Chamber Training (Humber) Limited

Learning and Skills inspection report Date published: August 2013 Inspection Number: 404575 URN: 51104 Chamber Training (Humber) Limited

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Summary of key findings for learners

 Too many learners on workplace learning programmes leave early without completing all aspects of their training programmes.  Insufficient use is made of the results of initial assessment to identify the most appropriate programmes for a significant minority of learners.  Written feedback following assessment is inconsistent, resulting in learners not having a clear picture of how to improve; nor do trainers and assessors systematically improve learners’ English skills by correcting their spelling, grammar and punctuation errors.  The strategy for the observation of teaching, learning and assessment is not yet having enough impact to improve the quality of teaching learning and assessment. Associated action plans are not sufficiently detailed or specific to promote consistently good standards in teaching, learning and assessment.  The lack of a coherent strategic development plan results in insufficient and uncoordinated

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Summary of key findings for learners

development of aspects of the provision.  Performance management of subcontractors, although improving from a poor starting point, is not yet effective in improving the quality of provision.  Equality and diversity lacks a formal development plan and monitoring measures to promote improvement across all areas of the provision.

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Summary of key findings for learners

 Success rates for learners on programmes delivered directly by Chamber Training (Humber) Limited (CTHL) are high.  Learners make good progress on programmes delivered by CTHL and the new subcontractor.  Operational management of CTHL’s direct provision is effective.  Well-qualified staff use their skills and experience effectively to benefit learners during assessment and verification activities, which results in the majority of learners making good progress through their programmes. Inspection dates 16–19 July 2013

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This inspection: Requires improvement-3

Previous inspection: Good-2 Outcomes for learners Requires improvement-3 Quality of teaching, learning and assessment Requires improvement-3 Effectiveness of leadership and management Requires improvement-3

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What does the provider need to do to improve further?

 Increase the proportion of learners on workplace learning programmes who complete all parts of their qualification within the planned timescale by: - using the results of initial assessment more effectively to identify the most appropriate programmes for learners - accurately monitoring and recording progress to ensure that assessors and learners are able to track progress across all aspects of the learner’s programme - coordinating assessment opportunities more effectively to ensure learners make good progress and remain on their programmes.  Ensure all learners receive detailed written feedback following assessment to include the correction of spelling, grammar and punctuation errors so that learners have a clear picture of how to improve in order to complete their programmes.  Improve the strategy for the observation of teaching, learning and assessment by: - developing associated action plans that are detailed and specific and promote consistently

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What does the provider need to do to improve further?

high standards in teaching, learning and assessment - ensuring observers accurately and clearly grade sessions and give clear feedback with accurate record areas for development in order to improve the quality of provision.  Implement a coherent development plan to raise standards and improve the quality of provision through close monitoring and regular review of strategic aims by leaders and managers, including the quality subcommittee.  Improve the performance management of subcontractors through closer, more effective monitoring, regular reviewing of performance against targets and more timely intervention when underperformance is identified in order to bring about sustained improvement.  Implement an equality and diversity development plan and monitoring measures across all areas of the provision including teaching and learning and reviews so that learners and assessors develop a greater understanding of equality and diversity.

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What does the provider need to do to improve further?

 Formalise action plans following data analysis in order to provide a greater focus on narrowing the achievement gap for different groups of learners.

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Inspection judgements

Outcomes for learners Requires improvement  High numbers of learners, over the last four years, have completed their apprenticeship and classroom-based programmes in the planned timescale. However, completion rates for learners on workplace learning programmes are low.  Learners completing programmes directly delivered by CTHL are more likely to succeed than those undertaking qualifications with one subcontractor providing similar programmes. Learners completing their programmes with a new subcontractor are making good progress towards the achievement of their qualifications.  Learners at CTHL and a new subcontractor produce work to a high standard and make good and often very good progress. However, progress made by learners at an established subcontractor providing business administration and health and social care qualifications is slow. Tracking of progress for these learners is inconsistent.

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Inspection judgements

 Achievement of functional skills in English is high, in mathematics is satisfactory but in information and communication technology (ICT), particularly at level 2, functional skills achievement is low.  Outcomes for male learners at CTHL are higher than those for females. Learners with identified learning difficulties achieve less well than those without. Outcomes for different groups of learners are analysed but the resulting actions are not routinely monitored and reviewed.  The majority of learners are on programmes that meet their needs and aspirations. However, a significant minority of learners placed with one subcontractor are on programmes that do not meet their needs, for example, learners placed on low-level qualifications when they already have the qualification at a higher level.  Most learners enjoy their programmes and develop good personal and social skills to support them in their employment. They develop skills essential for industry and are able to demonstrate

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Inspection judgements

these skills effectively in the workplace. For example, in health and social care, learners complete a range of essential qualifications such as first aid, health and safety and moving and handling at an early stage in their programme, enabling them to perform a range of duties in the workplace.  A significant proportion of learners progress to supervisory work roles. However, CTHL do not effectively collect data on progression or destinations. CTHL have recently started to collect data for the organisation and subcontracted provision but this is not yet sufficiently rigorous. For example, managers have difficulty in disaggregating data for workplace and classroom-based learning.

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Inspection judgements

The quality of teaching, learning and assessment Requires improvement  Teaching, learning and assessment are not consistently good and, as a result, outcomes are variable; those for apprentices and classroom-based learners being high, with workplace learners achieving less well. Progress for current learners across the provision is difficult to determine due to the lack of standardised documentation to track and monitor progress; however, apprentices are making satisfactory and often good progress.  Off-the-job teaching and learning sessions, which are held at CTHL and subcontractor premises, are effective. In the better sessions, clear planning focuses on the individual needs of learners. Trainers and assessors skilfully use a range of techniques to ensure learners make good progress in the unit studied. Trainers and assessors question learners effectively to challenge them in their thinking and to check and extend their knowledge and understanding.

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Inspection judgements

 In less successful sessions, planning does not clearly identify the skills, knowledge and understanding learners expect to gain from the lesson. Nor does planning link to learners’ starting points or current progress, resulting in trainers and assessors excluding some learners during activities and not ensuring all learners make sufficient progress. In these sessions, learners are often required to complete the same work regardless of their abilities. Consequently, planned activities do not meet individual learner’s needs. Activities are too easy for some learners and too difficult for others.  Trainers and assessors use their good occupational experience in effective one-to-one coaching; closely relating this to the learners’ workplace and life experiences. Learners work well independently and most make good use of internet links and other learning resources to support their learning. Most learners on care qualifications very effectively use a virtual learning

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Inspection judgements

environment to gather and use information, enabling them to complete written assessments.  Assessment practice is satisfactory. Assessors set effective short-term action targets, plan well for individual learners’ progress and use an appropriate range of methods and activities when completing assessments. They make good use of digital electronic equipment to collect evidence of learning, although care assessors make insufficient use of ICT when completing assessments.  For a significant minority of learners at one sub-contractor, assessment practice is weak and too little recording of assessment results in a lack of clarity of learners’ actual progress.  Personal and practical support for learners is good. Employers and provider staff have high expectations for learners, both in terms of the standard of their work and the opportunities provided. Flexible arrangements for visits support learners’ and employers’ needs well,

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Inspection judgements

particularly during evenings and weekends. All employers were supportive of CTHL and spoke enthusiastically about the positive relationship they have with them.  Most learners with additional learning needs, and in particular engineering learners with additional learning needs, receive very good support to enable them to succeed. Specialist tutors hold frequent, one-to-one or small group sessions which are highly supportive of individual learners’ needs. CTHL provides good support to enable learners to attend off-the-job training sessions, for example, by providing transport to the training centre.  Most assessors use the results from initial and diagnostic assessments well to identify learners’ skill levels in English and mathematics and to assess additional learning support needs in order to place learners on to the correct programme of study. However, for a significant minority of learners based with one sub-contractor, learners receive poor advice following initial assessment

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Inspection judgements

with a minority of learners placed on inappropriate programmes.  Formal progress reviews, for the majority of learners, are effective. Employers are fully involved in the review process. Targets set for the majority of learners during reviews are clear and unambiguous. However, at one sub-contractor, with significant numbers of learners, reviews lack regularity, recording is poor and staff do not pay sufficient attention to the setting of specific targets to help learners to progress.  Learners make good progress towards completing English qualifications but trainers and assessors do not pay enough attention to correcting learners’ spelling, punctuation and grammatical errors to improve the standard of their written work. Learners’ progression towards and achievement of ICT qualifications is poor.  Very effective open days ensure that CTHL engages well with local employers and potential learners. Initial advice and guidance are detailed and relevant to learners who spoke very

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Inspection judgements

positively of the help they had received. However, advice and guidance are poor for a significant minority of learners in subcontracted provision. Initial advice and guidance in this provision often fails to help learners make informed decisions about choices available.  The promotion of equality and diversity during teaching and learning activities requires improvement. Although adequately covered during induction, trainers make variable use of a bank of related questions to embed learners’ knowledge and understanding relating to equality and diversity.

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Other work based learning

 Teaching, learning and assessment are good in health and social care and reflect the high overall outcomes for 2011/12, which are significantly above the rate for similar providers. However, current outcomes are declining although they remain above the national rate.  Assessors challenge learners effectively and, as a result, learners develop good knowledge and understanding of topics relating to health and social care alongside the development of their practical skills. They set and review targets effectively, extending learning and ensuring that most learners make the progress expected of them. However, in a small minority of instances, targets do not challenge learners sufficiently in extending their knowledge.  Effective support from assessors and employers provides good support to learners throughout their training and the majority of learners make good progress. For example, employers effectively use feedback from assessment and progress reviews in one-to-one sessions with

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Other work based learning

learners to further develop skills and address any weaknesses or gaps in their learning.  Assessment practice is effective and thorough checking of learners’ knowledge and skills results in most learners making good in-year progress. However, for a small minority of learners, assessments fail to challenge or extend their learning.  Assessors use a thorough and accurate initial assessment to determine learners’ starting points; however, results are not used consistently to produce personalised learning plans. Learners with additional learning needs are able to access support if needed in order achieve their learning goals.  Learners have access to high quality and vocationally relevant resources to support their learning, including a simulated care room, at one subcontractor, and moving and handling equipment. Online learning materials are accessible at the provider’s training centre and support learners’ well to become independent learners.

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Other work based learning

 Good accurate oral feedback to learners enables further development of their knowledge. However, some written feedback is poor and learners do not always know why they have done well, or what they can do to improve their work. The majority of assessors effectively track the progress of their learners. However, some learners do not have a permanent record of their overall achievement to date and are unsure of how they are progressing.  Development of mathematics and English are effective, and include taught sessions and independent work packages. Assessors encourage learners to use dictionaries to improve their spelling but do not systematically correct spelling, punctuation and grammar in written work.  Learners receive effective initial advice and guidance on enrolment during their course and on exit to ensure that they are on the correct programme and are aware of progression routes. One sub-contractor provides an access to apprentice programme, which prepares learners for the

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Other work based learning

workplace through the provision of statutory qualifications required for work in the sector, so they are job ready when they enter employment.  Promotion of equality and diversity is adequate during assessment and reviews. Some learners demonstrate a thorough knowledge and application of equality and diversity but others only have a superficial understanding. Too few assessors challenge learners’ understanding of topics related to aspects of care.  Learners demonstrate an appropriate understanding of safeguarding and can relate this to their work with vulnerable clients and themselves in the context of their work. Many learners can identify health and safety issues and know how to deal with them, including using moving and handling equipment.

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Other work based learning

 The quality of teaching, learning and assessment is good, which reflects the overall outcomes, which are high and above the average for similar providers. However, since 2010/11, the overall success rates and the learners’ completion within planned timescales have declined and for current learners there is a slight decline in success rates.  Training and assessment are good, with effective one-to-one coaching sessions. Assessments are frequent and well planned to meet employers’ and learners’ needs. Clear targets are set on individual plans and updated at assessments and reviews to give a clear picture of progress. Learners know what they have to do to achieve their qualification. Assessors engage and motivate learners very well by using a relevant range of activities to further their knowledge and understanding. However, guided discussion sessions are less effective as assessors do not always question learners appropriately to determine their level of understanding.

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Other work based learning

 Motivated and enthusiastic learners enjoy their training and learning. They develop high levels of self-confidence and demonstrate good skills that meet industry standards of work in a wide range of administrative tasks which enable them to be much more proficient administrators. As a result of their improved communication skills, they are more able to deal with customer service requirements much more precisely, for example, handling complaints regarding customer orders.  Learners undertake effective initial and diagnostic assessments to ensure they are on the correct programme. Some learners attend day-release workshops and develop a broader understanding of topics for the technical certificate and for functional skills. Appropriately qualified staff are available to provide support for learners, should they require it, to help them achieve their qualification.  Learners receive good verbal feedback with helpful advice on how to progress. Between

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Other work based learning

assessment visits, learners complete additional tasks enabling them to develop their learning. However, written feedback is insufficient to enable learners to reflect on their performance and identify what they can do to improve their work. Assessors are equipped with, and use well, the appropriate technology to enable them to support fully all aspects of assessment.  Relationships with employers are good. CTHL works very effectively with a range of employers, many of whom return to the provider when they wish to recruit more apprentices. Assessors inform employers of learners’ progress, with many employers also working with learners and assessors in setting learners’ targets. Employers provide good on-the-job training to develop further the knowledge and skills of learners.  The development of apprentices’ English and mathematics skills is effective and used well in their working environments. Opportunities to develop communication skills include constant

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Other work based learning

reading, writing and composing of documents such as reports, letters and emails. However, assessors do not routinely correct spelling, punctuation and grammar in written assignments. Learners improve their mathematics skills, for example, by negotiating prices, calculations of tax, adding discounts before confirming final prices and sending out invoices.  Learners receive good information, advice and guidance at induction and during progress reviews to enable them to make informed choices about further study and career progression. They are clear about the occupational opportunities that are available to them. Learners also access good staff development opportunities in their employment.  Learners have an adequate understanding of equality and diversity during induction and in subsequent reviews. They treat each other and staff with respect. Learners clearly understand who to approach if they have any safeguarding issues. However, the promotion of equality and

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Other work based learning

diversity in learning sessions is insufficient.

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Other work based learning

The effectiveness of leadership and management Requires improvement  The Chief Executive sets a clear direction for the provision, placing emphasis on increasing the training provision to meet local and national priorities. The annual business plan provides a useful review of developments and a direction for the forthcoming year. However, a coherent plan is not in place to develop the provision in a planned strategic way.  Governance is effective in that the Board oversees strategic decisions in how the provision develops, and receives reports from CTHL’s head of training twice a year. A quality subcommittee, set up in October, has strengthened governance. Through this, experienced board members provide increasing challenge to decisions made by the head of training, and effective support to the management team’s focus on improving standards.  The head of training successfully raises the company profile through involvement with external

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Other work based learning

organisations, including Humber Local Enterprise Partnership and Humber Compass. Managers have a clear understanding of regional priorities which they use effectively to develop the provision. A monthly newsletter to learners and employers is effective in celebrating learners’ achievement, as well as promoting the provision.  CTHL has an established process for the observation of teaching, learning and assessment which requires further improvement to be fully effective. Planned observations of their own provision take place twice a year. However, the grading process is not robust and has an insufficient focus on the learning taking place. Associated action plans are not sufficiently detailed and specific to promote consistently good standards in teaching and learning.  Arrangements for monitoring and improving trainer and assessor performance against clear and specific targets are thorough. Effective use of a detailed monthly performance report reviews

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Other work based learning

staff caseloads and tracks individual learner progress. Informal meetings are used to discuss and record areas for improvement. Annual appraisals help staff focus on further personal and professional development as well as the challenges they face. However, many performance targets, including those of the head of training, are not sufficiently challenging or specific.  Performance management of subcontractors requires improvement. Whilst the processes to monitor the performance of subcontractors have improved in the current year, they are insufficiently formal and systematic. Effective use of monthly data monitors learners’ progress well. Audits of documentation are rigorous in identifying issues and improving quality. In the current year, a few formal monitoring meetings have taken place with subcontractors. Action points arising from these meetings are improving in clarity and timescale but remain variable. A

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Other work based learning

structure of regular meetings is not sufficiently established.  CTHL’s self-assessment processes are effective and involve all staff and, more recently, subcontractors. While the report is overly descriptive, it accurately identifies many of the areas for improvement found by inspectors. Whilst the quality improvement plan is clear, a few targets are not sufficiently broken down into interim steps to promote timely progress. The provider makes appropriate use of learners’ views throughout the year to promote improvement. For example, the subcontractor providing engineering programmes collected learners’ views and responded through a ‘You said, we did’ board.  Operational management of CTHL’s direct provision is effective. Managers ensure that the range of training activities meets the needs of learners and employers. A range of staff training develops staff knowledge and skills effectively. Well-qualified staff use their skills and experience

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Other work based learning

effectively to benefit learners during assessment and verification activities. The quality of training accommodation and learning resources is good.  CTHL has a detailed and specific policy on equality and diversity but lacks a formal action plan and monitoring measures for the continuous improvement of equality. An effective range of staff training on aspects of equality and diversity has taken place over the past two years. Provider staff and learners have an adequate awareness of relevant equality and diversity issues. However, trainers and assessors make insufficient use of naturally occurring opportunities to develop this further during workplace visits and group sessions. Systematic use of data identifies achievement gaps but actions are informal. A comprehensive anti-bullying policy and procedures are in place and understood by learners.  Managers ensure that all learners are appropriately protected and arrangements meet the

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Other work based learning

organisation’s statutory requirement for safeguarding. CTHL keeps an appropriately detailed central record for every member of staff working with their direct provision. A safeguarding register enables CTHL to monitor and provide effective additional support for learners at risk. The provider appropriately monitors the subcontractors’ processes for safeguarding learners. Health and safety arrangements are comprehensive both within the training centre and in the monitoring of subcontractors.

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performance:

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

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Overall

16-18 Learning programmes 19+ Learning programmes Apprenticeships Other work- based learning

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Overall

The quality of teaching, learning and assessment 3 3 3 2 3

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Overall

The effectiveness of leadership and management 3 3 3 3 3

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Chamber Training (Humber) Limited

Type of provider Independent learning provider

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full contract year

Principal/CEO (Head of Training) Rachel Mendham Date of previous inspection September 2007 Website address www.cthl.co.uk

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programme level

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

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(excluding apprenticeships)

Full-time N/A N/A N/A N/A N/A N/A N/A N/A Part-time 1 6 N/A 45 N/A 5 N/A N/A

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ 121 78 17 80 N/A N/A

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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 Skills Funding Agency (SFA)

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following main subcontractors:

 SouthBank Training Limited  Cityworks Training

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Additional socio-economic information

Chamber Training (Humber) Limited (CTHL) is a wholly owned subsidiary company of the Hull and Humber Chamber of Commerce, Industry and Shipping. Set up as Hull and East Riding Chamber Training Limited in 1997 it changed its name to CTHL in 2000. Over 80% of learners are recruited from the Humber area which covers an area of 3,571 square kilometres. Hull is the tenth most deprived local authority in England. In 2012, 47.6% of 16-year-olds achieved five GCSEs at grade A* to C including English and mathematics against the national average of 69.4%. Unemployment for 18 to 24-year-olds stood at 12.5% in 2012 with 10.6% of young people not in education, employment or training.

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Information about this inspection

Lead inspector Anita Pyrkotsch-Jones HMI

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Information about this inspection

Two of Her Majesty’s Inspectors (HMI) and three additional inspectors, assisted by the quality assurance, human resources and equality and diversity manager as nominee, carried out the inspection with short notice. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. 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 online 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.

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Grade Judgement

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

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Grade Judgement

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

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Grade Judgement

guidance ‘Raising concerns and making complaints about Ofsted’, 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 .

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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.

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Grade Judgement

To find out more go to www.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.

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Grade Judgement

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Grade Judgement

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

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