Advanced Personnel Management Group (UK) Limited

Published date April 2011 Inspection Number 354630 Unique reference number: 54969

p.1

Name of lead inspector: Derrick Spragg HMI

p.1

Type of provider: Independent learning provider

p.1

Address:

Westbourne Manor 17 Westbourne Road Edgbaston Birmingham B15 3TR

p.1

Address:

Telephone number: 0121 450 8300 Pertemps Learning and Education Alliance

p.1

Information about the provider

1. Pertemps Learning and Education Alliance (PLEA) was formed on 31 March 2007 and is part of Pertemps People Development Group (PPDG). PLEA provides work-based learning programmes in South Yorkshire, funded through the Skills Funding Agency (SFA), for 430 apprentices on business, administration and law programmes. The Young People’s Learning Agency funds foundation learning programmes in the West Midlands and the North East for 100 learners. PLEA offers foundation learning programmes for adults in other areas of the country, funded through a joint SFA and Department for Works and Pensions (DWP) contract, which is not in scope for this inspection. Almost all of PPDG’s work is funded through the governement. The two programmes in scope for this inspection account for about 2% of that funding.

p.2

Information about the provider

2. PLEA is led by a managing director who is supported by operations directors and managers, a quality director and team, and local centre staff. PPDG supports PLEA with head office functions. The managing director is accountable to PPDG’s operational board. The head office for PLEA and PPDG is in Edgbaston, Birmingham. On 16 September 2008, PPDG was purchased by Employment Services Holdings Property Limited. This created an organisation with a combined workforce of over 1,400 staff operating from 138 sites across the United Kingdom and Australia.

p.2

Information about the provider

3. PLEA operates in rural and urban areas with high unemployment and low educational attainment. The provision of work-based learning for apprentices in South Yorkshire is based on a partnership with the main employer and PLEA staff operate from within the employer’s premises.

p.2

Summary report

Grades: 1 is outstanding; 2 is good; 3 is satisfactory; 4 is inadequate

p.3

Grade

Leadership and management 3 Safeguarding Equality and diversity

p.3

Overall effectiveness

4. Most learners make good progress, achieve their learning goals and are very positive about their training with PLEA. Learners enjoy the new foundation learning programme; attendance at the centres is good and the programme is well organised. Gaining credit for the skills they develop at work motivates apprentices and often leads to promotion. All learners feel safe at work and in training.

p.3

Overall effectiveness

5. PLEA staff support all learners well, providing helpful information, advice and guidance. Foundation learning programmes provide good individual programmes, interesting and well-planned sessions, effective contact with employers and links with external agencies. Apprentices benefit from good assessment at work. Some training, for example in keys skills, is also good. However, some arrangements with employers are not effective and a minority of apprentices do not complete their programme or finish on time.

p.3

Overall effectiveness

6. Directors and senior managers provide a strong sense of purpose and have high expectations of their staff. Staff work hard to help their learners succeed. The foundation programme is carefully organised and planned. PLEA staff work effectively with most of the companies they use for apprenticeship training. PLEA gives safety and welfare a high priority. It satisfactorily promotes equality and diversity. PLEA staff encourage both apprentices and employers to contribute to planning and improving the provision.

p.3

Main findings

 Outcomes for learners are satisfactory. On foundation learning programmes learners make good progress and develop very effective personal and social skills. Attendance is good. Most apprentices achieve; current apprentices are making good progress. However, overall success rates are lower than expected and many former learners have not completed within the planned timescale.  All learners develop good work-related skills. On foundation learning programmes they improve their job search and interview skills, and learn to live more independently. Apprentices develop the skills to deal effectively with customers. Employers value the good standard of work produced by apprentices. Learners feel safe, use safe working practices and have a good understanding of health and safety.  Training and learning are satisfactory. Well-planned foundation learning sessions engage learners effectively. Assessment practices on apprentice

p.4

Main findings

programmes are good and key skills training is effective. However, the overall content and process of the apprenticeship training programme are not clearly defined. Staff only pay sufficient attention to improving the assessment process.  The provision meets the needs and interests of users. PLEA has successfully introduced a foundation learning programme that provides learners with individual programmes and good opportunities to progress. The range of provision for apprentices is appropriate and suitably responsive to their needs.  PLEA engages in partnerships to benefit learners. Partnership working in foundation learning is strong and staff use it effectively to support learning and enrich the curriculum. Partnerships support apprentices and productive links with most employers benefit current learners. A minority of workplace supervisors are not sufficiently involved in apprentices’ programmes and this

p.4

Main findings

constrains the pace at which learners achieve.  Learners receive good support and benefit from effective information, advice and guidance. Employment coaches and trainers provide support for those on foundation learning programmes. Apprentices value the particularly supportive staff who work very flexibly with them to provide individualised learning programmes at work. Learners with specific needs, who are on foundation learning programmes, benefit from the good links with external agencies.  Directors have high expectations of the standards that PLEA staff should achieve when working with learners. Staff respond well and understand their responsibilities. Leadership and management are good. Managers have successfully introduced foundation learning programmes in five different areas.  PLEA recognised in 2010 that the levels of performance reached by the apprenticeship programmes were not meeting the high standards set by PLEA in

p.4

Main findings

its other programmes. A thorough review has led to an action plan for improvement which is beginning to have an impact.  PLEA places a strong emphasis on arrangements for safeguarding, which are good. The organisation reviews and implements its safeguarding policies, procedures and actions regularly and very effectively. The promotion of equality and diversity is satisfactory. PLEA uses strategies to widen participation particularly effectively in foundation learning.  PLEA collects and analyses learners’ and employers’ views. On foundation learning programmes, learners contribute to improvements through focus groups. Self-assessment is satisfactory. PLEA evaluates foundation learning programmes appropriately and shares good practices that have been identified. Review and evaluation involving the main employer has resulted in a detailed action plan for improvement to apprenticeship programmes.  Internal verification carried out in the apprenticeship programme is well

p.4

Main findings

organised and effective. Arrangements to quality assure teaching and learning in the foundation programme are satisfactory but underdeveloped in the apprenticeship programme where staff do not observe all aspects of the training programme to identify strengths and areas for improvement.

p.5

What does PLEA need to do to improve further?

 Improve success rates for all apprentices by providing learners with more training, continuing to improve the training and coaching they receive and by continuing to work with employers to ensure work demands within some call centres do not unduly restrict learners’ progress.  Implement a better-planned apprenticeship programme that enables all learners to achieve a full apprenticeship framework within planned end dates, identifying a clearer overall training strategy with employers to increase the involvement of workplace supervisors and team leaders.  Attain the same high standards set by PLEA across all its work in the apprenticeship programme by continuing to apply a robust performance management regime and by ensuring that PLEA managers have sufficient accurate and relevant information to manage performance at the local level.  Continue to improve and develop the self-assessment process by working

p.5

What does PLEA need to do to improve further?

closely with users to identify areas for improvement.  Implement an appropriate quality-improvement strategy by better defining the training process in the apprenticeship programmes and by building on the current internal verification strategy.

p.5

What learners like:

 the very supportive assessors  the provider’s flexible approach to learning  the opportunity to get qualified and improve job prospects  the improvement in their literacy and numeracy skills  gains in their self-confidence  very helpful and friendly staff in foundation learning  the respect staff give to learners.

p.5

What learners would like to see improved:

 the lack of time some employers allow for training, assessment and review  the length of time taken for certificates to be issued  the range of activities in foundation programmes.

p.6

What employers like:

 the commitment of PLEA staff  the flexibility to change appointments to meet business requirements.

p.6

What employers would like to see improved:

 the quality of communication between the assessor and managers in a few companies.

p.6

Capacity to make and sustain improvement Grade 3

7. Capacity to improve is satisfactory. PLEA has steadily improved its foundation learning programme, using the results of sound evaluations completed during the programme’s implementation. Learners attain well in the five centres located in different parts of the country. A modest improvement in overall success rates took place in the apprenticeship programmes in 2009/10. A number of improvements to resources, staffing and communications, particularly with employers, have resulted in current learners making better progress.

p.7

Capacity to make and sustain improvement Grade 3

8. PLEA directors and managers have a clear view of the levels of performance and improvements they want; they are strongly committed to achieving them. Self-assessment and improvement planning have improved recently and both are now satisfactory. The company is taking further action to improve them particularly in the way it carries out self-assessment locally and the extent to which users are involved.

p.7

Outcomes for learners Grade 3

9. Outcomes for learners are satisfactory overall. On foundation learning programmes learners make good progress and develop effective personal and social skills. They gain confidence and develop a strong motivation to progress. Attendance is good. Most current apprentices achieve and those in training are making good progress. They enjoy their learning and have increased motivation to continue learning. Apprentices have high aspirations and increased confidence. Many apprentices gain a qualification for the first time. Key skills achievement levels are good. Overall framework success rates are lower than expected. In the past many learners have not completed within the planned timescales.

p.7

Outcomes for learners Grade 3

10. All learners develop good work-related skills. Those on foundation learning programmes improve their abilities to job search, develop sound interview skills and learn to live more independently. They learn to work effectively in teams and to co-operate to achieve learning goals. Apprentices develop customer service skills. They learn to communicate very effectively and to resolve complex complaints. Some learners develop good team-leading and management skills. Employers value the good standard of apprentices’ work.

p.7

Outcomes for learners Grade 3

11. Learners feel safe and have a good understanding of harassment and bullying. Learners on foundation learning programmes value the welcoming and friendly environment offered and the way staff encourage mutual trust and respect. Apprentices use safe working practices and have a good understanding of health and safety. Health, safety and safeguarding are promoted effectively to learners. No significant variations occur in the performance of different groups of learners.

p.7

The quality of provision Grade 3

12. Training and learning are satisfactory. In foundation learning, well-planned sessions and the use of practical activities engage learners effectively. Learners respond appropriately to good questioning techniques used by trainers. Equality and diversity topics are integrated effectively into the learning sessions. Limited use of information and learning technology (ILT) resources constrains the way learners can learn in some sessions. In the apprenticeship programmes assessment practices are of a good standard, training to support key skills is good and coaching support is satisfactory. The overall content and process of the apprenticeship training programme are not clearly defined. Staff only pay sufficient attention to the assessment process.

p.8

The quality of provision Grade 3

13. The provision satisfactorily meets the needs and interests of users. PLEA has successfully introduced foundation learning that provides learners with good progression opportunities. The range of provision for apprentices is appropriate and staff ensure that programmes meet learners’ personal and employment goals. Learners can select from a wide range of relevant optional units to suit individual work roles. PLEA staff aim to visit learners regularly and frequently and in most cases respond well to individual needs. Arrangements for training and assessment are flexible.

p.8

The quality of provision Grade 3

14. PLEA satisfactorily uses its partnerships to benefit learners. Partnership working in the foundation learning programme is strong and staff use it effectively to support learning and enrich the curriculum. Partnerships with employers enable those on foundation learning programmes to benefit from work experience. Productive internal partnerships enable leaners to access resources, expertise and support from staff working on PLEA’s wider welfare to work programmes. Contributions by external agencies to training sessions provide learners with helpful information. Partnerships with employers support apprentices in most workplaces. However, in a small number of cases partnership working broke down in the past and disruptions to learners’ progress occurred. Many workplace supervisors are involved in the programme and work effectively alongside PLEA staff. A minority, however, are not sufficiently involved or

p.8

The quality of provision Grade 3

committed to apprenticeship training which slows the pace at which learners achieve.

p.8

The quality of provision Grade 3

15. Learners receive good support, information, advice and guidance. Employment coaches support those on foundation learning programmes during the induction period to ensure their needs, in terms of progression to training or jobs, can be met early if required. External agencies provide learners on foundation learning programmes, who have specific support needs, with particularly good assistance. Apprentices value the extremely supportive PLEA staff who work very flexibly with them to provide individualised learning programmes at work. Information, advice and guidance are good especially when choosing qualification options and when planning the next steps.

p.8

Leadership and management Grade 3

16. Directors and senior managers provide a strong sense of purpose and have high expectations of the standards that PLEA should achieve in working with learners. Staff are very responsive and are clear about their responsibilities. Leadership and management in foundation learning are good. PLEA successfully introduced the new foundation programme in five centres in different parts of the country. PLEA recognised in 2010 that the levels of performance reached by the apprenticeship programmes were not meeting the high standards it set in its other programmes. A thorough review has led to an action plan for improvement which is beginning to have an impact.

p.9

Leadership and management Grade 3

17. Arrangements for safeguarding are good. PLEA places a strong emphasis on safeguarding within the organisation and resources it well. The level of safeguarding training to support staff is good. The work of the safeguarding committee and nominated safeguarding officers provides good leadership for the staff team. All staff who work with learners complete checks through the Criminal Records Bureau. The organisation regularly reviews its safeguarding policies, procedures and actions. Links with local safeguarding boards are established or, in a few cases, developing.

p.9

Leadership and management Grade 3

18. Promotion of equality and diversity is satisfactory. Efforts to widen participation in foundation learning through the use of outreach workers are working successfully. Staff are well trained in equality and diversity and this fosters a good culture of mutual respect between staff and learners. Apprentices have a good understanding of their rights and responsibilities at work and of bullying and harassment. Promotion of equality and diversity is good at the start of apprenticeships but staff do not always reinforce this sufficiently during the review process. PLEA carries out an analysis of performance data and identifies any variations between different groups of learners. Where required the company takes appropriate action to narrow achievement gaps.

p.9

Leadership and management Grade 3

19. PLEA collects and analyses learners’ and employers’ views. The regular and frequent review meetings with employers of apprentices have much improved recently and are leading to programme improvements. Not all apprentices have the opportunity to provide formal feedback and for those who do the response rate is low. Focus groups operate in foundation learning programmes and learners contribute to improvements. Employers’ views and their contributions to programme development are used adequately.

p.9

Leadership and management Grade 3

20. Self-assessment is satisfactory. The quality monitoring systems that are in operation across all PLEA’s work are effective. Staff are engaged in continuous improvement and sharing of good practice. In apprenticeship programmes a comprehensive self-assessment, review and evaluation involving the main employer resulted in a detailed action plan for improvement. The quality assurance of teaching and learning in the foundation programme is satisfactory but underdeveloped in the apprenticeship programme where PLEA does not observe aspects of the training programme to identify ways of improving. Management information is generally available and sound but in the case of the apprenticeship programme has not, in the past, been customised sufficiently to provide the analysis of data required for managers at a local level to bring about improvement.

p.9

Leadership and management Grade 3

21. Value for money is satisfactory. Financial management and control are very good. Resources are satisfactory and used effectively. The attainment of learning goals, taking account of learners’ starting points, is satisfactory with examples of good attainment in foundation learning.

p.10

Context

22. Foundation learning is a new programme which has been in operation for six months. At present, 100 learners aged between 16 and 18 are participating in five centres in the West Midlands and North East. PLEA previously provided Entry to Employment (E2E) training.

p.11

Key findings

 Outcomes for learners are satisfactory overall. Learners successfully attain qualifications. The rate at which current learners achieve their learning aims is good. Most learners enjoy their learning. The rate of progress to jobs and further training in E2E was satisfactory in 2009/10.  Learners make good progress and develop good personal and social skills. Early in the programme their progress is good and they achieve their first qualification shortly after the induction period. They increase in confidence and develop a strong motivation to progress. Attendance is good.  Learners develop good skills to improve their employability and also their social and economic well-being. They improve their job search and interview skills, and acquire the skills to improve their budgeting and to live independently. They learn to work effectively in teams and to co-operate with each other to achieve learning goals.

p.11

Key findings

 Learners feel very safe and have a good understanding of harassment and bullying. Learners value the welcoming and friendly environment and the mutual trust and respect that staff encourage.  Teaching and learning are satisfactory. Learners benefit from carefully-planned and structured sessions that provide practical and highly participative learning activities. Learners are responsive to the effective questioning techniques that trainers use. However, trainers make limited use of ILT resources and some fail to engage all learners effectively during their sessions.  The setting and recording of short-term learning objectives is underdeveloped. Some learners do not receive sufficiently challenging or specific objectives that focus clearly on overcoming specific barriers to progress.  The foundation learning programme meets the needs of learners well. Staff use personalised plans effectively. The programme is flexible and particularly

p.11

Key findings

responsive to the needs of different learners and the local area. Learners participate in activities that broaden and enrich their learning opportunities, such as visits and activity days.  Good use of partnerships enhances the employability of learners. Outreach workers engage with local groups and other providers very effectively to attract potential learners to the programme. Employers play an active part in the programme by contributing to it and by providing work experience. Staff work closely with external agencies, such as the Youth Offending Team, to support learners.  Learners receive good support from staff. Two centres employ teaching assistants as extra support. Learners receive good information, advice and guidance. Employment coaches support all learners during the induction period to identify work and training opportunities as early as possible. Learners access payments for a provisional driving licence and free driving lessons as rewards

p.11

Key findings

for achievement.  Leadership and management are good. PLEA has successfully managed the introduction of the new foundation learning programme across five centres. Staff work well as a team and feel valued and supported by their managers and team leader. Good arrangements are in place for safeguarding, which is given a high priority. Staff are well trained and receive additional training to help them support particularly vulnerable learners with criminal convictions.  Learners have a good understanding of the equality and diversity charter which is displayed in all rooms and which is continuously promoted by staff. Equality and diversity topics are successfully embedded in training sessions. Teaching rooms display group rules for behaviour, which is generally good. Hard-to-reach learners are effectively engaged by outreach workers.  Focus groups collect feedback from learners, which staff act on locally. Other

p.12

Key findings

users’ views are collected but the approach to user engagement is underdeveloped. Self-assessment is satisfactory; managers regularly review and evaluate the programme. Local quality-improvement planning, involving staff, is not planned or structured.

p.12

What does PLEA need to do to improve further?

 Continue to concentrate on the progress learners make by improving the process of planning, setting, reviewing and recording objectives with learners.  Continue to develop good learning sessions by introducing more ILT resources to support learning.  Further develop improvement planning by increasing staff and user involvement in self-assessment and by applying a more systematic policy to engage users.

p.12

Context

23. Four-hundred and thirty learners are working towards qualifications in business, administration and law. Of these, 358 are apprentices and the remainder are advanced apprentices. Most learners are adults who are employed in call centres. Assessors carry out training and assessment in the workplace.

p.13

Key findings

 Outcomes for learners are satisfactory. The standard of learners’ work is good and valued by employers. Most current apprentices achieve and those in training are making good progress. Many achieve a qualification for the first time. They enjoy their learning and increase their motivation to continue learning. Key skills achievement levels are good. Overall framework success rates are lower than expected; many previous learners have not completed within the planned timescales.  Learners improve their economic well-being particularly effectively. They feel more confident, develop good skills in dealing with customers, communicate highly effectively and frequently resolve quite complex complaints. Many are given additional responsibilities based on improved performance at work. Learners feel safe, use safe working practices and have a good understanding of health and safety. Health, safety and safeguarding are promoted very

p.13

Key findings

effectively.  Training and learning are satisfactory. Assessment is good. Learners make good use of an electronic portfolio to record evidence of the skills and knowledge they develop. Training to support the achievement of key skills is good. The provider makes good use of work-related projects for key skills; many lead to improvements in workplace practices. Satisfactory coaching is provided by PLEA for many learners.  The training programme is not clearly defined. Assessors make insufficient links with the training provided by employers, although work to rectify this is underway within some aspects, such as induction training. Learners’ progress reviews do not always identify clearly enough short-term learning objectives.  The range of provision is appropriate. Programmes are suitably responsive and flexible to meet the needs of learners’ personal and employment goals. Learners select from a wide range of relevant optional units to suit individual work roles.

p.13

Key findings

 Partnerships with employers are satisfactory. Most employers work with PLEA to oversee and provide training for learners. Many team leaders and supervisors in the workplace support learners to engage in apprenticeships. A minority of workplace supervisors are insufficiently involved in the planning of training and assessment of learning.  PLEA staff provide good support. Assessors respond effectively to learners and provide information and advice on a range of personal and social, as well as vocational, topics. Learners attribute their high levels of satisfaction with the programme to the support they receive. Advice and guidance from PLEA staff during the programme, especially that relating to opportunities for learners to progress in their careers, are effective.  Leadership and management are satisfactory. PLEA has improved operational management arrangements over the past year. Managers have resolved, or

p.13

Key findings

have plans to resolve, many of the problems that restricted the satisfactory development of the programme. Staff understand their roles and responsibilities and work effectively as a team. A strategic approach to training programme planning with employers, to ensure supervisors and team leaders are fully engaged with PLEA, is underdeveloped.  Safeguarding arrangements are good. Staff prioritise safeguarding and demonstrate a good understanding in their approach with learners. The promotion of equality and diversity is satisfactory. Learners have an adequate appreciation of their rights and responsibilities and a good understanding of relevant health and safety issues.  PLEA engages satisfactorily with users. It collects feedback from learners and takes appropriate actions to improve. However, there is too much reliance on questionnaires which have low response rates. The main employers provide feedback which PLEA acts on but systematic arrangements for collecting the

p.14

Key findings

views of all users are underdeveloped.  The self-assessment process is satisfactory and has improved locally. Managers use quality improvement plans effectively. Management information systems operate satisfactorily overall. However, managers operating on employers’ sites do not have access to the full range of data and to the reports they need to make decisions.  Quality assurance of assessment is rigorous through well-organised internal verification. The quality assurance of other aspects of training is underdeveloped.

p.14

What does PLEA need to do to improve further?

 Continue to improve success rates by working with employers to ensure work demands within some call centres do not unduly restrict learners’ progress.  Improve the planning of training by adopting a more strategic approach with employers and by developing workplace supervisors’ involvement in training.  Continue to develop continuous improvement arrangements by including all aspects of training in the quality assurance process.  Improve the effectiveness of learners’ progress reviews by ensuring that assessors set clear short-term learning objectives with appropriate timescales.  Further improve performance management arrangements by enabling all managers to have access to the management information they need.  Increase the impact of user engagement by adopting a more systematic and reliable approach.

p.14

Information about the inspection

24. Three of Her Majesty’s Inspectors (HMI) and three additional inspectors, assisted by one of the provider’s operations directors, as nominee, carried out the inspection. Inspectors took account of the provider’s most recent self- assessment report and development plans, comments from the funding bodies, the previous inspection report, reports from the inspectorate’s quality monitoring inspection, and data on learners and their achievement over the period since the previous inspection.

p.15

Information about the inspection

25. Inspectors used group and individual interviews, telephone calls and emails to gain the views of learners and employers. They also looked at questionnaires learners and employers had recently completed for the provider. They observed learning sessions, assessments and progress reviews. Inspectors collected evidence from programmes in each of the subject areas the provider offers. Record of Main Findings (RMF)

p.15

Pertemps Education and Learning Alliance

Learning types: 14 – 16: Young apprenticeships; Diplomas; 16-18 Learner responsive: FE full- and part-time courses, Foundation learning tier, including Entry to Employment; 19+ responsive: FE full- and part-time courses; Employer responsive: Train to Gain, apprenticeships

p.16

Pertemps Education and Learning Alliance

Outcomes for learners 3 3 3 How well do learners achieve and enjoy their learning? 3 How well do learners attain their learning goals? How well do learners progress? How well do learners improve their economic and social well-being through learning and development? How safe do learners feel? 3 Are learners able to make informed choices about their own health and well being?* n/a How well do learners make a positive contribution to the community?* n/a Quality of provision 3 3 3 How effectively do teaching, training and assessment support learning and development? How effectively does the provision meet the needs and interests of users? 3 How well partnerships with schools, employers, community groups and others lead to benefits for learners? How effective are the care, guidance and support learners receive in helping them to achieve? Leadership and management 3 2 3 How effectively do leaders and managers raise expectations and promote

p.16

Pertemps Education and Learning Alliance

ambition throughout the organisation? How effectively do governors and supervisory bodies provide leadership, direction and challenge?* n/a

p.16

Pertemps Education and Learning Alliance

How effectively does the provider promote the safeguarding of learners? 2 How effectively does the provider actively promote equality and diversity, tackle discrimination and narrow the achievement gap? How effectively does the provider engage with users to support and promote improvement? How effectively does self-assessment improve the quality of the provision and outcomes for learners? How efficiently and effectively does the provider use its available resources to secure value for money? *where applicable to the type of provision Grades using the 4 point scale 1: Outstanding; 2: Good; 3: Satisfactory; 4: Inadequate Overall 16-18 Learner responsive Employer responsive Approximate number of enrolled learners Full-time learners 530 100 430

p.16

Pertemps Education and Learning Alliance

Overall effectiveness 3 3 3 Capacity to improve 3 achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231 or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

p.16

Pertemps Education and Learning Alliance

To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’. Royal Exchange Buildings St Ann’s Square Manchester M2 7LA

p.17

Pertemps Education and Learning Alliance

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk No. 090105

p.17