Agincare Group Limited

Agincare Group Limited Monitoring visit report

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Name of lead inspector: Denise Olander HMI

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Address:

Admiralty Buildings Castletown Portland DT5 1BB Monitoring visit: Agincare Group Limited, 22–23 January 2019

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Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by the Education and Skills Funding Agency (ESFA) and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in ‘Further education and skills inspection handbook’, especially the sections entitled ‘Providers newly directly funded to deliver apprenticeship training provision’ and ‘Monitoring visits’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Agincare Group Limited has approximately 2,800 members of staff delivering care services to 2,400 service users in 53 locations across the south west and nine regions. Agincare became an apprenticeship provider in 2017, when Training Now was established as the training arm of the business. Training Now employs 15 members of staff and provides apprenticeships in 42 locations across the south west and four regions. At the time of the monitoring visit, 173 apprentices are in employment with two employers. Most apprentices are on learning programmes in health and social care at levels 2 and 3, with a small cohort at level 5. A few apprentices are on business administration programmes at levels 3 and 5. Training Now runs standards-based apprenticeships. The first cohort of apprentices on standard-based apprenticeships are due to complete their programmes towards the end of 2019.

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Insufficient progress

Leaders and managers do not have an accurate oversight of the progress apprentices are making in all aspects of their apprenticeship programmes. They know approximately the proportion of apprentices who make good progress towards achieving their qualifications. They do not know, however, how many apprentices develop substantial new skills, knowledge and professional behaviours. They are unaware of the progress apprentices make in English, mathematics and information and communication technology (ICT). Therefore, when apprentices do not make expected progress, leaders cannot identify the reasons why, or implement swift interventions to ensure that their progress improves.

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Insufficient progress

Assessors do not support apprentices well enough to develop their skills and knowledge in English, mathematics and ICT. In 2017/18, no apprentices achieved Monitoring visit: Agincare Group Limited, 22–23 January 2019 their functional skills qualifications. As a result, leaders and managers have ensured that apprentices receive more effective support from staff in developing and applying their English and mathematical skills and knowledge in the workplace. Although in 2018/19, a minority of apprentices have already achieved their qualifications, it is too early to measure fully the impact of the remedial actions taken by managers on apprentices’ outcomes.

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Insufficient progress

Leaders and managers do not ensure that they meet the principles and requirements of the apprenticeship programme for all their apprentices. They do not collect, analyse or use data well enough to ensure that apprentices’ learning programmes are appropriately challenging. For example, leaders and managers do not know how many apprentices receive their full entitlement to off-the-job training. They do not assess fully the quality of on- and off-the-job training and support. They do not know whether apprentices who have previously achieved a qualification, at the same level as the apprenticeship, require adjustments to their planned learning activities and timescales.

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Insufficient progress

Leaders and managers have not ensured that all apprentices understand the progress they are making from their starting points, and what they need to do to improve the quality and standard of their work. Too many apprentices do not know the requirements of the apprenticeship programme, including the end-point and the gateway assessments, or their entitlements to on- and off-the-job training.

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Insufficient progress

Leaders and managers have developed a comprehensive self-assessment report that attempts to identify many of the strengths and weaknesses of the training programme. However, the assessment of the quality of the apprenticeship provision is not sufficiently accurate or critical. It is not informed by the analysis of rigorous and reliable quality assessment activities and data. As a result, too many of the quality improvement actions taken have not yet improved the quality of teaching, learning, assessment and support.

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Insufficient progress

Leaders and managers do not provide board directors with reports and information that focus well enough on the progress that apprentices make in all aspects of the apprenticeship programme. They do not raise their awareness of the quality of teaching, learning and assessment, nor of the safeguarding of apprentices. As a result, directors do not have an accurate understanding of the strengths and weaknesses of the apprenticeship programme. They are unable to monitor rigorously the quality of the provision, or to hold leaders and managers to account well enough for rapid improvements.

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Insufficient progress

Directors, leaders and managers have recognised the need to develop their links and partnership working with employers and other relevant stakeholders. They are developing partnerships with two local general further education colleges, so that they can improve the progression and career opportunities for Training Now apprentices. Employers of Training Now apprentices are right to state that the communication between them and assessors regarding the development of the Monitoring visit: Agincare Group Limited, 22–23 January 2019 apprentices is good. They appreciate the flexible approach that assessors take when supporting and training apprentices around a range of shift patterns.

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Insufficient progress

Since August 2018, leaders and managers have restructured the senior leadership team. They have focused well on improving the quality of the information, advice and guidance that apprentices receive prior to joining their apprenticeships. For example, they provide them with helpful information about the care industry, future career opportunities and the commitment required during the apprenticeship. Leaders and managers monitor the data and feedback received from apprentices and staff carefully and take the appropriate improvement actions. The actions taken have already led to a significant reduction in the number of apprentices leaving the programme early and without a qualification. Managers aim to continue this reduction.

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Insufficient progress

Directors have a clear strategy for the development of Training Now, which is relevant to the training needs of the care and associated sectors, locally and nationally. They aim to improve the quality of training for apprentices in care. They want to increase the employment and career progression prospects for care sector employees. They wish to support smaller providers to improve their quality of care to service users in the locality.

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Insufficient progress

Many apprentices have an appropriate depth of knowledge and experience prior to starting their apprenticeship. Assessors, however, do not identify their skills, knowledge and experiences at the start of the apprenticeship programme well enough. Consequently, they do not ensure that apprentices develop new skills, acquire new knowledge and develop their behaviours for work. However, most apprentices improve their existing practical skills and theoretical knowledge. They utilise them in their job role and contribute well to their employers’ businesses.

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Insufficient progress

Most assessors provide apprentices with written and/or verbal feedback on their work. This often focuses too much on the achievement of the qualification. It does not provide sufficient detail on the development of new skills and the deepening of knowledge, or advice on how to improve the quality and standard of apprentices’ work.

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Insufficient progress

All apprentices undertake an assessment of their English and mathematical skills at the beginning of their programmes. Assessors encourage them to develop their English and mathematical skills beyond the required level of the apprenticeship. However, assessors do not routinely use the assessment results to identify what skills and knowledge, including their ICT skills, apprentices need to improve. They do Monitoring visit: Agincare Group Limited, 22–23 January 2019 not use them to plan learning programmes to include the development of these skills. Apprentices who speak English as an additional language, and/or who have low starting points, do not receive sufficient support to ensure that they make rapid progress in developing their English, ICT and mathematical skills. Too often, apprentices use worksheets, which are not age appropriate or sector relevant and not sufficiently stimulating or interesting. As a result, apprentices do not make rapid

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Insufficient progress

progress in developing their English, mathematical and ICT skills.

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Insufficient progress

Leaders and managers do not scrutinise a wide range of on- and off-the-job learning and assessment and support activities that take place between apprentices and their assessors and employers. They do not assess the quality of the provision well enough to identify the remedial actions required to ensure rapid improvements to the apprenticeship programme. As a result, the strategies and actions adopted by managers to improve the quality of provision are underdeveloped. They do not ensure that apprentices receive a consistently good quality of on- and off-the-job training.

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Insufficient progress

The majority of assessors do not provide apprentices with a review of their training that identifies explicitly the progress they are making over time, or checks their understanding of the learning programme. As a result, too many apprentices do not understand fully the requirements of their apprenticeship. These include the requirements of the end-point assessment and their entitlement to off-the-job training. However, a minority of assessors provide apprentices with a comprehensive and informative review. This measures the progress made against their targets and identifies the acquisition of new skills. During the review, assessors ask apprentices questions that help them to extend and deepen their knowledge of the care sector and safeguarding.

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Insufficient progress

Assessors provide apprentices with comprehensive online assessment plans, which include relevant resources to support their learning. Most assessors ensure that assessment plans relate well to apprentices’ roles and responsibilities at work. Consequently, apprentices can apply their subject knowledge to workplace practices. As a result, employers rightly say that the standard of apprentices’ practical work has improved, and the incidence of previous poor practices has reduced.

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Insufficient progress

Assessors visit apprentices in the workplace frequently and flexibly, to meet the demands of shift patterns. They often provide apprentices with effective support between visits, so that apprentices can discuss queries or concerns. Apprentices rightly value the support and guidance they receive from their assessors, particularly during the one-to-one sessions. This is when most assessors use questions skilfully to check apprentices’ understanding of their subject knowledge. For example, apprentices studying health and social care improve their knowledge of caring for those with dementia, and of stroke care. They gain additional qualifications in medication management and the safeguarding of vulnerable adults. Apprentices studying management gain new skills in the mentoring and coaching of staff. Assessors are well qualified and experienced and use their vocational skills well to assess and support apprentices. Senior managers provide effective subject-specialist

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Insufficient progress

Monitoring visit: Agincare Group Limited, 22–23 January 2019 professional development for assessors. They have a good understanding and knowledge of the current and emerging developments in the health and social care and business sectors. However, assessors do not develop apprentices’ English, mathematical and ICT skills and knowledge adequately.

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Reasonable progress

Leaders and managers have introduced and established effective systems and processes to monitor and support the welfare and care of their apprentices. The two designated safeguarding officers are well qualified and trained. They ensure that all staff receive timely and effective training in health, safety and safeguarding. Although Training Now has not made any referrals of its apprentices to the local authority, the designated safeguarding officers have a good understanding of when and how to make a referral.

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Reasonable progress

All managers have received training in the safer recruitment of staff. As a result, they recruit new staff following the correct procedures. Managers maintain a record of the checks that they complete prior to the appointment of training and/or assessing staff. All staff have the appropriate Disclosure and Barring Service (DBS) checks in place for working with young people and vulnerable adults. Managers have introduced plans to ensure that they undertake checks on all staff every three years. During annual appraisals, managers ask staff a question regarding the disclosure of information relevant to safeguarding the welfare of apprentices, but they do not always record this in the appraisal documentation.

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Reasonable progress

Staff and apprentices know whom to go to if they have any concerns about their safety or the safety of others. Managers have clear procedures in place to check on apprentices’ well-being throughout their programme of study, and they use these procedures effectively and frequently. Tutors call apprentices at the start of the programme to ensure that they feel safe and well in their workplace. They ensure that apprentices know whom to contact and how to contact them at any time, if they have any concerns regarding safety and welfare. All apprentices receive a comprehensive induction pack at the start of their employment. This provides them with clear guidance on what to do if they find themselves in a dangerous or compromising situation.

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Reasonable progress

Apprentices meet with Training Now staff regularly. They develop professional relationships with assessors. Assessors check on apprentices’ welfare during visits, but they do not always record the discussions, or the outcomes of any actions taken. In a few cases, assessors use reviews with apprentices highly effectively to check their understanding of safeguarding and the risks associated with radicalisation and exploitation. However, managers have correctly identified that the vast majority of apprentices do not have a comprehensive understanding of more wide-ranging safeguarding issues. These include peer-on-peer abuse, honour-based crimes and Monitoring visit: Agincare Group Limited, 22–23 January 2019 human trafficking. Apprentices are unsure of how to keep themselves safe from extremist and radicalising behaviour.

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Reasonable progress

Managers and leaders at all levels discuss safeguarding, the ‘Prevent’ duty and health and safety, in relation to apprentices, at their regular meetings. However, they do not always record the discussions regarding these topics in the minutes of meetings. Monitoring visit: Agincare Group Limited, 22–23 January 2019 the 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 . Learner View Learner View is a website where apprentices can tell Ofsted what they think about their college or provider. They can also see what other apprentices think about them too. To find out more go to www.learnerview.ofsted.gov.uk .

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Reasonable progress

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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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