Bracknell Forest Borough Council

Inspection number 316636 Bracknell Forest Borough Council

p.1

Contents

Background information ......................................................................................................... 3 Inspection judgements........................................................................................................... 3 Scope of the inspection.......................................................................................................... 3 Description of the provider...................................................................................................... 4 Summary of grades awarded .................................................................................................. 5 Overall judgement.................................................................................................................... 6 Effectiveness of provision ..................................................................................................... 6

p.2

Contents

Capacity to improve............................................................................................................ 6 Key strengths ............................................................................................................................ 8 Key areas for improvement..................................................................................................... 8 Main findings............................................................................................................................ 9 Achievement and standards................................................................................................... 9 Quality of provision............................................................................................................... 9 Leadership and management ............................................................................................... 10

p.2

Contents

Equality of opportunity..................................................................................................... 10 What learners like.................................................................................................................. 12 What learners think could improve...................................................................................... 12 Sector subject areas................................................................................................................ 13 Community learning............................................................................................................ 13 Family learning.................................................................................................................... 15

p.2

Inspection judgements

Inspectors use a four-point scale to summarise their judgements about achievement and standards, the quality of provision, and leadership and management, which includes a grade for equality of opportunity .

p.3

Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

p.3

Key for inspection grades

Further information can be found on how inspection judgements are made on www.ofsted.gov.uk

p.3

Scope of the inspection

In deciding the scope of the inspection, inspectors take account of the provider’s most recent self-assessment report and development plans, and comments from the local Learning and Skills Council (LSC) or other funding body. Where appropriate, inspectors also consider the previous inspection report (www.ofsted.gov.uk), reports from the inspectorates’ quality monitoring or annual assessment visits, and data on learners and their achievements over the period since the previous inspection.

p.3

Scope of the inspection

In addition to reporting on overall effectiveness of the organisation, its capacity to improve further, achievement and standards, quality of provision and leadership and management, this inspection focused on specialist provision in:

p.3

Description of the provider

1. Bracknell Forest Borough Council (BFBC) became a unitary authority in 1998. Community and family learning is offered by the lifelong learning team which is part of the Education, Children’s Services and Libraries department. Most learning is delivered at the Brakenhale open learning centre which is in the process of major improvements. Other provision is delivered in local schools, outreach centres and a mobile learning vehicle, which was commissioned in July 2006 to take learning into the local community and increase the flexibility of the service. BFBC subcontracts specialist provision for learners with learning difficulties and/or disabilities to The Ark Trust Limited. BFBC is funded by Thames Valley Learning and Skills Council (LSC).

p.4

Description of the provider

2. During 2006-07 BFBC enrolled 1969 learners onto 578 courses. On average, each learner enrols onto two and a half courses. Approximately 70% of the provision is allocated to community learning and the remainder to family learning. In 2006-07, 62% of learners are new to BFBC. At the time of the inspection 248 learners were enrolled in learning. The lifelong learning team is made up of five full-time staff, three part-time staff and 60 sessional tutors and early years staff. Since September 2006, teaching staff, other than those involved in subcontracted provision, are employed directly by BFBC.

p.4

Description of the provider

3. The adult learning plan for the borough contributes to the community plan and aims to make learning a vital part of community development. The current vision for Bracknell Forest in the community plan is 'to make Bracknell Forest a place where people can thrive; living, learning and working in a clean, safe and healthy environment’. BFBC is developing partnership arrangements with schools and other community groups to broaden the range of learning venues. Arrangements with the LSC and Bracknell and Wokingham College are in place to prevent duplication of adult provision.

p.4

Description of the provider

4. BFBC is situated in one of the most affluent regions of the UK and has very few indices of deprivation and poverty. The local unemployment rate is 1.1%. Just over 9.4% of residents consider themselves to be non white British. The percentage of minority ethnic pupils attending schools in Bracknell Forest has increased from 5.1% in 2001 to 11.6% in 2006.

p.4

Summary of grades awarded

Effectiveness of provision Satisfactory: Grade 3

p.5

Summary of grades awarded

Capacity to improve Satisfactory: Grade 3

p.5

Summary of grades awarded

Leadership and management Satisfactory: Grade 3

p.5

Summary of grades awarded

Equality of opportunity Contributory grade: Satisfactory: Grade 3

p.5

Satisfactory: Grade 3

5. The overall effectiveness of the provision is satisfactory. Retention rates are high and success rates are good for accredited programmes. Family learners develop good personal skills and community learners develop good specific knowledge and vocational skills. Learners are highly motivated. Attendance is generally satisfactory. Learners make good progress. However, BFBC has insufficient data on learners’ progression on to further education, employment or voluntary work.

p.6

Satisfactory: Grade 3

6. Teaching and learning are good. Teaching is well planned with a good range of appropriate teaching methods which are used to promote learning. Learning resources are good. Learning materials are of a good quality and many tutors use information learning technology effectively. Assessment is good on practical courses. The recognition and recording of learners’ progress and achievement by tutors on non-accredited programmes is insufficiently developed.

p.6

Satisfactory: Grade 3

7. BFBC’s response to social inclusion is satisfactory. Good initiatives are in place to engage new learners from targeted areas. However, insufficient work has been done to increase participation by male and minority ethnic learners as rates have remained constant over recent years.

p.6

Satisfactory: Grade 3

8. Support for learners is good. Staff and tutors are responsive to individual learner needs. Information, advice and guidance to learners in relation to courses and progression opportunities is satisfactory. Initial assessment is appropriate for learners on literacy and numeracy courses. However, diagnostic assessment and specialist additional support arrangements are not sufficiently developed.

p.6

Satisfactory: Grade 3

9. Leadership and management is satisfactory overall. Operational managers are particularly effective in delivering the programmes offered. BFBC’s strategy and development plan is clear, although there are no specific action plans to achieve these aims. BFBC has successfully increased new learners from targeted areas. Partnership arrangements are satisfactory overall. Quality improvement and the monitoring of subcontracted provision are satisfactory. Equality of opportunity is satisfactory. There is insufficient curriculum leadership to meet strategic objectives. BFBC has no skills for life strategy.

p.6

Satisfactory: Grade 3

10. BFBC has demonstrated satisfactory capacity to improve. It has made steady progress to improve its programmes since the previous inspection. The direct employment of sessional staff has given managers greater control on the quality of teaching staff and improved use of financial resources. Quality assurance arrangements are satisfactory and have improved since the previous inspection. For example, the observation of teaching and learning process is carefully moderated. The provider’s internal teaching and learning grades for good and better teaching compared favourably with those awarded by inspectors. Teaching and learning has improved since the previous inspection. However, internal observation feedback is not used sufficiently to share good practice to improve or maintain individual tutor’s professional development. Since the previous inspection where the use of data to assist planning was ineffective, the provider has a new management

p.6

Satisfactory: Grade 3

information system. However, the new system is insufficiently robust to monitor and support the decision making process. There is insufficient target setting to monitor and assess the impact of performance. Curriculum planning generally focuses on available resources within BFBC. The partnership arrangements in community learning are not sufficiently developed to offer a broader curriculum with clear progression routes.

p.7

Satisfactory: Grade 3

11. The self-assessment process is satisfactory. It is inclusive of subcontractor, staff and learners views although staff and learners are not fully aware of their participation. The self-assessment report provides an appropriate summary of the quality of the subject sector areas, however, the leadership and management report is generally aspirational. Inspectors agreed with the proposed grades for sector subject areas. The grade awarded by the provider for leadership and management was too high. The provider did not grade equality of opportunity within the self-assessment report.

p.7

Key strengths

 Good development of learners’ personal skills  Good teaching and learning  Good learning resources  Good operational management

p.8

Key areas for improvement

 Ineffective use of data  Lack of co-ordinated curriculum planning  Lack of a skills for life strategy  Limited partnership arrangements  Under developed arrangements to assess and record learners’ progress and achievements

p.8

Good: Grade 2

12. Achievement and standards are good. Learners develop good skills and knowledge. Family learning learners gain confidence about their literacy and numeracy skills and how to support their children’s education. Community learning learners develop good craft and IT skills. Retention is high and success rates for accredited programmes are good. Many learners are highly motivated to progress on to other BFBC courses. However, there is insufficient data to assess the impact of the provision on learners progressing into further education, employment or voluntary work. Attendance and punctuality are satisfactory.

p.9

Good: Grade 2

13. The quality of provision is good. Teaching and learning is good. Tutors are good at planning sessions and use a wide range of teaching methods. Learning resources are good. Learning materials are of a good quality. IT facilities are good and many tutors use information learning technology well. The mobile learning vehicle is very well resourced with IT equipment, although its full potential has not been realised. Assessment practice is satisfactory. Arrangements for recognising and recording learners’ achievements are insufficiently developed. Initial assessment is satisfactory for those learners who receive it. Diagnosis of, and support for, learners with additional learning needs are insufficiently developed.

p.9

Good: Grade 2

14. BFBC provision generally meets the needs of learners. Learners enjoy attending the learning venues for the quality of training and the opportunities to socialise. Resources for crèche and early years are good. The range of provision on family learning programmes is satisfactory. Community learning provision does not fully meet local needs. Partnership arrangements are generally satisfactory. However, there are no clear programme pathways or arrangements for learners to explore progression opportunities.

p.9

Good: Grade 2

15. Learners receive good support. The open learning centre is relaxed and friendly and learners have good access to staff. Tutors are flexible and take care to support individual requirements. Advice and guidance is satisfactory. The self-assessment report mostly matched inspection findings.

p.9

Satisfactory: Grade 3

Equality of opportunity Contributory grade: satisfactory: Grade 3

p.10

Satisfactory: Grade 3

16. Leadership and management are satisfactory. BFBC’s priorities are well integrated with the local authority’s strategic vision and priorities. These links are clearly outlined in the development plan for adult learning for 2007–08. However, much of the document is aspirational and it does not include a clear and specific action plan for implementation. Joint working is effectively supported by the location of two of the lifelong learning team who are based at the council offices within the Department of Education, Children’s Services and Libraries.

p.10

Satisfactory: Grade 3

17. Operational management of the provision is particularly effective. The main learning centre is well maintained, the classrooms are well equipped and day-to-day procedures are implemented effectively. The provision is well organised and learners enjoy good teaching. The tutor handbook and induction programme provide clear operational guidelines for tutors. Seventy-five percent of tutors hold a teaching qualification. The staff training programme is appropriate. It covers key developmental issues, such as recognising and recording progress and achievement. However, the implementation of recognising and recording progress and achievement is insufficiently developed, particularly in community learning provision.

p.10

Satisfactory: Grade 3

18. Quality improvement is satisfactory. The process to observe tutors’ teaching and learning is appropriate, although feedback to tutors is not sufficiently rigorous to inform action- planning to improve the quality of teaching and learning. Tutors feel well supported and valued. Internal communication is generally good. However, BFBC has yet to introduce appropriate mechanisms for sharing good practice. The subject sector self-assessments appropriately report on the quality of the provision. Much of the self-assessment report on leadership and management is aspirational. However, some of the judgements made by inspectors were identified in the report.

p.10

Satisfactory: Grade 3

19. BFBC has a successful marketing strategy to increase the proportion of new learners from targeted areas. The proportion has increased from 5% in 2004–05 to 36% in 2006–07. However, over the same period the overall number of new learners has remained the same. Other mechanisms for recruiting from hard to reach groups are under-developed, for example, establishing partnerships with community groups.

p.10

Satisfactory: Grade 3

20. While existing provision is good, curriculum planning is ineffective in meeting the strategic priorities of the service. The priorities are clear and well articulated and include a commitment to widening participation from the most economically disadvantaged communities and hard to reach learners. BFBC does not have a detailed action plan to identify and meet the needs of these groups. The management information system does not provide sufficient detail to inform curriculum planning and support the decision- making process. Specific, measurable and achievable targets are not set to enable the coherent development of provision. Partnerships are under developed. Links with schools in targeted areas have been instrumental in developing family learning provision but have not been systematically developed to inform community learning provision. Arrangements with Bracknell and Wokingham College are insufficiently developed to ensure appropriate

p.10

Satisfactory: Grade 3

curriculum planning and progression routes. 21. Equality of opportunity is satisfactory overall. The learning centres are inclusive and there is a strong ethos of mutual respect. Staff are active in encouraging learners who would benefit from learning, particularly in family learning. Learners are well supported and staff are particularly responsive to meeting learners personal needs. Communication between the provider and learners is good. The provision is accessible and specialist resources, such as adaptive IT technology are available. The local authority’s equality of opportunity policies and procedures comply with legislative requirements for example, the Race Relations Amendment Act.

p.10

Satisfactory: Grade 3

22. Current demographic data is not available against which BFBC can monitor learners by ethnicity, age and gender. Data is not used effectively to set targets to increase participation from specific under-represented groups. BFBC does not have a Skills for Life strategy. BFBC does not provide regular staff training on equality of opportunity. The active promotion of equality and diversity to learners and staff is insufficient.

p.11

What learners like :

 Variety and range of provision  Social element  Excellent teaching  Small and friendly ethos  The personal service  The resources, for example, additional materials for courses such as calligraphy sets  The crèche  Gaining new ideas and for some a qualification  “Extending my understanding of bringing up my child”

p.12

What learners think could improve :

 Accreditation - some, not all, would like a qualification  Progression - courses to follow on from tasters  Promotion - offering the opportunities to more people and advertise the courses earlier

p.12

Context

23. Community programmes include introductory taster sessions and short courses in information and communication technology (ICT), crafts, personal development, complementary therapies and basic skills. Taster courses are free or at very low cost to minimise barriers to learning. The programmes do not lead to accredited qualifications. Most sessions take place in two open learning centres at Brakenhale and Sandhurst. Other sessions are delivered at other centres and in a custom built, mobile learning vehicle, equipped with computers and internet access. In addition, BFBC sub contracts to The Ark, a charity that provides creative education for people with learning difficulties and/or disabilities. BFBC aims to attract around 1,700 learners on community learning programmes in 2007-08. At the time of the inspection 151 learners were enrolled.

p.13

Strengths

 Good development of learners’ skills and knowledge  Good teaching and learning  Good learning resources

p.13

Areas for improvement

 Insufficient breadth of provision to meet local needs

p.13

Achievement and standards

24. Achievement and standards are good. Learners make good progress, even in very short taster sessions. They enjoy learning, gain confidence and develop specific knowledge and skills. Learners talk with pride about their achievements, such as being able to email photographs to their grandchildren, create professional looking greeting cards or produce an impressive flower arrangement. Systems to formally recognise and record achievement are at an early stage of development. While many learners progress from taster courses to the short courses on offer, others are frustrated by the lack of follow-up programmes at BFBC and elsewhere in the borough.

p.13

Quality of provision

25. The quality of provision is good. Teaching and learning is good. Practical craft sessions are particularly effective, with small groups of learners benefiting from the expertise and skills of experienced tutors. Tutors plan and structure their sessions carefully. In practical sessions, they regularly assess learners’ progress and give constructive feedback. Tutors are adept at motivating and encouraging their learners. For example, a tutor of a group new to computers was successful in ensuring that all learners, including the most nervous, felt at ease. In most lessons, tutors address the varying needs of learners very effectively. In some lessons tutors do not take account of what learners already know or can do, and a small number fail to make as much progress as they could. Learning resources are good. Learning materials and accommodation are of good quality. Many tutors use IT to enhance learning. The mobile learning vehicle is very well equipped.

p.13

Quality of provision

26. Community learning programmes meet the needs of learners. Tutors provide good teaching, good quality resources and helpful advice and guidance from tutors. Many enthusiastic learners return repeatedly to take advantage of the range of different taster and beginner courses. Marketing activities to target new learners who are disadvantaged or not already engaged in learning have had some impact. Participation by black and minority ethnic groups remains low.

p.14

Quality of provision

27. Partnership working is generally satisfactory. BFBC works effectively with community groups that support learners with learning difficulties and/or disabilities. Other organisations, such as dance and music groups and the University for the Third Age, use the open learning centres at Brakenhale for meetings and social activities. This provides good opportunities to raise awareness of BFBC’s provision.

p.14

Leadership and management

28. Leadership and management is satisfactory. Tutors, administrative staff and managers work well together to promote a positive and friendly atmosphere for learners. Daily management activities are efficiently managed within the informal and supportive environment. Staff are accessible and learners views are used well to make further improvements to the quality of provision.

p.14

Leadership and management

29. Resources are good. The two main open learning centres offer pleasant and comfortable teaching rooms and up-to-date information technology facilities. The well equipped mobile classroom is an innovative resource. Tutors have relevant vocational or occupational experience, although not all have teaching qualifications. BFBC organises a good induction programme and appropriate, occasional training for tutors.

p.14

Leadership and management

30. Equality of opportunity is satisfactory. The provision is inclusive. All learning venues are accessible to those with disabilities and welcoming to people of all ages. Learners value highly the informal individual support from tutors and the inclusive style of teaching. However, insufficient attention is given by managers and tutors to actively promoting diversity within the curriculum.

p.14

Leadership and management

31. The self-assessment process, undertaken by four managers, is productive, focusing the management team on strengths and areas for development. The team acknowledge the need to use management information more effectively to inform planning and monitor progression by learners. Systems are not in place to ensure that the community learning curriculum at BFBC is co-ordinated with other provision in the borough to provide learners with clear progression pathways. Currently, the mobile learning vehicle is not achieving its intended potential to deliver learning in outreach areas and work with hard to reach groups.

p.14

Context

32. At the time of the inspection 97 learners were enrolled on family literacy, language and numeracy (FLLN) and wider family learning (WFL) programmes. Sessions are held mainly at the Brakenhale Open Learning centre. Wider family learning sessions also run at schools and other venues throughout the year. The FLLN and WFL programme includes introductory and taster sessions as well as 30 hours and 60 hours courses. Most courses are joint activities involving parents or carers and children. In addition to literacy and numeracy the longer courses include ICT, music, French, Spanish and early years, primary and secondary education.

p.15

Context

33. The open learning centre manager/family learning co-ordinator oversees the provision. The co-ordinator is supported by three tutors on part-time contracts, seven tutors on casual contracts, 11 crèche workers/classroom assistants and an administrative assistant.

p.15

Strengths

 Good development of personal skills  Good teaching and learning  Very good learning resources  Very well managed provision

p.15

Areas for improvement

 Ineffective recruitment strategy to encourage participation by specific groups

p.15

Achievement and standards

34. Achievement and standards are good. The development of learners’ personal skills is good. Learners are overwhelmingly positive about their experiences and are able to identify how attending family learning sessions improves their parenting skills and helps their children learn. Individuals who lack confidence about their literacy and numeracy skills feel more optimistic about the further development of their skills. Learners are gradually developing an understanding of how they learn and many are taking greater responsibility for their own learning. All FLLN learners develop a better understanding of education and what is expected of their children at school. Success rates for literacy and numeracy qualifications are good. Over half of FLLN learners studied a qualification in 2006–07 although this is not a requirement of the programme. Of these, over 90% achieved success. Progression on to other vocational courses or into paid or voluntary

p.15

Achievement and standards

employment is insufficient. Retention on long family learning programmes is high. Attendance is generally satisfactory, although during the inspection, several classes had two or more learners absent.

p.15

Quality of provision

35. The quality of provision is good. Teaching and learning are good. Tutors plan teaching and activities well. They are skilled in engaging learners and developing their confidence. Learners gain a good understanding of child development and ways of using and developing practical activities for working with children.

p.15

Quality of provision

36. The range and quality of resources for family learning are very good in the open learning centre. The crèche facility offers good quality care for learners’ children and is highly regarded by parents and carers. Classrooms are well maintained with good, stimulating displays. Learners are provided with all materials necessary for each course. Learners have access to good ICT facilities that are used effectively in classroom sessions. The well equipped computer suite has a good range of software for adults and children.

p.16

Quality of provision

37. All FLLN learners on longer programmes receive an appropriate initial screening that identifies their literacy or numeracy level. Learners requiring further diagnostic assessment are now referred to the mobile learning classroom where they are offered courses appropriate to their needs or referred to other provision. The individual learning plan process has only recently improved and now identifies personal and course goals. The plan requires learners to record their learning and achievement of personal goals each week. It is too soon to judge the effectiveness of the improved individual learning plan process. A mid-course review provides a formal opportunity to discuss progress and review personal learning goals. Learners have good access to information advice and guidance through the local nextstep adviser.

p.16

Quality of provision

38. Provider staff work effectively to overcome barriers to participation and have some good and some developing partnership arrangements with local schools and nurseries. Course information leaflets are sent to schools in advance and staff make follow up visits in the early part of each term where further information is provided to groups or individuals. In some cases, school or nursery staff identify parents who would most benefit from the courses on offer. BFBC offers learners free tuition and childcare and for some learners, free transport. Staff are reassuring to potential learners and encourage previous learners to describe their experiences and encourage others. However, the self-assessment report correctly identifies that recruitment activities do not always attract parents or carers who would benefit most from attendance at courses. For example, few fathers attend the longer daytime courses. Insufficient use is made of management information to analyse the

p.16

Quality of provision

effectiveness of recruitment strategies or for targeting resources to groups where take up of courses is low. Headteachers and other school/nursery staff do not have sufficient contact with provider staff to help encourage new learners to attend. Website: www.ofsted.gov.uk

p.16

Quality of provision

This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated.

p.17

Leadership and management

39. The family learning provision is well managed. Communication between the manager and team of tutors is very effective. Tutors are well qualified and have good wide ranging experience. Tutors have a good awareness of appropriate national strategies for schools and link their courses to the strategies appropriately. Staff feel valued for their commitment and professionalism. The family learning coordinator provides good support and leadership.

p.17

Leadership and management

40. Staff are adequately involved in the self-assessment process. Learners complete evaluations at the end of each course and tutors then summarise the evaluations and identify challenges and areas for improvement at their end of term meetings. Partners contributed through a questionnaire, although they are not aware of how their responses are used. Some areas identified by tutors and course members in their evaluations, such as irregular attendance and poor punctuality by learners, are not recorded in the self- assessment report.

p.17

Leadership and management

41. Equality of opportunity is satisfactory. Learners are treated with respect and develop good relationships with tutors and other staff. The approach to learning is inclusive. Teaching is differentiated where vulnerable learners or those with additional needs are identified. Insufficient additional support is available for some learners although some family learning tutors attended a dyslexia awareness training event.

p.17

Leadership and management

42. Quality improvement activities are satisfactory. Strategies for managing disruptive parents and improving attendance and punctuality have recently been agreed and implemented. Insufficient focus is given to longer term strategic developments to further develop and improve provision.

p.17