Brinsworth Training Limited

Further education and skills inspection report

p.1

Brinsworth Training Limited Independent learning provider

p.1

Overall effectiveness Requires improvement Effectiveness of leadership and management Requires improvement Apprenticeships Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for learners Requires improvement

p.1

Overall effectiveness at previous inspection Requires improvement

p.1

Summary of key findings

This is a provider that requires improvement

p.1

Summary of key findings

 Managers have been too slow to remedy the weaknesses identified at the previous inspection.  Managers do not take sufficient account of data, including that on apprentices’ achievements, to inform their view of provision when undertaking self-assessment and quality- improvement planning.  Managers’ use of management information, including the tracking of apprentices’ progress, is not fully effective.  Staff do not plan learning for intermediate apprentices in sufficient detail.  Apprentices do not have a good enough understanding of the risks associated with extremism and radicalisation.  The proportion of intermediate apprentices who achieved their intended qualifications in 2015/16 is low.

p.1

Summary of key findings

The provider has the following strengths

p.1

Summary of key findings

 Managers have improved the promotion of equality and diversity significantly since the previous inspection.  The proportion of advanced apprentices who achieved their intended qualifications in 2014/15 was high.  Recent improvements to functional skills provision have resulted in increased English, mathematics and information and communication technology (ICT) achievements.  Apprentices develop good vocational skills that are valued highly by employers.  The standard of apprentices’ work is high.  The vast majority of current apprentices are making good progress.

p.1

Information about the provider

 Brinsworth Training Limited (BTL) is a private limited company formed in 1999 to deliver engineering training to employers in Rotherham and the wider area of South Yorkshire. The company’s primary business is the delivery of intermediate and advanced apprenticeships in engineering and manufacturing; it currently works with 89 employers. In addition, BTL provides a range of commercial engineering courses.  Since the previous inspection, BTL has diversified its provision to include a small number of apprenticeships in business administration and warehousing at intermediate level, for staff working in the engineering sector. Over two thirds of current apprentices are on advanced programmes.

p.2

What does the provider need to do to improve further?

 Increase the proportion of apprentices who complete their programmes and those who do so on time, by: – ensuring that staff set clear, specific and challenging short-term targets for all apprentices and monitor these targets closely – improving the use of initial assessment results to identify the support needs of all apprentices – planning learning programmes for intermediate apprentices in more detail and communicating plans to apprentices and their employers more effectively – improving the tracking and monitoring of apprentices’ progress by managers.  Fully implement the planned quality improvement initiatives speedily to raise the standard of teaching, learning and assessment; in particular: – focus the staff observation process more sharply on learning and apprentices’ progress – extend the range of management information reviewed at senior team meetings and use it to monitor apprentices’ progress and achievements more effectively

p.2

What does the provider need to do to improve further?

– strengthen the self-assessment process to take full account of available data and ensure that judgements are supported well by evidence.  Reinforce with apprentices the dangers of radicalisation and extremism, so that they are more confident in their understanding of how to protect themselves.

p.2

Effectiveness of leadership and management Requires improvement

 In the year immediately following the previous inspection, managers were successful in increasing overall achievement rates and achievement within planned timescales to a high level. However, they did not sustain this improvement and in 2015/16 both rates declined significantly.  In the last two years there have been several changes in senior staff and this lack of continuity has resulted in delays in tackling the areas for improvement identified at the previous inspection. In particular, managers have not implemented quality-improvement initiatives, planned at the time of the last inspection, fully. The recently appointed centre coordinator has begun work to do so, but it is too early for the new arrangements to demonstrate a clear impact on improvements for apprentices.  The most recent self-assessment report is not sufficiently evaluative; insufficient use is made of data to arrive at judgements. Some stated strengths are no more than normal

p.3

Effectiveness of leadership and management Requires improvement

practice and the evidence cited for many judgements lacks detail. However, the report is structured well and demonstrates a systematic approach to evaluation against detailed criteria. More staff are now involved in the process than previously and managers ensure that they take account of feedback from learners and employers fully.  Senior managers review a detailed set of management information at team meetings to monitor issues concerning contract compliance effectively, but they are less successful in monitoring key aspects of apprentices’ progress and achievements. Managers do not analyse detailed data on individual programmes and levels sufficiently well to identify issues of concern early. The information that managers hold on apprentices’ progress is too fragmented and does not provide an overview that enables them to monitor progress effectively.  Managers use performance management arrangements effectively to support staff,

p.3

Effectiveness of leadership and management Requires improvement

promote their professional development and tackle issues of underperformance. The process for observing staff and evaluating their performance is broadly effective. Although the records of observations cover a range of performance indicators they do not focus sufficiently on learning and apprentices’ progress.  BTL managers play an active role in a number of local enterprise partnerships in the Sheffield, Leeds and Wakefield areas and use these links well to recruit apprentices who are already in employment and to identify job vacancies for potential apprentices. BTL has recently introduced a wider range of apprenticeships including business administration and warehousing. Further plans are in place to expand these areas to meet local employer and labour market needs and to safeguard the business against the recent decline in local engineering opportunities. Since the last inspection, BTL has strengthened progression routes for apprentices through the provision of higher-level

p.3

Effectiveness of leadership and management Requires improvement

qualifications to meet employer requirements.  BTL has successfully improved the promotion of equality and diversity since the previous inspection. Managers have enhanced the induction programmes for both staff and learners and greater focus is placed on exploring equality and diversity more comprehensively. Assessors now place a much stronger emphasis on checking apprentices’ understanding of equality and diversity issues using the range of monthly ‘hot topic’ suggestions. More staff are successfully incorporating equality and diversity topics into their training sessions where appropriate, but a few still struggle to do so.  In recent months, BTL has recruited a specialist member of staff with responsibility for functional skills. Good progress has been made in supporting apprentices who are nearing the end of their programmes and have not received English and mathematics tuition to prepare for their functional skills assessments.

p.3

The governance of the provider

 The managing director and centre coordinator provide support and challenge for each other. They have a broad understanding of BTL’s areas for improvement and are taking action to address them. Regular senior management team meetings enable a wider range of staff to contribute to the support and challenge process.  Managers use labour market information and their links with local enterprise partnerships and the chamber of commerce very effectively to ensure that the provision matches local business needs.

p.4

Safeguarding

 The arrangements for safeguarding are effective.  Staff and learners understand the system for reporting safeguarding concerns clearly. All staff, including designated safeguarding officers, have undertaken appropriate training for their roles. Staff at the training centre and in the workplace place a strong emphasis on health and safety and promote safe working practices.  Managers have implemented the ‘Prevent’ duty effectively. All staff have completed an online training programme and understand how to identify apprentices at risk of radicalisation and extremism, and what to do should a concern arise. However, staff are not confident in explaining and developing apprentices’ understanding of the ‘Prevent’ duty and too few apprentices understand how the duty applies to them at work and in the wider community.  Managers and staff promote British values effectively, including through displays on

p.4

Safeguarding

notice boards around the training centre. Some staff take relevant opportunities to introduce and explore British values with apprentices using local and national topics of interest to generate discussion.

p.4

Quality of teaching, learning and assessment Requires improvement

 Assessors do not plan learning well enough for a minority of intermediate apprentices, such as those in warehousing, whose programmes are delivered entirely in the workplace. Learning plans are too vague and not all apprentices and employers are aware of how each component will be delivered. Although assessors now visit the workplace frequently and provide guidance on the next task to be undertaken, insufficient planning takes place and the progress of these apprentices is too slow.  Where apprentices already meet the apprenticeship framework requirements for English and mathematics upon joining the programme, staff do not routinely extend or develop their skills further. For example, an intermediate apprentice in manufacturing who already holds the required functional skills qualification in English continues to struggle with spelling and does not receive the necessary support to improve.  Assessors do not always use the results of initial assessment well enough to plan support

p.4

Quality of teaching, learning and assessment Requires improvement

for apprentices. For example, one advanced apprentice who is undertaking a technical certificate in engineering finds further mathematics very difficult, but assessors have not identified his support needs.  Staff have recently introduced a revised and comprehensive process to review apprentices’ progress. Apprentices value their progress review meetings and through these, know how well they are doing overall and what they need to improve further. However, the targets that assessors agree with apprentices are often not specific enough and focus on tasks and units of the qualification to be completed, and do not include new learning.  Communication between staff and the majority of employers is now good and employers are well informed about apprentices’ programme details and progress. Previously, staff turnover and assessor changes had disrupted programmes for many apprentices and hampered their progress.

p.5

Quality of teaching, learning and assessment Requires improvement

 Support for apprentices who need to achieve functional skills qualifications in English, mathematics and ICT is now effective, following improvements to the provision in the last six months. It is planned well and apprentices work on specific individual learning targets identified through an initial assessment of their skills. A very high proportion of apprentices pass their external assessments on the first occasion. However, learning resources are not contextualised to work-related activities so that apprentices can see the full relevance of their learning and how to apply it at work.  Assessment is frequent and effective. Assessors question apprentices very skilfully, enabling them to demonstrate their knowledge and skills confidently, illustrating their responses with relevant workplace examples. For example, an advanced apprentice in electrical maintenance described accurately how he would use safe working practices

p.5

Quality of teaching, learning and assessment Requires improvement

when dismantling a piece of equipment for cleaning, and how he would use potentially harmful cleaning chemicals safely to protect himself and his colleagues.  Assessors provide helpful and encouraging verbal and written feedback to apprentices following assessment of their practical and written work, which helps them improve. For example, an advanced apprentice in engineering maintenance was able to improve his project on fault finding in machinery to include recommendations to his employer on how to avoid faults in the first place. Assessors routinely point out apprentices’ spelling, punctuation and grammar mistakes to aid their improvement.

p.5

Personal development, behaviour and welfare Requires improvement

 Intermediate apprentices who do not routinely attend the training centre for learning do not receive the same high level of support and guidance as the advanced apprentices and this is reflected in their achievements and progress. Assessor changes and missed assessor visits have led to insufficient support for a minority of apprentices.  Apprentices are not sufficiently aware of the dangers or radicalisation and extremism and how to protect themselves or others. Following recent staff training, some assessors have begun to promote awareness of these themes with their apprentices. Apprentices feel safe at the training centre and in the workplace. They have a good understanding of how to report any general safeguarding or health and safety concerns and are confident that staff will take appropriate action swiftly.  Apprentices have very positive attitudes towards their learning and future careers. They

p.5

Personal development, behaviour and welfare Requires improvement

are enthusiastic and display high levels of professional behaviour. They are respectful to one another and to staff. They attend well and arrive at their sessions on time and ready to learn.  Apprentices develop good personal and social skills, including self-confidence and communication. Tutors link personal development well to work situations, so that apprentices can see the relevance of their learning. For example, advanced apprentices on engineering programmes complete projects aimed at improving specific aspects of their employers’ work. They formally present the project to their peers, developing their presentation and communication skills very effectively.  The standard of advanced apprentices’ practical and written work is high. They develop skills of real importance to their employers and become valued members of staff, who take on increasingly complex work tasks and roles. Advanced apprentices develop good

p.6

Personal development, behaviour and welfare Requires improvement

report-writing skills through the completion of regular write-ups of the tasks they have completed at work, which are used to provide evidence for their NVQ portfolios.  Staff provide apprentices with good information about their future opportunities for further studies or career development. Employers and assessors are supportive and encourage their apprentices to progress to higher-level qualifications such as higher national certificates, diplomas or engineering degrees.

p.6

Outcomes for learners Requires improvement

 The proportion of apprentices who achieve their intended qualifications has fluctuated over the last two years and requires improvement. The increase in qualification achievement rates evident following the previous inspection was not sustained and in 2015/16 achievement rates fell considerably to below those of similar providers.  Achievement rates for apprentices on intermediate apprenticeships, including the small number on the new business administration and warehousing programmes, are particularly low, with fewer than half of apprentices completing their programmes and only a quarter completing on time. The provider’s data shows that in over half of cases, apprentices left their programmes early due to redundancy or dismissal from employment. In contrast, achievement rates for advanced apprentices are much higher and just above those of similar providers.  The large majority of current apprentices are making good progress in relation to their

p.6

Outcomes for learners Requires improvement

starting points, with some having caught up after making slow progress initially, due to staff changes resulting in insufficient assessor visits. A small minority of intermediate apprentices have still not caught up with their work and are behind target to complete their programmes on time.  Assessors now monitor individual apprentices’ progress closely and identify those who are at risk of not completing their programmes on time. The ‘at risk’ register is discussed at monthly staff meetings and appropriate action is taken to identify and remedy the reasons for slower than expected progress, including more frequent assessment visits and discussions with employers to improve their levels of cooperation and support.  Functional skills achievements have risen considerably in the last six months and are high, with the vast majority of learners passing their external assessments in English and mathematics on the first occasion.

p.6

Outcomes for learners Requires improvement

 Progression to higher-level programmes after completing the advanced apprenticeship programme is high, with many advancing to further studies, including BTL’s higher national certificate and diploma programmes. However, BTL’s systems for recording the progression of intermediate apprentices to advanced programmes are underdeveloped, as noted in the self-assessment report, and reliable data on the proportion of apprentices who do so is not available.  Most apprentices who complete their programme remain in full time employment and many gain promotion or extra responsibilities at work.

p.7

Provider details

Type of provider Independent learning provider

p.8

Provider details

Approximate number of all learners over the previous full contract year Principal/CEO Mr Mick Crossley

p.8

Provider information at the time of the inspection

Main course or learning programme level Level 1 or below Level 2 Level 3 Level 4 or above Total number of learners (excluding apprenticeships) 16–18 19+ 16–18 19+ 16–18 19+ 16–18 19+

p.8

Provider information at the time of the inspection

- - - - - - - - Number of apprentices by apprenticeship level and age Intermediate Advanced Higher

p.8

Provider information at the time of the inspection

16–18 19+ 16–18 19+ 16–18 19+ 26 13 70 43 - 1 Number of traineeships 16–19 19+ Total - - - Number of learners aged 14 to -

p.8

Provider information at the time of the inspection

Number of learners for which the provider receives high- needs funding -

p.8

Provider information at the time of the inspection

Funding received from: Skills Funding Agency

p.8

Provider information at the time of the inspection

At the time of inspection, the provider contracts with the following main subcontractors: -

p.8

Information about this inspection

The inspection team was assisted by the centre coordinator, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. Inspectors used group and individual interviews, telephone calls and online questionnaires to gather the views of learners and employers; these views are reflected within the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all relevant provision at the provider.

p.9

Inspection team

Pat Hornsby, lead inspector Ofsted Inspector

p.9

Inspection team

Gillian Forrester Her Majesty’s Inspector

p.9

Inspection team

John Grimmer Ofsted Inspector guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

p.9

Inspection team

Learner View 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. To find out more go to www.learnerview.ofsted.gov.uk .

p.10

Inspection team

Employer View Employer View is a 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. To find out more go to www.employerview.ofsted.gov.uk .

p.10

Inspection team

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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for children looked after, safeguarding and child protection.

p.10

Inspection team

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.10

Inspection team

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open- government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.10

Inspection team

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.10

Inspection team

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.10