What does the provider need to do to improve?
- Ensure that learners on courses in ESOL benefit from a well-sequenced curriculum that enables them to develop their English-speaking skills confidently before moving on to more complex reading and writing learning activities.
- Ensure that all tutors fully involve employers in apprentices’ progress reviews to enable effective planning of further learning.
What does the provider need to do to improve further?
- Ensure that leaders and managers further increase the pace that they address staff underperformance so that the experience of learners improves more rapidly.
- Ensure that teachers fully understand the individual needs of learners when planning and delivering their lessons so that learners make the progress of which they are capable.
- Ensure that a much larger proportion of learners studying English and mathematics pass their qualifications, and that those studying GCSE English and mathematics achieve a high grade.
- Improve attendance swiftly, particularly in English and mathematics, by making sure that staff have high expectations for attendance and take effective action when learners do not attend.
- Ensure that a higher proportion of learners progress into further education, employment or training.
- Improve the thoroughness with which teachers establish the starting points of learners on courses that do not lead to qualifications so that they can more effectively review the progress that these learners make towards their individual learning goals.
What does the provider need to do to improve further?
- Make sure that the most able learners are set challenging activities and that those learners who need additional help receive it, so that a much higher proportion of learners make good progress.
- Increase the proportion of learners who achieve a mathematics or English qualification by improving the quality of teaching, learning and assessment.
- Further improve attendance on adult and study programmes by closely monitoring the attendance of individual learners and providing support to improve attendance when necessary.
- Ensure that governors receive clear and informative reports so that they can monitor the service’s performance more effectively and hold senior managers to account.
- Ensure that the recent changes to quality improvement strategies, self-assessment and the use of data are fully implemented so that improvements are made rapidly.
- Ensure that all learners aged 16 to 18 have access to an individualised programme that meets their career aspirations, supports their personal development and ensures that they progress into further study or employment.
What does Hull City Council need to do to improve further?
- Take actions to analyse performance data more effectively so that staff and managers can more quickly identify under-performance, and any other issue having a negative impact, and implement interventions to reduce the impact on learners.
- Take actions to ensure that all tutors embed equality and diversity and safety in their teaching and do not miss opportunities to explore these in classes.
- Increase the speed of improvement by reviewing and developing management practices to ensure that they deploy resources effectively and in a timely manner.
- Improve the rigour of self-assessment by using data and evidence more thoroughly and by scrutinising and challenging the judgements more effectively.
What does Hull City Council need to do to improve further?
- Extend the use of data beyond the management group. Revise systems as quickly as possible to ensure quick identification of issues such as low success rates and attendance monitoring and implement actions to improve.
- Continue to share practice across provision, particularly on developing even better arrangements for collecting learners’ feedback from adult learners and in further embedding key cross-service themes like safeguarding.
- Continue to improve the work begun on evaluating identification of support issues and further develop a more systematic approach to providing information, advice and guidance for adult learners.
- Further develop the promotion of equality and diversity in teaching and learning sessions by more actively using observation processes and staff training to share good practice.
- Develop more incisive targets in order to set more challenging targets for service improvement, and use more appropriate national benchmarks in a more objective way.
- Review arrangements for self-assessment to ensure that data and key quality improvement processes more accurately inform the end report, especially in terms of making more explicit summary messages and key challenges.
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Key challenges for Kingston-Upon-Hull LEA
- maintain implementation of strategic direction
- improve use of data for performance management
- accelerate the process of quality improvement
- improve the promotion and monitoring of equality of opportunity
- raise awareness and understanding of safe working practices in sport and leisure
- clarify staff’s roles and responsibilities in the new structure
- improve practice in meeting the diverse needs of learners
- share good practice
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