Report of a Work-based Learning Inspection - Skills for Life & Work provision in Ulster Supported Employment Limited
May 2026
1. Introduction
A. Background information
Ulster Supported Employment Limited (USEL) is an Executive Non-Departmental Public Body sponsored by the Department for Communities (DfC) established to deliver paid, supported employment and employability services for people with disabilities and health conditions. USEL is also contracted by the Department for the Economy (DfE) to deliver the Skills for Life and Work programme. The provision is delivered at the organisation’s premises in Belfast.
A board of directors, appointed by the Minister for Communities is made up of members from both the public and private sectors and provides effective support to the organisation. The board ensures appropriate governance oversight and offers constructive challenge to support the organisation’s strategic direction and continuous improvement.
At the time of the inspection, 47 trainees were registered on the Skills for Life and Work programme across the vocational areas of customer service (23) and Information Technology User (24). The trainees enrolled on the programme present with a wide range of additional needs, including moderate to complex learning difficulties, social and communication needs, and barriers related to confidence, mental health and prior disengagement from education. A majority (55%) enter the programme without formal qualifications and require significant support to re-engage in learning, develop independence and build readiness for employment. The programme provides a pan-disability model of support, including for trainees with additional special educational needs (SEN), ensuring fully inclusive provision for individuals with diverse and, in some cases, complex needs.
B. Views of trainees and staff
The Education and Training Inspectorate (ETI) issued confidential online questionnaires to the trainees and staff prior to the inspection. Responses are referenced, where relevant, within the main body of the report. A high-level summary, including any concerns, was shared with the organisation’s Head of Employment Services.
C. The inspection process
The Education and Training Inspectorate (ETI) worked alongside the organisation to consider how well the organisation:
- has identified and articulates its vision;
- prioritises actions to achieve the vision;
- overcomes the main challenges it faces;
- monitors and reviews progression to identify, celebrate and embed success; and
- grows and develops an inclusive community of learning.
2. Key findings
A. Setting the vision
Following the DfC commissioned commercial review of USEL in 2025, USEL has established a clear and purposeful strategic direction. Its revised mission, “to improve economic participation by supporting people with disabilities and health conditions into inclusive and sustained employment” is well defined and aligns strongly with regional economic and social inclusion priorities.
The organisation's revised vision, “A Northern Ireland where people with disabilities and health conditions are supported to access, sustain and progress in employment” is well understood and embedded across the organisation. All of the staff who completed the pre-inspection questionnaire reported that they contribute well to achieving the vision. Staff understand its purpose and the contribution they make through living out the vision, mission and values in their work with the trainees. This high level of alignment reflects effective leadership and communication and supports the delivery of positive outcomes for trainees, particularly in building confidence, independence and readiness for sustained employment.
The organisation’s values: “we make a difference, we champion ability, we support progression and we lead by example” are reflected consistently in both strategic intent and operational practice. A draft Strategic Plan 2026 to 2031 provides a coherent and appropriately focused framework for improvement, with clear priorities relating to employment outcomes, access and participation, partnership working and sustainable growth.
The organisation has a well-embedded annual quality cycle which supports a systematic approach to improvement. This is informed by an appropriate range of evidence, including observations of learning and teaching and analysis of trainee outcomes. Clear monitoring and reporting arrangements, with well-defined lines of responsibility, underpin the process. While quality assurance processes support monitoring at individual qualification level, programme-level oversight across all qualifications is not yet sufficiently integrated. This should be strengthened alongside the use of quantitative data to provide a more cohesive view of performance and to evaluate the impact of improvement actions within the Quality Improvement Plan.
B. Implementing and improving to achieve the vision
The organisation uses a blended learning approach, combining face-to-face delivery four days per week with online learning one morning per week. The curriculum is well planned and aligned to trainees’ needs and aspirations, supporting them to progress from disengagement or low attainment towards realistic employment pathways. Alongside vocational qualifications, trainees also undertake accredited qualifications in personal development and essential skills in literacy and numeracy.
Digital and employability skills are carefully mapped and integrated within the vocational programme. This approach improves accessibility for trainees with a range of additional and, in some cases, complex needs, while supporting them to develop relevant digital competencies that are essential for participation in modern workplaces and reducing barriers to employment.
Cross-curricular and project-based learning enhances engagement, creativity and confidence. For example, the development of the community garden and trainee-led digital projects, including film production and podcasting, further develop digital competence and transferable skills for the workplace while increasing confidence, teamwork and sense of achievement.
The curriculum is enriched through a wide range of additional qualifications and training, including young leaders, DIY skills, digital and financial literacy, mental health programmes, and barista training. These opportunities support the trainees’ holistic development and broaden progression pathways.
The trainees are well supported to achieve, experience appropriate challenge and make sustained progress relative to their starting points, including those with the most complex needs. The virtual learning environment and electronic portfolios are used well to support the trainees’ learning and to develop their digital skills, enabling them to take increasing ownership of their learning. Questionnaire responses indicate that almost all of the trainees report good access to resources and strong development of their digital skills.
The planning, teaching and assessment for successful learning was effective. Planning for learning is well structured and responsive to the trainees’ abilities, interests and diverse needs. In the most effective practice a range of inclusive strategies, including collaborative group work and structured research activities, effectively support learner engagement and promote progression in communication, independence and problem-solving skills.
Positive and respectful relationships between staff and trainees are a key strength of the provision. These relationships underpin a calm, supportive and inclusive learning culture, enabling trainees, many of whom have experienced prior disengagement or barriers to learning to feel safe, valued and motivated to participate. In training sessions, the learning is well-structured and appropriately paced. Staff use skilful questioning, practical activities and technology to good effect to support trainees to achieve the learning objectives and develop their communication skills.
Assessment practices are well developed. Ongoing formative assessment, including questioning, discussion, and quizzes, is used effectively to check understanding and inform next steps in learning. Literacy and numeracy skills are embedded appropriately across the programme and applied in relevant contexts. In addition, the use of adaptive teaching approaches and positive reinforcement supports trainees to engage, build confidence and sustain participation.
Trainee wellbeing is prioritised across the organisation. A structured wellbeing programme, supported by additional funding, provides access to a range of activities, including mindfulness, physical wellbeing sessions and supported group work focused on emotional literacy and resilience. These approaches support trainees, particularly those with additional needs, to manage anxiety, regulate their behaviour and engage more consistently in learning. As a result, trainees develop greater self‑confidence, emotional awareness and readiness for work. This reflects a strong commitment to inclusive, person-centred practice and contributes to a supportive learning environment that enhances trainees’ personal and educational development.
C. Building equity
Disability support and inclusion are well embedded within USEL’s strategy and delivery model. Enhanced staffing for the 2025 programme ensures trainees with a wide range of physical and learning needs access high-quality, tailored support, are happy, and make appropriate progress towards employment.
The provision supports trainees well to overcome personal, educational and social barriers through strong and effective collaboration with a wide range of partners. The provision offers sufficient breadth to meet individual needs and aspirations. A strong culture of equity and inclusion is evident and has contributed to the development of innovative pathways to sustained employment including within the organisation itself across roles such as manufacturing, hospitality, marketing and Information Technology (IT) support.
Trainees who met with inspectors reported that they feel valued and respected, and that the staff focus on their abilities rather than their barriers. ‘Work Star’* is used well to track progress towards work readiness. The organisation demonstrates a proactive and systematic approach to addressing challenges. Monthly analysis of attendance, retention, punctuality and achievement supports the early identification of trends, complemented by engagement reviews to identify patterns of disengagement. This structured approach supports timely intervention and contributes to sustained trainee engagement and progression.
The trainee voice is used well to inform improvement. Feedback from surveys and focus groups is analysed systematically and contributes to responsive actions which enhance the trainee experience and support ongoing development. Most final-year trainees have clear progression plans in place. However, a small number of trainees indicated that they would value additional careers information and guidance, highlighting an area for further development in supporting progression planning.
D. Embedding success
USEL promotes a strong culture of achievement through the recognition and celebration of trainee success. Initiatives such as the annual graduation ceremony contribute to increased confidence, motivation and a sense of achievement.
The shortlisting of a trainee-produced film, “See Me”, at the Belfast Film Festival in the short documentary category represents a notable achievement. It demonstrates the quality of trainees’ work and provides meaningful external recognition of their creativity and skills, further enhancing their confidence and aspirations.
Trainees develop a broad range of skills and capabilities, including communication, teamwork, digital literacy, and self-management. These skills are important in enabling progression to employment or further training and demonstrate the programme’s effectiveness in preparing trainees for the workplace.
Over the last three years the outcomes are high with most of the trainees being retained (84%), and almost all (92%) of them completing successfully a range of appropriate qualifications, and almost all (92%) progressing to employment or supported pathways within the organisation which is notable given their starting points and additional needs. Within essential skills, trainees use an online platform to track and reflect on their own progress, supporting both ownership of learning and understanding of their development over time.
USEL demonstrates a clear strategic commitment to sustainability, aligning well with ministerial priorities for carbon reduction. A range of initiatives reduces the organisation’s carbon footprint, including recycling services that divert waste from landfill, environmentally responsible shredding services, and sustainable practices within the Ability Café.
E. Growing a community of learning
The organisation fosters a collaborative and reflective professional environment that enhances teaching quality and trainee outcomes. Staff performance review processes, mentoring and peer observation support consistency and the sharing of effective practice across the provision.
Clear and well-established progression pathways for trainees within USEL, from Skills for Life and Work through Empower* and Workable NI*, support sustained progression to employment. The curriculum has a strong focus on the development of transferable skills, including communication, resilience, teamwork and goal setting to prepare trainees for the workplace.
Stakeholder voice is used effectively to inform provision. Survey and focus group feedback is highly positive overall, with most trainees reporting increased confidence, enjoyment and a beneficial experience. A small minority identified challenges in online learning, including navigation of digital platforms and consistency of feedback; these are being addressed through increased flexibility, staff support and simplification of digital platforms. The student council represents trainee views effectively and has contributed to curriculum developments, including the introduction of barista and first aid training, demonstrating a responsive and trainee-centred approach.
Employer engagement provides meaningful work placement opportunities, with a majority of trainees (68%) participating across a range of sectors. These experiences support the development of employability skills, confidence and independence while supporting employers to recognise the value of a diverse workforce. Feedback from employers has also informed improvements to pre‑placement planning, ensuring support needs are identified and addressed appropriately.
Partnerships with a broad range of external organisations enrich the curriculum, supporting learning in areas such as sustainability, wellbeing, personal development and financial literacy. These contribute positively to trainees’ skills development, resilience and readiness for work.
Staff health and wellbeing, and professional capacity are prioritised effectively across the organisation. All of the staff who responded to the questionnaire agree that staff health, wellbeing and safety are promoted well. Staff engage in relevant professional learning, including training in autism, ADHD, self-harm and suicidal behaviours, which has strengthened their understanding of trainees’ needs and informed the use of inclusive strategies to support engagement, communication and emotional regulation.
Staff confidence and competence in safeguarding and wellbeing have been enhanced through this training, including increased awareness of early warning signs and appropriate referral pathways. As a result, staff are well equipped to provide a safe, supportive and responsive learning environment, with all staff reporting that they have benefited from recent professional learning.
F. Child protection and adult safeguarding
At the time of the inspection, the evidence provided by the organisation demonstrates that the arrangements for child protection and adult safeguarding align to the current statutory guidance.
3. Next steps
Ulster Supported Employment Limited (USEL) has a clear, well-communicated and strongly embedded strategic vision underpinning the organisation’s central purpose to ensure that young people with disabilities and health conditions are supported to access, sustain and progress in employment. This vision is being realised very effectively through an inclusive, nurturing and aspirational environment for staff and trainees, underpinned by strong, trusting relationships and a focus on health and wellbeing of all. The responsive, collaborative provision supports trainees with diverse needs to overcome barriers, engage positively in learning, and progress towards employment or further education and training. Outcomes for the trainees on the skills for life and work programme are notably high and demonstrate the strength of the organisation’s training provision.
The inspection has highlighted two areas for action, which will enable USEL to realise its vision more fully, which are to:
- strengthen integrated, central oversight across all programme components by developing a cohesive, programme-level approach to tracking; and
- make more effective use of quantitative data to set measurable targets and evaluate the impact of improvement actions within the Quality Improvement Plan.
The District Inspector will monitor the organisation’s progress in addressing the areas for action, as part of ETI’s routine monitoring processes.
Inspectors identified an aspect of highly effective practice from which others may learn. The aspect of practice which should be shared more widely is:
- the organisation’s embedded approach to celebrating wider achievement and integrating digital skills.
4. Appendix
Appendix 1: Quantitative Terms
In this report, proportions may be described as percentages, common fractions and in more general quantitative terms. Where more general terms are used, they should be interpreted as follows:
Almost/nearly all - more than 90%
Most - 75% - 90%
A majority - 50% - 74%
A significant minority - 30% - 49%
A minority - 10% - 29%
Very few/a small number - less than 10%
Appendix 2: Notes
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‘Work Star’*
Work Star is a tool designed to support adults who are out of work or returning to the workplace. It helps individuals identify and focus on areas for improvement in their journey towards work, such as job skills, motivation, and health. The Work Star assesses progress through seven outcome areas and guides users in creating an action plan to enhance their job prospects. It is part of the Outcomes Star approach, which provides training and support for practitioners to effectively use the tool in their practice.
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Empower*
Empower is a programme designed to provide employment support for adults with disabilities in Northern Ireland. It helps adults who are living with a disability or long-term health condition to develop new skills and gain the confidence to get into the workplace.
Workable NI*
Workable NI supports employees with a disability and provides support to employers. The support is tailored to the individual’s needs and supports the employee to reach their full potential within their job role and helps the employer make reasonable adjustments to support their employee.