaching and learning methods. Staff gain additional qualifications in assessing, internal quality assurance, and teaching. Tutors develop and share effective teaching strategies in team meetings.

p.2

Leadership and governance Expected standard

The board has a clear understanding of the adult provision. Board members use information from high-quality reports to scrutinise performance and challenge leaders effectively. They ensure that the provision meets the needs of the Lancashire Skills Improvement Plan and that it does not duplicate provision offered by local providers.

p.2

Leadership and governance Expected standard

Leaders care about their staff and prioritise the wellbeing of the team. Staff feel valued and have manageable workloads. Leaders allocate dedicated time for planning, marking and travel between centres. Staff benefit from flexible working arrangements, access to mental health first aiders, and participation in biannual wellbeing activities such as walks and canoeing.

p.2

Achievement Expected standard

Learners, including those with special educational needs and/or disabilities and those who are disadvantaged, improve their confidence, self-esteem, and self-belief. They complete their learning and achieve well. Most learners progress to further learning, volunteering, or employment.

p.3

Achievement Expected standard

Learners take pride in their work and produce work of at least the standard expected. In therapeutic art courses, learners produce work of a professional standard and, in a few instances have their artwork commissioned.

p.3

Achievement Expected standard

Most learners develop their literacy and numeracy skills as part of their learning. In 'Step into Schools' programmes, learners develop mathematical skills through analysing food types and their nutritional content. In English for speakers of other languages, learners use their new language skills to discuss concerns about their babies’ movements with doctors without requiring an interpreter.

p.3

Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the adult provision. They create accessible learning opportunities that meet the needs of the local community. This enables learners to participate fully in a welcoming, caring and empathetic environment.

p.3

Curriculum and teaching Expected standard

Tutors plan well-sequenced curriculums that enable learners to develop the knowledge, skills and behaviours needed for their next steps. In hospitality, learners begin with food hygiene and food preparation, develop technical terminology such as microbiological and allergenic, and then plan and deliver a social enterprise project ‘Cook Eat, Sell’, for members of the community.

p.3

Curriculum and teaching Expected standard

Tutors are experienced and qualified. Tutors mostly teach adult learners very well. Lessons are well planned and incorporate effective starter activities. Tutors skilfully use retrieval techniques to check on learners’ recall of prior learning. Learners who lack confidence and communication skills work with their peers to complete cooking activities. Tutors use effective strategies to help learners understand new content. For example, learners on childcare programmes use mathematical skills to analyse the sugar content of drinks.

p.3

Curriculum and teaching Expected standard

Tutors use questioning techniques skilfully to challenge learners and elicit answers. Where learners give superficial answers, tutors probe further to deepen their understanding. In ESOL, tutors confidently use 'pause' to allow learners time to consider their responses. Learners receive helpful feedback from tutors. This helps them understand what they have done well and what they need to do to improve their work.

p.4

Participation and development Expected standard

Learners are enthusiastic about their learning. They participate actively in learning activities, listen attentively, ask appropriate questions, and demonstrate respect for their peers and tutors.

p.4

Participation and development Expected standard

Learners' behaviour is excellent. Attendance is high in most sessions and learners arrive punctually for lessons. Learners do not experience bullying or harassment. They feel safe and know how to report any concerns.

p.4

Participation and development Expected standard

Learners benefit from a range of opportunities beyond their main programme. They complete work placements, work place visits, and visit different faith centres, hospices and museums. In a few instances, learners undertake voluntary work in libraries and local gardens and give support to their peers.

p.4

Participation and development Expected standard

Learners articulate their understanding of fundamental British values and the risks associated with radicalisation and extremism effectively. They understand the importance of maintaining their own mental and physical health, as well as that of their families.

p.4

Participation and development Expected standard

Learners are ambitious for their futures. They aspire to become self-employed, teaching assistants, or professionals in the travel industry. They value the support of external careers advisors, who give guidance on careers, CV preparation, and interview skills. However, in a few instances, learners are unaware of the career opportunities available to them.

p.4

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

Learners value highly their tutors and learning support workers (LSWs). They speak effusively about how their lives have improved because of their learning. Learners studying English for speakers of other languages attend appointments and go shopping independently, secure employment and become active members of their communities.

p.4

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

Learners are positive about the support they receive from tutors and LSWs. They feel confident asking for help and additional information. Learners have confidence in staffs’ response to medical emergencies and appreciate how these difficult situations are managed in a calm and dignified manner. Learners, including those with significant barriers to learning, such as mental health challenges and anxiety, thrive in the nurturing environment. They receive coaching and support to enter classrooms confidently, and staff work with them to agree appropriate daily coping strategies. They enjoy making new friends and have a renewed sense of purpose that encourages them to leave their homes.

p.4

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

Leaders consistently recognise learners' achievements and the progress they make. Learners attend award ceremonies and receive frequent recognition. They feel immensely proud to receive these awards and look forward to the events.

p.5

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

Learners have the opportunity to attend weekly job clubs. This support helps those who face barriers to employment, including learners with disabilities and health conditions, to gain sustained employment. Learners develop job-search skills and improve their information and communication technology skills in preparation for their next steps.

p.5

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

Learners value the opportunities to access supplementary learning. They attend helpful courses that are delivered in partnership with family hubs across the region that are operated in partnership with children’s services. The hubs are located in some of the most deprived communities and provide access to family support workers, baby massage and paediatric first aid. Learners also attend English and mathematics skills-builder sessions. This helps them to further develop their knowledge and skills, enhancing the progress that they make from their starting points.

p.5

Next steps

Leaders should continue to develop the high-quality teaching and training skills of teachers through consistent and highly tailored programmes of professional development. Leaders should continue to provide training for tutors and learning support workers on inclusive practice so that teaching strategies consistently align with learners' support needs. Leaders should plan careers education, information, advice and guidance so that all learners know about their potential future pathways.

p.5

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 HMI.

p.5

About this inspection

Inspectors spoke with leaders, tutors, learning support workers, governors and learners during the inspection.

p.5

About this inspection

Blackburn with Darwen Borough Council offers a range of accredited and non-accredited short courses in English for speakers of other languages (ESOL), information and communication technology (ICT), employability, wellbeing, health and positive minds, to meet the needs of local communities.

p.5

Team inspectors:

Alex Lang, Ofsted Inspector Rachel Nally, His Majesty's Inspector

p.6

Facts and figures used on inspection

This was the data available at the time of the full inspection, taken from different sources . More recent data may have been published since the full inspection took place.

p.6

Facts and figures used on inspection

The inspector(s) used this data during the full inspection on 15 September 2026

p.6

Percentage of learning aims successfully achieved

At the time of the inspection, 239 adult learners were studying community learning and skills courses from pre-entry to level 1. Of these, 152 were enrolled on ESOL, 16 on ICT, 16 on introduction to caring for children, 11 on introduction to working in hospitality, 11 on healthy fakeaways, 11 on preparing to work in schools, 9 on introduction to working in childcare, 7 on food safety for catering, and 6 on art for wellbeing.

p.6

Percentage of learning aims successfully achieved

Learning mostly takes place across 8 local community learning centres and a small proportion of provision is delivered at the local college. All learning is face-to-face.

p.6

Percentage of learning aims successfully achieved

At their previous short inspection in November 2021, Blackburn with Darwen Borough Council was judged to be a good provider.

p.6

Percentage of learning aims successfully achieved

Richard Brown: Assistant Director for Economy, Culture and Skills

p.6

Exceptional

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

p.7

Strong standard

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

p.7

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.7

Needs attention

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

p.7

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8