Valley Forge (UK) Ltd

Learning and Skills inspection report Date published: 31 July 2013 Inspection Number: 410661 URN: 58233 Valley Forge (UK) Ltd

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Summary of key findings for learners

 Many apprentices achieve their qualifications within the set timescales. They develop very good practical and technical skills utilising outstanding learning resources; this leads to good progression and promotion opportunities for apprentices in their workplace.  Teaching, learning and assessment are good, with some outstanding features. Assessment in the workplace is well planned and highly effective.  Good individual one-to-one support for those apprentices with additional needs provides effective progression routes.  The use of information and learning technologies to support learning is highly effective with links in the training centres back to manufacturers’ vehicle information resources.  Very well planned apprenticeship programmes for on- and off-the-job training meet the needs of employers and apprentices well and develop good employability skills.  Managers and trainers raise expectations by setting and maintaining high standards for

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Summary of key findings for learners

apprentices.  The monitoring and use of information and data by managers and trainers are very effective and used to develop very good self-assessment and quality improvement processes, leading to continuous improvements.

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Summary of key findings for learners

 The numbers of apprentices completing their apprenticeship framework requirements are not yet high enough.  While teaching, learning and assessment are good, too few sessions are outstanding. Additionally, the feedback on written assignments is insufficiently detailed and does not help all apprentices know how they can improve further.  Equality and diversity are insufficiently planned and promoted in learning programmes to develop and test apprentices’ understanding.  Minority ethnic groups and women are insufficiently represented on the apprentice training programmes. Inspection dates 24−28 June 2013

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This inspection: Good-2

Previous inspection: Satisfactory-3 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?

 Continue to improve success rates to become significantly better than national average for both intermediate and advanced apprentices by enhancing the advice and guidance provided to reduce the number of apprentices leaving the programmes early.  Increase the number of good or better teaching, learning and assessment sessions by sharing best practice between trainers, and increase the amount of active theory-based sessions for apprentices where progress and understanding are checked. Ensure the lesson observations focus more on the learning taking place and not too much on qualification compliance or trainers’ performance.  Ensure all trainers provide comprehensive written feedback on written assignments so that apprentices are clear about exactly what they need to do to improve further.  Plan and include more imaginative aspects of equality and diversity into the teaching programme. Identify relevant equality and diversity issues to be included in the delivery and

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What does the provider need to do to improve further?

assessment processes to develop learners’ awareness further.  Continue to review all policies to ensure they reflect any changes in current legislation.  Examine the recruitment process to understand why more of the under-represented groups who apply for the apprenticeships are not gaining interviews or apprenticeships. Promote the benefits of employing under-represented groups to employers in the dealership networks. Identify those dealerships already employing under-represented groups and collaborate with them to promote the benefits of doing so. Work with both the dealerships and applicants to better prepare both parties for the interview and selection process.

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Inspection judgements

Outcomes for learners Good  Apprentices with Valley Forge (UK) Ltd (Valley Forge) achieve well and above the national average. For learners in 2009/10 and 2010/11, the overall success rate was above the national average, although declining slightly. However, in the following year, 2011/12, where three manufacturers’ contracts were not renewed, the overall success rate declined below the national average.  Apprentices remaining with Valley Forge in 2011/12 achieved above the national average indicating good performance. The providers in year data for 2012/13 indicate overall success rates are stabilising above the national average.  Valley Forge has taken effective actions to narrow achievement gaps. Intermediate apprentices were not gaining qualifications at the same rate as advanced apprentices. The identification and narrowing of that gap due to recent management interventions have shown improvements. The

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Inspection judgements

systematic analysis of data identified areas of concern and in year data are showing improvements in 2012/13.  Employers are highly satisfied with the skills developed and achieved by apprentices following training. Employers are able to identify the practical benefits apprentices bring to the workplace. For example, workplace supervisors confirm that as learners come to the end of their apprenticeship they feel confident in their abilities and require minimum oversight of complex jobs. Apprentices returning to their dealership following attendance on their training blocks are keen to put their new skills into practice to the benefit of the customer and employer.  Apprentices benefit from a variety of additional learning opportunities, positively contributing to their future employability. Additional qualifications such as refrigerant handling qualifications, an introduction to electric vehicles and vehicle technician licencing enhance the qualifications over

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Inspection judgements

and above their apprenticeship framework requirements. Employers and apprentices value these additional qualifications which contribute to the apprentices’ confidence and personal, social and employability skills.  Advanced apprentices complete manufacturers’ technical modules to enhance their product knowledge further. This provides a seamless transition from the apprenticeship programme to further advanced manufacturer training opportunities. Apprentices are keen to develop further with the training offered from each manufacturer.  Progression for apprentices is outstanding. An overwhelming majority progress into full-time employment with their current employer on the completion of their advanced apprenticeship. Learners gain good jobs in franchised motor vehicle dealerships, with a majority progressing onto manufacturers’ ‘masters’ programmes and/or further technical training programmes. In some dealerships there are examples of apprentices gaining master technician status or gaining

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Inspection judgements

internal promotions to after-sales management roles.  Initial assessment is thorough and effective. Standard tests assess apprentices’ English and mathematics levels to plan individualised support integrated into apprenticeship programmes if required.  Apprentices develop and improve English and mathematics skills throughout their training and assessment well. Grammatical and spelling corrections by the trainers aid the development of English and mathematics functional skills as part of the assessment and training process.  Good one-to-one support for those apprentices identified as requiring help has aided the completion of their qualifications to be in line with those apprentices not requiring support. Contextualised support, in both the training centre and the workplace, has promoted functional skill development. However, not all trainers provide sufficient detail on learners’ work to help learners know exactly what they need to do to improve.

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Inspection judgements

The quality of teaching, learning and assessment Good  Teaching, learning and assessment are good, which is reflected in the high proportion of apprentices who achieve their frameworks. Progression from intermediate to advanced level is good and the majority of apprentices go on to achieve master technician status. Well-planned training sessions enable apprentices to gain relevant high-level practical skills, in a safe environment which benefits from excellent facilities with modern motor vehicles and motorcycles.  The large majority of theory sessions are good. In better sessions, experienced and knowledgeable trainers ensure that all apprentices are using information and learning technology effectively to gain access to online resources and course materials. The more effective sessions are imaginative and challenging. For example, in one session, apprentices questioned each other through presentations and targeted questioning, developing their

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Inspection judgements

understanding. However, in a small minority of sessions, there is too much emphasis on teaching and insufficient engagement and interaction with the apprentices. In a few cases there were insufficient regular checks of understanding.  Apprentices gain good practical skills and health and safety awareness at the dealerships and in the training centres. For example, in a workplace assessment during the routine maintenance of a heavy goods vehicle, the apprentice was able to identify an incorrect ‘in-line’ filter pre-ordered by a colleague from the stores. He was able to identify differences in design and able to ask for the correct filter. In another practical session, apprentices were able to demonstrate good fault diagnosis and rectification skills previously taught in theory sessions.  Resources and equipment in the training in centres are outstanding and provide excellent opportunities for apprentices to work on current industry-standard motor vehicles and

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Inspection judgements

motorcycles. For example, workshops have the latest computer-aided learning packages, linked to manufacturers’ and dealerships’ online diagnostic systems, ensuring apprentices gain access to the latest information, such as in relation to vehicle recalls or dealership-specific car maintenance faults.  Care, advice and guidance are good. Induction is good and focuses on establishing good team interaction amongst apprentices from very diverse geographical locations. Assessors and trainers are proactive in providing good support to develop confidence and independence and meet each learner’s needs. For example, one-to-one support for those assessed as needing functional skills support, with individual tuition both in the training centre and in the workplace. Apprentices receive good pre- and post-framework information about progression route opportunities inside and outside the manufacturer dealerships.

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Inspection judgements

 Independent learning opportunities are good. This enables apprentices to extend their knowledge, skills and understanding outside the training centre sessions. For example, high- quality DVDs with course notes for each module including questions and exercises promote and aid skill development. Very useful embedded links to the dealerships and awarding bodies are available, together with enjoyable activities to stimulate interest in further learning. The development of apprentices’ English and mathematics skills is effective and helps apprentices achieve their full potential.  Initial assessment is good and supports the development of apprentices’ English and mathematical functional skills. Timely diagnostic assessments effectively inform apprentices’ learning programmes through individualised requirements and worksheets. Apprentices’ progress is good and regularly monitored through reviews, training-centre reports and online

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Inspection judgements

electronic portfolios. Good tracking and action planning of framework progress take place during block training periods and workplace assessment activities.  The provider, along with the dealerships, celebrates learners’ success through annual apprenticeship graduation events and Apprentice of the Year awards attended by dealerships’ directors, providers’ managers and parents.  Assessors provide constructive feedback to improve apprentices’ understanding and performance. Workplace assessments meet the needs of the apprentice and the employer very well. Many apprentices use electronic portfolios effectively to record evidence of their achievements through mobile phone applications. However, on written assignments, insufficient feedback is given to enable the apprentices to understand how to improve their skills and knowledge.  Good safeguarding arrangements are in place at the dealerships and in the training centres. On

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Inspection judgements

the residential blocks, safeguarding and well-being are high priorities. For example, hotel managers meet with apprentices at the training centre at the beginning of the programme to ensure any necessary adjustments and arrangements to meet the needs of the apprentices are made in consideration of religious, gender, age and ethnic sensitivities.  The planning and promotion of equality and diversity in the training sessions are insufficient. There is little evidence of promotional materials or the embedding of equality and diversity practices in the teaching and learning sessions at the training centres to enable the apprentices to understand the wider and diverse needs of customers encountered in the workplace.

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The effectiveness of leadership and management Good

 Since the last inspection Valley Forge has addressed all areas identified as requiring improvement and further improved many of the strengths of the provision. Staff have worked hard to improve outcomes for learners and rigorously monitor apprentices’ progression against all aspects of the apprenticeship framework to make sure that apprentices achieve within the expected timeframes.  Strategic direction is good and has resulted in apprentices’ outcomes being above the national averages. Good and frequent quality checks of programmes identify any improvements required which are carried out promptly. Strategic planning is thorough and managers provide strong leadership to an experienced, knowledgeable and highly dedicated team of staff.  Apprentices benefit from decisive leadership that sets an ambitious vision for the vehicle manufacturers’ apprenticeship programmes. Managers raise expectations by setting and

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The effectiveness of leadership and management Good

maintaining high standards and have high expectations. Apprentices appreciate and adhere to a smart dress code, wearing shirts and ties at the training centres. They demonstrate a professional pride when working for manufacturers’ franchised vehicle dealerships. The celebration of achievements through high profile vehicle manufacturer-led presentation ceremonies gives apprentices pride to have their successes recognised.  Robust and effective performance management improves teaching, learning and assessment. The results of regular observations of teaching, learning and assessment, together with any identified staff development needs, inform agendas at bi-annual meetings between staff and managers. The outcomes of graded observations and the effectiveness of individual staff performance and development influence individual pay levels as part of the performance management process.  Very well planned and managed apprenticeship programmes meet the specific needs and

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The effectiveness of leadership and management Good

interests of apprentices and employers. Apprentices benefit from good off-the-job block release training in excellent purpose-built premises using the latest equipment that is specific to the vehicle manufacturer. Well-planned on-the-job training, with employers following the block release training, ensures that apprentices work on tasks previously learnt at the training centre. Carefully-planned assessment of apprentices’ competence takes place when apprentices are proficient in carrying out the tasks. Good monitoring processes are in place to manage and develop apprentices carefully at a pace that is challenging, but suitable for their abilities.  Good use is made of a comprehensive management information system to monitor and manage apprentices’ progression and achievements. Accurate and up-to-date data are used very well by managers to compare individual apprentices’ actual progress against that expected. Managers

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The effectiveness of leadership and management Good

meet regularly to review many different areas of programme data and to monitor the outcomes of quality improvement plans. Managers take prompt and decisive actions to address any issues or under performance that impact on the overall quality of the provision.  Valley Forge has good-quality monitoring and improvement processes that link well to self- assessment. The self-assessment report is good and provides clear judgements about the quality of apprenticeship programmes and the management of them. It makes very good use of data in the form of charts and graphs to highlight performance and illustrate very effectively how the judgements are arrived at and inform improvements. The report takes good account of learners’, employers’ and staff views.  The regular review process of a very effective quality improvement plan is good. The quality improvement plan identifies the percentage of completion of individual actions and the

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The effectiveness of leadership and management Good

completion of all tasks shown as an overall percentage. This provides very clear information for staff and managers about exactly how actions are progressing.  The management of the apprentices’ behaviour is good during the off-the-job training blocks. The promotion of equality and diversity at induction and progress reviews is adequate. Comprehensive equality, diversity and safeguarding policies are in use; however, the policies require improvement as they do not take account of recent legislation changes.  The number of women and minority ethnic apprentices on programmes are acknowledged by the company to be low. However, no improvement targets have been set to increase under- represented groups on the apprenticeship programmes.  Valley Forge meets its statutory requirements for safeguarding apprentices. Apprentices feel safe, are well supported and protected at all times. Whilst apprentices are away from home and

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The effectiveness of leadership and management Good

attending their training blocks they are safe and supported particularly well. Contracts with the hotels that apprentices stay at clearly stipulate levels of service required to safeguard the apprentices. Valley Forge staff regularly monitor that they are rigorously applied.  The promotion and checking of health and safety are particularly good in the workplace and at training centres. For example, apprentices do not use their own cars except when arriving on the first day and when leaving to go home from the training blocks. Transport from the hotel to the training centre and back is provided each day.

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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 2 2

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Overall

The effectiveness of leadership and management 2 2

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Valley Forge (UK) Ltd

Type of provider Independent learning provider

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full contract year

Principal/CEO Mr Iain Jacobs (Director of Technical Information Services UK) Date of previous inspection March 2009 Website address www.bosch.com

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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

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ 81 8 28 39 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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Additional socio-economic information

Valley Forge provides government-funded apprenticeship programmes for a range of vehicle manufacturers on a national basis. The three training centres focus on one manufacturer each and are located in Winsford, Cheshire, and Doncaster, South Yorkshire. Apprentices attending the centres are located in dealerships around the country selected by dealerships directly or through the various sources relevant to their locality and their employers.

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Information about this inspection

Lead inspector Stephen Hunsley HMI Two of Her Majesty’s Inspectors (HMI) and three additional inspectors, assisted by the quality 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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