Hull City Council’s education arm has failed to meet Ofsted’s safeguarding standards after inspectors found leaders had not responded effectively to “potentially serious” issues posing risks to learners. Hull Training and Adult Education (HTAE), which teaches almost 300 young people aged 16 to 18 and more than 900 adults, today became the first local authority-run provider to receive a ‘not met’ safeguarding judgment since Ofsted introduced its new report card approach in November. Inspectors found that safeguarding cases were too often recorded as closed before suitable steps had been taken to reduce the risk of harm. Leaders also failed to review whether actions taken to protect learners and apprentices had been effective, meaning they could not assure themselves that safeguarding concerns had been dealt with appropriately. Ofsted said: “Leaders and governors do not ensure that safeguarding concerns are reported fully and in sufficient detail. Leaders do not respond effectively to potentially serious safeguarding concerns that pose risks to learners and apprentices.” Intervention prospect Department for Education guidance states that colleges will be placed into intervention where safeguarding is ‘not met’. Similar guidance for local authorities says the DfE “could” terminate the contract, issue conditions of funding or impose an FE Commissioner capability assessment in the event of a ‘not met’ safeguarding judgment. An HTAE spokesperson said the council is “not currently” in formal intervention, but its leaders are in “ongoing communication with key stakeholders to assure them that the required improvements are being implemented as soon as possible”. FE Week has asked the DfE whether HTAE will be placed into intervention following the Ofsted judgment. While HTAE leaders were criticised, Ofsted praised staff at the provider’s local centres and subcontractors for establishing a culture of safeguarding. Staff “care” about their learners and apprentices, inspectors said, and receive appropriate training and provide students with the support and guidance needed to keep them safe. Learners and apprentices “feel safe and understand how to stay safe from the risks of extremism and radicalisation” and know how to report concerns. Councillor Linda Tock, portfolio holder for learning and a HTAE governor, said improvements were underway. “Hull Training and Adult Education is an essential service for so many people across the city and the report acknowledges the great work it does,” she said. “At the same time, there is clearly the need for improvements to be made, and the team is getting on with that job straightaway.” HTAE received three ‘needs attention’ judgments alongside eight ‘expected standard’ ratings and three ‘strong standard’ verdicts in the report. The three low judgments covered leadership and governance, achievement on education programmes for young people, and achievement on adult learning programmes. Aside from safeguarding, Ofsted criticised the provider’s English and maths results. It said: “Too few adult learners, and those aged 16 to 18, achieve well in their mathematics and English functional skills qualifications, particularly on level 2 courses.” HTAE recorded an achievement rate of 78 per cent for education programmes for young people in 2024-25, compared with a national average of 84 per cent. For adult learning programmes, its achievement rate was 78 per cent, against a national average of 87 per cent. Ofsted said leaders had “generally realistic plans” to improve achievement across adult learning and study programmes, but these had “not yet been fully realised”. Staff shortages on some adult courses and apprenticeships had also “negatively impacted on the progress of a few learners and apprentices”. Some students were left “frustrated” by delays to their learning caused by “frequent staffing changes or cover staff who do not have the subject expertise to teach them fully the curriculum they need to know”. Ticks for Tock Ofsted’s highest praise for HTAE was for its provision for learners with high needs, which was rated ‘strong standard’ across achievement, curriculum and teaching, and participation and development. Learners with high needs were found to make “significant progress”, develop “substantial new knowledge, skills and behaviours” and “consistently produce high-quality written and practical work”. Tock said: “It is important to recognise that a ‘strong standard’ was awarded for provision for learners with high needs, as well as ‘expected standard’ in the majority of other areas. “We would like to thank our staff, learners, employers and partners for their continued support as we build on these strengths, make improvements and move forward with confidence.”