Agenda item

Officers introduced the Learn Hillingdon Self-Assessment Annual Review.

A number of challenges and achievements were noted, including the move to a new site at the Civic Centre, and 91% achievement rates among learners.

The focus on vocational courses had resulted in 49% of learners gaining or maintaining employment. Officers highlighted the need to strengthen partnerships, particularly internal ones within the Council, aiming to collaborate with other services, such as mental health support, to better assist residents.

Capturing progression data had proved challenging, but efforts were ongoing. Despite the self-assessment identifying areas for improvement, the service's intention remained clear: targeting the most disadvantaged learners, primarily those with low skills, low-paying jobs, or unemployed individuals. The service aimed to emphasise learning as a transformative tool for adults.

Officers stressed the overall quality of provision, citing mechanisms in place for continuous improvement. Impact data reflected positive outcomes, with minimal behaviour and attitude issues reported, attributing this to the commitment of adult learners. The introduction of an Advisory Board in the last academic year marked a positive step.

In summary, the Learn Hillingdon annual report showcased achievements and challenges in providing quality adult education. The service's commitment to addressing disparities and continuously improving was noted.

Members noted the strong bias towards female learners. Officers explained that this bias stemmed from targeting the most disadvantaged residents, predominantly women facing part-time or low-paid work and a skills gap. The daytime provision was designed to accommodate their schedules, but efforts to recruit more men included specialised courses, such as cookery classes, which had proven successful.

The age profile of learners was primarily between 25 and 95 years, and reference was made to a former learner who was aged 100. The majority of learners were aged 30-65.

Members highlighted the ongoing issue of strengthening partnerships and raised concerns about the reduced use of printed material, the decreased building capacity, and the poor retention of individuals in mental health courses.

Officers addressed the concerns by first discussing the challenges related to the retention of learners in mental health courses. Retention was a significant issue due to the mild to moderate mental health issues faced by adult learners. Personal targets, such as getting to class on time, could be hindered by factors like depression, anxiety, or medication side effects. Despite efforts to structure courses differently and gradually increase their duration, the nature of mental health issues made retention difficult to address comprehensively.

Regarding the use of printed material, officers acknowledged the shift away from brochures, with the understanding that online platforms were more dynamic and allowed for more frequent updates. Learners, especially those in English, maths, and ESOL courses, often relied on word of mouth for information. Although some learners, particularly those interested in personal development courses, expressed a preference for printed brochures, the decision to prioritise online platforms was driven by sustainability and adaptability needs.

Concerning the reduced building capacity, officers highlighted the challenges faced due to changes in Harlington School. The team had adapted by relocating some provision to the Civic Centre and utilising alternative spaces in the community, such as a local children's centre. The goal was to maintain the quality of provision despite reduced physical capacity.

Members also asked about external partnerships to enhance employability, connections with local businesses, and community building. Officers acknowledged the importance of strengthening partnerships with employers and recognised that there was room for improvement. Officers explained that the target group, individuals from disadvantaged backgrounds, often faced challenges in pursuing additional courses. Some also felt the need to leave education and enter employment earlier due to the cost-of-living crisis, which meant that they were unable to stay on courses and gain the skills/ qualifications that may lead to a better job. There were also a small number of cases where learners felt that they had to leave courses because of pressure from Job Centre Plus for them to get into work. A number of learners had reported that they were being told by Job Centre Plus that they should be available for work all day every day, and that a class stopped them looking for work which meant that the learners were terrified of losing their benefits. Officers had been liaising with Job Centre Plus about this.

A key area of work involved training teaching assistants and the service was involved with a number of schools, building those partnerships. Officers expressed the need to enhance partnerships further and explore collaborations with local colleges.

Officers also discussed ongoing efforts to establish connections between the Council and potential employers, emphasising the need for a strategic role within the Council to maximise benefits for residents. Officers expressed a desire to work across different directorates, collaborating with senior officers to identify needs and avoid duplication. Careers fairs could attract a number of employers, so there was some partnership working, however this could be improved.

In response to the suggestion of creating a community of alumni, officers expressed enthusiasm for the idea and acknowledged its potential for sharing success stories and motivating learners. Officers recognised the absence of a structured alumni program and expressed intent to explore and implement such initiatives.

Members commended the service on its success and inquired about funding sources, specifically the contributions from the Greater London Authority (GLA) and national funding. Officers explained that they had successfully secured an additional £200,000 in grant funding, contributing to their budget for the current academic year. Officers discussed how funding was influenced by the availability of funds and the service's track record. There was a three-year cycle of funding which was allocated to the top providers, of which Hillingdon was one. This funding contributed to the Multiply project which was about making maths accessible. Officers also applied for and were successful in gaining some funding for the Holiday Activities and Food Program.

The service had set up an Enterprise Club whereby learners were pulling together a food bank, clothes bank, toys bank and a book bank.

The service had also accessed some funding for development around mentoring. Three staff members took part in this and there was capacity for a further two places.

The service was always looking for new avenues of funding and were looking into staffing around writing bids.

Members raised questions about the strategic use of different spaces across the borough, expressing concerns about limitations in locations, reductions in language courses, and the need for a broader course offer. Officers discussed their bid for additional funding and highlighted successful initiatives funded by the GLA, such as the Holiday Activities and Food Program. Officers shared examples of creative courses and mentioned ongoing efforts to explore opportunities for growth.

Officers acknowledged the limitations in digital resources and the challenges of working within corporate communication guidelines for website design. Officers expressed interest in improving the website's attractiveness while navigating within the established branding framework.

Reference was made to the Youth Council and Parliament week. It was noted that the local MP had attended Parliament Week and explained that this was part of the active citizenship theme. Higher-level ESOL learners participated in sessions leading up to the event, focusing on research, reading, writing, and especially speaking and listening skills. They engaged in a formal debate on a chosen topic, with previous subjects including issues such as sugar tax.

Officers highlighted the broader theme of active citizenship, with a current focus on making learners aware of upcoming elections, voter registration, and the importance of civic engagement. Plans for the next year included bringing in a speaker from Amnesty International to discuss incorporating human rights into the context of the learners, such as personal safety at education centres. Officers emphasised that active citizenship extends beyond international issues, often focusing on practical local concerns. The goal was to empower learners to recognise their voice and agency in their local area or community. Officers concluded by highlighting the significance of small achievements for learners who may not have felt they had a voice before.

RESOLVED: That the Committee noted the report and questioned officers on the report.