Parenta Training Limited

Published date 12 March 2013 Inspection Number 409352 Unique reference number: 58193

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Name of lead inspector: Penelope Horner HMI

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Type of provider: Independent learning provider

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Address:

2-8 London Road Rocky Hill Maidstone Kent ME16 8PZ Telephone number: 0844 504 5504 Parenta Training Limited

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Re-inspection monitoring visit report

Re-inspection monitoring visit Parenta Training Limited, 7 February 2013 1 of 6

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Context and focus of visit

Parenta is based in Maidstone, Kent, and offers a broad range of services to the childcare industry. Its previous inspection and this visit were of its Foundation Learning programme. As a subcontractor, it offers intermediate and advanced apprenticeships in childcare which were not in scope of its previous inspection, or of this monitoring visit.

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Context and focus of visit

Since its previous inspection, Parenta has closed its site in Sittingbourne and relocated to different premises in Maidstone. Each year, Parenta recruits approximately 50 learners from Maidstone and the surrounding area, including Sittingbourne, to the Foundation Learning programme.

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Context and focus of visit

At its previous inspection in July 2012 the overall effectiveness of Parenta’s Foundation Learning programme was inadequate. Outcomes for learners, the quality of provision and its leadership and management were also inadequate. Safeguarding and equality and diversity were satisfactory. This report focuses on the themes explored during the monitoring visit.

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progress

At the previous inspection, managers were making diligent efforts to review and identify areas for improvement, but with insufficient time for impact to be seen. Parenta has made reasonable progress in continuing this work. It makes good use of feedback from learners and stakeholders to evaluate provision and propose changes.

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progress

Parenta has strengthened its monitoring activities to provide timely and accurate information on the quality of provision and help ensure that improvements are made. It involved learners very effectively in designing its new learning centre in Maidstone. It has continued to develop and refine its observation programme which now includes all aspects of learners’ programmes.

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progress

Managers are becoming increasingly confident in their judgements on the quality of key aspects of provision. Their improvements have been successful in improving outcomes for learners. However, they do not yet make sufficient use of all their monitoring activities to carry out independent assessments of the quality of provision, and of teaching, learning and assessment in particular, as part of a cycle of self-assessment. Re-inspection monitoring visit: Parenta Training Limited, 7 February 2013 2 of 6

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progress

At the previous inspection, the proportion of learners progressing to further training or employment was low, as was attendance. The proportion who achieved their childcare qualifications was satisfactory, but in personal and social skills qualifications it was low. Since then, Parenta has focused much more closely on ensuring learners remain on programme, make progress and succeed. Although not yet securely good, and for a six-month period only, Parenta has made significant improvements to attendance and to the proportion of learners who achieve their intended qualifications and progress to further learning. Attendance has increased to just over 90% and the proportion of learners progressing to further study has risen to 62%, nearly 20 percentage points above the rate at the previous inspection. These progressions, to intermediate apprenticeships, have taken place steadily and over a period of time, as learners have left the programme.

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progress

The proportion of learners achieving their qualifications in personal and social development and childcare is currently high, at 81%. The proportion of learners achieving their key objectives has also improved, rising from 44% to 73%. Managers now make better use of data than before to identify trends and monitor provision.

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progress

At the previous inspection, learners were set insufficiently challenging targets and some were working towards qualifications at too low a level. They were given insufficient information and advice to help them make decisions about their next steps in education or employment. Parenta has improved its initial assessment and guidance for learners to help ensure that their recruitment to the programme is appropriate.

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progress

Tutors set learners specific, individual and incremental targets for their development and achievement. They now make effective use of assessments to determine the steps that learners should take to help them gain skills, progress towards agreed qualifications, support their personal development and become independent learners. Tutors review and update these targets each month. However, this is not always frequent enough to enable some learners to make more rapid, or further, progress. Re-inspection monitoring visit: Parenta Training Limited, 7 February 2013 3 of 6

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progress

At the previous inspection, learners had few opportunities to visit childcare settings, develop their practical skills in childcare or develop skills in using information and communication technology (ICT). Tutors now make better use of ICT in classroom sessions and learners have good access to computers in lessons. However, Parenta does not yet offer learners the opportunity to gain functional skills qualifications in ICT. Parenta has strengthened its links with local childcare providers and now provides learners with work placements to help develop learners’ practical skills and knowledge of childcare. Learners enjoy these placements and make good use of the opportunities they provide. However, Parenta recognises the need to provide more work experience in childcare settings to support learners’ development and help learners gain their childcare qualification. To that end, Parenta now has a member of

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progress

staff with responsibility for finding work placements and placing learners.

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progress

At the previous inspection, tutors gave learners good individual attention in lessons but had too few links with external agencies to provide specialist information or referral for learners. Since then, Parenta has established productive links with a range of agencies that provide specialist support. It uses these effectively to improve learners’ knowledge and understanding of the services available to them and to promote referral where necessary. It has prominent displays of the work of these agencies in its training areas so that learners may contact them independently if they wish. Staff work well with learners’ families to facilitate links with benefits agencies in order to clarify learners’ entitlements. Parenta makes good use of its human resources department to give learners training in curriculum vitae writing and interview techniques. It is planning to introduce an employability programme to

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progress

enhance learners’ employability skills. However, Parenta has too few links with local recruitment agencies to promote employment opportunities.

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progress

At the previous inspection, Parenta’s operational management systems were not well established, resources at Sittingbourne were unsatisfactory and performance management was inadequate. Since then, leaders and managers at all levels in the organisation, including tutors in the classroom, have made significant improvements Re-inspection monitoring visit: Parenta Training Limited, 7 February 2013 4 of 6

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progress

to the management and day-to-day running of the programme. They have completely redesigned provision, relocated to new premises, and introduced thorough and detailed monitoring of performance, including the performance of staff. The management team meets frequently to review progress in making improvements. Managers and tutors monitor learners’ progress more carefully and take more prompt and systematic action to support learners at risk of falling behind or leaving the programme. Tutors have led the development of the programme to make better use of ICT and integrate its various components. Parenta has built effective working relationships with local childcare providers and external organisations to provide a range of enrichment activities for learners. Learners feel more valued and part of the organisation and, as a result, are more motivated to attend, to achieve their awards and to progress to further learning or employment.

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progress

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.

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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