Agenda item

Members considered the Learn Hillingdon self-assessment review. The Chair asked that the report be taken as read and moved to Member questions.

Members commended the report.

Members asked about the role and impact of the new advisory board, its composition, strategic objectives, and safeguarding measures for learners. Officers advised that the advisory board was in its infancy with three meetings planned per year. The board included representatives from various sectors including the Council (including the Director for Education & SEND and the Head of Lifelong Education), learners, staff, community partners and the Safer Hillingdon Partnership. There were still some vacancies to be filled such as a representative from the Citizens Advice Bureau and an employer representative. The first meeting was about introducing the service to the representatives. The second was about quality monitoring and driving standards forward. The third focused on an imminent Ofsted inspection. The board's agenda included financial status, target achievements, and quality monitoring. The board was still developing but was expected to strengthen as members become more involved. Safeguarding measures were robust, with five designated safeguarding officers and a Staying Safe Board of nine members. The board reviewed each disclosure, staff concerns, emotional health and well-being of learners, and ensured that DBSs were in place.

The service had a representative on the Prevent Partnership Board and the Adult Safeguarding Board for the borough.

Members asked about the number of women on the programmes, their roles, and strategies for long-term career progression. Officers advised that approximately 77% of learners were women, primarily caregivers from disadvantaged backgrounds. The majority of learners were working at entry level and pre-entry. This would be equated to primary school level of English and maths. The programmes aimed to build confidence and skills over time, with vocational courses designed to lead to employment. A lot of learners were motivated more by wanting to be able to help their children at school or improving their prospects. Confidence building was also an important factor. Detailed data could be provided later.

Members asked about areas of oversubscription and undersubscription, and how future accommodations would be managed. Officers advised that ESOL (English for Speakers of Other Languages) was the most oversubscribed area due to high demand and a shortage of experienced tutors, both of which were true across London. Officers noted that it was difficult to recall when they were last fully staffed. There was also limited building capacity. Online courses were not a viable solution for many learners due to lack of skills and confidence. Since COVID there were more organisations offering their own provision. Leisure courses such as yoga were undersubscribed, which aligned with current funding priorities. The focus remained on targeted priorities, but some courses such as languages were kept running because of the wellbeing they bring and also because of future demand.

Members asked about high lateness rates and strategies to improve this. Officers advised that attendance was very good, 94% for the current year, but there were barriers such as public transport issues and personal challenges. A pilot programme last year had led to a programme being established this year whereby bus tickets were provided to learners. This had been effective in improving attendance, and without attendance, leaners cannot achieve their outcomes. Mental health challenges were also a barrier to attendance. The team monitored attendance closely and worked to overcome individual barriers.

Members asked how the team could achieve an ‘outstanding’ rating instead of ‘good’. Officers explained the challenges in achieving an outstanding rating and emphasised the importance of consistency across all classes and the efforts being made to address inconsistencies. Officers also highlighted the variability in inspectors' backgrounds and the impact it can have on evaluations. For example, inspectors may have a college background which was different to an adult education background. Officers acknowledged the hard work of the team and the continuous efforts to improve, and noted the high percentage of good and better ratings in adult education and the need for more sector-specific training for inspectors.

Members inquired about the search for new venues and the balance between capacity and funding. Officers noted the target funding allocation and the need to earn it throughout the year, further noting that they had always hit the target. Officers also noted the potential for increased funding with more capacity and staffing. There were challenges of being a small service within a large council trying to balance the budget and securing new venues was a complex issue. Officers emphasised the importance of capital bids and the barriers to quick approvals and stressed the need for more classrooms, especially in the South, to reach more people.

Members asked about the scale of recruitment challenges and the number of vacancies. Officers explained the difficulties in recruiting experienced staff, particularly for curriculum-related positions (as opposed to admin roles which tended to be filled quickly). Officers also noted the long-term vacancy for a tutor coordinator post and the challenges in finding suitable candidates. There was a reliance on sessional staff, who had subject knowledge and qualifications, and officers were keen not to use agency staff where possible. Officers highlighted the impact of long-term sickness and maternity leave on staffing, and described the successful volunteering programme that had helped develop internal staff. There were ongoing discussions with the GLA to develop teacher aid programmes at Levels 2 and 4 and overcome barriers to higher-level qualifications. Officers were hoping to get some support from the GLA to run a London-wide pilot.

Members asked about the size of the priority student population relative to the service’s capacity. Officers explained that the target group included individuals who had negative school experiences, left without qualifications, or came from families with a history of low educational attainment. Many were older individuals who had managed without formal education. The focus was on building language skills and functional independence, as well as addressing health issues like obesity and diabetes. Approximately 67% of learners were based in the south of the borough, where there was a higher socio-economic need. Most learners did not pay fees due to their low income. Despite reaching the target group, the growing population meant the demand would likely never be fully met.

Members asked about the connection between courses, outreach, employment, and entrepreneurship, and the involvement of local businesses and the voluntary sector. Officers acknowledged the struggle to engage employers, despite focusing on transferable skills. Lots of courses were entry level. Officers highlighted the importance of building confidence through volunteering. Strong links existed with schools, facilitated by the education team's restructuring. However, there was no dedicated role for partnership development, due to limited capacity. The person leading this effort had only recently returned from long-term sick leave, causing a temporary setback. The voluntary sector's needs had changed since COVID-19, making partnerships more fragmented. Despite these challenges, the service continued to support learners into work and sought to improve employer engagement. More could be done with more capacity.

Members asked about innovative approaches to recruitment and non-monetary rewards. Officers highlighted the success of the volunteer programme, which had led to many individuals transitioning into paid roles. Officers also emphasised the importance of growing internal talent due to the competitive job market. Two senior managers had started as learners. The service worked closely with other local authority providers to share resources and support. Career progression within the sector was limited due to low attrition rates, meaning staff often stayed in their role long-term. The service avoided using agency staff where possible and focused on developing its own workforce. A proposed pilot programme across London aimed to provide stepping stones for individuals with the right approach and experience to enter the education sector.

RESOLVED: That the Committee noted the report