Thematic review of the planning and delivery of English for speakers of other languages (ESOL) provision in Scotland

Methodology

Published
04/02/2026
Last updated
10/02/2026

This thematic review explored how effectively ESOL providers have responded to the challenges highlighted in the independent review, with a particular focus on:

  • accessibility of provision to meet individual learner needs
  • collaboration among ESOL providers to remove barriers
  • workforce capacity to support learners effectively

HM Inspectors focused on the experience of learners in accessing provision within communities and colleges and how providers respond to demand.

Phases of the review

The review was undertaken over three phases:

Phase one - scoping and desk research

HM Inspectors drew from recently published research and reports. This helped to inform subsequent phases of the review.

Phase two - engagement with national bodies and local authority areas

HM Inspectors engaged with key national ESOL networks, relevant national bodies and representatives from the six identified local authority areas.

National bodies engaged included:

  • Adult Learning Managers Association
  • CLD Managers Scotland
  • Education Scotland (HM Inspectors are also members of the national ESOL network, chaired by Education Scotland)
  • ESOL Scotland
  • Lead Scotland
  • Learning Link
  • National Association for Teaching English and other Community Languages to Adults (NATECLA) Scotland
  • Refugee Integration and Resettlement Team, Scottish Government
  • Scottish Funding Council
  • Scottish Refugee Council

Phase three - visits to local authority areas and colleges

HM Inspectors visited Glasgow City, Dumfries and Galloway, Perth and Kinross, Orkney Islands, Aberdeen City and the City of Edinburgh councils and a selection of colleges within those areas. Visits were undertaken by a team consisting of two HM Inspectors and, where required, an Associate Assessor.

Key features of visits included:

  • meetings with learners, both with a provider and in the community.
  • engagement with staff and volunteers from CLD teams and third-sector providers of ESOL.
  • engagement with ESOL partnerships, where they existed.
  • engagement with college staff providing ESOL courses and funding to community-based partners.