Results Consortium Limited

Further education and skills inspection report

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Results Consortium Limited Independent learning provider

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Inspection dates 30 October–2 November 2018

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Overall effectiveness Good Effectiveness of leadership and management Good Adult learning programmes Good

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Quality of teaching, learning and assessment Good

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Personal development, behaviour and welfare Good

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Overall effectiveness at previous inspection Not previously inspected

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Summary of key findings

 Directors invest significantly in developing technology and digital learning that enable learners to learn around their existing work and home commitments and make good progress.  Directors’ improvement planning and subsequent actions secure swift improvement.  Tutors use a broad range of resources and activities that make learning relevant and motivate learners to work hard and progress.  Tutors use their considerable expertise to provide teaching that reflects industry good practice. As a result, most learners significantly improve their industry-specific knowledge and skills.  Most learners frequently attend their lessons and diligently work independently outside of lessons to produce a good standard of written work.  Learners improve their confidence and acquire good work-related skills that enable most to progress to, or remain in, employment or learning at a higher level.  Vocational tutors do not effectively promote the

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Summary of key findings

value of mathematics and enable learners to improve their mathematical skills.  Following lesson and assessment observations, managers do not identify clear development actions and targets for tutors to help them improve their practice.  Directors do not collect and use relevant data on learners’ destinations to evaluate the full impact of the curriculum.

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Information about the provider

 Results Consortium Limited (Results) is a private training company based in Southend-on- Sea, Essex. Most teaching, support and assessment takes place at a training centre in Barking or in each learner’s workplace. Results has two directors and 13 staff working as managers, tutors or administrators.  Currently, 98 learners study a level 3 diploma in business administration and 10 are enrolled on a level 3 certificate in preparing to work in adult social care. All learners receive an advanced learning loan. Most business administration learners have a job or are self-employed. A significant proportion of learners speak English as an additional language. Learners typically take the preparing to work in adult social care course so they can start a career in the care sector. Learners attending courses with Results come from across London and Essex, from areas with varying levels of employment and deprivation.

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What does the provider need to do to improve further?

 Ensure that vocational tutors effectively promote the value of mathematics and enable learners to improve their mathematical skills.  Managers should ensure that all observers set tutors precise development targets to raise the quality of teaching.  Ensure that directors collect and use relevant data about learners’ destinations in order to effectively evaluate the full impact of the curriculum.

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Effectiveness of leadership and management Good

 Directors and managers have set an ambitious growth strategy for Results. They enable disadvantaged groups of learners to participate in learning through the flexible timetabling of lessons and support sessions. Directors invest significantly in developing technology and digital learning that enable learners to learn around their existing work and home commitments and make good progress.  Directors and managers listen to, and take good account of, learners’ and stakeholders’ views when introducing new courses. Employers value greatly being able to recruit learners with the appropriate knowledge and skills for the services they provide. This year, directors and managers responded well to demand from learners wanting to become self-employed or change career by increasing the capacity of the business administration course to recruit more learners.  Managers make good use of data to help ensure that all learners attend, make good

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Effectiveness of leadership and management Good

progress and keep up to date with coursework. All staff take responsibility for ensuring that learners make good progress. They take swift and highly effective action when learners fall behind or miss lessons and analyse thoroughly the reasons for any learners underachieving.  Managers and tutors listen to, and act on, feedback from staff, learners and employers. They know what needs improving and take prompt action to ensure that learners receive a good-quality learning experience. Although the directors’ self-assessment report is too descriptive, they understand the strengths and weaknesses of their provision. As a result, they identify clear, accurate actions and targets in the quality improvement plan that secure swift improvement.  Managers plan and manage courses very well. They structure courses and lessons so that learners use their time in the training centre effectively and have good opportunities for

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Effectiveness of leadership and management Good

additional study. Managers introduced English evening classes to help the growing number of learners who speak English as an additional language to improve their knowledge and skills. They accurately assess that mathematics teaching is not effective and, in response, have started training tutors to improve the quality of their practice and ensure that their learners acquire good mathematics skills.  Managers do not identify tutors’ development needs clearly enough to improve further the quality of teaching or assessment. During lesson observations, they place too much emphasis on tutors’ compliance to stated criteria rather than considering the activities that would aid their development. Some activities that staff carry out are not observed, including initial advice and guidance or learning support. Managers have not taken swift enough action to improve the standard of a few learners’ assessed work.

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Effectiveness of leadership and management Good

 Directors and managers do not collect enough useful data about learners’ destinations to evaluate the full impact of the curriculum. They know what proportion are in employment at the end of their programme but are unclear whether most learners gain promotion or change careers through taking a course with Results.

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The governance of the provider

 Directors hold managers to account very effectively by reviewing learners’ attendance, progress and achievement data and challenging trends by specific groups, for example employed learners compared with those seeking a job.  Directors liaise effectively with higher education providers and employers to ensure that the provision meets their needs and enables learners to transition to employment or learning at a higher level.

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Safeguarding

 The arrangements for safeguarding are effective.  Directors and managers have appropriate systems in place to safeguard staff and learners. During recruitment, directors and managers check carefully that staff are suitable to work with vulnerable adults. Tutors effectively promote the importance of welfare and safety. As a result, learners feel safe.  Staff benefit from appropriate training in safeguarding and the dangers of radicalisation and extremism. Tutors use this successfully when teaching learners how to keep themselves safe and what to do should they have concerns about their, or another’s, safety and well-being. As a result, learners have a good understanding of the dangers of extremism and radicalisation.

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Quality of teaching, learning and assessment Good

 Tutors are very well qualified in their specific occupational area. They make good use of this expertise to provide teaching that reflects industry good practice. As a result, most learners make good progress and improve their industry-specific knowledge and skills. For example, most learners are able to competently relate how relevant theory and legislation apply in the workplace.  Tutors use a wide range of learning resources, including a well-developed virtual learning environment, to enable learners to improve their vocational knowledge, understanding and skills. They provide tasks that meet the needs of most learners and enable them to develop relevant vocational skills. Tutors enable learners to improve their communication skills with service users who have suffered from a broad range of medical conditions such as a stroke.  Tutors provide most learners with effective coaching, tuition and support. Almost all

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Quality of teaching, learning and assessment Good

learners benefit from weekly individual tutorials where they receive additional learning support, including help with assignments or their use of English. This high level of tuition and support help most learners overcome quickly any barriers to their progress and achievement.  Learners benefit from very flexible timetabling of lessons. Managers plan lessons specifically for employed learners, so that these take place at weekends and in the evening. Learners value how this helps them to fit learning around work or home commitments and most participate enthusiastically in lessons.  Tutors make effective use of their assessment of learners’ starting points to set and review challenging targets with learners and ensure that they make swift progress. As a result, learners are motivated to work hard and submit coursework on time.  Following assessment, tutors give thorough and constructive feedback, detailing clearly

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Quality of teaching, learning and assessment Good

what each learner has done well and the areas they could improve. Most learners make good use of this feedback to improve their written work and practical skills.  Not enough tutors effectively promote the importance of mathematics and enable their learners to improve their mathematical skills.  In a few assignments, tutors do not set challenging activities or provide clear enough direction to ensure that learners submit good or better standards of work. As a result, learners do not always understand what is required of them or struggle to complete work. They give brief, superficial answers and have to resubmit work when their initial work does not meet the qualification requirements.  A few tutors set the same activities for all learners during whole-group lessons regardless of their ability or level of English. As a result, a few learners find these learning activities too easy. The most able learners do not learn or demonstrate sufficiently the analysis,

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Quality of teaching, learning and assessment Good

evaluation and comparison skills desirable for senior or management roles.

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Personal development, behaviour and welfare Good

 Most learners develop good vocational skills and knowledge. They develop valuable technology skills, often from a very low starting point, becoming confident in using a range of workplace systems and applications. Learners on the preparing to work in adult social care course acquire the essential knowledge and practical skills needed to secure employment.  Most learners significantly improve their confidence and vocational skills. They take up plentiful opportunities to hone these through practical tasks and role play activities. For example, they effectively prepare for job interviews through conducting realistic mock interviews with their peers and tutors.  Most learners improve their English writing skills. As a result, they use both English and industry terminology more proficiently and accurately. They often produce good standards of written work. For example, adult social care learners structure and write care plans and

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Personal development, behaviour and welfare Good

reports more clearly, spell technical terms correctly and give precise instructions to colleagues at work. However, a few business administration learners do not develop their English skills sufficiently. They struggle to speak convincingly in presentations or write grammatically correct business letters.  Learners regularly attend their lessons, individual tutorials and support sessions. They are punctual and well motivated, particularly as many balance their studies alongside full-time employment and family commitments. Most learners diligently work outside of lessons on coursework.  Tutors ensure that learners have a good understanding of British values by effectively promoting the importance of such values in vocational lessons and learning activities. As a result, learners talk eloquently about a range of topics, including their rights and responsibilities, democracy, religion and working in the United Kingdom.

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Personal development, behaviour and welfare Good

 Although learners complete tasks during lessons and coaching sessions that help them learn mathematical principles, they do not improve their mathematical skills sufficiently. Learners struggle to apply their mathematical learning at work or in their coursework and assignments.

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Outcomes for learners Good

 A high proportion of learners who study business administration and health and social care achieve their qualifications. All groups of learners achieve at a similarly high rate.  As a result of managers’ actions and effective teaching, most learners make good progress. Managers’ diligent tracking of learners’ progress helps ensure that learners achieve challenging targets. They identify swiftly when learners are at risk of not meeting these targets and take successful remedial action to ensure that those who struggle with their studies are able to catch up.  Most learners progress to, or remain in, employment, self-employment, further or higher education at the end of their course. The majority of learners on the preparing to work in adult social care course successfully gain relevant job roles. Many of these learners continue their studies with Results and progress from the introductory certificate course

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Outcomes for learners Good

on to a level 3 diploma in adult social care where they develop deeper skills and knowledge.  Some learners gain promotion to more senior or specialist roles during their course. However, managers do not routinely collect data about the exact number of learners who are promoted or change job roles to fully evaluate the impact of the provision.  Most learners, and particularly those in adult social care, produce a good standard of written and practical work. They enliven written work with relevant examples from their workplace. However, tutors do not challenge a few business administration learners to submit sufficiently detailed written work.  The proportion of learners who remained on their course declined in the previous year. This was affected by learners who left before completing the access to higher education courses that were provided in 2017/18. Managers now monitor retention more effectively

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Outcomes for learners Good

and, as a result, almost all learners who started courses in 2018/19 stay in learning.

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Provider details

Type of provider Independent learning provider

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Provider details

Approximate number of all learners over the previous full contract year Principal/CEO Mr Kevin Ranveersing Rajmun

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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+

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Provider information at the time of the inspection

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

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Provider information at the time of the inspection

16–18 19+ 16–18 19+ 16–18 19+ - - - - - - Number of traineeships 16–19 19+ Total - - - Number of learners aged 14 to -

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Provider information at the time of the inspection

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

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Provider information at the time of the inspection

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

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Information about this inspection

The inspection team was assisted by one of the directors, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans. 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 group learning and individual coaching sessions. The inspection took into account all relevant provision at the provider.

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Inspection team

Janet Rodgers, lead inspector Her Majesty’s Inspector

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Inspection team

Viv Gillespie 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 .

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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 .

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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 .

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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.

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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 .

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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

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Inspection team

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Inspection team

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

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