Slough Pit Stop Project Limited

Learning and Skills inspection report Date published: 28 November 2012 Inspection Number: 407163 URN: 58054 Slough Pit Stop Project

p.1

Summary of key findings for learners

 Learners develop very good personal, social and employability skills particularly as most of these learners have complex and diverse needs.  A high proportion of learners progress successfully into further education, training or employment.  Teaching and learning are good with highly personalised timetables arranged flexibly to meet learners’ needs.  Initial assessment is comprehensive and well timed to suit learners. Reviews and assessments are regular, flexible and informative.  Support for learners is outstanding with very well structured mentoring and pastoral care.  Senior managers have a clear vision for future development and have established excellent partnership working to secure this.  Highly effective management has enabled significant improvements to be made over the last year.

p.1

Summary of key findings for learners

 The qualification success rates for English and mathematics are low and learning materials are not always provided at times appropriate to learners’ needs and are not sufficiently vocationally relevant.  Not enough teaching is outstanding and assessment is not always well recorded.  The significant improvements made need to be sustained and quality further improved. Inspection dates 24-26 October 2012

p.1

This inspection: Good-2

Previous inspection: Not previously inspected Outcomes for learners Good-2 Quality of teaching, learning and assessment Good-2 Effectiveness of leadership and management Good-2

p.1

What does the provider need to do to improve further?

 Develop more detailed lesson planning to improve the quality of teaching. This should clearly specify learning activities and a schedule within each lesson.  Improve written feedback to learners, giving more precise feedback to supplement the already detailed verbal feedback.  Develop the use of e-learning to include better use of smart boards and interactive learning programmes. Make more use of the existing smart boards and introduce additional e-learning activities.  Implement the improvement strategy for functional skills fully to include better integration within vocational programmes. Ensure that delivery of functional skills takes place at the best time for learners to engage with this subject matter.  Follow up the initial work undertaken to promote work experience placements with local businesses and ensure that all learners have work experience opportunities.

p.2

Inspection judgements

Outcomes for learners Good  Learners make significant progress in developing their confidence and self-esteem. Many learners start with very poor levels of personal and social skills and learn to speak confidently and participate fully in group activities. They learn to organise themselves, develop good study skills and plan for their future learning.  Most learners are successful in achieving their qualifications. Tutors make good use of opportunities to promote learners’ literacy and numeracy skills within the teaching sessions and these skills are improving. The success rates on literacy and numeracy qualifications are low but improving.  Learners develop good employability skills which include self-management, vocational skills and an appropriate attitude to work. Enrichment workshops equip them with interview skills, the opportunity to complete curriculum vitae and gain other job-related information such as

p.2

Inspection judgements

appropriate dress codes. Many learners attend the centre outside of their scheduled lessons to develop these skills further.  Progression into further education, training and employment is very good. Many learners have progressed into vocational training and some are now at local colleges. Progression opportunities within the Slough Pit Stop Project (SPSP) are good for those learners not yet ready to move on, and some take additional courses to gain more confidence before leaving.  Learners enjoy their learning and participate fully in both the classroom activities and in the vocational training. Attendance and punctuality rates have improved significantly and are now very high, which is good given the complex needs of these learners.  The standard of learners’ written and practical work is good. Learners on motor vehicle vocational training courses complete tasks confidently to industrial standards, for example fitting

p.2

Inspection judgements

and balancing tyres. Learners develop good understanding of growth and development within the childcare provision.  Managers have not identified any achievement gaps between different groups of learners. Each learner has very specific and individual needs which tutors ensure are met very well. Tutors and mentors monitor the progress of each learner carefully so that every learner has the best opportunity to succeed. The quality of teaching, learning and assessment Good  Teaching, learning and assessment are good, which is reflected in the acquisition of good personal, social and employability skills and the high number of learners who progress into further education or employment.  Tutors expect high standards and are highly motivated to make lessons interesting. They are highly skilled in gaining trust and respect from learners whose gains in self-esteem and confidence enable them to participate fully in lessons. Tutors are very experienced at developing

p.2

Inspection judgements

learners’ numeracy, literacy and information and communication technology (ICT) skills.  Initial assessment is very comprehensive and timed appropriately to ensure that learners’ needs are met. Learners receive well-timed and regular personal reviews to maintain and maximise their progress. Managers have implemented a very thorough mentoring system in which learners meet with their mentor for ten minutes each week and this time is used to ensure that all learners receive the necessary support. This can take the form of additional mentor contact, additional learning support or time with an outside agency to meet particular needs.  Tutors give very good feedback to learners on their progress, but this is not always well documented. Learners are fully aware of their progress and what they need to do to complete their main qualification. They receive very good advice and support to develop personal, social

p.3

Inspection judgements

and employment skills. They develop clear plans for their future progression.  Training and assessment are very well planned to meet the particular needs of learners and each learner has a personalised timetable. These are reviewed at least twice a term to ensure that learners’ needs are being met and managers always try to accommodate learners’ preferences. The delivery of the provision is very flexible to meet the differing personal needs and circumstances for each learner, many of which are complex.  Generally, lessons are appropriately planned and most include a broad range of interesting and challenging activities. Although, some lesson plans give insufficient detail for the activities in the lessons and insufficient planning of functional skills. Staff pay particular attention during lessons to ensure learners use the correct vocational terminology. Equality and diversity are promoted well within the teaching.

p.3

Inspection judgements

 Tutors manage learners’ behaviour well in lessons, some of which is very challenging. Learners are well behaved in lessons and make good progress. Tutors effectively manage their additional support staff to meet learners’ needs. Staff use their personal experience and relate their vocational skills and knowledge well during lessons to maintain the learners’ interest.  Learning is good in lessons. Learners acquire new knowledge and skills within each session and use this to develop their learning from lesson to lesson. Learners share their own experience to help bond within the groups and personalise the learning.  Tutors inspire learners through the use of relationships with some prestigious organisations. For example, some learners have had work experience with a well-known high performance sports car manufacturer who also visits to allow learners to look at, and learn about, their cars.  Learning environments are well resourced and tutors ensure that learners adopt safe working

p.3

Inspection judgements

practices in motor vehicle and construction practical workshops. Learners understand their responsibilities towards health and safety and apply these well in lessons. Classrooms are well presented and equipped with computer workstations and electronic whiteboards. However, tutors often fail to plan for or use the interactive capabilities of the whiteboards.

p.3

The effectiveness of leadership and management Good

 Leadership is excellent. The board and senior managers aspire to very high standards under the relatively new subcontracting arrangements. They have made very significant improvements to the recruitment of learners, the quality of the provision and the outcomes for learners. Senior staff have a clear vision for the future development of the provision and have put into place very effective strategies to broaden and improve the quality further.  Management of the provision is good, with very good communication within the organisation and within the broader context of the subcontractor. Staff attend daily briefing meetings to monitor learners’ progress and identify any issues to be resolved. All staff are well informed and thoroughly committed to the smooth running of the programmes and the welfare of the learners.  Managers have made very significant improvements in the quality of the provision over the last

p.3

The effectiveness of leadership and management Good

year since the new subcontracting arrangement has been put into place. It is too early to judge the sustainability of these improvements and there will be some significant changes in the location and accommodation of the provision within the next year.  Self-assessment is very thorough and the development plan contains ambitious and realistic targets to broaden and improve the quality of the provision. Learners’ views are used very well to develop the provision to meet their needs more successfully.  Partnership working is outstanding with excellent links to recruit new learners, to provide for the work experience needs and other additional support for current learners. Staff work closely with local employers and secure good employment for learners and have recently launched a major initiative to secure more work experience placements.  The management of teaching and learning is good, with very detailed observation records which

p.4

The effectiveness of leadership and management Good

clearly specify exactly what needs to be improved. Quality is monitored thoroughly through the staff appraisal system with good opportunities available for continuing professional development which are used well by staff. The grades of observations of teaching and learning compare well with those awarded by inspectors and the majority of teaching sessions were good or better.  Staff are well qualified and the teaching resources are good. The accommodation generally is fit for purpose. Staff make good use of information and learning technology in some teaching sessions, but in others its use is underdeveloped. The motor vehicle workshop is excellent; it is of a commercial standard, well equipped and particularly well maintained.  Staff promote equality and diversity very well. Social inclusion is central to the core values of SPSP and every effort is made to engage with and retain learners from the most disadvantaged

p.4

The effectiveness of leadership and management Good

backgrounds with multiple barriers to learning. Aspects of equality and diversity are integral to strategic plans and all the appropriate policies and procedures are in place.  SPSP has very robust policies and procedures to protect both staff and learners from bullying, harassment and discrimination and these are promoted very effectively through course documentation and in the teaching sessions. Incidents and complaints are taken seriously and are dealt with appropriately in all cases. The promotion of equality and diversity is good in some teaching, but some staff have insufficient understanding of equality and diversity.  The procedures to safeguard learners are excellent. SPSP meets its statutory requirements for safeguarding learners. Learners feel safe and many choose to use the learning centre as a venue for meetings with care workers and other agencies. Learners have access to a very good

p.4

The effectiveness of leadership and management Good

range of information about websites and local support agencies covering a wide variety of different problems.

p.4

provider’s performance:

1: Outstanding 2: Good 3: Requires improvement 4: Inadequate

p.5

Overall

The quality of teaching, learning and assessment 2 2

p.5

Overall

The effectiveness of leadership and management 2 2

p.5

full contract year

Principal/CEO Mrs Helen Huntley Date of previous inspection N/A Website address www.haybrookcollege.slough.sch.uk

p.5

programme level

Level 1 or below Level 2 Level 3 Level 4 and above

p.6

Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+

p.6

Apprenticeship level and age

Number of learners aged 14-16 N/A Number of community learners N/A Number of employability learners N/A Funding received from Education Funding Agency (EFA)

p.6

Additional socio-economic information

The provider is located in Slough which has a population of approximately 130,000. A significant proportion of new arrivals are from Eastern Europe. About one third of the population is from minority ethnic backgrounds with a high proportion of Muslim and Hindu residents. The rates of unemployment are slightly above those for south east England. The proportion of young people who gain five GCSE passes at grades A* to C including English and mathematics is higher than the national average for England.

p.6

Information about this inspection

One of Her Majesty’s Inspectors (HMI) and one additional inspector, assisted by the acting deputy head as nominee, carried out the inspection with short notice. Inspectors took account of the provider’s most recent self-assessment report and development plans. Inspectors also used data on learners’ achievements over the last three years to help them make judgements. Inspectors used group and individual interviews, telephone calls and on-line questionnaires to gather the views of learners and employers; these views are reflected throughout the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all of the provision at the provider. Inspectors looked at the quality of teaching, learning and assessment across all of the provision and graded the sector subject areas listed in the report above.

p.7

Grade Judgement

Detailed grade characteristics can be viewed in the Handbook for the inspection of further education and skills 2012, Part 2:

p.8

Grade Judgement

http://www.ofsted.gov.uk/resources/handbook-for-inspection-of-further-education-and-skills- september-2012

p.8

Grade Judgement

guidance 'Complaining about inspections', which is available from Ofsted’s website: www.ofsted.gov.uk If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

p.8

Grade Judgement

Learner View is a new website where learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too.

p.8

Grade Judgement

To find out more go to www.learnerview.ofsted.gov.uk or if you have any questions about Learner View please email Ofsted at: learnerview@ofsted.gov.uk 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, 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.

p.8

Grade Judgement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, 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. To receive regular email alerts about new publications, including survey reports and provider inspection reports, please visit our website and go to ‘Subscribe’.

p.9

Grade Judgement

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

p.9