The Learning Partnership for Cornwall and The Isles of Scilly Limited

Further Education and Skills inspection report Date published: 28 October 2014 Inspection Number: 434062 URN: 59113

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The Learning Partnership for Cornwall and the Isles of Scilly Ltd

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Summary of key findings for learners

 Managers do not manage the subcontracted provision effectively, resulting in too many learners who do not complete within the time expected.  Assessment at the start of learners’ programmes is not used to plan learning sessions and meet the individual needs of specific learners hampering their ability to achieve and enjoy their course.  The teaching of English and mathematics does not help learners sufficiently to improve their skills in line with national priorities.  Managers do not ensure that learners in partners’ organisations receive safeguarding information on a regular basis. Managers do not monitor the promotion of these aspects with their partner organisations.  Managers and trainers do not promote and monitor learners’ understanding of equality of opportunity and diversity effectively enough.  Procedures to improve quality are ineffective and not used by all partners. Managers have not

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Summary of key findings for learners

been able to improve the quality of teaching and learning.

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Summary of key findings for learners

 Good links with Local Enterprise Partnerships, Jobcentre Plus and local businesses enable a high proportion of learners to gain employment or go on to further training related to their career aspirations at the end of their courses.  Managers ensure that the vocational curriculum meets local and national needs and supports learners on to appropriate courses that enhance their job prospects.  The clear strategic vision of managers provides the partnership with the information to identify and work with learners who do not readily participate in learning and increase their employment prospects.  The partnership fosters a clear ethos of mutual respect and understanding across the organisation; as a result learners feel safe and are engaged in their learning. Inspection dates 16–19 September 2014

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This inspection: Requires improvement-3

Previous inspection: Not previously inspected Outcomes for learners Requires improvement-3 Quality of teaching, learning and assessment Requires improvement-3 Effectiveness of leadership and management Requires improvement-3

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What does the provider need to do to improve further?

 Ensure that managers implement fully robust and consistent quality assurance systems throughout the partner organisations, to identify when learners are at risk of falling behind. Put in place action plans to enable learners to achieve their qualifications on time.  Ensure that all staff have access to, and make use of the results from assessments of learners starting points to enable them to plan learning and assessment sessions that meet the needs of every learner.  Develop teaching, learning and assessment strategies for English and mathematics across the provision. Make sure that monitoring takes place so that all partners comply with the agreed strategy. Ensure that all learners develop English and mathematical skills alongside their other subjects, regardless of their starting point.  Ensure that all staff promote equality, diversity and safeguarding to enable learners to take an active role in the local community. Evaluate how equality and diversity are integrated into

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What does the provider need to do to improve further?

learning sessions and monitor how effective this is when completing observations of learning sessions.

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Inspection judgements

Outcomes for learners Requires improvement  The Learning Partnership for Cornwall and the Isles of Scilly Ltd (LPCo) provides training for a wide range of learners from diverse backgrounds. Approximately two thirds of the provision is classroom based learning, mainly in preparation for work and life. Business administration, English and employability programmes represent a significant majority of the courses offered. Apprenticeships, at intermediate and advanced level, make up another third. The number of learners on workplace learning programmes is small.  The proportion of learners completing classroom based activities in 2012/13 is good. However in 2013/14 it has declined and now requires improvement. LPCo has not identified the reason for this decrease and managers have not put appropriate actions in place to ensure that this provision improves. Too many apprentices do not achieve their qualification within the expected

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Inspection judgements

timeframe.  LPCo partners actively promote good progression opportunities to learners that include volunteering, European Social Fund courses and employment. Where appropriate, LPCo staff refer some learners back to the Jobcentre for further specialist support that they are unable to offer.  The partners do not routinely promote English, mathematics and information and communication technology (ICT) skills throughout a learner’s course and this requires improvement. Training staff do ensure that learners have sufficient skills to complete their qualifications, but do not extend their learning further.  More women learners complete their courses, in both classroom-based learning and apprenticeships, but managers have not recognised this. Women learners do less well on workplace learning courses; however, numbers are low. There are no differences between ethnic groups or age groups with respect to course completion. Those learners who have extra

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Inspection judgements

help with their studies are more likely to complete their courses in both apprenticeships and workplace learning.  Many learners have demonstrated that they have gained confidence, employability, teamwork and presentation skills throughout their course. These valuable life skills and attributes have Ltd, 16 – 19 Sept 2014 3 of 13

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Inspection judgements

helped them gain employment. For example, a learner in marine engineering had the opportunity to learn yacht rigging to enhance his job prospects.  Learners’ attendance and punctuality require improvement. Managers do not identify poor attendance and punctuality. Strategies are not in place to bring about improvement to ensure learners attend and achieve their qualification.  Effective links with the local Jobcentre help learners to progress into jobs or further training. The positive relationship with the Jobcentre helps learners obtain employment on completion of their courses.  Managers have a good understanding of the local and national job market and ensure that courses offered by their partners meet the needs of the learner and local communities. For example, the Local Enterprise Partnership h as a key aim to improve the quality of tourism employees in the area. LPCo has worked effectively with one of their partners to provide courses

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Inspection judgements

to enable learners to develop the skills to enter this job market.

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Inspection judgements

The quality of teaching, learning and assessment Requires improvement

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Inspection judgements

 Teaching, learning and assessment require improvement as reflected in the need to improve the outcomes of learners. Too many learners do not complete their courses within the expected time. This is due to poor attendance in some sessions and lack of planning to ensure learners understand what they need to do next to achieve their qualification.  Training staff do not sufficiently prioritise the improvement of English and mathematics skills. They support learners to help them complete their vocational qualification, but have no planned and structured approach to improving their mathematics and English skills beyond that level. In a few classes, training staff give learners who need additional English and mathematics support practice test papers. Little structured teaching of English and mathematics takes place.  In most classes, training staff motivate learners well, using coaching very effectively to support

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Inspection judgements

and encourage learners. Learners enjoy their courses and many make good progress. In a small number of lessons, learners are encouraged to continue their work at home, developing independent learning skills. However, in a small number of courses, training staff do not sufficiently motivate learners, and progress for these learners is slow.  Planning for learning is not consistently good. Many training staff use standardised lesson plans without sufficient reference to information about individual learners’ needs. A very small number of lesson plans show effective planning for individuals who need extra support. In these, training staff record learners’ individual longer-term objectives and aspirations well and plan learning effectively. This enables learners to work towards completion of these targets. However, too many learners’ targets concentrate on the completion of particular tasks or parts of the

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Inspection judgements

qualification rather than the skills that they need to develop. Many learners have no short-term targets to motivate and encourage them.  Training staff in a small minority of partners assess learners’ prior knowledge and skills well and use this to plan learning.. In the best partners, accurate records of learners’ levels of English and mathematics ensure that learners prioritise and improve these skills. However, in other partners, although training staff assess learners’ English and mathematics skills, they do not use this information to plan learning and help learners progress.  A minority of progress reviews are effective and helpful to learners. In these cases, training staff use questioning skilfully, enabling learners to demonstrate their skills. Targets intended to motivate learners are often not specific enough to be measurable and often are not set at all. Many learners are unclear of what they need to do next to complete their qualification.

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Inspection judgements

 Partners have a close working relationship with local employers that they use well to motivate learners and keep them up to date with current developments in the workplace. Partners use European Social Fund programmes well to engage with learners who are unemployed and to Ltd, 16 – 19 Sept 2014 4 of 13

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Inspection judgements

encourage them to move on to other courses within the partnership. For example, one business administration learner took a short course on the use of drawing and planning software, which was relevant to her job and would help her to gain promotion in the future.  Most training staff carry out assessment effectively. Assessment of learners in the workplace with one partner is particularly effective, with a detailed description of the activity taking place. Training staff give thorough verbal feedback, giving learners a clear understanding of how they can improve. However, too much written feedback is limited to very brief comments with little guidance to help learners improve their performance in the future.  The large majority of staff plan their lessons well to be inclusive, ensuring that all learners are able to play an active part in their lessons. However, they do not sufficiently promote equality

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Inspection judgements

and diversity to increase learners’ broader understanding, such as looking at how different ethnicities may require different diets within the hospitality industry.  Training staff provide learners with useful initial information, advice and guidance. However, training staff often refer learners to another course within the partnership and not necessarily to the most suitable course elsewhere. In the best sessions, training staff use detailed information about the learner’s current circumstances to determine the best programme to help them reach their longer-term goals.

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Apprenticeships

 Teaching, learning and assessment require improvement and this is congruent with the low achievement rates of learners. Those completing discrete foundation English programmes are more successful, but development of English skills is not sufficiently prioritised for apprenticeships, which form the major part of the English provision.  Training staff do not plan well enough to meet the English skills development of apprentices. Learners are unable to make the link between foundation English skills and making progress in their chosen career.  Where learning plans exist, training staff do not use these effectively to help apprentices achieve their qualification within the time specified. Apprentices do not have learning plans that identify and monitor development of their English skills, and often do not consider them an important part of their apprenticeship. This limits their future employment opportunities. Training staff do

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Apprenticeships

not ensure that initial learning plans for apprentices include clear or specific targets so that the apprentice knows what they need to do to improve and to complete their qualification on time.  Apprentices are not sufficiently involved in reviewing their own progress in English skills to help them to take responsibility for their own skills development. Training staff do not use the results of initial assessment to place learners on the appropriate level of English or to ensure that additional support is provided.  Many apprentices enjoy their learning, make good progress in their workplace, and develop good skills relevant to their job. However, some learners are unable to understand how English skills relate to their work and become demotivated to extend their knowledge. Training staff offer email support for learners; however, this usually consists of access to past test papers that does not adequately support learners in developing new skills.

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Apprenticeships

 Training staff manage learning sensitively for learners on discrete foundation English classes. They check learning regularly through simple written exercises, mind maps for planning short pieces, writing frames and individual support with reading.  In a few cases, training staff use their interests and relevant employment examples, such as football teams, construction and bar work, to make English skill learning relevant to everyday Ltd, 16 – 19 Sept 2014 5 of 13

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Apprenticeships

life. Learners use the internet successfully to increase their skills and are able to work at their own pace away from the classroom. However, apprentices are not given this opportunity.  Learners benefit from training staff that are sensitive to their individual difficulties. They use a good range of activities and support mechanisms to review the session and check learners’ understanding. Good individual support nurtures less confident learners, resulting in improved attendance.  Some learners studying on discrete foundation English programmes make good progress from their previous learning. These learners progress more quickly than expected, benefiting from having good teaching resources that enable them to develop their writing skills effectively.  Training staff do not adequately promote equality and diversity themes for all learners. Learners are supported through effective tailored, individual support for their needs, such as dyslexia.

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Apprenticeships

Training staff provide flexible support for apprenticeships to accommodate family commitments. However, training staff do not cover topics such as cultural differences and beliefs.

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19+ Learning programmes

 Teaching, learning and assessment require improvement, which relates to the declining number of learners who gain qualifications. Not enough learners attend classes and these learners do not benefit from the support of training staff or their peers.  The teaching of English and mathematics requires improvement. Although training staff enable learners to achieve their learning goals, they do not develop and extend learners’ skills further so that learners are well prepared for their next steps in their education, training or employment.  Planning for learning does not meet the individual needs of the learners. Training staff record basic expectations about completing assignments, but do not include the crucial skills learners need to acquire to be successful in their career aims and life ambitions. As a result, learners do not benefit from being challenged or stretched to make the progress that is expected.

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19+ Learning programmes

 Learners do not benefit from exploring wider equality and diversity themes, such as consideration of different cultures, religions or breaking stereotypes. Consequently, most learners’ knowledge, understanding and preparation for working in modern Britain are underdeveloped. Training staff make suitable arrangements to ensure all learners can participate, including those with additional support needs. Learners value the positive and professional working relationships with staff.  Training staff have high expectations of learners and motivate them well. As a result, learners make suitable progress, developing employability skills including writing curriculum vitae, interview techniques, job applications and letter writing. This prepares them for employment and improves their self-confidence, communication and team-working skills appropriately. Learners’ progression into jobs is good.  Learners develop good computer skills, enabling them to search and apply for jobs using the

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19+ Learning programmes

internet. Most learners benefit from suitable guidance on cyber bullying and basic safeguarding.  In the most effective learning sessions, training staff use activities well to engage most learners. For example, some learners complete a practical hazard and risk assessment of the workplace that they use to construct a website. However, training staff do not engage all learners and some become bored in lessons. Training staff do not always use questioning techniques sufficiently well. In some lessons, training staff allow a few learners to dominate discussions and this slows the progress of the group. Training staff support learners with specific needs well and provide appropriate individual support.  Learners do not benefit from good written feedback. Feedback is brief and too focused on completion of the qualification. Training staff do not give learners clear instructions on their next Ltd, 16 – 19 Sept 2014

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19+ Learning programmes

steps and many are unclear of how to progress. Training staff do not record progress sufficiently or use it to plan lessons to meet all learners’ needs.  Learners benefit from helpful initial advice and guidance and this directs them to the correct course to meet their needs. As a result, learners are well motivated. Learners feel welcomed and valued, rather than stigmatised as unemployed.

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Apprenticeships

 Teaching, learning and assessment require improvement, reflecting the low number of learners who complete their qualification within the time expected. The numbers of apprentices who complete their qualification within the expected time is declining. Too many current learners are making poor progress, particularly with assignments and developing their skills in English and mathematics.  Training staff do not assess learners sufficiently well to analyse starting points and learners’ current work skills to enable personalised targets to be set. Learners do not always know how to improve their work. The majority of learning plans are also characterised by weak targets that do not develop wider study and work-related skills in business. Training staff do not challenge learners sufficiently to achieve their targets.  Arrangements to develop learners’ English and mathematics skills require improvement. The

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Apprenticeships

majority of partners do not have strategies to promote English and mathematics within learning programmes. Not all work is marked to identify improvements in English and learners do not actively develop the vocabulary and technical language needed. Too many learners make slow progress in English and mathematics.  The promotion of equality and diversity requires improvement. Training staff do not use naturally occurring opportunities to explore wider equality themes, for example differences in approach when dealing with diverse customer types. In some reviews, training staff discuss equality effectively with learners, relating the topics to their workplace.  Learners discuss safeguarding at induction and health and safety are discussed at every review. However, training staff do not extend the learners’ knowledge with additional discussions around prevention, online safety and personal safety.  A small minority of progress reviews are effective. In these cases, training staff have high

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Apprenticeships

expectations and use skilful questioning which allows learners to demonstrate detailed understanding and practical application of their knowledge. For example, an advanced level learner was able to analyse and evaluate the staff and stakeholder implications of planning and running a major festival event.  Teaching and learning resources are adequate to support learners to make reasonable progress. Training staff do not use interactive technology sufficiently to challenge learners and extend their skills.  Assessors use assessment feedback effectively to enable learners to improve the vocational aspects of their work. However, this is less effective for functional skills development. Most learners effectively evaluate their success in work tasks and develop self-reflection well. In one assessment, the assessor asked challenging questions to enable the learner to show working knowledge of industry regulations within a transport business, which was beyond the

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Apprenticeships

requirements of the qualification.  Support for learners is good. Learners’ value the good support that training staff provide. Learners and employers agree times for sessions that suit their lifestyle and work patterns. One partner provides routine additional interim feedback on learners’ work by email and phone. This enables learners to produce good quality written assignments of a high standard. Ltd, 16 – 19 Sept 2014 7 of 13

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Apprenticeships

 Induction arrangements are effective in introducing learners to the structure and demands of their programmes. In the most effective induction sessions, training staff use information from a learning styles questionnaire to inform the best assessment method.  Careers advice and guidance are good. Training staff encourage learners to progress to courses leading to higher-level and professional qualifications relevant to their job roles. Employers provide effective on-the-job training that frequently gives learners opportunities to develop work-related skills and take on additional responsibilities.

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Apprenticeships

The effectiveness of leadership and management Requires improvement  The operational management of the provision requires improvement. Partners submit individual learners’ records regularly to LPCo, but this information is not always used to inform a full understanding of the progress learners are making. Managers use these data to generate some reports, but they do not use the management information system to its full capacity. They do not inform partners of learners at risk of late completion in sufficient time for training staff to take corrective action. Managers do not identify performance gaps between different groups of learners well, nor do they analyse the causes of these gaps to take remedial action.  The assessment of potential partners using a pre-qualification questionnaire is very thorough. LPCo updates this information regularly and checks it at the bi-annual monitoring visits. These

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Apprenticeships

visits are effective in reviewing overall performance data. However, further work is required to ensure that all learners complete their course on time. LPCo involves all partners in well- organised operational group meetings. Managers keep partners up to date with developments in the sector and include a review of the overall performance of the partners. Managers set realistic performance targets for partners and monitor these targets regularly.  Quality improvement is insufficiently well established. Managers at LPCo have ensured that all partners complete graded observations of teaching and learning. They collate the observations, but do not currently moderate them to assure consistency of judgements. Managers have recognised that the current process is insufficient to assess the impact of teaching and learning. Managers monitor the progress towards action points identified in the quality improvement plan

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Apprenticeships

regularly and are making good progress.  Self-assessment requires improvement. The self-assessment process is inclusive. Each partner conducts its own self-assessment and report that LPCo managers use to write the overall report. The report is too long, over descriptive and insufficiently judgemental. However, it identifies most of the key strengths and weaknesses identified by inspectors. The self-assessment report links well with the quality improvement plan.  The promotion of equality and diversity requires improvement. Although LPCo managers have provided appropriate training and resources, training staff do not promote equality and diversity in teaching and learning to enhance learners’ understanding. However, partners actively engage with potential learners who have barriers to learning and provide good support for learners with additional learning needs.  The organisation’s strategic vision is good. The heads of the partner organisations form the

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Apprenticeships

board of directors who effectively use their combined experience to develop the relatively new adult skills provision. Directors have a clear vision of future developments and a strong commitment to improve the quality of the provision. They have achieved an appropriate level of control whilst allowing each partner to maintain its own autonomy or specialisation.  The provision meets the needs of employers and the local community well. LPCo designs courses to match local skills shortages and the number of learners entering employment is high. Managers’ design bespoke courses to meet specific needs, such as wine tasting and yacht rigging. Partners deliver courses flexibly to meet learners’ needs.  Support for partners is good. Managers offer a variety of workshops to partners that include safeguarding, equality of opportunity and self-assessment report writing. Early signs of a Ltd, 16 – 19 Sept 2014

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Apprenticeships

consultative approach, aimed at improving quality, have resulted in partners establishing a quality calendar that is beginning to initiate effective quality improvement planning.  Safeguarding requires improvement. LPCo meets its statutory requirements for safeguarding learners. The records of all staff in LPCo have been checked appropriately and they have received regular safeguarding training. Managers check the partners’ arrangements to ensure that the partners have adequate current safeguarding policies and procedures that comply with statutory requirements. Managers ensure that safeguarding matters are reviewed with partners at monitoring meetings. However, managers do not check learners’ understanding of safeguarding in the partner organisations, nor do they check the risk assessments of the premises. Partners do not always promote safeguarding information to learners sufficiently well. Partners have reported several safeguarding incidents over the last year, each of which has

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Apprenticeships

been managed appropriately by the designated safeguarding officer. Ltd, 16 – 19 Sept 2014 9 of 13

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The Learning Partnership for Cornwall and the Isles of Scilly Ltd

Inspection grades are based on a provider’s performance:

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The Learning Partnership for Cornwall and the Isles of Scilly Ltd

1: Outstanding 2: Good 3: Requires improvement 4: Inadequate Overall 14-16 part-time provision 14-16 full-time provision 16-19 study programmes Traineeships 19+ learning programmes Apprenticeships Employability Community learning

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The Learning Partnership for Cornwall and the Isles of Scilly Ltd

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

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The Learning Partnership for Cornwall and the Isles of Scilly Ltd

The effectiveness of leadership and management 3 - - - - 3 3 3 -

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Subject areas graded for the quality of teaching, learning and assessment Grade

Administration 3 Ltd, 16 – 19 Sept 2014 10 of 13

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Provider details

Type of provider Independent learning provider

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full contract year

Principal/CEO Mr Andrew Green, Chief Executive Officer Date of previous inspection Not previously inspected Website address http://www.cornwall-learning-partnership.org/

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programme level

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

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ 42 51 6 20 - - Number of traineeships 16-19 19+ Total - - -

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Number of learners aged 14-16

Full-time N/A Part-time N/A Number of community learners N/A Number of employability learners 81 Funding received from Skills Funding Agency (SFA)

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following main subcontractors:

 Cornwall Marine Network  Concept Training  Integer Training  AWC Training  Dynamo Healthcare Training  Newquay for Excellence  Digital Peninsula Network  Network Training Ltd, 16 – 19 Sept 2014 11 of 13

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Contextual information

The Learning Partnership was established in 2001 and is based in Redruth, Cornwall. The Learning Partnership was formed to enable partners to work collaboratively for the benefit of local learners. It currently has over 50 partners who deliver programmes for learners. The partners and other stakeholders select the projects undertaken. Its main aim is to promote development and collaboration in workforce development, skills for life, capacity building and work with the 14 to 19 age group, workless and employed adults and local businesses. Unemployment amongst adults in Cornwall is slightly higher than the national average. The large majority are aged 18 to 24 years and about one in four do not have qualifications at, or above, intermediate level. These individuals are a priority for the partnership.

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Information about this inspection

Lead inspector Tracey Zimmerman HMI Two of Her Majesty’s Inspectors (HMI) and four 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. Inspectors also used data on learners’ achievements over the last two and a half 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 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. Ltd, 16 – 19 Sept 2014

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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 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

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Grade Judgement

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

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Grade Judgement

To find out more go to www.employerview.ofsted.gov.uk Ltd, 16 – 19 Sept 2014 13 of 13

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Grade Judgement

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and provider inspection reports, please visit our website and go to ‘Subscribe’.

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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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