Culture, Learning And Libraries (Midlands)

Culture, Learning and Libraries (Midlands) Monitoring visit report

p.1

Name of lead inspector: Russ Henry, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider Address: Unit 4-5 Glaisdale Parkway Nottingham NG8 4GP Monitoring visit: Culture, Learning and Libraries (Midlands) 20-21 June 2019

p.1

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 ESFA and/or the apprenticeship levy. 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 ‘Providers newly directly funded to deliver apprenticeship training provision’ and ‘Monitoring visits’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

Culture, Learning and Libraries (Midlands) trades as ‘Inspire’. It was part of Nottinghamshire County Council. At the time of the monitoring visit, it provided training to 23 apprentices. These apprentices follow standards programmes in operations/departmental management at level 5, associate project manager at level 4, operational delivery officer at level 3, and business administrator at level 3. Inspire also has a small number of apprentices following framework programmes in leadership and management at level 5 and customer service at level 3.

p.2

Reasonable progress

Managers introduced apprenticeship programmes to train their own staff, following the separation of Inspire from Nottinghamshire County Council. They have since developed their provision and now provide a range of programmes, both for their own staff and for staff of local authorities in the region. Managers intend to continue slowly expanding this provision to meet training needs within local government. This is a sensibly cautious approach.

p.2

Reasonable progress

Managers work hard to establish the commitment of employers before they begin working with them. Their contracts make Inspire’s expectations explicit. Staff recruit apprentices with integrity, ensuring that they are likely to benefit from programmes and develop substantial new skills, knowledge and behaviours. They assess apprentices’ existing expertise at the start of programmes and provide extra support when necessary.

p.2

Reasonable progress

Quality assurance processes are sufficient for the scale and scope of the provision. Managers monitor the progress of apprentices carefully. They hold frequent staff meetings that allow tutors to share concerns, develop their skills and standardise their practices. They use lesson observations to judge the quality of teaching. Monitoring visit: Culture, Learning and Libraries (Midlands) 20-21 June 2019 However, they focus too much on the extent to which apprentices complete learning activities rather than their actual learning.

p.2

Reasonable progress

Tutors are appropriately experienced and qualified for their roles. Most have relevant subject expertise and teaching and training qualifications. For a small number of specific elements of programmes for a few apprentices, tutors do not have the required specialist knowledge and rely on apprentices conducting their own research.

p.3

Reasonable progress

Managers and tutors have a reasonable understanding of the requirements of end- point assessments. This enables tutors to prepare apprentices for them. However, managers, tutors and apprentices do not have a full understanding of the grading requirements for each of the different standards. Consequently, apprentices are unaware of how to achieve high grades.

p.3

Reasonable progress

Most apprentices develop new skills, knowledge and behaviours, as a result of their studies. They undertake planned off-the-job training that includes group lessons, one-to-one coaching and independent study. However, a few apprentices sometimes struggle to find enough time during their normal working hours to complete training activities. As a result, they study at home from time to time, or do not do as much learning as they should.

p.3

Reasonable progress

Tutors support apprentices well. They tailor programmes to the requirements of each apprentice. For example, they change the frequency of coaching sessions, adjust the way they present key information and develop projects that match apprentices’ workplace roles well. When apprentices make slower than expected progress, tutors intervene quickly and effectively to provide additional help. This ensures that most apprentices are on course to finish by their planned end dates.

p.3

Reasonable progress

Almost all apprentices are exempt from completing qualifications in English and mathematics. However, they continue to develop a wide range of specialist vocabulary that they use confidently. In many cases, they continue to develop their mathematical skills through, for example, budgeting and project costing.

p.3

Reasonable progress

In most cases, apprentices’ managers know what apprentices learn in their off-the- job training, and endeavour to provide them with workplace tasks that develop their skills further. However, the information they receive is mostly from apprentices themselves. Managers are not routinely involved in discussions with tutors about apprentices’ progress. They do not benefit from tutors’ views about their apprentices’ needs and cannot inform tutors about what apprentices struggle with in the workplace. Monitoring visit: Culture, Learning and Libraries (Midlands) 20-21 June 2019 Tutors do not always make best use of the learning resources at their disposal. For example, apprentices sometimes spend coaching sessions reading presentation notes that they could have read beforehand. Although tutors make use of textbooks, apprentices do not have their own copies to refer to between coaching sessions.

p.3

Reasonable progress

Managers at Inspire have established an effective culture of safeguarding. Apprentices feel safe and are safe. They know who the designated safeguarding lead is, and he is appropriately knowledgeable.

p.4

Reasonable progress

Safeguarding policies and procedures, including those pertaining to the ‘Prevent’ duty, are clear and fit for purpose. However, the staff code of conduct lacks specific guidance for training staff, such as information about the use of social media to communicate with apprentices.

p.4

Reasonable progress

Managers carry out an appropriate range of checks before appointing new staff. All staff undertake basic safeguarding and ‘Prevent’ duty training, and they receive regular updates about safeguarding practices. However, they do not complete the full range of training programmes identified in the safeguarding policy.

p.4

Reasonable progress

Trainers help apprentices to develop their understanding of a range of safeguarding themes. As a result, apprentices can clearly describe how these topics affect their life and work. Most apprentices develop a reasonable understanding of British values. Monitoring visit: Culture, Learning and Libraries (Midlands) 20-21 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 provider. They can also see what other learners think about them too. To find out more go to www.learnerview.ofsted.gov.uk .

p.4

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 .

p.5

Reasonable progress

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 children looked after, 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

p.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5