Agenda item

Report attached

The Chairman welcomed Darren Purdie, Head of Education Provision and Inclusion to the meeting who presented the report to the Sub-Committee for consideration.

Presently, the London Borough of Havering delivers adult and community learning (ACL) through its Havering Adult College, The College receives a direct grant from the Education and Skills Funding Agency (ESFA) that enables the service to deliver a range of courses aimed at learners aged 19+ who can be resident in the Borough, or attend from outside. In the academic year 2017-18, Havering Adult College delivered learning opportunities to 4612 learners. The achievement rate for learners overall was 97.82%, based on the Management Information System data returned to the ESFA for that year. The last three Ofsted inspections have found the provision to be Good, and with some excellent features.

The College offers a broad curriculum covering key areas of learning; specifically, Digital & Computer Skills, Languages (including BSL), Creative & Performing Arts, GCSEs (English, Maths, Science, Psychology), English for Speakers of Other Languages (ESOL), Floristry & Horticulture, Personal Wellbeing and Fitness, Counselling, Food & Drink, Teacher Training, History & Modern Culture, and Teaching Assistants. In addition, Family Learning, Employability provision and Skills for Life (functional English and maths), are also offered and are free at point of delivery to support groups and individuals with challenges and needs. The College also has a constantly developing ‘Education for Independence’ department, providing around the year learning for learners with learning disabilities and difficulties.

For 2018-19, the total Adult Education Budget allocated to Havering Adult College is £1,211,100, which is comprised of:

            £612,012 – Adult Skills allocation

            £599,088 – Community Learning allocation

In addition, £30,000 is nominally safeguarded as Additional Learner Support funding to provide those on accredited provision with essential support (such as learning support assistants, digital equipment, etc.) to allow them fair access and equality

As of 1^st August, 2019, funding will come from the GLA which should make it easier to ensure money goes directly in to Education.  The GLA have been very supportive to the College and it is hoped that there will be opportunity to make application for Growth Bids which may allow for expansion and an improved offer. The Mayors strategy focuses on outcomes for Learners. It is anticipated that there will be no negative implications. 

A key objective of the Skills for Londoners Strategy is to increase the number and diversity of adult learners in London gaining skills to participate in society, and also progress into further/higher or additional education. City Hall has published eight areas to be reformed under the devolution of the Adult Education Budget in London. They are:

1.    Eligibility for full-funding for people in low-paid work

2.    Basic English and maths skills

3.    English for Speakers of Other Languages (ESOL)

4.    Basic digital skills

5.    Adult & Community Learning (ACL)

6.    Support for disadvantaged learners

7.    Support for learners with Special Educational Needs and Disabilities (SEND)

8.    Addressing London’s sectoral and occupational skills needs

There followed discussion and Members were able to place questions.  The following responses were noted:

·         Havering Adult College currently rents all of its office and delivery premises which places an additional demand on the grant that use of traditional council facilities would help to minimise. In 2017-18, the cost of hiring venues was £61,890.

·         Use is made of educational establishments.  Historically the College shared premises with secondary schools.  Academisation has meant that this provision now needs to be paid for.

·         The devolution of funding is not just in London but in other areas.

·         Subcontractors are now more localised.  Havering, Barking & Dagenham, Redbridge and Newham are treated as a cluster.

·         There will be a series of consultations and thus far the GLA have been very receptive to the change, offering support and guidance.

·         There is a top slice on the budget of 0.5%.  There is a risk that this could increase.

·         The College are developing relationships with the business sector and a job broker is present. There is employability provision and a College representative attends at the local Job Centre twice a week.

·         In addition there is also a focus on “Leisure and Pleasure” to help encourage a work life balance.  There is an holistic approach.  Family learning is delivered, often in Children’s Centres.

·         Partnerships are being developed and the College is very proud of the Education for independence provision.  This is underutilised and work is continuing to expand uptake.

·         Work is being undertaken to develop relationships with Schools and other Adult Learning providers and there is an aspiration to fully connect educational provision with the local economy.

·         Ofsted recognised that the College needs to be fully utilised and accommodate varied needs including learners with special and complex needs.  It is hoped to make full use of funding including Direct Payments to provide support.

·         The ethos of lifelong learning is paramount and the College offers a meaningful programme.  The College is not a day centre or drop off point but an effective learning environment to deliver learning for life.

·         The College would like to look into making provision for ex-offenders

·         Men are historically under represented but now the learners are 51% male.

·         Engagement with Asylum seekers and ESOL learners has been successful.

·         Localised funding is favourable in that it appears that it is bringing locality back to the College.  There is a very active lobby group to secure increased funding.

·         The majority of the client base favour face to face contact.  There is a limited appetite for distance learning though it has not been ruled out.

·         There is a broad digital curriculum with the majority of learners attending to gain elementary skills.

·         There is a major role for the College in sign posting Learners to appropriate provision ensuring that any needs the College cannot meet are accessed and supported.

·         There is a strong emphasis on aligning skill shortages.

·         It was noted that this is the beginning of a journey for the College and updates in the future will be welcomed.

The Children and Learning Overview and Scrutiny Committee noted the report.