West Anglia Training Association Limited

Further Education and Skills inspection report Date published:02 May 2014 Inspection Number: 429092 URN: 55306

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Summary of key findings for apprentices

 Apprentices gain the high levels of skill and knowledge required by employers which they apply well in the workplace making a valuable contribution to their employers’ business. A majority undertake higher-level study and progress to more responsible jobs.  Most teaching, learning and assessment is good.  Managers and staff ensure flexible and well thought-out programmes which align well to the needs of employers, including a wide range of relevant and useful additional training and qualifications.  Trustees and leaders have set an ambitious vision for the development of the organisation which they manage very effectively.  Strong leadership and effective management of staff performance have contributed well to recent increases in success rates and improving teaching, learning and assessment.

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Summary of key findings for apprentices

 The number of apprentices completing their training successfully is not consistently high.  Most apprentices have too few opportunities to extend these skills further or gain functional skills qualifications beyond the minimum required for their apprenticeship.  Managers do not use data to monitor and manage provision sufficiently well.  Little teaching or training is outstanding.

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This inspection: Good-2

Previous inspection: Requires improvement-3 Outcomes for apprentices 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?

 Further increase success rates by more detailed planning of apprentices’ training in the workplace and the timely identification and support for those at risk of not completing their programme.  Ensure that staff assess all apprentices’ work promptly and that written feedback provides apprentices with the information and guidance they need to improve further.  Ensure that all apprentices and employers have agreed plans for training and assessment in the workplace that ensure they are working productively towards clear and challenging targets.  Further improve the promotion of English and mathematics by making sure that all apprentices make good progress in improving their skills in this area and that those who are able, have the opportunity to gain higher-level qualifications.  Improve the use and analysis of management information so that managers have access to consistently accurate and timely data about the quality of provision, including:

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What does the provider need to do to improve further?

– early identification of apprentices at risk of not completing their apprenticeship within planned timescales – courses that may be underperforming.

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Inspection judgements

 Since the last inspection the retention of apprentices has improved significantly; all of the apprentices who started an apprenticeship with West Anglia Training Association (WATA) since the last inspection remain on their programme. The success rate for the first seven months of this year shows a substantial increase with three-quarters of all apprentices successfully completing their programme and is just above the national rate. The proportion of apprentices completing their programme within the planned time has also improved and it is above the national rate. Most apprentices are now making good progress.  Success rates for engineering apprentices have increased markedly and they are above the national rate. Success rates for the very small number of administration and customer service apprentices have also increased to around the national rate. The success rate for apprentices at the subcontractor Vogal Training remains around the national rate.

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Inspection judgements

 No significant difference exists between the success rates for men and women or between apprentices from different ethnic groups. However, managers recognise that apprentices with learning difficulties and/or disabilities are less likely to achieve as well as their peers. They have taken action to improve the support for these apprentices. At inspection, it was too early to see the impact of these actions.  Apprentices develop excellent social, personal and employability skills. Engineering apprentices develop high-level technical skills in the workplace and become useful, skilled and confident employees. Administration and customer service apprentices competently carry out complex tasks in the work place, often using their own initiative, and are confident in working with customers and colleagues.  Each apprentice’s programme is closely aligned to their individual needs and those of their employer. Employers comment on the high standard and relevance of the skills apprentices

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Inspection judgements

learn in the new training centre and this is encouraging more employers to seek the services of WATA.  A high proportion of administration apprentices progress from intermediate to advanced level and on to higher-level study. The majority of engineering apprentices move to higher-level qualifications during or on completion of their apprenticeship. The vast majority of apprentices continue in employment on completion of their apprenticeship.  The majority of apprentices undertake additional qualifications or training, including a wide range of specialist programmes such as manual handling, forklift driving, advanced manufacturing and health and safety.  The standard of apprentices’ English and mathematics is high. Written work is mostly good and most assessors correct spelling and grammar in apprentices’ work. Success rates for functional skills qualifications are high and most apprentices pass their tests at the first attempt.

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Inspection judgements

The quality of teaching, learning and assessment Good

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Inspection judgements

 Teaching, learning and assessment are good, as reflected in the improvements in apprentices’ achievements and the good progress of most apprentices. Since the last inspection, the new Chief Executive Officer (CEO) and management team, supported by enthusiastic staff, have focused rigorously on improving teaching, learning and assessment. Well-motivated trainers and assessors have high expectations for their apprentices and provide high levels of care and support.  Trainers use their vocational experience and knowledge of industry well to enliven their teaching and make it relevant. As a result, apprentices in the training centre have a clear understanding of the high expectations of employers and develop their confidence and communication skills well.  Teaching and learning in the training centre is good. Trainers effectively link theory and practice. Apprentices develop good levels of practical skills and work confidently. In the majority

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Inspection judgements

of learning sessions at the training centre, trainers question apprentices effectively and adopt a wide range of approaches to make learning interesting. In the workplace, assessors and employers work collaboratively to support apprentices in their training and to ensure that they have the necessary time to develop their skills.  Assessment practices are mostly good. Verbal feedback, particularly on apprentices’ practical work, is constructive and helps them to improve their work. However, a minority of assessors’ written feedback does not sufficiently challenge apprentices to reflect on their progress and make timely improvements.  Trainers make appropriate use of information gained through assessments at the start of apprentices’ training about their pre-existing skills and knowledge to gain a good understanding of apprentices’ needs and to identify any additional support required. Recruitment processes are

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Inspection judgements

thorough and fair.  Apprentices receive good information and guidance at induction and during reviews of their progress to enable them to make informed choices about further study and career progression. Apprentices value the support that trainers, assessors and employers provide which motivates them to achieve and progress.  Staff frequently review apprentices’ progress ensuring they have a clear understanding of what they have achieved and what progress they are making. The effective use of short-term targets promotes learning and aids progress for engineering apprentices, but these are less effective for administration and customer service apprentices. Most employers keep themselves well informed about the progress their apprentices are making.  Trainers and assessors are increasingly embedding English and mathematics in their teaching and assessment so that apprentices gain the relevant skills that they require to support their

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Inspection judgements

learning. However, opportunities are insufficient for apprentices to improve their functional skills beyond the minimum level required for their apprenticeship.  Apprentices have a good understanding of equality, diversity and safeguarding which assessors reinforce through questioning and discussion during progress reviews. However, a minority of assessors do not always take up opportunities to discuss equality and diversity in the context of the apprentices’ working environment to extend apprentices’ knowledge.

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Apprenticeships

 Teaching, learning and assessment are good and reflect the good progress apprentices are making and the sharp increase in success rates. Staff at WATA have high expectations of their apprentices and demonstrate this through their teaching and support. Apprentices respond well, engaging in significant amounts of independent learning. The majority of apprentices undertake technical qualifications at a higher level than the minimum required for their apprenticeship framework. Apprentices produce high standards of written and practical work.  Teaching and learning in the well-equipped training centre are good. Apprentices engage well with theory and practical work, enjoy their lessons and make good progress. In classroom sessions, trainers effectively link theory and practice. For example, in one lesson they reinforced apprentices’ understanding of electrical circuitry by practical wiring and testing using multi-

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Apprenticeships

meters. However, in a few theory lessons apprentices lose interest due to the trainer not engaging with them or the poor use of questioning.  The majority of employers provide particularly effective coaching and training in the workplace. However, a minority of apprentices do not have clear training plans or targets to work towards.  Assessment in the workplace has significantly improved and it includes an appropriate mix of written records and direct observation by assessors. Assessors make good use of questioning during observations to assess apprentices’ wider knowledge of engineering and employment practice. Most assessors encourage apprentices to do their own assessment planning in readiness for observation. However, in a minority of cases, assessors are not sufficiently prepared and do not make best use of their time during visits to the workplace.  Apprentices demonstrate good health and safety practices both during their training and at

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Apprenticeships

work. They clearly understand their responsibilities, which staff routinely reinforce, resulting in apprentices being confident in contributing towards a safe working environment.  Staff closely monitor apprentices’ progress both in the training centre and at work. In the workplace, assessors agree short-term learning targets with apprentices which help them to make good progress between assessors’ visits. However, assessors are aware that the use of medium and long-term targets is underdeveloped. Assessors keep the majority of employers well informed of their apprentices’ progress, but a few employers are not involved in the review process sufficiently. Communication with most employers is good, but a minority do not receive clear information about the overall scheduling and planning of the apprenticeship programme.  Staff assess apprentices’ attainment in mathematics, English and mechanical understanding at

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Apprenticeships

the beginning of their programme and they use this well to plan apprentices’ learning. Trainers and assessors develop apprentices’ mathematics skills well through their technical studies. They use a variety of methods to help apprentices to improve their English skills. For example, a short booklet on measurement contains spelling and grammar errors which apprentices identify and correct. Assessors are increasingly effective in marking work for apprentices’ use of English. However, delays in marking at the training centre is hampering the development of apprentices’ written skills.  Staff provide apprentices with good advice and guidance on careers in engineering and further study. With very few exceptions, apprentices progress into full-time employment on completion of their apprenticeship and often begin studying higher-level qualifications.  Apprentices’ understanding of equality and diversity is well developed. Trainers and assessors

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Apprenticeships

promote and reinforce apprentices understanding of equality and diversity through their teaching and during progress reviews in the workplace.

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Apprenticeships

 Teaching, learning and assessment are good, which reflects the good outcomes for apprentices. Most apprentices are clear about what staff and employers expect of them and this motivates apprentices to make good progress. All apprentices are on target to complete their apprenticeship within the planned timescale. Assessors are appropriately qualified and experienced and provide effective support for apprentices.  Administration apprentices develop particularly effective skills in using specialist software and when dealing with international customers on the telephone. Assessors encourage apprentices to work independently and they make appropriate use of paper-based resources to support apprentices’ development. However, apprentices do not have access to electronic and internet resources to help them to complete independent study and progress more quickly.  Assessors have a good understanding of the work of high-standard local companies employing

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Apprenticeships

apprentices and they use this knowledge well when planning coaching and assessment. Assessors provide good oral feedback to support apprentices develop their written work and to complete administrative tasks effectively in the workplace. However, assessors’ written feedback does not contain sufficient information to challenge apprentices to reflect on their progress and make further improvements.  Employers ensure apprentices have good opportunities for work-related activities that develop their skills. Customer service apprentices develop valuable skills when providing sales presentations to customers. Employers value highly the support assessors provide apprentices as this enables their staff to gain qualifications and develop their knowledge and understanding and to improve their skills. Assessors keep employers fully informed of apprentices’ progress at regular review meetings.  Staff assess apprentices’ English and mathematics skills at the beginning of their programme,

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Apprenticeships

but do not always use the result to plan individual learning effectively. They accurately correct spelling, punctuation and grammatical errors in apprentices’ written work. However, action is insufficient to help apprentices improve their English and mathematical skills beyond the minimum level required for their apprenticeship.  Apprentices receive good information and guidance at start of their training and during progress reviews to enable them to make informed choices about further study and career progression. Apprentices value the support provided which motivates them to achieve and progress. Most apprentices progress to advanced apprenticeships and take on additional responsibilities at work.  Apprentices have a well-developed understanding of equality and diversity and their relevance to the workplace and beyond. They understand how to talk to a diverse range of clients in a friendly but professional manner. However, discussions between apprentices and assessors on

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Apprenticeships

equality and diversity during progress reviews are not always sufficiently stretching and challenging. The effectiveness of leadership and management Good

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Apprenticeships

 The trustees and leaders at WATA set high aspirations for apprentices, demonstrated by their strong commitment to improve standards and performance. Trustees now receive regular reports that enable them to challenge senior managers more rigorously and hold them to account. The recently appointed senior leadership team has now established a clear vision for the future of the business that sets out its priorities and commitment to achieving excellence in learning and skills.  Leaders are making good progress in improving provision. They have taken very decisive and effective actions in rectifying some of the reasons for the previous decline in apprenticeship success rates. All staff show high levels of commitment to their apprentices. Communication between managers and staff since the last inspection has improved substantially ensuring that all contribute towards raising the standard of provision.

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Apprenticeships

 The new CEO has extensively revised staff roles and responsibilities and where it is necessary has taken rigorous action to remedy underperformance. Since the restructure, the focus on individual accountability at all levels of the organisation is clearer. Senior managers have communicated this well to staff and they fully understand the importance of individual accountability.  Management of staff performance is much improved. All staff work towards challenging appraisal targets that together with a more robust monitoring and reviewing of individual performance is contributing well to recent improvements. Staff benefit from appropriate developmental support that assists them to gain new skills and make improvements to their professional practice, which benefit apprentices. All staff are appropriately qualified and experienced.  Managers’ observations of teaching, learning and assessment have led to a sharper focus on

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Apprenticeships

improving learning, more accurate lesson grades and better identification of staff training needs. However, not all observers evaluate learning activities to the same standard with a minority placing too much emphasis on teaching rather than learning. In addition, managers do not have arrangements to ensure consistency of observation practice.  Self-assessment is accurate, and identifies clear strengths and areas for improvement. Managers know their provision well and their actions have led to steady improvements in the quality of the provision and outcomes for apprentices. However, managers do not routinely collect the views of apprentices and employers to inform or check their judgements on the quality of provision.  Managers do not use data adequately to monitor and manage the provision. Although assessors have very clear information on the achievements of each apprentice and are able to act on this

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Apprenticeships

to remedy slow progress, the current management information system does not accurately reflect this local knowledge. Managers have agreed a new information strategy and a new tracking system is in the process of being developed, but it is not operational.  WATA offers a range of provision that successfully meets the needs of both apprentices and employers. Trustees and managers have a very good understanding of the community they serve and working closely with a range of key partners such as the Local Enterprise Partnership (LEP), local authorities, chambers of commerce and employers. Managers make particularly good use of local labour market information to ensure training courses match up with local skills priorities and employment opportunities for apprentices.  The new engineering centre provides a good environment for apprentices. In addition, WATA has been successful in securing funding to establish a new purpose built training facility due to

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Apprenticeships

open in late 2014. This facility will support an expanded range of programmes in advanced engineering and construction trades. Managers have established a network of carefully selected subcontractors that complements its own provision and ensures apprentices benefit from being able to receive relevant training across a wide geographical area.  Managers and staff promote equality and diversity well. No significant achievement gaps exist by gender or age, but a few apprentices with learning difficulties and/or disabilities do not perform as well as other apprentices. Trainers use their experiences and skills well in lessons and during reviews to check and extend apprentices’ understanding of the importance of treating people fairly and with dignity and respect.  Safeguarding arrangements for apprentices meet statutory requirements. Staff receive appropriate training on safeguarding. Incidents or concerns relates to safeguarding are rare, but

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Apprenticeships

when they are reported managers investigate them appropriately. The apprentices’ induction promotes safeguarding well; apprentices report they feel safe and they have a good understanding of safety in the workplace.

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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 2 2

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Overall

The effectiveness of leadership and management 2 2

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Provider details

Type of provider Independent learning provider

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full contract year

Principal/CEO Mr Nigel Donohue Date of previous inspection October 2012 Website address www.wata.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)

Part-time N/A N/A N/A 7 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+ 11 11 69 56 N/A N/A Number of apprentices aged 14-16 N/A Full-time N/A Part-time N/A Number of community apprentices N/A

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apprentices

Funding received from Skills Funding Agency (SFA)

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Contextual information

WATA’s head office is located in Huntingdon but it recruits apprentices and works with employers from a much larger area, mostly within the East of England. The number of pupils attaining five GCSEs at A*-C in the East of England is just below the national average. Unemployment is also just below the national average. The main employment in the East of England is retail and wholesale, but a significant number of people work in manufacturing and increasingly in construction.

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Information about this inspection

Two of Her Majesty’s Inspectors (HMI) and three additional inspectors, assisted by the head of quality, standards and support services 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 apprentices’ 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 apprentices and employers; these views are reflected throughout the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all relevant 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

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 achieve 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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