The Federation Of Groundwork Trusts

The Federation of Groundwork Trusts Monitoring visit report

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Name of lead inspector: Charles Searle, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Lockside 5 Scotland Street Birmingham B1 2RR Monitoring visit: The Federation of Groundwork Trusts, 26 – 27 June 2019

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Context and focus of visit

From March 2019, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of adult learning provision which began to be funded from August 2017 or after by the Education and Skills Funding Agency. This monitoring visit was undertaken as part of those arrangements and as outlined in the Further education and skills inspection handbook, especially the sections entitled ‘Monitoring visits to providers that are newly directly funded to deliver adult learning 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

The Federation of Groundwork Trusts (The Federation) brings together 17 independent local Groundwork Trusts. Groundwork UK is the national body for the Federation and is accountable for the adult education budget. This is subcontracted for delivery to four Groundwork Trusts in London, the north east and Cumbria, Wakefield and the east of England.

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Context and focus of visit

The Federation delivers qualifications in horticulture, waste recycling and customer service at levels 1 and 2, functional skills from entry level to level 2, and employability skills at level 1. Currently, there are 44 learners on courses and one learner on a traineeship.

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Reasonable progress

Leaders and managers at the Federation have drawn successfully on Groundwork’s long experience of delivering training through environmental projects to engage unemployed adults in learning. Each of the trusts has developed effective partnerships with employers and Jobcentre Plus (JCP) to design a curriculum that meets specific local needs. For example, Groundwork London works closely with companies to train unemployed adults in basic horticultural skills. As a result, these companies employ a significant number of adults from these courses on ground maintenance contracts with local authorities. In the north east, the local trust has designed a course at the request of JCP to help adults to manage their budgets when they move onto Universal Credit.

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Reasonable progress

Leaders and managers have developed effective arrangements to oversee the performance of the four independent Groundwork trusts delivering programmes. They apply rigorous pre-contract checks to ensure that the trusts have the capabilities to deliver the provision. Contract managers carry out regular and thorough reviews of each trust’s performance, giving sufficient weight to the quality of teaching, learning and assessment. They ensure that actions identified at one meeting are followed up at the next. As a result, there has been an improvement in Monitoring visit: The Federation of Groundwork Trusts, 26 – 27 June 2019 the outcomes that learners achieve, and in the quality of teaching, learning and assessment during the current year.

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Reasonable progress

Leaders and managers have a realistic understanding of the quality of the current provision, based on a self-critical evaluation of strengths and areas for development. They use this information effectively to devise actions to address key areas for improvement. Members of the Federation Trust’s Board ensure that these actions are implemented.

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Reasonable progress

Leaders and managers do not collect and analyse sufficient information on all aspects of the delivery to enable them to evaluate the effectiveness of different programmes. They rely too heavily on what learners say about their next steps when analysing learner destinations. They do not collect data on learners’ attendance.

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Reasonable progress

Learners develop new skills and knowledge that improve their chances to gain employment and to help them deal more confidently with challenges in their personal lives. Learners on practical horticulture courses learn how to use pieces of equipment safely, such as leaf blowers and strimmers, and how to identify bedding plants so that they can apply for jobs with grounds maintenance companies. Learners develop the budgeting skills they need to manage the transition to monthly benefit payments on Universal Credit more successfully.

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Reasonable progress

Tutors develop the English and mathematical skills of their learners well. In mathematics, learners can convert fractions and decimals accurately and complete calculations correctly. In English, tutors enable learners to become more confident communicators and more fluent writers. As a result, a high proportion of learners progress at least one level when they take their functional skills tests.

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Reasonable progress

Tutors guide and support learners effectively towards the achievement of their long- term career goals and personal aspirations. They use their contacts with employers to arrange interviews for potential jobs and their knowledge of local providers to signpost learners to training in their chosen subjects.

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Reasonable progress

Tutors and support staff are well qualified and have relevant vocational experience in the subjects they teach, such as horticulture and customer service. A number of teachers have higher-level qualifications in literacy and numeracy, and in information, advice and guidance. Learners benefit from this expertise due to the small size of most teaching groups and the availability of intensive one-to-one support, particularly in English and mathematics. Monitoring visit: The Federation of Groundwork Trusts, 26 – 27 June 2019 Managers and tutors do not set and monitor personal development goals for learners effectively enough. Some of the questions they use, such as the one on British values, are too abstract for learners to understand.

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Reasonable progress

Leaders and managers ensure that all staff and subcontractors are aware of their duty to keep learners safe. They use their subcontracting arrangements effectively to check the safeguarding policies of the independent trusts, and to check that designated safeguarding leads are trained to the right level to fulfil their roles.

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Reasonable progress

Safeguarding arrangements are checked thoroughly at all review meetings with trusts. Contract managers interrogate the reasons if no safeguarding concerns are raised, to assure themselves that the system works and that tutors and learners understand how to report any concerns. Board members insist that they receive a report on all aspects of safeguarding at every meeting.

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Reasonable progress

Leaders and managers have not given the ‘Prevent’ duty sufficient emphasis. It is not one of the policies that is stipulated as part of the contractual due diligence process. However, all four of the independent trusts do ensure that staff receive mandatory training in the ‘Prevent’ duty. All learners receive information about the risks of radicalisation and extremism at their induction onto courses, although very few can recall this information accurately when interviewed. Monitoring visit: The Federation of Groundwork Trusts, 26 – 27 June 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 learners can tell Ofsted what they think about their college or

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Reasonable progress

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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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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regulates and inspects to 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 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 looked after children, safeguarding and child protection. 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 . 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

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the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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