People and Business Development Ltd

Learning and Skills inspection report Date published: 24 December 2013 Inspection Number: 429012 URN: 58563

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Summary of key findings for learners

 At People and Business Development Limited, a high proportion of learners overall complete their programmes successfully.  Learners develop good personal and vocational skills and knowledge, as well as good independent learning skills.  Assessors set high and realistic expectations and provide excellent care and support for learners.  The provider makes good use of technology and develops e-learning resources well to support learning.  Managers provide strong leadership and use data well to monitor learners’ progress and assessors’ performance.  Managers plan and develop learning programmes very successfully to meet the needs of learners and employers.

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Summary of key findings for learners

 Staff do not use initial assessment sufficiently well to develop personalised learning plans and set individual targets for learners.  Assessors do not integrate functional skills in English, mathematics and information and communication technology (ICT) sufficiently into teaching, learning and assessment. This prevents learners developing their understanding of the relevance of these skills and using them in their job roles.  Managers do not use the observation process sufficiently well to enhance staff skills and ensure consistently good quality in all aspects of the learners’ experience. Inspection dates 19–22 November 2013

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This inspection: Good-2

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

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What does the provider need to do to improve further?

 Improve the planning of personalised learning; make better use of initial assessment to develop individual learning targets for learners, rather than just working towards the overall qualification.  Integrate functional skills into teaching, learning and assessment more effectively, to ensure that learners have a better understanding of the relevance of these skills to their job roles, and can use them well in their work.  Develop the quality and consistency of teaching and learning, by expanding the observation process across all aspects of the learners’ experience; and by providing staff with clear feedback and actions to bring about improvement.

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Inspection judgements

Outcomes for learners Good  The proportion of learners who completed their apprenticeships successfully in 2011/12 was particularly high. According to the provider’s own data, the proportion expected to be successful in 2012/13 is good, although the data indicate a small decline since 2011/12. The provider is maintaining good rates of success while considerably increasing the number of learners.  Success rates for apprentices who completed within agreed timescales in 2011/12 were very high. The provider’s own data indicate that the rate for completion within planned timescales in 2012/13 remains at a high level, but there is a small decline from the very high rates of the previous year.  In workplace learning, a much smaller provision, overall success rates were particularly high in 2011/12, but the provider’s data show a small decline in 2012/13. The proportion of learners expected to complete their qualification within planned timescales is satisfactory.

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Inspection judgements

 Learners develop good skills and knowledge and make good progress in their job roles, taking on more responsibilities, with some gaining promotion. They become more confident and improve skills such as teamwork. Teaching assistants develop a much better understanding of how schools are managed, and learners in childcare become better able to manage activities for children and also progress to key worker roles.  The majority of learners develop mathematical, English and ICT skills sufficiently well, but a minority makes slow progress in improving their skills, such as grammar and spelling and the use of ICT. Assessors do not consistently ensure that learners understand the relevance of these skills in their job roles, or ensure that learners maximise their use at work.  There are no significant gaps in achievement between different groups of learners. However, during 2012/13, intermediate apprentices are achieving at a lower rate than advanced

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Inspection judgements

apprentices, having previously consistently achieved at a higher rate. The provider effectively monitors individual learners who are not achieving, but has not yet formally evaluated the discrepancies between achievement at levels 2 and 3.  The rate of progression to higher levels of qualifications is satisfactory. Learners are employed in good quality workplaces and opportunities for progression are good. In the latest year, there are signs of an improving trend of progression to higher-level qualifications, partly owing to the introduction of the level 5 diploma for senior early years practitioners.

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Inspection judgements

The quality of teaching, learning and assessment Good  Teaching, learning and assessment in child development and well-being are good, as reflected in improving outcomes which are above the national average. Although the most recent provider data demonstrate a small fall in the success rate in 2012/13, the organisation is maintaining good levels of success, whilst also significantly increasing the number of learners.  Assessors give excellent pastoral support to learners throughout their training. They set high expectations for learners at the beginning of the programme, which encourage and motivate them well, developing their independent learning skills. Assessors have appropriate qualifications and occupational experience, which they use effectively to motivate their learners by setting and reviewing challenging targets, and developing knowledge, understanding and practical skills well.  The provider encourages independent learning as the primary method of learning. Learners

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Inspection judgements

have access to a good range of online learning materials, which they reach via links from their electronic portfolio (e-portfolio). These online resources include textbooks and a range of articles, as well as journals and bibliographical references. The provider also provides online seminars, known as webinars, and online support sessions. However, there is insufficient use of all these resources by learners to develop their learning further. Employers provide additional learning resources within the workplace which support learning effectively.  Assessment practice is flexible, frequent and effective. In better assessments, assessors check learners’ knowledge thoroughly, resulting in most learners making good timely progress. However, a minority of assessors do not use exploratory questioning sufficiently well to consolidate and extend learning. The provider’s links with employers are good, and most

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Inspection judgements

employers participate in reviews, feedback and planning for learners. Support for learners in the workplace ensures they continue to make good progress. Employers regularly refer their staff to the provider for training, and for many it is the preferred supplier.  Staff do not always use the results of initial assessment well when developing personalised learning plans. They emphasise completion of the qualification rather than planning the individuals’ learning. The learners’ named assessors provide effective additional learning support which learners may require to assist them to achieve their learning goals.  Assessors give good accurate oral feedback to learners, enabling further development of their knowledge. In better feedback sessions, they provide coaching, which encourages learners to identify and recognise their own progress. Assessors effectively track the progress of their learners. However, written feedback via the e-portfolio is variable and lacking in detail, so that

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Inspection judgements

learners do not always know what they have done well, or what they can do to improve their work.  The provider has good online resources in place to support the development of mathematics, English and ICT, that most learners use sufficiently well to prepare for tests. The results of diagnostic assessment ensure that learners are effectively directed to learning materials at the appropriate level for their study of English, mathematics and ICT. However, staff do not effectively integrate into learning and assessment materials enough opportunities for learners to develop these skills further, or to help them understand their relevance to job roles. The correction of spelling and grammatical errors by assessors is inconsistent within learners’ work, and assessors pay insufficient attention to the development of these skills.  Learners receive comprehensive induction to their programme of learning and effective initial

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Inspection judgements

advice and guidance to ensure that they are on the correct programme. However, advice for learners at the end of their programmes varies in quality, and the provider is in the process of introducing a more formal exit interview to help learners understand their options for progression.  Promotion of equality and diversity is adequate during assessment and reviews. Learners have a mixed understanding of equality and diversity, with some demonstrating a thorough knowledge and application of the terms, whilst others have just a superficial understanding. Some assessors miss opportunities to challenge learners’ understanding related to aspects of early years practice, for example when discussing various cultural preferences linked to food.  Learners demonstrate a good understanding of child protection and personal safety, and can relate this to their work with children and themselves in the context of their work. Learners can

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Inspection judgements

identify health and safety issues and know how to deal with them, for example a learner conducted a thorough risk assessment of the outdoor play area.

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Inspection judgements

The effectiveness of leadership and management Good  Directors demonstrate a very clear vision for providing top quality training which they share very effectively with the team of assessors, who show a strong commitment to achieving this aim. Quarterly team meetings are very effective in communicating developments and tackling any problems. Between meetings, managers maintain good channels of communication and provide effective support for assessors who are working remotely. In the last three years, success rates have generally been at least satisfactory or good, particularly in 2011/12 when they were particularly high.  Performance management to improve teaching and learning is generally good. Managers use data very well to monitor learners’ progress and identify those making slow progress. Regular meetings between the training director and assessors effectively monitor the progress of groups of learners and the achievement of targets, and agree any actions to address shortfalls against

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Inspection judgements

targets.  Staff development has a good focus on standardisation activities, for example agreeing appropriate evidence to meet qualification requirements. However, the process for observing and monitoring the quality of teaching and learning is insufficiently effective. Managers do not routinely observe aspects such as workplace learning, induction, reviews of progress and functional skills learning. They do not have enough information to inform staff development or ensure consistent good quality in these aspects.  Assessors have good occupational experience but do not all have sufficient formal teaching and learning qualifications to maximise and support workplace and functional skills learning. However, the provider does use those staff with more experience in aspects such as functional skills to act as mentors and support other assessors effectively.  The provider demonstrates a good commitment to continuous improvement. Assessors

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Inspection judgements

participate well and suggest improvements at the quarterly team meetings, while senior managers raise awareness of areas of development and propose actions. The provider is developing a substantial range of online learning resources, as well as introducing webinars and support surgeries. However, the take up by learners of these additional resources is currently very low.  Managers complete an annual self-assessment that provides a broadly accurate overview of the provision. A quality improvement plan for 2013/14 sets some clear objectives to improve aspects such as e-learning, functional skills and training for equality and diversity; there is no accompanying formal action plan with clear timescales which outlines how or when these objectives will be achieved.  Managers regularly collect useful feedback from learners, and managers use this well to identify areas for improvement; for example the provider has worked to improve e-learning resources,

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Inspection judgements

and develop support videos for learners and assessors to improve understanding of the use of the e-portfolio, following feedback form learners.  Although feedback from employers has been used well on occasions, such as in the development of the new level 5 diploma, managers do not yet routinely collect and evaluate sufficient qualitative employer feedback in order to promote improvement.  Managers very successfully plan and develop learning programmes to meet the needs of learners and employers. The managing director is taking a leading role, developing strong partnerships with universities and an awarding body, for the introduction of a level 5 diploma, to meet the needs of employers nationally. Managers are successfully recruiting many more apprentices to their programmes and are developing the use of technology well to provide good e-learning opportunities. Managers are introducing additional learning programmes, such as

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Inspection judgements

supporting teaching and learning, business administration and customer service very effectively.  The promotion of equality and diversity is good. There is a strong ethos amongst all staff to support all learners. Most learners demonstrate a reasonable level of understanding of equality and diversity in the work they produce for their qualifications, but assessors do not always sufficiently reinforce this, for example at reviews of progress. Managers have recently raised the awareness of assessors about how to promote and check learner understanding more effectively. Further training for assessors is a specific objective on the quality improvement plan.  People and Business Development Limited meets legislative requirements for keeping learners safe.

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People Business and Development Ltd

Inspection grades are based on a provider’s performance:

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People Business and Development Ltd

1: Outstanding 2: Good 3: Requires improvement 4: Inadequate Overall 19+ Learning programmes Apprenticeships

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People Business and Development Ltd

The quality of teaching, learning and assessment 2 2 2

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People Business and Development Ltd

The effectiveness of leadership and management 2 2 2

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Provider details

Type of provider Independent Learning Provider

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full contract year

Principal/CEO Ross Midgley Date of previous inspection December 2010 Website address www.pbdevelopment.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 - - - - - - - - Part-time - - - 35 - 140 - 63 Number of traineeships 16-19 19+ Total - - -

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ 22 91 75 432 Funding received from Skills Funding Agency (SFA)

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Additional socio-economic information

People and Business Development Limited is based in the East of England, but also has learners in other regions such as London, the South West, South East, Midlands, Yorkshire and Humberside. It primarily provides learning programmes in child development and well-being, but also offers apprenticeships in supporting teaching and learning, business administration and customer service.

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Information about this inspection

Lead inspector Gary Adkins One lead inspector and two additional inspectors, assisted by the training director 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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