Rutland County Council

Published date 17 June 2010 Inspection Number 354062

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PROTECT-INSPECTION

Name of lead inspector: Sally Palmer HMI

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Address:

Council Offices Catmose House Catmose Street Oakham Rutland LE15 6HP Telephone number: 01572 722577

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Focused monitoring visit report

Focused monitoring visit: Rutland County Council, 12 May 2010 1 of 4

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Context and focus of visit

Rutland Adult Learning Service (RALS) is part of Children and young People’s Services in Rutland County Council. Provision is offered across Rutland in a range of venues and in twelve subject areas. RALS contracts with the Skills Funding Agency. Learning for social and personal development and learning where the main aim is a qualification each form about 50% of the provision. There are 155 learners on a Train to Gain programme. A team manager manages RALS with support from three senior managers.

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Context and focus of visit

Since the last inspection, the Rutland Council and RALS have undertaken a substantial restructure. The restructuring took place during 2008/09 and was completed, with most staff appointed to their new posts, by September 2009.

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Context and focus of visit

RALS was inspected in May 2008. Effectiveness of provision, capacity to improve, quality of provision and leadership and management were graded good. Achievement and standards and equality of opportunity were judged to be satisfactory. Four subject areas were inspected. ICT and languages, literature and culture were graded good and health, public services and care and preparation for life and work were found to be satisfactory.

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progress

At the previous inspection, the self-assessment process was identified as good. It was well established within RALS’ quality cycle. The report provided a broadly accurate assessment of RALS’ performance. During 2008/09, there were difficulties with the production of the self-assessment report due to the reorganization. The current report does not have sufficient input from senior managers. The report includes the views of staff and learners; it does not include employer views. Managers have identified this and arrangements have been made to collect employer feedback for inclusion in the next report. Staff feedback is collected from end of course reports, but many of the reports are not fully completed so provide insufficient information. The report pro-forma is based on the old Common Inspection Framework and does not include all the key criteria now expected to be covered. Some sections of the self-assessment report are insufficiently detailed,

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particularly the sections covering overall achievement and standards and equality and diversity. The achievement and standards section is very poor; no data is included on retention, achievement and success rates for the service. The performance data used in the subject area self-assessment reports does not match the performance data produced by RALS’ management information system. The Focused monitoring visit: Rutland County Council, 12 May 2010 2 of 4

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report informs a quality improvement plan for the service. Some of the success measures in the plan are too vague. However, progress against the plan is reviewed regularly and it is used well by staff as a quality improvement tool.

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At the time of the last inspection, outcomes for learners were satisfactory. With the exception of the Train to Gain provision, the service is unable to provide accurate data on retention achievement and success rates for courses delivered in 2008/09. The data on the management information system is not accurate. There is insufficient strategic and management focus on success rates. RALS does not have overall targets for the whole service for retention, achievement and success rates, although targets are set within each management area. Train to Gain overall success rates are satisfactory. For 2008/09, overall success rates and those completed in the expected time were around the national rate. For 2009/10 to date overall success rates are slightly above the national rate and those completed in the expected time are significantly above the national rate.

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Outcome data for personal and social development and learning leading to qualifications is unreliable. The data available shows that success rates declined in both these areas. Data available for the current year, 2009/10 is reliable and indicates that retention has improved since the last accurate data was available in 2007/08. However, it is too early to use the data for this year to inform judgements on outcomes for learners.

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At the time of the last inspection, a new system was in place for recognising and recording progress and achievement (RARPA) for non-accredited courses. Early indications were that it was reliable. Current arrangements for RARPA are not reliable. Learners do not always understand how to assess whether or not they have achieved their learning objectives. Staff have had insufficient training on RARPA and some teachers do not complete the RARPA documentation accurately. Learners and teachers agree challenging but achievable learning goals which are documented within the learner’s record book. There are no formal arrangements for the moderation of RARPA. It is not always clear how the achievement of identified Focused monitoring visit: Rutland County Council, 12 May 2010 3 of 4

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objectives is assessed. The new manager of the social and personal development provision has identified the issues and has started to plan how to address them.

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At the time of the last inspection data collection and analysis was satisfactory. Data on retention, achievement and success rates for 2008/09 are unreliable. During 2008/09, there were significant problems with inputting data into the management information system. As a result, curriculum managers were not receiving management reports and unable to accurately monitor the performance of their curriculum areas. Managers did not receive monthly reports on participation, attendance, retention, achievement and success rates for the period from August 2009 to March 2010. Senior managers did not recognise the significant detrimental impact the lack of management information would have on the ability of curriculum managers to manage their provision properly. Much of the data entered into the MIS during 2008/09 was incomplete. As a result, the data submitted to the funding body was unreliable and incomplete. The new management team have worked hard to

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identify the issues and ensure that data is accurate. Recently managers have started receiving monthly reports showing the performance of their curriculum areas. The management reports showing retention and success rates by subject area and course level. Curriculum managers are using the data well to analyse the provision and identify underperforming courses and take appropriate actions. The new arrangements have led to significant improvements, but it is too early to judge the full impact of these.

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At the time of the last inspection, the promotion of equality of opportunity was satisfactory. The service adopts Rutland Council’s equality and diversity policy but does not produce a short version for learners. RALS has been involved in some effective initiatives to widen participation such as a project to teach young single parents numeracy skills and work with learners with learning difficulties and disabilities on managing money. Equality of opportunity is mentioned briefly in the learner diary that is issued to all learners. They can ask for a copy of the full council policy if they wish. There is no equality and diversity action plan for the service. Equality and diversity training is undertaken by all staff as part of their induction. There are no arrangements for the systematic and regular updating of staff on equality and diversity issues. Equality and diversity is covered by learners during

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induction, however the induction checklist, which indicates that staff have covered equality and diversity, is not always completed by staff. Safeguarding is not covered during the learner induction. In 2009/10, the service has twice the proportion of Focused monitoring visit: Rutland County Council, 12 May 2010 4 of 4

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learners from a minority ethnic background than there is in Rutland. Managers do not analyse variations in the attainment of different groups of learners and so do not have strategies to address the varying performance of different groups of learners. 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection.

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

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Royal Exchange Buildings St Ann’s Square Manchester, M2 7LA

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

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