Agenda item

The Sub-Committee received a report that provided an update on Havering Adult College, including performance outcomes for 2018-2019.

The Sub-Committee noted that Havering delivers adult and community learning (ACL) through Havering Adult College. The College receives two direct grants to fund its operation, one from the Education and Skills Funding Agency (ESFA) and one from the General London Authority (GLA), which enables the service to deliver a range of courses aimed at learners aged 19+ who could be resident in the borough, or attend from outside of the borough.

The report indicated that in the academic year 2018-19, Havering Adult College delivered learning opportunities to 4368 learners. The achievement rate for learners overall was 98.79%, 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 report outlined that Havering Adult College presently offers a broad curriculum to the public, 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.

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 progress into further/higher or additional education.

The following eight areas of reform under the devolution of the AEB in London were outlined:

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

The report informed the Sub-Committee that the College was proposing to focus on the following key occupational areas that were anticipated to be introduced following the pilot year of 2019-20:

·                     Health and Social Care

·                     Construction

·                     Tourism, Hospitality and Retail

·                     Creative and Digital

·                     Finance and Professional services

The Sub-Committee noted that the College was part of the Local London (Eastern London) Region, aligned to the following priority outcomes identified through the Local London Steering Board:

-       Supporting in-work low paid residents to up-skill, secure new qualifications and progress into higher paid work

-       Supporting unemployed and economically inactive residents (particularly those with disabilities and long term health conditions)

-       Supporting lone parents who are struggling to secure and maintain part-time/full-time work at a reasonable wage

-       Supporting residents whose first language is not English, for whom it is a barrier to employment and accessing educational opportunities

-       Supporting residents both younger and older with SEND needs

-       Supporting skills development for: construction, digital, health and social care, cultural and creative industries

The Sub-Committee noted the following In-Year Outcomes for Learners:

1.    4368 learners recruited overall during 2018-19, retention was excellent at 97%, with overall achievement also excellent at 98.79%.

2.    For skills-based (accredited) courses, retention was excellent at 97.94%, and achievement was particularly excellent at 98.86%.

3.    For community learning (non-accredited) courses, retention was very good at 95%, with achievement remaining excellent at 98.72%.

4.    All withdrawn learners were followed up as part of the college’s robust quality assurance and improvement infrastructure, and reasons were recorded for the early departure.

The Sub-Committee noted the contents of the report.