Clarkson Evans Ltd

Further Education and Skills inspection report Date published: 27 December 2013 Inspection Number: 423751 URN: 51192 Clarkson Evans

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Summary of key findings for learners

 Almost all apprentices complete their programmes, mostly in the allotted time.  Apprentices quickly learn how to install and test wiring and equipment, safely and fast, to meet their teams’ targets.  Particularly good training resources, such as the mock house to fit and test installations at the main training centre, help apprentices practise safely.  An innovative approach to functional skills development is being tested.  Strong and passionate leadership drives improvements.  Managers have produced a thorough and self-critical self-assessment report.

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Summary of key findings for learners

 Training sessions are not yet consistently good. Too many theory sessions are boring.  Managers have not yet developed a comprehensive performance management system to share the best practice and improve weaker teaching. Team leaders and workplace supervisors have not been trained to support apprentices in their skills development  Trainers and assessors do not pay enough attention to improving learners’ English.  Managers have had little success so far in recruiting significant numbers of females or learners from ethnic minorities. Inspection dates 19−22 November 2013

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This inspection: Good-2

Previous inspection: Good-2 Outcomes for learners Good-2 Quality of teaching, learning and assessment Good-2 Effectiveness of leadership and management Requires improvement-3

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What does the provider need to do to improve further?

 Further improve teaching and learning by: − using a wider variety of activities in theory sessions − checking learners’ understanding better in theory sessions − correcting learners’ English more thoroughly − supporting learners doing their functional skills with learndirect.  Develop a performance management system that will identify the best practice and improve weaker teaching and learning. Make sure that it covers everyone who helps learners develop through their apprenticeship.  Promote and reinforce equality and diversity more effectively, so that all learners and potential learners feel welcome.

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Inspection judgements

Outcomes for learners Good  Three quarters of the learners complete their apprenticeship within the expected timescale. The provider’s own data show that, in 2012/13, over 90% of the apprentices completed their programmes, which is considerably higher than the national average. However, performance was much lower in the previous year because of the impact of the recession on the industry. Learners enjoy their programmes and rarely miss sessions. They arrive in good time, even though much of the training and work involve early starts, and return promptly after their breaks.  Apprentices quickly learn to work at a commercial pace and to the quality required. They work in teams supervised by a qualified electrician, and develop very good electrical installation and fault finding skills that employers value, such as installing isolator switches and other electrical accessories. They also develop mathematical skills, as well as gaining in personal confidence and

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Inspection judgements

the ability to work independently. Learners are punctual, polite and interact well with work colleagues and other trades on site. They enjoy working on site and the range of work they experience, including first and second fixing, lighting and power cables, preparing them very well for future employment.  They also develop good customer awareness skills. Although Clarkson Evans (CE) learners normally work on new houses, there are occasions when they have to work in premises where customers are present. In the subcontracted provision, and when working with other employers, apprentices frequently have to work sensitively round customers. One group of apprentices had to rewire a house without disturbing three of the six tenants who worked night shifts, and were sleeping while the electricians were working. Throughout the provision, learners are taught to respect customers, to safeguard both themselves and members of the public, and to behave

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Inspection judgements

with courtesy and discretion.  Learners progress in their careers after completing their apprenticeships. Over 80% of leavers have continued to work in the industry, either in employment or by setting up their own businesses. CE and the subcontractor look for applicants who are enthusiastic, responsible and show the potential to become managers, when they recruit apprentices. Most of the managers and trainers in both organisations have themselves been apprentices, providing credible role models for learners. The quality of teaching, learning and assessment Good  The good practical teaching both on- and off-the-job significantly contributes to the high success rates. Training centres deliver particularly good practical electrical installation training. Highly skilled and experienced team leaders act as effective workplace supervisors, scheduling work to provide a wide range of installation experience. In the workplace, learners work safely,

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Inspection judgements

developing good practical standards in wiring properties and complete work to a high standard. As they work, learners quickly learn to identify potentially hazardous situations, minimising risks to themselves and others.  In the better theory sessions, the pace of learning is brisk and learners benefit from well- illustrated and colourful handouts which provide useful reference material for future revision. However, some sessions are boring, lack variety and fail to sufficiently engage, inspire or challenge learners. Short video clips, for example on basic electricity, add interest to theory sessions, but trainers do not use them as a basis for meaningful discussion in the classroom or augment them with reference to newer understanding, for example on sub-atomic particles.  Apprentices and assessors use the e-portfolio system well to monitor learners’ progress. This helps apprentices to succeed within planned timescales, and to identify those at risk of not

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Inspection judgements

completing. Learners understand their progress and what they need to do to complete the occupational part of the apprenticeship, but they are more vague about the other components of their framework, such as functional skills and employment rights and responsibilities.  Regular and frequent progress reviews support learners well. The managing director takes an active role and confirms apprentices’ attainment by asking the apprentices detailed technical questions which they should be able to answer. Team leaders and workplace supervisors contribute to workplace reviews by commenting on the quality of each learner’s skills development. However, they do not always contribute to the short term target setting. Some review targets are not specific or challenging enough. Health and safety issues are regularly discussed in reviews, but discussions sometimes centre on pre-prepared topics, such as work involving ladders rather than contextualising them to each apprentice’s own workplace.

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Inspection judgements

 Assessors plan workplace assessment thoroughly. Learners sometimes initiate the process themselves. Most learners and assessors are using the electronic portfolio well. Assessment is rigorous with skilful probing questioning to check learners’ knowledge. For example, one apprentice was assessed installing isolator switches for kitchen appliances. He had to work in a confined space, protecting the kitchen units, and working round colleagues from other trades. His assessor asked him about circumstances in which he would use different terminations or different conductors to test his knowledge of contingencies.  Assessors give comprehensive and constructive written feedback on learners’ performance evidence to help learners improve. Although assessors make accurate decisions on apprentices’ performance, their observation reports are sometimes too descriptive. In theory sessions, trainers do not pay enough attention to formative assessment through the use of questioning to

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Inspection judgements

check systematically on the learning that is taking place.  Both CE and the subcontractor offer ‘top-up’ programmes for learners who have already studied the theory for their apprenticeship in college, and who have practical work experience, but have not completed their apprenticeship. The programmes include sessions on newer topics which are now required for the qualification, such as solar photovoltaic installations.  Learners competently follow written instructions, use correct technical terminology and accurately interpret technical data and drawings in their work. Learners requiring functional skills for their apprenticeship work towards them through supported self-study with learndirect, although learning materials are not contextualised to increase their relevance to the construction setting. Trainers sometimes reinforce mathematical topics to help learners understand electrical principles, but neither lecturers nor assessors give enough attention to improving learners’

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Inspection judgements

written work by correcting their spelling and grammar.  Both CE and the subcontractor use the school work experience period well to identify keen possible applicants for apprenticeships. Both managing directors encourage learners whom they see as having the potential to take responsibility and make a career in the industry to apply for an apprenticeship. They see the work experience period as an extended interview. New apprentices receive a comprehensive induction, with very clear explanations of how their training programmes, site experience and assessment mesh together.  Managers have not yet established a consistently good approach to equality and diversity in the training programme. Trainers cover the topics sensitively in induction, and are not afraid to tackle difficult topics such as sexual orientation and religion. The subcontractor in Yeovil uses discussion of the Tolpuddle Martyrs to stimulate discussion on workplace relations and

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Inspection judgements

employment rights.  Some progress reviews present learners with interesting and relevant workplace scenarios that improve their confidence and their ability to deal with a variety of situations. However, in other cases, reviewers rely on a small bank of questions and ask all learners the same question rather than using an individualised approach. Learners are respectful of customers’ property, particularly when working in their homes. Equality and diversity are less well promoted during teaching, and trainers do not grasp opportunities to discuss equalities issues when they occur.

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Inspection judgements

The effectiveness of leadership and management Requires improvement  The company’s founder and managing director has a passionate and clear vision for the further development of the company, and of the importance of raising standards of performance and attitudes within the industry. Similar values are evident at the subcontractor, facilitating collaborative working to improve the learners’ experience across the provision. Both leaders take a close and personal interest in the progress and welfare of their apprentices, and expect their trainers, managers and supervisors to encourage and motivate their learners to succeed. The company has now grown to a size where more formal arrangements for assuring and improving quality are needed. Managers are developing new policies and procedures, but these have not yet had time to be fully implemented.  CE does not yet have a coherent performance management system to improve teaching and

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Inspection judgements

learning. A new appraisal system with key performance indicators is being introduced, as is a new system for observing teaching and learning. However, the observation system focuses almost exclusively on the teacher rather than on the learner, and the key role of workplace supervisors in developing learners’ skills has not been considered.  Managers have produced a timely, detailed, open and evaluative self-assessment report which demonstrates a high degree of self-knowledge. The self-assessment process is well designed to provide a sound basis for improvements. The quality improvement plan is similarly detailed and demanding, with a substantial agenda of tasks which need to be carried out to manage the quality of the provision reliably across all sites, including the subcontracted provision.  The learning programme offered by the employer enables learners to move into well-paid, sustainable employment in a growing industry. Virtually all the apprentices remain in the

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Inspection judgements

industry, mostly staying with the same employer unless they start their own businesses.  CE endeavours to promote equality and diversity, but has not yet succeeded in recruiting a critical mass of female apprentices or those from an ethnic minority. It promotes its programmes in schools, including girls’ schools, and at careers fairs, but has not identified why young women who show an interest do not then apply for the programme or take up places which are offered. Its individual support for learners, including those who need adjustments made while they are recovering from non-work related accidents, is particularly good. Apprentices participate in imaginative training sessions on equality and diversity during their induction, but their further understanding of the issues is not well developed during the rest of their programme.  The provider meets its statutory requirements for safeguarding learners. CE uses appropriate

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Inspection judgements

risk assessment to reinforce the importance of health and safety in the workplace.

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Clarkson Evans

Inspection grades are based on a provider’s performance:

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Clarkson Evans

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

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Clarkson Evans

The quality of teaching, learning and assessment 2 2

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Clarkson Evans

The effectiveness of leadership and management 3 3

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full contract year

Principal/CEO Mr Steve Evans Date of previous inspection December 2009 Website address http://www.clarksonevans.co.uk/

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programme level

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

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(excluding apprenticeships)

Full-time - - - - - - - - Part-time - - - - - - - -

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ - - 93 193 - - Funding received from Skills Funding Agency (SFA)

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Contextual information

Clarkson Evans is an electrical contractor with a core business of installing domestic electrical systems in new-build houses. It was formed in 1981 and established its own training centre in 1998. It is located in Gloucester, with other training centres in Birmingham, Exeter and Bracknell. In 2008 it stopped recruiting apprentices because of the impact of the recession on the construction industry, but it is now expanding again. In 2011 it started working with a subcontractor, another electrical contractor, P and R Hurt, in Yeovil. Clarkson Evans contracts throughout the South West, West Midlands and South Wales.

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Information about this inspection

Lead inspector Jane Shaw HMI One of Her Majesty’s Inspectors (HMI) and four additional inspectors, assisted by the Head of Training 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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