Research and analysis

STEP Ahead pilot evaluation report

Published 26 September 2025

Authors

Allaa Barri, Maria Fernandez Gomez, Joel Hooper, Ebaa Marouf, Maryam Hamedi, Maddy Pickles and Caroline Paskell.

Executive summary

This report presents the findings of an evaluation of the STEP Ahead programme pilot, a 12-week digital English for speakers of other languages (ESOL) and employment support programme for eligible refugees across the UK. The pilot programme was commissioned by the Home Office and delivered by World Jewish Relief (WJR) with the British Council. The evaluation of the pilot was conducted by Ipsos UK.

Programme setup and management

Service providers struggled with workload, especially in the early stage. This was mainly due to extra administrative tasks (for example, English test, assisting participants in how to use digital devices).

Data-sharing arrangements between the British Council and WJR worked well. If the Home Office expands the programme, these arrangements will need to be reviewed before the beginning of the new programme to assess if Microsoft Teams continues to provide a suitable basis for a larger and potentially more complex operation.

Online sessions were successful in engaging with hard-to-reach participants overall. However, stakeholders reported that participants’ lack of digital literacy, limited access to digital devices, and other technical issues did still affect their access to the programme.

Communication and learning materials were designed with consideration of participants’ abilities and needs, including any language barriers and literacy levels in their native language. Content was also adapted to better suit participants’ daily lives and employment needs. However, not all users were aware of the additional materials and activities, and suggested communication about all programme elements could be improved.

Digital offer and service provision

Programme completion rates were high, with 87% of the users completing the programme. There was overall good user engagement for ESOL classes with more than 2 in 5 students (41%) attending over 80% of classes^{[footnote 1]}. There was high user engagement with the employment support sessions; almost 4 in 5 users (79%) attended over 80% of the classes. Women were more engaged with the employment support provided than men, with 85% of women attending over 80% of the sessions, compared with 70% of men.

Online delivery worked well for both employment support and ESOL classes. It offered flexible, accessible and more tailored support to refugees who would normally struggle to engage with in-person support. The requirements were more manageable for teachers’ capacity and online delivery was more operationally efficient for ESOL teachers, compared with in-person classes.

The lack of travel and childcare costs for users made the STEP Ahead programme more easily accessible to women with childcare responsibilities. Being able to engage online, rather than being linked to a physical location, also made the support accessible to users facing housing insecurity or who moved often during this time.

Despite some participants being given laptops, most service users attended the ESOL classes on their phone which limited their engagement; service users’ poor digital literacy created multiple operational barriers, from being unable to turn their camera on during classes, to being unable to use the laptops provided by WJR and unable to access resources provided by teachers.

Employment advisors (EAs) found their workload higher than expected, especially in providing digital support to users. Poor digital literacy and insufficient guidance from the British Council on how to access online ESOL classes created challenges. These issues were compounded for users who were not literate in their native language and so could not read the guidance provided.

Service user experience

Online ESOL lessons

Service users spoke positively about the teachers and appreciated having interactive lessons covering topics they would use in everyday life. A new topic being taught each lesson also meant service users could easily engage again after previously missing sessions. Service users gave the following suggestions to improve the programme:

1. Maintaining consistent class times is crucial for service users: having a set time is easier for service users to work around other commitments and strengthens social connections with their fellow classmates. If consistency is not feasible, suggestions were made for alternatives, like a class booking system. If adopted, it would need to ensure transparency about potential variations in teaching staff and classmates.
2. Service users asked for more support on IT issues: service users could sometimes struggle to navigate tasks both during and outside classes, such as pre-class assignments, and there were also accounts of difficulty accessing lessons when their internet connection was down. Service users did not explicitly discuss what this help could look like, but evidentially service users would benefit from support with immediate requests and a digital skills session - such immediate support could be as a helpline or on-call support.
3. Service users expressed an interest in receiving more feedback from teachers during conversational classes. Therefore, allocating more time for teachers to attend some conversational classes should be explored.
4. Service users expressed a desire for ESOL lessons to incorporate vocabulary tailored to specific job interests.
5. There was inconsistent awareness among service users of the full set of programme elements: not all service users were aware of homework, pre-tasks, the additional activities, conversational classes or the focus for each ESOL lesson. Therefore, the details of the programme could be made clearer by preparing a structured communication strategy to ensure consistent awareness of all the elements of the programme.
6. Interview participants consistently requested that the programme be longer, reflecting their positive views of the course: service users felt a 12-week programme was long enough to increase confidence in English but needed it to be longer to see further improvements.

Employment advisor support

The role of the EA varied depending on the service users’ levels of English and their needs. Service users with higher levels of English described a great variety of support provided by their EA. There were also examples given of advisors having adapted their approach to service users’ needs. EAs’ availability also appeared to be key to participants’ experience of their employment support, enabling service users to receive support on job applications and interviews as they came through. Service users suggested some areas of improvement:

1. Service users had inconsistent understandings of the EA role, so the programme would benefit from service users having a clearer understanding of their role and tasks.
2. The types of employment support favoured by service users with lower English levels varied. Consequently, a case-by-case approach is crucial for determining their specific needs and goals.
3. It is important that those at A0 level can understand the concepts discussed during the digital skills session. Some service users with lower English levels reported they struggled to navigate systems or still misunderstood concepts after the sessions.

Short-term outcomes

Overall, service users felt they had progressed in English since starting the STEP Ahead programme. However, outcomes and progress were different based on the starting English language proficiency and digital skills of the participants^{[footnote 2]}. Students at levels B1 and A2 reported making greater progress compared with A1 and A0 students (48% and 42% versus 28% and 23%, respectively. Likewise, digitally skilled users felt they made more progress in English compared with less skilled users (43% versus 25%).

Confidence in using English for daily tasks increased notably from enrolment for all English levels. Gains in confidence were higher for conversational activities than for reading and writing.

Confidence in conducting certain work-related tasks in English significantly improved over the course of the programme. Users with higher English proficiency were more likely to apply for a job during the programme compared to less proficient users. More than half of users enrolled on B1 (59%), and A2 (53%) levels had applied for a job in the previous 12 weeks (during the pilot) compared with only 32% of users in A1 level and 26% in A0 level.

Confidence using online platforms (such as Zoom or Teams) rose from 49% at the start of the programme to 76% at exit, and confidence using a computer increased from 40% at entry to 67% in the exit assessment. However, digital skills confidence influenced users’ perceived progress in English; users who were confident using a computer and online platforms felt they made more progress in classes compared to less digitally confident users (43% reported making “a big progress”, compared with only 25%, respectively). Digital barriers at entry were higher for females (36% were not confident using computers at the start of the programme), users with childcare responsibilities (38% reported not being confident using computers at the start), and those with no reading and writing knowledge in their native language (29%).

STEP Ahead led to some improvements in users’ language skills, employment prospects and digital literacy. However, progress varied among users. Digital literacy support provided should be adapted to ensure that it is accessible for participants with lower English proficiency and low digital confidence. Continued technical support and troubleshooting assistance would be especially beneficial for these users if the programme was continued.

For a short 12-week pilot programme, users reported increased confidence in their language skills, improvements in their employment prospects, and reported high levels of satisfaction, showing potential for wider implementation. With some strategic enhancements, such as increased administrative support and tailored digital support, the programme could be scaled effectively to benefit a larger refugee population across the UK.

1. Introduction

1.1 Overview of the STEP Ahead digital ESOL and employability programme

Ipsos UK was commissioned by the Home Office to conduct a rapid process and outcomes evaluation of the pilot STEP Ahead digital ESOL and employment programme. The STEP Ahead pilot was funded by the Home Office for eligible refugees from all backgrounds across the UK. It was led by World Jewish Relief (WJR) with English classes delivered by the British Council. The pilot included 10 weeks of 2-hour English classes 3 days a week, and 12 weeks of employment support weekly with WJR on CV writing, job searches, job applications and interview preparation. All classes and employment support were held remotely. The pilot replicated the STEP Ukraine programme designed to help Ukrainians in the UK find meaningful employment in the UK and improve their English.

The digital design of the STEP Ahead pilot was intended to engage more marginalised groups of refugees who could have challenges accessing in-person programmes, including those with childcare or other caring responsibilities, and those living in remote locations or moving between accommodation. Refugees were eligible for the pilot programme if they had come through one of the following schemes: the Afghan Relocation and Assistance Policy (ARAP scheme), Afghan Citizens Resettlement Scheme (ACRS), Community Sponsorship Mandate Scheme, family reunion, UK Resettlement Scheme, Vulnerable Persons Resettlement Scheme, or if they were granted refugee status after claiming asylum in the UK. The programme was not available to people awaiting a decision on their asylum claim.

This report explores how different sub-groups of refugees were engaged by the pilot programme and sets out evidence of how it supported their language attainment and movement towards employment.

1.2 Evaluation aims and questions

The evaluation was intended to explore the uptake, engagement and near-term effectiveness of the pilot. It followed the key evaluation questions below.

Language Learning

Does the provision of intensive, digital ESOL training improve language attainment and confidence in using English language?

To what extent does intensive, digital delivery of ESOL classes for UK-based refugees overcome known barriers to English language acquisition and class attendance (such as childcare and other commitments, age, geographical inaccessibility)?

Which participant characteristics are associated with differential engagement with online, intensive ESOL delivery? Was the intensive online format more effective for some groups?

What were the attendance, completion and drop-out rates for the programme? Were some groups more likely to drop out?

Employability

How does online, remote employment support impact refugees’ employability outcomes?

Does the programme improve confidence to apply for jobs online?

Delivery

To what extent did the intervention reach its target population?

How can the ESOL and employment support offer in the UK be improved?

1.3 Methodology

This evaluation followed a mixed-method design to explore the uptake, engagement and effectiveness of the intensive online ESOL programme with employability support.

The quantitative strand involved 4 sets of data, linked by unique participant ID. These were:

• WJR’s enrolment form
• the (Ipsos) baseline survey
• WJR’s management information (MI) data
• the (Ipsos) post-intervention survey

The baseline measure comprised the enrolment data collected by WJR (participants’ sociodemographic characteristics and learning needs) and a baseline survey with additional information on their language skills and employment aspirations. The baseline survey was developed by Ipsos and administered by WJR caseworkers. It was conducted between 25 November 2024 and 10 January 2025. A total sample of 339 surveys was achieved, an 82% completion rate from the 411 users registered in the programme.

Over the course of the programme, Ipsos analysed WJR’s MI data, which tracked key indicators on programme delivery, including attendance, completion and drop-out rates.

After completion of the pilot, a post-intervention survey (developed by Ipsos) was administered by WJR caseworkers. This survey was used to assess changes in service users’ language skills, confidence, employment outcomes, and engagement and satisfaction with the programme. The survey was administered between 17 and 28 February 2025, with 342 responses from the 360 users completing the programme, representing a 95% survey completion rate. Survey respondents received a £10 Love2Shop voucher as a thank you for completing the post-intervention survey.

The qualitative strand involved 20 semi-structured depth interviews with refugee service users and 6 with key stakeholders. The interviews with refugees were to explore programme users’ experiences and perspectives. Interpreters were available to ensure accessibility and inclusion. The participants were sampled for diversity of backgrounds and other characteristics to provide a range of experiences of the programme. Sampling characteristics included immigration pathway, age, gender, nationality, education level, digital literacy level and pre-arrival work experiences. Targets for all groups were achieved, providing a sufficiently varied range of perspectives. Annex A shows the sample details. Stakeholder interviewees included ESOL teachers, employment caseworkers and programme managers. The aim was to include stakeholders with different roles and involvement in the programme to gather a diverse perspective on programme implementation and outcomes.

1.4 Limitations

The baseline survey was collected across the first 6 weeks of the programme, November to January, rather than at enrolment. This introduced ambiguity into the data as it was difficult to differentiate what related to participants’ pre-existing characteristics and what reflected programme effects. Additionally, in some instances, the unique participant ID on the survey did not match the unique ID from the enrolment form, and there were multiple duplicated IDs. Although efforts were made to identify and amend these cases, after validation checks and data cleansing, there were only 339 valid surveys. However, the achieved sample still allowed for subgroup analysis and comparison with the post-intervention survey. Subgroup findings are reported only where there are statistically significant differences. Annex B discusses methodological lessons learned and offers solutions to improve data collection by the programme deliverer if the programme is continued.

2. Programme setup and management

This section summarises the STEP Ahead programme pilot setup and details of partnership management between the British Council and World Jewish Relief.

2.1 Overview of the programme setup

WJR partnered with the British Council to deliver the STEP Ahead digital ESOL and employability programme pilot, with the British Council delivering digital ESOL sessions and WJR leading on employment support. Programme setup and management included various phases:

1. Eligibility assessment and onboarding

2. Assessing logistics, including capacity and resources

3. Partnership and data sharing

4. System, sessions and materials design

2.2 Eligibility assessment and onboarding

The process involved participants registering with WJR or being referred to the programme by partner organisations or an individual (participants were not always clear who had referred them). The potential participants then received an initial screening call, and their documents were checked to verify eligibility. This step also involved an English test to determine participants’ proficiency level. Once their eligibility was confirmed, participants were onboarded with a one-to-one session with an advisor, gathering further details such as their preferences, needs and any digital support required (such as access to a laptop or the internet). Following the needs assessment, WJR distributed 180 laptops and about 25 SIM cards for data to support service users with digital access.

While the system worked relatively effectively, the complexity of the eligibility criteria caused delays and inconsistencies in participants’ access. Stakeholders (such as programme managers, EAs) suggested the eligibility assessment and referral process could be streamlined to reduce administrative burden, ensure a steady influx of participants and minimise rejection or dropouts.

“More time should be allocated for collaboration with partners to support referrals and registrations.”

Programme manager

2.3 Capacity and resources

The pilot began with 10 EAs each supporting 39 participants (this subsequently reduced to 30 each, as more EAs were hired and some participants dropped out). WJR recruited staff with lived experience as refugees (5 EAs and 2 team managers) and all staff were proficient in languages expected to be spoken among future service users (such as Arabic, Dari). In this period, recruitment and training focused on addressing the specific needs of future participants (for example, supporting those with very low English proficiency) and skills required to work with trauma survivors.

“We have to remember they’ve been through the asylum process, so they would have been through a very difficult period in their lives.”

Programme manager

The British Council delivered 2 training sessions to EAs introducing the English classes and explaining how to support service users throughout the course (such as enrolment, doing homework). They also provided teachers with training tailored to service users’ specific needs (as above), as well as comprehensive training on the safeguarding procedures they had in place.

Stakeholders noted that there were significant challenges in recruiting staff, conducting the inductions and training, assessing eligibility, and administering English tests all within a short timeframe.

“We had just over 3 weeks to register at least participants…obviously, that involved regular data analysis on the registration.”

Programme manager

EAs also said their caseload made it challenging to manage the additional administrative tasks, particularly during periods of high demand.

“The Home Office wants the team to meet each participant one hour a week. That’s 30 hours out of 35, so that leaves 5 hours to … let’s say, do research, then you’ve got to think about other meetings … [It] leaves advisors with no time to look into different pathways … speak to employers, speak to training providers.”

Programme manager

EAs had to take on additional responsibilities to help participants access and use digital devices as many faced challenges due to limited digital literacy. This extra workload plus tasks associated with the English test during onboarding were identified as a logistical challenge, necessitating strategic resource allocation to effectively balance the demand with the available resources.

“These British Council speaking tests … before anyone had made rapport with the participants, so they didn’t really know their advisors … they didn’t have any digital skills, they’d not had any digital skill sessions, and they were being asked to go through a portal into a Zoom … It would have been very helpful to have a bit more time for each stage.”

Stakeholder

Stakeholders also reported high demand for evening classes due to participants’ other commitments. The STEP Ahead pilot availability for that time was insufficient and this was not addressed during the pilot.

“It’s definitely evident that we should have as much availability for evening classes as possible, that’s definitely our most popular class time and we’ve had quite a high number of participants who’ve asked to swap to the evening because of other commitments, so I think that would make the programme more accessible and increasing attendance if we planned for that from the beginning.”

Programme manager

The findings suggested that increasing the number of advisors and introducing digital/admin support officers, especially during the initial weeks, could balance the workload and enhance the service quality.

“I’d actually suggest having more capacity within the frontline team … having 18 EAs which would mean caseloads of 25 each which is definitely more manageable and would definitely enhance the quality of support. I’d also … bring in some digital/admin support officers for the first 4 to 6 weeks who could have supported with that registration process and helping people to complete the British Council test.”

Programme manager

2.4 Partnership and data sharing

WJR was the lead partner and subcontracted the British Council to deliver English classes. The partners agreed on the number and timing of English classes, the design of materials and reporting and progress reviews.

The British Council and WJR set up a joint MS Teams channel with access limited to key staff. Programme managers used the shared platform and regular meetings to co-ordinate managing the programme and promptly addressing arising issues.

Stakeholders reported no issues with the partnership or data sharing. However, there may be questions as to how the data-sharing system can effectively scale and maintain security if the programme expands.

“We worked … for quite a long time now, so we have a very good working relationship … and we’re in sync.”

Programme manager

2.5 System, sessions and materials design

The online delivery of English classes and employment support required a secure and user-friendly system for participants to access sessions and learning materials. Overall, stakeholders were satisfied with the digital offering and perceived the online delivery as effective in engaging a wider audience and providing flexibility in not having to travel to a class. The details of service provision and the impacts of online delivery on service users are covered in Section 4.1.1.

While online provision was welcomed, there were challenges with participants’ digital literacy, limited digital access (such as access to laptops, internet, data) and technical issues. Stakeholders reported experiencing frequent downtimes in the system and a need for updating and improvement. Stakeholders also highlighted other limitations, including participants facing difficulties when using their phone to access learning materials. Using phones affected participants’ ability to utilise the chat function and access online materials during the lessons (see Section 4.2 for detailed discussion).

From the early stages, programme managers realised the need for clear and accessible communication materials to ensure effective onboarding and engagement. Communication materials included information on the programme details, lesson expectations, and how to engage with learning and employment support. These were designed with consideration for participants’ various original languages, and visual aids were created for those who may not be literate in their own language. However, as discussed further in Section 4.1.3, not all users were aware of the additional materials and activities, and they suggested communication on all programme elements could be improved.

“We looked into translating the onboarding journey… translating our online platform to some extent into the local language for A0 students so they can understand what’s written … we were told that some of them may not even be literate in their own language, so we had to create visual aids to help them through it.”

Programme manager

Learning materials were also adapted to better suit ESOL learners. This included contextualising content to the UK environment and making it relevant to users’ daily lives and employment needs.

“We need to give people a syllabus that will help them improve their employment outcomes. So, things like English for employability, interview skills, presenting yourself, introducing yourself, that kind of stuff.”

Programme manager

This adaptation was echoed in ESOL lessons, with teachers emphasising a personalised and culturally sensitive approach, further customising materials based on the diverse needs of participants.

The ESOL lessons were set up as closed groups, so participants remained the same in each class. This allowed teachers to build a rapport with participants and better address their needs. Additional activities connected to the ESOL classes were also set up to offer further learning opportunities. This included conversational sessions after classes where users could practise speaking English with one another with limited supervision from their teacher (discussed further in Section 4.1.3).

“It has been a great experience working with the students as they are regular in every class, and it means I get to know them and their needs very well and then you can tailor your classes to meet the needs of these students.”

Teacher

Employment support was offered in one-to-one sessions. EAs’ day-to-day tasks varied throughout the programme. This included an initial assessment call, providing additional information through translation or by reading out materials to participants in the early stages of the programme, and continuing to offer more advanced employment support as programme delivery progressed.

EAs helped participants build their CV, in English or in the participant’s native language and then translated to English if service users’ English was insufficient. Over the programme, EAs followed up with participants regularly (usually weekly), assisting them to search for a job and/or look for courses or qualifications suitable for them.

Although the programme was accessible, not all participants remained engaged. External factors, such as other commitments (for example, caregiving responsibilities) or involvement in additional courses (such as college), influenced participants’ engagement. Stakeholders also noted that the level of English proficiency was a key factor. Participants with more advanced English skills (such as B1/B2) were more likely to drop out due to work or educational commitments, or the need for more formal qualifications, such as the International English Language Testing System (IELTS)^{[footnote 3]}.

Overall, the system and setup for ESOL and employment support were deemed effective in engaging with more hard-to-reach groups of refugees by being flexible and adaptive. For instance, women-only workshops were well received by female participants, who appreciated the opportunity to choose this option. They mentioned that women-only classes are uncommon in other similar programmes (see [Section 4.1.4] for more details on service users’ experiences). Yet, the delivery was challenged by:

Diverse language needs: participants spoke different languages and had different levels of English proficiency, which made it difficult for teachers as some participants (particularly at the A0 level) needed support in their own language. Limited English proficiency also influenced the employment support that could be offered, as many were not confident and ready to enter the job market.

To mitigate this, advisors were largely selected to align with the majority native language for clients to ensure effective communication regardless of the clients’ English proficiency. Additionally, many advisors had lived experience as refugees themselves, which enriched the support they provided (see also Section 4.4).

Digital literacy and access: some participants required digital training and faced challenges accessing ESOL sessions and learning materials, or engaging with job searches online.

Attendance and engagement: there was a mixed attendance rate, especially for B1 level participants who had additional commitments such as a part-time job or college courses (see Section 4.6).

3. Service user characteristics

This section describes the sociodemographic characteristics of users enrolled in the STEP Ahead pilot based on the MI data provided by WJR. It also outlines users’ previous ESOL experiences, employment history and their expectations and motivations for joining the programme.

3.1 Service user characteristics

MI data showed 411 refugees enrolled in the STEP Ahead pilot programme from November 2024 to March 2025. Most students started the programme in November, but 14 students joined the classes 2 weeks after the pilot began, in mid-December. Key characteristics are listed below.

Age: around 2 in 5 service users were aged 25 to 34 years old (42%), followed by users aged 35 to 44 years (29%), 18 to 24 years (15%), 45 to 54 years (11%) and 3% were aged 55 or over.

Gender: 58% service users were female and 42% were male.

Nationality: almost half were Afghan (47%), with other nationalities including Syrian (12%), Iranian (9%), Eritrean (6%), Sudanese (5%), and the remaining 21% were a mix of other nationalities, each of which comprised less than 4% of all service users.

Location: 17% of service users resided in the Southwest of England, followed by 13% in Greater London, 11% in Scotland, 10% in West Midlands, 9% in Yorkshire, 8% in the Northwest of England and 7% in the South East. The East of England, Wales, and the East Midlands each account for 6%. The North East had 5% of users and Northern Ireland had 1%.

Literacy: most users could read and write in their native language (95%).

Caring responsibilities: 44% of service users reported having caring responsibilities, commonly for a child or children (37%) and to a lesser extent for adult care (3%), or both (4%). A greater proportion of female service users (49%) than male users (20%) had childcare responsibilities only.

English level: 12% of enrolled users attended beginner classes (A0 level), almost 2 in 5 (40%) enrolled in elementary level (A1), around a quarter (24%) attended pre-intermediate level (A2), 19% attended intermediate level (B1), 5% attended upper intermediate B2 level, and only one user’s English proficiency was assessed as advanced C1. More than half (56%) reported attending previous ESOL classes.

Time in the UK: almost half of service users (46%) had lived in the UK for over 2 years, nearly a quarter (23%) for between 1 and 2 years, and a similar proportion (24%) for less than a year. The rest (8%) did not specify their time in the UK.

Education: 91% of service users reported already having formal education, with 9% reporting having not completed formal education. The proportion of service users with education beyond basic levels was also high - service users recorded their highest completed level of education as higher (46%), secondary (31%), primary (9%) and vocational training (3%), with some not specifying.

Employment: 7 in 10 service users (70%) had previous experience of working, outside the UK, almost half (45%) reported having worked for more than 5 years, 17% between 1 to 4 years and 5% less than one year. However, only a fifth (20%) reported having worked in the UK and the majority (79%) reported being unemployed at programme enrolment.

Employment sectors: previous work experience outside the UK spanned a range of sectors, the most common being teaching and education (11%), then civil service and local government (9%), healthcare (8%), manufacturing (6%), information technology (4%) and retail (4%).

Referral sources: service users most commonly heard about the programme from other organisations (52%), followed by friends and family (21%). To a lesser extent, they knew about the programme from social media (8%), word of mouth (5%), and via leaflets and websites (4%).

3.2 Service users’ previous ESOL experience

Service users’ experience of learning English ranged from no lessons to having attended classes in their own country, in countries they travelled through, or in the UK. One participant also mentioned using informal methods such as YouTube content they remembered learning, which included conversational English, grammar, the alphabet and daily topics such as the news.

There was no consistency in how participants had accessed English language support in the UK prior to this programme enrolment. Service users had previously attended lessons in person in colleges, through councils, and from staff members in hotels when they first arrived. Service users may have sought these classes out themselves or been signposted by the council or the Jobcentre. Barriers to taking part in lessons were also discussed by service users. These included being informed of long waiting lists and feeling that their asylum seeker status prevented them from being enrolled onto classes. Struggling to travel to class was also highlighted as a reason for disengaging once enrolled.

Teachers and service users both referenced challenges that service users had faced due to their English language skills. These included attending their children’s school parents’ evening, shopping (including online) and discussing medical issues in healthcare settings. For instance, one service user described relying on signalling to demonstrate what items they wanted while shopping.

Service users interviewed were motivated to learn English so they could better adapt to living in the UK, learn more about the UK culture, and build confidence. Specific skills identified as being a priority were learning conversational English, confidence in speaking, learning grammar, and improving their accent.

“These are some real things or rules of this country that I have to get adapted to and I’m trying.”

Service user

3.3 Service users’ previous employment history

Participants discussed having jobs in their home countries or other countries. These ranged from owning their own businesses, working in the military (which may have provided English lessons), working in the healthcare professions, and retail. A few participants discussed already having jobs in the UK prior to the programme, including working in a shop or café. Other participants discussed taking on voluntary roles similar to their home country employment. For example, a participant who worked as a nurse in their home country was now volunteering in a UK hospital.

Some service users had received no prior employment support, but others discussed support from local organisations, the Home Office’s Refugee Employability Programme (REP), the charity Refugee Action and colleges. Service users also referred to the Jobcentre, including in relation to the support provided by REP and others. As well as employment support, participants discussed receiving practical support from a social worker or caseworker. Support included assistance with writing a CV and advice on how to attend GP alongside hospital appointments.

Some participants with previous employment history in other countries continued to cite barriers to employment, despite having received support from the Jobcentre. For instance, a participant who was a maths teacher in their home country said the Jobcentre were not helpful in identifying jobs in line with his teaching background and related skills. Additionally, another service user said they had several appointments at the Jobcentre, and they had not identified any job vacancies. The participant believed this was due to a lack of job opportunities in the local area.

Stakeholders discussed how service users’ understanding of the job market varied depending on their different levels of English proficiency and time spent in the UK. Stakeholders generally felt service users with higher levels of English were more likely to have resided in the UK for longer. Similarly, those with greater levels of English were also more likely to have a better understanding of the UK job market and education opportunities, with accounts of being enrolled in college or working part-time jobs (see also Section 5). This highlights that early intervention to improve refugees’ English and their understanding of the job market soon after their arrival in the UK could accelerate their integration.

Both stakeholders and service users highlighted a lack of confidence in English as a barrier for service users obtaining employment. Not feeling confident about how to communicate in a professional setting or getting easily lost in conversations were noted by service users as affecting their employment success. Additionally, service user participants identified other barriers, such as:

• not understanding UK culture
• not having qualifications recognised and accepted in the UK
• a lack of opportunities in their local area
• being advised that they needed permanent housing before they could apply for university

“I think [my English] is not enough, because offices have specialities that they use.”

Service user

Service users and EAs alike saw support in obtaining a job as a key motivation to enrol in the STEP Ahead pilot programme. Service users specifically identified wanting support around job interviews, such as what questions might be asked, and gaining certificates for job and university applications. Generally, there was a sense among service users that this programme would open doors and opportunities for them.

4. Digital offer and service provision

This section explores stakeholder views of delivering the core elements of the STEP Ahead programme: ESOL classes and employment support. It sets out what stakeholders identified as working well in online delivery and what was operationally challenging. It also outlines service user engagement and attrition, and users’ overall experience of the programme.

4.1 ESOL service delivery

4.1.1 Online delivery

Stakeholders identified online delivery of ESOL classes as having gone well, despite some operational challenges. ESOL teachers reported that online delivery felt easy and worked well in providing flexible and accessible classes. This worked particularly well for service users who were women, with caring responsibilities or work commitments, and who otherwise would struggle to access in-person classes. Teachers also discussed the benefits of online delivery for their capacity and time efficiency when teaching, with in-person classes seen as more operationally burdensome to deliver the same content.

“You save a lot of time … And you can take back-to-back classes with about just a 5-minute break in between … which is not possible with face-to-face classes. Because a lot of physical arrangements have to be made in face-to-face classes.”

Teacher

Likewise, service users expressed a preference for online English classes, appreciating the comfort and convenience of learning from home. They enjoyed the ability to study in a familiar environment without distractions. This sentiment was shared by users in both permanent and temporary housing. One user who transitioned from temporary to permanent housing during the programme, highlighted the flexibility of online learning, as they could seamlessly continue their lessons despite the move, thanks to adequate internet access in both locations.

While the survey data revealed no statistically significant differences in programme outcomes across regions, users interviewed spoke positively about the online delivery of the programme overcoming geographical barriers. The online format provided more flexibility for participants with health issues that limited their mobility, work commitments and caring responsibilities. Online lessons not only removed travel as a barrier to access but also allowed for flexibility around other appointments because users could access the lessons anywhere, with the use of smartphones and laptops extending flexibility.

“There’s no more stress and more flexibility.”

Service user

Service users praised their teacher for their knowledge, teaching methods and supportive nature. They said that the teachers explained concepts clearly, created interactive lessons, and answered their questions. Service users shared the view that the teachers’ skills and dedication contributed positively to their learning experiences.

“They listen no matter what kind of questions you have. There is a lot of listening going on.”

Service user

Still, service users identified a few areas for improvements. For example, some service users felt that lessons with 10 students felt rushed, and there were reports, albeit few, of service users having more than one teacher. It was highlighted for there to be more consistency in teachers for these service users.

Similarly, service users indicated that certain aspects of a supportive learning environment could be more prominent with in-person settings compared to this online programme. These included the benefits of observing fellow learners and the increased accountability associated with completing pre-class assignments. Additionally, service users cited in-person classes provided more opportunity for social interaction and connection with others in their local community.

4.1.2 ESOL classes levels and timings

Stakeholders discussed how the organisation of ESOL classes and course content worked effectively. ESOL teachers felt comfortable delivering the course content, even if they had not taught refugees before. They were selected from a British Council pool of freelance teachers and had experience teaching English at many levels on other ESOL courses. They explained that STEP Ahead provided a better setting than other ESOL courses they had taught, because of the organisation of classes, course content and availability of online activities.

There was a supplementary process for teachers to determine if service users were in the correct competency level (A0, B1 and so on) at the end of the first class. This was not a formal assessment and was more based on teachers’ views of how confident and able participants communicated in English at the appropriate level for their first class. There was some movement between classes at the start of the course because service users were not correctly placed by the initial assessment (see also Section 2). ESOL teachers explained that, after initial transfers between classes, service users shared similar English competency and confidence levels within classes. This aided teachers in engaging users with similar gaps in understanding and facilitated learning for users with a shared competency. Teachers also explained they could successfully adapt the course content to meet the general competency of each group anyway.

“We adapt the lesson to some extent, so we either make it a little more challenging … to suit their level. Or if we find that it has to be tailored down then we make the tasks a little simpler for them.”

Teacher

Generally, service users raised no concerns about the level of their classes, and they said they were learning a lot. On the few instances service users who moved classes due to their English level were spoken to, it was appreciated that their improvements in English were being recognised, and they valued the programme’s flexibility.

Service users typically attended 2-hour sessions 3 times a week, with one session per day. Two-hour sessions were generally seen by service users as an optimal length, because they could lose focus in longer sessions. Nonetheless, a small selection of participants with a mix of English levels felt longer sessions or daily lessons would assist their learning and increase learning time. Service users wanted the programme to be longer than 12 weeks. While 12 weeks was considered long enough to build confidence, they wanted longer courses to continue improving their English. Where service users could get their preferred lesson times (morning, afternoon or evening classes) they explained they could manage lessons around their work, volunteering or housework commitments. However, not all service users received the class time or day they requested. Service users who had dropped out explained in some instances this was because they did not get the time of class requested.

Although most service users interviewed had a regular timetable, this was not universal. For instance, some service users experienced being allocated 2 lessons in one day, or having lessons scheduled at the same time of the day, but across different days each week. This complicated managing classes around work and volunteering commitments. On this occasion, a service user said it was helpful that each class focused on a different topic because they could engage in a lesson even if they had missed a previous one. Having a consistent timetable or the ability to book into preferred lessons were suggested improvements.

As stated, there was a sense among service users that online delivery gave more flexibility to engage alongside other responsibilities and from different locations. Still, there could be occasions when service users missed lessons due to pressing matters. Reasons included urgent work requests, caring for pre-school children or attending appointments to interpret for family members. Teachers interviewed noted that if service users could not attend a class, it meant they missed that lesson as lessons were not repeated. However, teachers and EAs took steps to address dips in engagement. Programme staff would send out reminders and find out how service users could be supported to improve attendance, with an instance reported of a user being moved class times to aid engagement.

4.1.3 English classes content and additional resources

A variety of topics were referenced by service users, as each lesson focused on a different theme. A0 level service users engaged in discussions about practical communication, such as using the phone and understanding traffic signals. B1 level participants explored topics such as childhood, culture, maps and describing themselves. Overall, service users found the topics relevant to everyday life and appreciated learning new words in each session. Topics involving group work also received positive feedback, such as working together to plan a holiday.

Still, there were some suggested improvements. For example, one B1 level participant found the lessons on writing emails and letters redundant, as they already used these skills in their workplace. Additionally, some service users expressed a desire for more job-specific language instruction, such as vocabulary related to their professions. Another user suggested incorporating lessons on making complaints and other practical communication skills. Therefore, incorporating more targeted vocabulary and specific communication challenges may enhance the programme’s relevance to service users.

ESOL teachers discussed the beneficial impact of the additional activities, although there was variation in what was considered ‘additional’. Teachers referred to additional online class materials as useful for users who missed class or wanted to do more work on their English outside class. There were also non-compulsory sessions after class, where users were left to talk among themselves without their teacher. At the beginning of these sessions, someone was nominated and given questions to facilitate English conversation. Teachers said these sessions were useful for some users in building up their fluency and confidence in speaking English. Teachers evidenced this by noting that when they did observe these sessions, at the start of the course, they contained more non-English conversations, but eventually the sessions became English-heavy.

“So, they’ve got used to that as well. So, with the practice of using English [in additional sessions], they’re a little more confident in communicating in English, so there’s less of Dari in the classes.”

Teacher

Service users had varying levels of understanding about additional resources^{[footnote 4]}, and some were unaware of them. For those aware, service users discussed the teacher sharing additional listening and grammar exercises on the British Council website, podcasts and videos, and resources about IELTs preparation. Service users would regularly talk about the EA sessions, when they were asked about additional activities they had taken part in, reflecting on assistance in relation to job searching and help with writing a CV.

There were mixed views on how the assignments outside of class were implemented. One participant appreciated they were not mandatory, so people could still participate in the lesson if they could not complete it. However, another was confused as to why they were not relevant to the lesson and that new vocabulary would not always be practiced. Those who had not been aware of additional resources were interested in having them, so there remained an appetite for additional practice.

While conversational practice was desired, there were practical barriers affecting users’ experiences of these classes. Awareness of the conversational classes also appeared inconsistent among service users. The timing of these additional classes could sometimes be a barrier to engagement. Factors influencing the delivery of these sessions were also highlighted as:

• the absence of a teacher to provide real-time correction and feedback
• having sufficient numbers in attendance to aid discussion
• having a greater variety of first languages among the participants to encourage the use of English

4.1.4 Women-only classes

Stakeholders reported that women-only classes worked well in providing a space for women service users to feel comfortable to learn and speak freely. Although one teacher said a man was attending her class for a few weeks before a user informed her there was a man in the class. The teacher said he was then placed in a different class but was unsure about how he was able to attend initially. The inability to see everyone’s face meant the male user went unnoticed for some time. While the teacher said the women in the class interacted with him normally, this may have still impacted women users’ engagement in the group.

“I had one male student in my batch when we started the class and about 4 to 5 classes later people realised that there was a gentleman in my class and said, ‘This is supposed to be a women-only class and we’d like to remove him from the class and put him in another batch’.”

Teacher

While some women enrolled in the women-only option, others opted for mixed classes. Overall, female participants expressed being content with both options but appreciated having the ability to choose. One user praised the programme for having women-only classes, noting that this is rare across similar programmes.

4.2 Operational challenges to ESOL delivery

Participants talked about accessing the classes via laptop, mobile phone or both. Laptops were either personally owned by participants, provided by the programme-specific laptop loan scheme, or loaned by other support organisations such as their local council. Some service users spoke about being provided with a laptop prior to the lessons starting, having informed WJR they did not have one. WJR reported distributing 185 laptops and 26 SIM cards. However, service users expressed mixed views on the quality of individual laptops and the digital support received by WJR.

For example, a laptop being faulty was a common reason for service users missing lessons or accessing lessons on their mobile phone instead. This was due to the laptops having short battery life, low memory, problems saving files, or sometimes breaking. While WJR’s or other laptops were sometimes replaced, this was not always the case, and many users opted to access the classes via their phones instead.

Stakeholders also identified challenges with online delivery relating to the lack of appropriate equipment, low digital literacy amongst service users and minimal adequate support to improve their digital literacy. For instance, ESOL teachers explained that most users attended classes via their mobile phone, despite receiving laptops from WJR or their local councils. They felt this limited user learning, engagement with classmates, utilisation of the chat function, and access to online materials shared during the lesson. Service users attending via their phone also faced problems with keeping their camera on.

“It does mean they can’t get as much out of the courses as they could if they were on a laptop, and it does mean I have to adapt the material a bit.”

Teacher

“The ones who use mobile phones find it a little difficult to download files, they have to switch off their cameras, download their files, then turn the camera on again. If they have to type in chat, they have to turn their cameras off again.”

Teacher

Some service users opted to turn their cameras off, despite being invited to keep them on by teachers. This impaired discussions in class, group work in breakout rooms, hindered the ability of teachers to see if users were engaged through non-verbal cues, and limited social engagement in class.

“It’s easier in some way teaching face-to-face, because you can read people’s body language easier. You know, you can see if someone looks confused. A lot of the time in online class they have their cameras off.”

Teacher

Some service users attended on their phone because they could not fully understand the guidance on how to access classes online and, if they had been given a laptop, how to use the equipment provided. There was no mention of a process for teaching users how to use equipment or for reporting that users were unable to access equipment. It does not appear that issues around digital access were escalated by teachers, including for service users who had been given a laptop.

“I have actually asked them because I said, they were on their phones, I said, ‘Oh, didn’t you get a laptop?’ And she said, ‘Yes I got a laptop, but I don’t know how to use it.’”

Teacher

Additionally, teachers noted the challenges created by low digital literacy among service users. One teacher explained they would normally use an online platform for class activities but stopped after too many users were unable to access it. The teacher felt that issues like this resulted from poor digital literacy, and therefore if more digital literacy support were provided at the beginning of the programme, users could access better resources, and it would make delivering classes easier. This was also indicated by service user survey respondents when a lower proportion of non-digitally skilled users expressed confidence in the inclusivity of the STEP Ahead online setting (65%) compared with digitally skilled ones (76%).

“Usually, I would have a Google Document and then they could all write on Google Docs. Some of them are using Zoom … if they got to Google Docs they lose Zoom connection, so I stopped using Google Docs. It would be better if they could use Google Docs but instead, we just use the chat.”

Teacher

As well as service users who are less confident in their digital skills, service users with lower English levels may also benefit from more support. For instance, only 49% of A0 level students felt the classes offered a safe online learning service that met their needs ‘to a great extent’, which was lower than students with higher English levels (72% of A1, 78% of A2, and 80% of B1 level students). This is also related to the fact that more than half of A0 users reported not feeling confident using a computer (58%) and not feeling confident using online platforms (56%) at the beginning of the programme. Therefore, support provided should be adapted to ensure that it is accessible for participants who both have lower English and are less digitally confident.

On the other hand, one service user suggested that the online facilities were not always effectively used by teachers. This service user said they could be waiting a while for the teacher to resume the lesson after they had been allocated breakout rooms to complete tasks in small groups. Therefore, it is equally important to ensure that teachers can make use of digital aspects of the lesson as well as service users.

As well digital skills being a barrier, accessing lessons in temporary accommodation was not always easy. This was due to insufficient Wi-Fi in some accommodation, which led to a service user completing the lessons in their local library or using mobile hotspot data. This service user may therefore have benefitted from more support from programme staff to prevent use of hotspot data.

4.3 Service user engagement with ESOL delivery

ESOL teachers reported good ESOL engagement and low attrition rates, which is mirrored in the MI data. Programme completion rates were high, with 87% of the users completing the programme (360 out of the 411 onboarded). As shown in Figure 4.1 below, user engagement was also high with more than 2 in 5 students (44%) attending over 80% of the classes. A quarter (25%) attended 60% to 79% of the classes; fewer than 1 in 10 (8%) attended less than 20% of the classes. There were no statistically significant differences in attendance rates based on the English class level, class timings during the day or accommodation type.

Teachers explained that there was a formal process should a user not attend multiple classes, with a member of the administrative team and EA getting in touch with them. Although attrition was relatively low, a common issue for users who failed to attend consistently was the timing of the class. Teachers and administrators tried to respond quickly and flexibly by offering an alternative time where possible. Teachers also said that the level of English competency also played a factor in engagement. One teacher explained that they observed more irregular attendance and more dropouts among the B1 and B2 levels of the programme. The teacher said this was due to service users in these groups having greater work and educational responsibilities. B1 and B2 level service users tended to be looking more to formalised qualifications for their English, such as those needed for IELTS.

“[The participants’ low attendance] is because he’s got so much going on and he’s got so many opportunities to speak English. Sometimes I can see he’s on his phone and he’s at college; he’s in a café and he’s got his mates in the background.”

Teacher

Figure 4.1: Attendance rates at ESOL classes

Overall, a large majority of users (94%) expressed satisfaction with the British Council’s English classes. High satisfaction levels were observed across all socioeconomic backgrounds, English class levels, and literacy abilities in their native language, with no statistically significant differences between groups.

4.4 Employment support delivery

Stakeholders found the online and remote delivery of employment support workshops and one-to-one sessions highly effective. Although EAs initially had reservations about how effective online delivery would be, they felt it benefitted service users by providing tailored, informative, and easily accessible support.

“I have never worked online and I thought we were going to struggle at the beginning, but everything went very well.”

Employment advisor

Sessions were easily accessible because they often happened via WhatsApp call or phone call, so users did not face challenges by not understanding how to use Zoom or another online platform. Users could also message advisors outside sessions via WhatsApp. Advisors explained how online delivery made support more accessible for users, due to the lack of requirements and costs for travelling. Moreover, this allowed those who would normally struggle to access this support, such as women with childcare responsibilities and housing insecure service users, to attend consistently.

“Some of them are homeless people and are still watching their class … And that is very interesting because if it’s face-to-face classes with British Council they wouldn’t be able to go. But because it’s online it’s helpful for them.”

Employment advisor

Advisors discussed how many users had not previously accessed employment support, due to limited availability in their local area or because they had recently settled in the UK. For some service users, this was their first opportunity to discuss their own employment history, consider their own career objectives, and build their confidence in applying and interviewing for jobs. This is discussed further in Section 4.7.

Women-only employment support workshops were offered as additional activities tailored to their English competency level. The workshops were added to the programme due to the needs of female service users, who lacked awareness of core services needed for daily activities outside the home. These workshops focused on how to access essential services such as banking, healthcare and shopping.

“We want to give them more of an idea about how to access healthcare, for example, how to open a bank account, what different terms mean, where can they go for help, in which situation would they go where.”

Employment advisor

Advisors were selected to match the native language of most of their clients, so they could communicate with service users irrespective of their English competency. This was essential for developing a supportive relationship. Although, as the programme progressed, advisors increasingly encouraged users to communicate in English, to improve their comfort and confidence in speaking English.

“With English, the more you speak, the more you try to speak, the more you are able to speak, or you learn.”

Employment advisor

The needs of service users varied widely, so the support offered in one-to-one sessions was also highly tailored. In cases where service users were A0, recently settled or had little work experience, advisors focused on fundamental employment support. This included improving their understanding of a CV, what work experience they had, and creating an English CV (even for users with little work experience). For users who had more work experience and/or time in the UK, EAs discussed their career objectives, confidence in interviewing, using online platforms to apply for jobs, and the other resources available to support their career journey.

This highly tailored approach worked well for advisors who had a varied caseload as users had different employment support needs. This allowed for advisors to develop personalised sessions that tackled the specific challenges that users faced in writing a CV, understanding their options, and how/where to apply for roles. Most service users attended sessions once a week, but the frequency of sessions varied on a case-by-case basis, with those with more work experience having fewer sessions. Many advisors were refugees themselves, and their lived experience informed their support. They felt this improved their dynamic with users and understanding of the employment challenges that refugees face. Advisors extended their support beyond sessions, being responsive on WhatsApp and phone throughout the week. This allowed advisors to provide additional assistance valued by service users, such as translating for users trying to access Jobcentre employment support and helping users access additional support such as Universal Credit. Advisors also tried to find volunteering opportunities for users, to enhance their CVs and allow them to practise English with native speakers – but reported finding a low number of volunteering opportunities available to refugees.

“Sometimes they can’t access their Universal Credit to see what the Job Centre is offering to them. So, I’m working with them about this as well, which is good.”

Employment advisor

4.5 Operational challenges to employment support delivery

Advisors said their workload exceeded expectation and extended beyond their paid hours, mainly due to the additional burden of providing digital support to users. They described spending some sessions on teaching users how to open their email inbox, open a Zoom link, access their online ESOL materials and account, as well as understanding guidance provided by the British Council. Although this guidance was available in multiple languages, advisors felt it was inadequate, especially for users who were not literate in their native language. In such cases, advisors offered support in translating this information verbally.

“I think that we as EAs, at World Jewish Relief, are delivering more than what we are supposed to do.”

Employment advisor

“The British Council, they don’t have a specific support for if they want to show the client how to access their classes or how to access your session, or how to do your homework. I don’t think they have this support. We are doing it with the clients.”

Employment advisor

Advisors were uncertain how to communicate this extra burden to the British Council and were unsure who to contact as communication between British Council staff and EAs was minimal.

Advisors also discussed the challenges posed by external factors, such as reduced labour market opportunities for refugees, economic uncertainty and insecure housing, and the impact on refugees’ employment prospects. These issues were seen as significant barriers to refugees’ employability, which were not discussed or addressed in the programme but often arose during sessions.

4.6 Service user engagement with employment support

EAs observed high levels of engagement and attendance from most service users, with only a few reported dropouts. They reported lower engagement by B1 users who already had work experience and more advanced employment objectives.

“The majority of them are interested, they want to follow, they want to learn.”

Employment advisor

MI data also indicated high attendance rates for the employment support sessions. Almost 4 in 5 users (76%) attended over 80% of the classes. Only 1% attended between 21 to 40% of the sessions and 8% between 40 to 59% of the sessions. Furthermore, women were more engaged with employment support than men, with 85% of women attending over 80% of the sessions, compared to 70% of men. There were no differences in attendance rates based on users’ caring responsibilities or English level.

Figure 4.2: Attendance rate at employment support sessions

4.7 Service users experience of employment support

Service users reported very high levels of satisfaction with the employment support, with 99% of post-intervention survey respondents being very or fairly satisfied with it. Additionally, 83% felt the programme met their needs and offered a safe online service ‘to a great extent’. This positive sentiment was consistent across all sociodemographic groups and native literacy abilities.

Figure 4.3 shows activities undertaken at least once by service users who completed the programme. Support with CV and cover letter writing were common examples, and there was also reference made to EAs demonstrating how to use job search engines such as Indeed, sending links to job vacancies and helping with interview techniques.

In addition to the common activities set out in Figure 4.3, interview participants also described other ways in which their EA supported them. This included introducing them to LinkedIn and helping to translate job titles from previous countries. One service user said their advisor was helping them to identify how to convert their degree for recognition in the UK. The advisor had identified courses which could provide a UK conversion for their degree, offered £300 to help with the funding of this course, and was supporting the user in writing applications for loans from the Jobcentre and RefuAid^{[footnote 5]}.

Figure 4.3: Users’ participation in employment activities

Base: Respondents who completed and exited the programme (363)

For service users seeking employment or volunteer opportunities, this support was very well received. Service users perceived the support with CV, cover letter and interviewing as helpful because this process could be different to what they were used to in their home country.

Additionally, there were reports of the advisor being attentive to their individual needs, and service users felt their needs were being recognised. For instance, a service user with low mobility living in an area with limited jobs felt well supported by their advisor to find a remote job.

“The Jobcentre did tell me about volunteering opportunities, but I didn’t know how to apply. With the programme, I was finally able to get help on how to apply for those opportunities.”

Service user

Service users who were already in employment, or also accessing employment support elsewhere, still appreciated the advisor reviewing their CV or providing them advice around this. It meant they felt more prepared for any future job search. However, these participants recognised that the support was not as necessary for them while they were not currently seeking employment.

Despite the positive perception of the employment support sessions, the role of the EA varied with the service users’ levels of English and their needs. Service users with higher levels of English described a great variety of support provided by their EA. However, awareness of employment support was inconsistent among service users at the A0 and A1 level, with some saying they had not received it. One of the drop-out service users (A1) also said they were not aware of the employment support, indicating a potential missed opportunity for this service user.

Those at the A0 level who were aware of the employment support mentioned covering topics such as opening bank accounts, using cash machines and navigating emails and computers with their EAs. These topics were valued by service users who thought they could be applied to their everyday lives as they adjusted to living in the UK. Nonetheless, there was some reflection that it was not helping with their English, indicating some confusion in the advisor’s role.

“She teaches us [about] life in the UK, how to become more confident and support women in general. That’s really nice.”

Service user

There were varied views on whether not receiving support on applying for jobs was appropriate. For example, one participant advised they did not feel confident to start applying for jobs and wanted employment support later. However, another expressed a desire for this as their lack of employment was negatively impacting their mental health. A more adaptive approach on a case-by-case basis may therefore be beneficial for participants with English in the lower levels.

“Nobody has reached out to me. I haven’t found anything. I’m waiting very eagerly to get out of the house and do something because I’m not used to sitting at home and I’ve been really depressed, and I don’t like it.”

Service user

5. Short-term outcomes

This section examines the short-term outcomes of the STEP Ahead pilot programme. It analyses how the programme influenced users’ confidence in using English for everyday life and in situations related to employment, such as looking for a job. The chapter explores the programme’s overall effectiveness in enhancing language proficiency, increasing employment prospects, developing digital skills and fostering integration.

5.1 Language outcomes

All STEP Ahead users felt they had made progress in their English skills compared with when they started the English classes. Nearly 4 in 5 users (78%) believed they made big or good progress in using English for daily tasks, compared to only 4% who said they made little progress. No users felt they had made no progress.

The perceived overall progress was consistent across sociodemographic groups. However, differences were observed between students attending different proficiency levels and by the digital skills of users enrolled in the programme. While more than 2 in 5 students in levels A2 (41%) and B1(48%) reported they made big progress, half felt this way in A0 (23%) and A1(28%) levels.

Users also indicated increased confidence using English for daily tasks since beginning the programme. Confidence levels tended to be higher in conversational skills than reading and writing. Stakeholders observed good progress in users’ ability to speak English with others in and outside the class. Likewise, service users expressed feeling more confident interacting with other non-native and native speakers in English, understanding more vocabulary and British slang. However, some did not feel their English writing or reading skills improved much over the course compared to their progress in speaking.

“I feel safe and sure of myself when I’m speaking. I’m not doubtful anymore.”

Service user

Service users generally felt that the programme focused most on their conversational English skills, with a strong emphasis on practising speaking and developing vocabulary. The interactive nature of lessons was seen as beneficial for this. In addition, the focus on grammar and British expressions were also received positively by service users. However, some expressed a desire for more emphasis on reading and writing skills, which they felt received less attention in the lessons.

These findings are supported by the quantitative data. When asked about how confident they felt about talking to neighbours or people in the local community, only 45% of users said they felt confident at programme entry compared with 81% who expressed feeling confident at completion of the programme. In contrast, the level of confidence reported during the exit assessment, although still high, was less pronounced in writing and reading tasks. For example, 77% felt confident writing an email in English at completion of the classes compared with only around a third (37%) who felt that way at the start of the programme. Around two-thirds (65%) left the programme feeling confident about reading advertisements in a magazine, newspaper or online (this was not asked at baseline so there is no measure of progress).

Furthermore, the changes in the levels of confidence related to conducting conversational, writing and reading tasks were more significant in A1, A2 and B1 levels compared to A0, as shown in Figure 5.1. When asked about their confidence in speaking tasks at the end of the programme, between 53% (A0) and 92% (B1) of students felt confident talking to neighbours. Similarly, between 47% (A0) and 95% (B1) felt confident making a doctor’s appointment over the phone. Regarding writing skills, confidence in writing emails ranged from 60% (A0) to 91% (B1), while for reading, confidence in understanding advertisements in magazines or newspapers ranged from 26% (A0) to 88% (B1). Differences between these groups were less marked for tasks requiring less use of English, like using public transport. In this case, 86% of A0 users and 98% of B1 users expressed confidence. There were no differences observed in confidence levels between different class timings.

Figure 5.1: Confidence in using English for daily tasks by English level

Base: All respondents (342)

Figure 5.2: Changes in confidence using English for daily tasks by English level

Base: Entry (339), exit (342)

Similarly, confidence in digital skills influenced self-perceived overall English progress. Users who were confident using a computer and online platforms felt they made more progress in the classes compared to less digitally confident users (43% of digitally confident users felt they made big progress in English classes compared with 25% non-digitally confident users). Overall, STEP Ahead users with more advanced digital skills reported higher confidence in conducting daily activities in English at the end of the programme. For example, 91% of digitally confident users reported feeling confident talking to neighbours or people in the local community compared to 67% of less digitally skilled users. This suggests that the digital nature of the STEP Ahead programme may have enabled students who were more comfortable with technology to develop their English skills more effectively, as technology was not an access barrier, compared with users who were not confident with their digital skills.

5.2 Employment outcomes

EAs observed increased confidence in finding and applying for jobs across all service users, as well as a variety of other positive employment outcomes. For those with less work experience and English proficiency, these outcomes ranged from gaining an understanding of what a CV is, to having their CV translated to English, and learning how to apply for a job online through appropriate platforms. For those with more work experience and English proficiency prior to programme enrolment, outcomes were related to understanding more about their own career ambitions, gaining confidence to apply and interview for a job, placement in volunteering opportunities, and being informed about courses or training that will lead to employment.

“We’ve had multiple participants secure volunteering positions, go in to training courses and other, opportunities like that.”

Employment advisor

Similarly, service users were positive about the outcomes of the employment support they received. Service users interviewed reported that the employment support improved their confidence in looking and applying for work, and their knowledge about their career prospects and aspirations. Some service users secured volunteering opportunities through their EAs, which they found helpful in gaining work experience. Others accessed courses and training with the support of their EAs, who also provided information about grants and financial aid available. The programme also led to direct employment for some, with one service user interviewed attributing their new job in a pub to their participation in the STEP Ahead programme. MI data shows almost a quarter (22%) of participants moved into either work (25 users), training (29 users) or volunteering (25 users).

“That’s just brilliant, and it’s thanks to this programme that I got this job, and I’ve applied for another job.”

Service user

The qualitative findings from stakeholder and user interviews are consistent with the quantitative data. Asked about how confident participants felt about conducting certain work-related tasks in English, the data shows a significant improvement compared to when the programme started, as shown in Figure 5.3. For example, the level of confidence using digital technology to look for a job online (searching job websites) doubled compared to when the programme started, from 40% at enrolment to 80% at exit. Similarly, 79% reported feeling confident reading job advertisements at exit compared with 37% who felt confident at the start of the programme. Around two-thirds (65%) expressed confidence in writing a CV compared with only 14% who felt this way at the beginning. Similarly, nearly 7 in 10 service users (67%) felt confident applying for an English-speaking job suitable to their skills and work experience, a considerable increase from the 19% confidence level at enrolment. Additionally, 58% of users reported feeling confident about making a good impression in job interviews, compared with 13% at the start of the programme. As before, confidence in conducting job-related tasks is higher among students with a more advanced English proficiency and with more developed digital skills.

Figure 5.3: Confidence in using English for employment-related tasks

Base: Entry (339), exit (342)

Besides the positive metrics on increased confidence looking for a job, some participants (25 users) also secured a job through the STEP Ahead programme. Willingness to find a job remained high, with over 7 in 10 users (71% at entry versus 73% at exit) saying they would like to find a job. This was higher among men (77%) than women (65%). However, less than half (43%) mentioned they had applied for a job in the past 12 weeks, with some differences between sociodemographic groups and English level. More than half of male service users (53%) said they had applied for a job in the past 12 weeks compared to only 35% female users. There were no differences between people with and without caring responsibilities. In terms of English proficiency, more than half of users enrolled on B1 (59%) and A2 (53%) levels applied for a job compared with only 32% of users in A1 level and 26% in A0 level. More than half of the students in A0 (58%) and A1 (55%) levels were women.

Fewer people applied for voluntary work than paid work in the previous 12 weeks (31% versus 43%). Users with a higher English level were more likely to apply for volunteering opportunities compared with lower levels. For instance, 35% of B1 users, 39% of A2 users and 30% of A1 users applied to volunteering opportunities compared with only 14% in A0 level. People with no caring responsibilities were also more likely to apply for volunteering opportunities compared with people with childcare responsibilities (36% versus 25% respectively).

Regarding studying opportunities, there were more STEP Ahead users engaged in studying at the end of the programme (54%) than at the start (27%). Females were more likely to be studying towards qualifications than male users (59% female versus 48% male), but there were no differences in terms of caring responsibilities. Users with higher English proficiency were more likely to be studying towards qualifications compared with users with a lower English level. For instance, 64% of users in A2 and 59% of users in B1 said they were applying towards qualifications compared with 40% in A0.

5.3 Digital skills

Access to technological equipment at the start of the programme was high among enrolled users. During the enrolment assessment, almost all (99%) said they had access to a smartphone and half (49%) reported having access to a laptop with camera and microphone. Additionally, a majority (85%) had Wi-Fi where they lived. However, despite high levels of access to the equipment and Wi-Fi, almost a third (31%) said they were not confident using a computer, and around the same proportion (27%) said they were not confident using online platforms like Zoom or Teams.

Differences by sociodemographic characteristics show that males, users with no caring responsibilities, and literate users in their native language felt overall more confident using computers and online platforms compared with their counterparts at the start of the programme. For example, 60% of male users had online confidence compared with only 41% of female users. Around half (51%) of literate users in their native language reported online confidence compared with a fifth (20%) who did not know how to read and write. More than half (57%) of those who had no caring responsibilities were confident with online platforms compared with 37% of people who reported having childcare responsibilities. This suggests that females, those with childcare responsibilities, and those with no reading and writing knowledge in their native language had higher entry barriers at the start of the programme.

However, despite these initial entry barriers, there are some positive outcomes in terms of increased digital confidence, as shown in Figure 5.4. Confidence using online platforms rose from 49% at the start of the programme to 76% at exit, and confidence using a computer increased from 40% at entry to 67% in the exit assessment.

Figure 5.4: Confidence using computers and online platforms

Base: All respondents (342)

5.4 Integration outcomes and unintended consequences

Stakeholders explained that increased English proficiency leads to increased user confidence in socialising with neighbours and the community, supporting individual integration journeys. Additionally, stakeholders described that service users were more confident in daily activities after receiving employment support from the caseworkers. The support had included, for the less experienced users, being told how to access services in the UK (for example, how to open a bank account, how to go to the GP). This was particularly the case for women, who reported feeling more confident going out on their own compared with when the programme started. Similarly, service users were satisfied with the content of these sessions. They said they found the content very useful as they could understand how to access daily services in the UK, which they did not know before the start of the STEP Ahead programme.

“But now, they are able to use English better, so a lot of these ladies said that they go shopping on their own. They don’t take their husbands with them. So, I think that is great.”

Programme manager

Service users were also positive about interacting with their teachers and classmates during lessons. This was shared by both female and male service users. They appreciated the opportunity to connect with people from diverse backgrounds, finding that it encouraged English language practice over their native languages. A female service user described that some of their classmates chatted together after the sessions. The collaborative learning environment was highly valued, with service users emphasising the benefits of learning from one another and connecting with others. As discussed in Section 4, service users reflected in-person lessons enabled more opportunity for social connections in their local areas. Nonetheless, online lessons still demonstrate potential to enable social connections and overcome feelings of isolation by improving confidence for users to carry out daily activities. For this to happen, lesson planning and delivery need to ensure classes are interactive, so users have the opportunity to talk to each other and form connections.

“In class, it is always joyful and enjoyable and we share well.”

Service user

Additionally, both stakeholders and users saw significant improvements in service user’s mental health and outlook on their future over the duration of the programme. Stakeholders observed that at the start of the programme some service users appeared pessimistic about their career opportunities and language skills, but after the programme felt better about their capabilities and career development. Stakeholders indicated that this may be related to most EAs being refugees themselves, which allowed service users to see a positive example of integration and working possibilities. Users also reported feeling more motivated about their life prospects after taking the programme.

“In here we were in the darkness, but now we’re motivated. Hopefully I would be able to find a job online.”

Service user

6. Lessons learned

The STEP Ahead pilot programme aimed to provide digital ESOL and employment support to refugees in the UK. This section presents the key lessons learned from the pilot programme’s implementation and outlines recommendations to enhance its effectiveness and sustainability. The chapter is structured by: programme setup and management, ESOL provision, employment support, and digital offering and accessibility.

6.1 Programme setup and management

Effective data sharing between the British Council and WJR facilitated collaboration, and closed group ESOL classes supported rapport-building and tailored learning.

Service providers faced workload pressures, particularly during the onboarding process, due to the digital literacy needs of some participants, which delayed participant access. Limited availability of evening ESOL classes did not meet high demand, and the digital platform (such as Teams and Zoom) experienced technical issues and limitations.

To address these challenges, future programmes should consider streamlining referral and eligibility assessment process to ensure timely access, allocating sufficient resources for service providers by increasing EAs and introducing digital/admin support officers, and improving the digital platform’s stability and functionality.

6.2 ESOL provision

Online delivery of ESOL classes effectively enhanced language skills and built confidence, especially in conversational English.

Participants appreciated the accessibility and flexibility of online learning, accommodating those with caring responsibilities, work commitments or limited mobility.

Satisfaction with teachers, teaching methods and relevant topics was high, however, inconsistent class times posed challenges. There was also a consistent demand for a longer programme duration to cement learning.

Programmes should ensure more consistent class times, increase the availability of evening and weekend sessions, consider extending the programme beyond 12 weeks, integrate language learning with employment skills, and improve communication about additional resources.

Future programmes should consider offering in-person classes/sessions at the beginning and end of the course to allow users to meet in person and further cement the relationships they have made over the course.

6.3 Employment support

The programme’s employment support enhanced participants’ confidence in job searching and career development. Personalised support and advisor accessibility were highly praised. However, EAs faced increased workloads from providing extra support, both within their remit (like being a point of contact outside of scheduled sessions) and, more significantly, by offering extensive digital skills support, often beyond their typical job description. This ranged from basic email help to assisting with online classes and account access.

EAs provided valuable support in job searching, CV writing and interview skills, effectively connecting users to opportunities and building confidence.

Future programmes should consider dedicated budget for admin/digital support officers to alleviate advisor burdens, formalising communication pathways between ESOL teachers and EAs, developing structured approaches for supporting lower English level users, and formalising relationships with organisations offering volunteering to facilitate placements and provide work experience.

6.4 Digital offering and accessibility

While initial access to technology was high, there were varied digital literacy levels among users, particularly among those using mobile phones or with inconsistent laptop access. This highlights the advantage of digital sessions plus a need for more comprehensive support for specific groups.

Future programmes should consider offering digital support sessions before the programme start, targeting users with lower digital confidence, including women and those with childcare responsibilities. It should also consider providing ongoing digital support advisors and ensuring verbal communication of guidance and materials for users not literate in their native language.

Future programmes should explore how to improve access to suitable devices and reliable internet, offering comprehensive digital support to enhance user engagement and success.

Future programmes should have a more thorough system to ensure men do not attend women-only classes, possibly through in-person inductions or mandatory camera use in the first session.

6.5 Overall programme impact and sustainability

STEP Ahead led to some improvements in language skills, employment prospects, digital literacy and integration among participants. However, the programme’s impact was not uniform across all areas, suggesting that strategic enhancements and targeted adjustments could make it more effective and sustainable for a larger refugee population across the UK.

In terms of sustainability and scalability, the programme’s design demonstrates potential for wider implementation. With strategic enhancements, such as increasing resources for administrative support, expanding session availability to meet diverse participant needs, and ensuring consistent digital access and literacy support, the programme can efficiently scale to benefit a larger refugee population across the UK.

A continued commitment to robust data collection and evaluation is crucial. By maintaining comprehensive metrics on participant progress and outcomes (including collecting quantitative data to show geographical differences in offering and outcomes), the programme remains agile - able to adapt and refine its offerings based on insights garnered from ongoing assessments.

The overarching success of the STEP Ahead programme lies in its ability to connect refugees with resources and create pathways to meaningful integration and employment; the recommended adjustments will ensure the programme not only sustains its impact but also broadens its reach, affirming its role as a key component of refugee support initiatives.

Annex A: Achieved interview samples

Fieldwork ran between January and February 2025, reaching 26 interviewees across both target groups (stakeholders and refugees). Targets were met for all segments.

Table 1: Achieved interview sample by stakeholder group

Stakeholder group	Target	Completed
ESOL teachers	2 to 3 (teaching in different slots: morning, afternoon, evening), British Council Programme manager	2
Programme managers	1 from World Jewish Relief 1 from the British Council	2
Employment caseworkers	2	2
Total	6	6

Table 2: Achieved interview sample by primary sampling criteria

Primary sampling criteria	Primary sampling criteria	Number of participants (n=20)/Target	Completed
Gender	Male	8	9
Gender	Women	12	10
Employment status	Unemployed	12	12
Employment status	Employed part time	3	3
Employment status	Employed full time	4	3
Employment status	Other (Self-employed, volunteering etc.)	1	1
English level class	A0 (Beginner/elementary)	3	5
English level class	A1 (Beginner/ elementary)	5	5
English level class	A2 (Pre-intermediate)	5	4
English level class	B1 (Intermediate)	4	4
English level class	B2 (Upper intermediate)	3	1
ESOL class timing	Morning	6	5
ESOL class timing	Afternoon	6	4
ESOL class timing	Evening	8	10
Attrition	Participants who did not drop out	15	17
Attrition	Participants who dropped out	5	2
Asylum route	Afghan Relocation and Assistance Policy (ARAP scheme)/ Afghan Citizens Resettlement Scheme (ACRS)	8	9
Asylum route	Granted Refugee status after claiming Asylum	8	6
Asylum route	Other (family reunion, community sponsorship, UK resettlement scheme)	4	4
English level class	A2 (Pre-intermediate)	5	4
English level class	B1 (Intermediate)	4	4
English level class	B2 (Upper intermediate)	3	1

Annex B: Methodological reflections

This annex presents lessons learned from a methodological perspective and presents possible solutions on how to improve data collection if the programme is continued.

Baseline survey timings

Conducting the baseline survey ongoing for 6 weeks out of 12, rather than at the point of programme enrolment, can introduce ambiguity in interpreting the data. It becomes unclear whether the baseline data reflect participants’ perceptions before their exposure to the programme or if users’ perceptions are already influenced by the programme. To mitigate this issue in the future, the baseline survey could be collected together with the enrolment form administered by World Jewish Relief (WJR). This adjustment would ensure that the baseline data is collected before participants’ involvement with the programme, providing a more accurate baseline measurement and avoiding duplicated efforts by WJR caseworkers. Likewise, it would avoid participants’ fatigue by having to complete only one form at enrolment, rather than two different surveys at the start of the programme.

Linking multiple data files using a unique identifier variable

All the quantitative data sources, which include the enrolment data, the baseline and post-intervention surveys, and the MI data, must be linked by using a unique identifier variable. Unique identifiers (IDs) that do not match across all datasets and duplicated cases hinder data analysis and reduce the sample size that can be analysed. In the future, this could be resolved by having a unique survey link per ID; however, from an operational perspective, this approach could add administrative burden, as caseworkers would need to handle multiple survey links compared to only one open survey link.

Alternatively, implementing validation checks within the data entry process, such as cross-checking IDs against a master list, would enhance data accuracy and prevent mismatches. This additional validation check was introduced for the post-intervention survey, and data collection improved compared with the baseline measure. However, obtaining a full list of valid IDs during the scripting phase is essential for implementing these validation checks effectively. During the post-intervention survey, the final list of valid IDs was not provided to Ipsos, so IDs that were not included in the master list were marked as an error. There were 4 of these cases.

Enrolment form data cleaning and consistency

The initial enrolment form data scripted and collected by WJR at programme enrolment was not cleaned, resulting in discrepancies in the dataset. For instance, there were cases where male participants were asked about their attendance in women-only classes, and participants who said they had no children were asked how many children they had. Ipsos identified all the data discrepancies and cleaned the initial enrolment data before analysing it, and WJR provided a clean version of the MI data at programme completion. However, in the future, if the enrolment data is collected by the programme implementer, adding clear data cleaning and validation rules into the data management process would be crucial for data quality. Implementing these measures, such as automated checks for illogical responses or skip patterns and adding routing instructions to the script before collection would minimise data inconsistencies.

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1. Research on attendance for in-person ESOL classes shows low attendance rates of 29% see College-Attendance-Survey-Report-PDF.pdf ↩

2. Users were enrolled in English classes based on their English proficiency. There are 6 levels ranging from A0 to C1, where A0 denotes beginners and C1 refers to advanced users. ↩

3. IELTS is a global test of English language proficiency for study, work or migration, more can be found here. ↩

4. Additional resources included access to their own personal English online platform which has all the pre-live class homework, resources such as videos and activities, and access to 4 Live25 webinars a month (which provide additional classes). ↩

5. RefuAid provides interest-free loans to refugees in the UK to help them return to employment, education and housing – see refuaid.org. ↩