Inclusive Training Solutions Ltd

Further Education and Skills inspection report Date published: 08 January 2014 Inspection Number: 423816 URN: 59124

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Summary of key findings for learners

 The progress of apprentices varies too much. While some make very good progress, for a very small minority of health and social care apprentices, progress has been poor.  Tutor/assessors make too little use of information learning technology (ILT) to enliven and extend learning. Most workbooks have too much dense text and too few visual prompts.  The organisation of learning and learning support is not sufficiently effective to help apprentices develop their English and mathematics, and/or language skills and to improve their employability.  Too many employers are insufficiently involved in the planning of their apprentices’ programmes to take account of work-place learning and in the reviewing of their apprentices’ progress.  Not enough staff development is taking place to help tutors/assessors improve their knowledge and skills in the use of ILT and the sharing of ideas across subject areas to reinforce the promotion of

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Summary of key findings for learners

equality and diversity and safeguarding during learning activities and at reviews.  Quality improvement arrangements are not sufficiently effective for the new programmes.

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Summary of key findings for learners

 Apprentices develop good vocational knowledge and skills, which employers value and improve apprentices’ employability.  Effective individual coaching prepares apprentices well for independent learning, such as the completion of workbooks and research ready for their next session, and/or for assessment.  Good, challenging short-term targets motivate apprentices well, by dividing learning into manageable amounts for them to achieve.  Most apprentices receive frequent, regular and motivating visits by their highly personable and vocationally knowledgeable tutor/assessors to help them learn.  Managers have made good use of their experience from other programmes to inform decisions for curriculum development, structuring programmes and devising management policies and processes.

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This inspection: Requires improvement-3

Previous inspection: Not previously inspected Outcomes for apprentices 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?

 Improve the pace of progress for all apprentices by setting individual interim targets at the start of programmes, and monitor and measure their achievements against these. Record apprentices’ attendance at learning activities and review their progress against attendance. Ensure contingency plans are in place to cover tutor/assessors’ absence, for whatever reason.  Improve and extend the range of learning resources for apprentices to stimulate and improve their learning and to relate theory to practice more effectively, including the use of ILT particularly internet-based learning resources and make better use of electronic communications with apprentices.  Use the results from apprentices’ initial assessments to make effective and appropriate arrangements for apprentices with a learning support need to receive extra help. Include those apprentices needing to improve their English, mathematics and/or language skills in these

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What does the provider need to do to improve further?

arrangements.  Make links with employers more effective, through including them in planning of their apprentices’ programmes, setting measurable interim targets and by reviewing their apprentices’ progress against the targets. Map workplace training to the requirements of the apprenticeship, reinforce links and make learning more efficient and effective.  Provide regular updating and opportunities to share good practice across all subject staff to ensure they have the knowledge and skills to support the development of their apprentices’ English and mathematics skills and promote equality and diversity through vocational learning.  Implement fully the new quality improvement arrangements so they inform quarterly evaluation of the new programmes, including staff development needs and contribute to annual self-assessment.

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Inspection judgements

Outcomes for learners Requires improvement

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Inspection judgements

 Apprentices are already showing good development of vocational knowledge and skills, and a minority after a very short while on programme. The longest any apprentice has been on programme is four months, although most have prior work experience. The vast majority of apprentices are on health and social care apprenticeships and all but two are on intermediate apprenticeships.  Unfortunately, achievement gaps have already appeared. Three health and social care apprentices based in Middlesex have made poor progress since starting in August, mostly due to insufficient visits and support by staff from All Trades Training Limited (ATT).  Most apprentices’ evidence portfolios are good. The majority of apprentices organise their portfolios well and most contain good quality evidence from a wide range of sources.  The combination of work-place learning and support from ATT staff has improved apprentices’ work

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Inspection judgements

practices and their employability, improvements that employers recognise. ATT staff do not record the training that apprentices undertake with their employers for accredited awards and/or regulatory reasons. This stops the recognition of apprentices’ achievements and contributing to the apprenticeship frameworks.  Due to greater understanding of tasks gained from under-pinning knowledge by completing workplace activities, ATT workbooks and having discussions with tutor/assessors, apprentices are improving their confidence in carrying out their work role. The selection of apprenticeships, levels and optional units match apprentices’ job roles.  Apprentices enjoy their programme of learning, although a few experience problems fully attending sessions when tutor/assessors come to their workplaces, due to work demands and/or having to travel to attend in their time off.

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Inspection judgements

The quality of teaching, learning and assessment Requires improvement

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Inspection judgements

 Apprentices benefit from good quality individual coaching that is very effective in helping develop their vocational knowledge and skills. Tutor/assessors are vocationally expert and hold appropriate teaching and assessor awards. They have a high level of credibility among apprentices and employers and use their expertise well to help apprentices progress.  Tutor/assessors have high expectations of apprentices and use the frequent and in-depth workplace visits to motivate them, monitor their progress and promote learning. Apprentices receive good support from their tutor/assessors and value highly their accessibility. Apprentices email and telephone them whenever they need support. Tutor/assessors make good use of challenging short- term targets to encourage apprentices to work hard and progress well.  The range and use of resources requires improvement with tutor/assessors relying primarily on

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Inspection judgements

workbooks and worksheets. ILT is not readily available to support learning. The majority of apprentices do not have access to computers or the internet in their workplaces. Tutor/assessors use laptop computers during their individual coaching or review sessions with apprentices, but do not have access to the internet. While tutor/assessors use relevant worksheets to promote learning, textbooks are not readily available for use by apprentices. ATT does not use e-portfolios on care programmes, but managers have substantive plans to do so in the future.  Apprentices have a dedicated and mature approach to research, which they mostly undertake as independent study in their own time. A minority receive support of other family members to help them with their work. Tutor/assessors set apprentices very clear short term targets during their workplace visits and follow up the completion of tasks well, many of which apprentices finish in

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Inspection judgements

their own time. Apprentices are eager to learn and apply themselves well to the work set. Most are returning to learning after a long break. They find independent work challenging and occasionally a struggle, but it is increasing their confidence in their ability to learn. One health and social care apprentice explained how she wished she had “done this years ago. I’ve always loved looking after the family, but now I’m caring for people for a living, and I love it”.  Employers are not sufficiently involved in the apprenticeship programmes. Tutor/assessors do not plan programmes with employers to link workplace training to apprenticeship requirements. Reviews do not include employers although workplace supervisors are required to sign the completed review form. Most employers do not support apprentices sufficiently well and do not allow them time during the working day to meet with their tutor/assessors or do their written work.

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Inspection judgements

On and off-the-job training are not linked. ATT staff do not have information on training provided by employers.  Initial assessment is effective in establishing apprentices’ starting points and determining an appropriate learning programme. Apprentices also undertake a questionnaire on learning styles to determine their preferred way of learning, although tutor/assessors do not use the results sufficiently in preparing learning activities. Where appropriate, apprentices also complete a diagnostic assessment of their English and mathematics skills to identify areas for development.  Tutor/assessors provide rich and constructive oral and written feedback on apprentices’ work. In most cases, this covers the vocational content and English although in a minority of cases, they do not correct apprentices’ English.  The provision of functional skills is underdeveloped. Tutor/assessors provide English and

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Inspection judgements

mathematics support, but most do not have specific training in this area and therefore struggle to explain the underlying concepts. One tutor/assessor is a specialist numeracy tutor and colleagues use his expertise to support functional skills tuition. Another tutor/assessor recently completed the functional skills awards to gain the experience to help her apprentices, who work in a range of different subjects and businesses.  Health and social care apprentices have a good understanding of equality and diversity because they are part of the apprenticeship framework. The review-recording document includes sections on equality and diversity and safeguarding, although most staff do not complete them well. Tutor/assessors discuss these topics quite superficially at reviews and the recording of such conversations is scant.

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Inspection judgements

The effectiveness of leadership and management Requires improvement

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Inspection judgements

 Directors have not fully considered the strategic aims to expand apprenticeship provision across other eastern and south-eastern counties. Inadequate research and action had a negative impact on a small minority of care apprentices based in Middlesex who had three months of neglect and poor progress until mid-November when a new staff member started. Good, new appointments of tutor/assessors have strengthened the staff team. Much needed support for the nine apprentices recruited in Middlesex and Kent onto the health and social care programmes has started and further apprentices have recently been recruited at the two care homes.  Operational managers make good use of their experience from other programmes to inform decisions about curriculum developments. They have structured the apprenticeship programmes well, including targeting the completion of functional skills awards before the vocational

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Inspection judgements

qualifications in the apprenticeship frameworks.  Managers have put in place effectively staff performance indicators, policies and processes, with clear recording arrangements ready for annual review. They have plans that staff appraisal will use a range of evidence, including observations of learning, but these were not in place when new tutor/assessors completed their probation periods.  ATT directors have successfully revised staff roles and responsibilities for operational management of this new contract. These are already proving effective and staff morale is high. Teamwork is good. Sales and marketing staff work well with tutor/assessors to ensure potential new apprentices’ work roles match well the appropriate apprenticeship frameworks and that apprentices select the best optional units to complement job roles and career aims.  Managers have not sufficiently established quality improvement arrangements, including

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Inspection judgements

observations of learning activities, self-assessment and quality improvement for the new programmes that started in August 2013. They are starting the systematic collection of substantial amounts of objective, impartial feedback from apprentices and employers. Managers are putting in place good plans for quarterly reviews of the new provision and quality improvement plans for an annual self-assessment.  Staff explore and link equality and diversity well in the health and social care programmes to vocational topics. Apprentices have a good understanding of equality and diversity and how this relates to the care sector. Tutor/assessors completion of review documents does not reflect their review discussions with apprentices. Safeguarding arrangements are in place, including training for the two officers looking after this area, useful documentation and a central record of disclosure and barring scheme cleared staff.

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Inspection judgements

 Tutors/assessors have appropriate teaching and assessor qualifications and good relevant vocational experience. Too little staff training, has taken place, to help all subjects’ tutor/assessors and the sales/marketing staff on how to thoroughly promote equality and diversity with apprentices and their employers, how to ensure employers are fully involved with their apprentices’ programmes and how to develop apprentices’ English and mathematics skills through vocational activities.

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Inspection grades are based on a provider’s performance:

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

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Overall

The quality of teaching, learning and assessment 3 3

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Overall

The effectiveness of leadership and management 3 3

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Provider details

Type of provider Independent learning provider

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full contract year

Managing director Maria Collins Date of previous inspection Not previously inspected Website address www.alltradestraining.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 N/A N/A N/A N/A N/A N/A N/A N/A Number of traineeships 16-19 19+ Total N/A N/A N/A

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ 0 24 0 2 N/A N/A Number of learners aged 14-16 N/A Full-time N/A Part-time 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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Contextual information

In August 2013, ATT received its first direct contract from the Skills Funding Agency (SFA), to provide intermediate and advanced apprenticeship programmes to adults, aged 19 and over. Currently this forms 4% of its provision and the 26 apprentices joined programmes between August and November 2013. Just under 90% of these apprentices work in care roles in residential homes for the elderly. The other three apprentices are on customer service, business administration and IT for users apprenticeships.

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Contextual information

ATT has four established sub-contracts, funded by the SFA, to provide apprenticeships and/or programmes for National Vocational Qualifications for those aged 16 to18 years and 19 and over. The largest sub-contract is with Leeds College of Building, which forms 74% of its provision. Its other contracts are with Central College Nottingham and the training providers, Exemplas and Reed. For the two previous years, ATT has also had its own SFA contract to provide programmes for qualifications to around 30 apprentices a year, who were ‘not in education, employment or training’ (NEET).

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Contextual information

ATT’s main centre is located in Rackheath, near Norwich where it provides construction trades training courses. The provider has another training centre near Norwich city centre where it offers pre- employment courses. All provision for apprenticeship programmes takes place on employers’ premises, in Norfolk, Middlesex and Kent. ATT’s training brokers contact employers to market apprenticeship programmes. A few ATT apprentices have progressed from their pre-employment or NEETs programmes.

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Information about this inspection

One of Her Majesty’s Inspectors (HMI) and one additional inspector, assisted by the provider’s contract and compliance manager as nominee, carried out the inspection with short notice. Inspectors examined data and information relating to progression on-programme and apprentices’ work portfolios. They mostly used individual interviews, telephone calls and online questionnaires to gather the views of apprentices and employers; these views are reflected throughout the report. They observed learning activities and progress reviews. The inspection took into account all of the provider’s own SFA-funded apprenticeship provision.

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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

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

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Grade Judgement

To find out more go to www.apprenticeview.ofsted.gov.uk excellence in the care of children and young people, and in education and skills for apprentices 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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