YMCA George Williams Company

YMCA George Williams College Monitoring visit report

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Name of lead inspector: Carolyn Brownsea Ofsted Inspector

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Type of provider: Not for profit organisation

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Address:

George Williams College 179 Whitechapel Road London E1 1DN Monitoring visit: YMCA George Williams College, 3–4 July 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 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.

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Context and focus of visit

YMCA George Williams College is a not for profit organisation based in London. The college was established in 1970, specialising in youth work qualifications. The college is one of 116 independent local YMCAs spread across England and Wales. It began offering levy-funded apprenticeships in 2017. It currently provides standards-based apprenticeships in housing and property maintenance at level 3 to four apprentices and a framework apprenticeship at level 3 in youth work to six apprentices.

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Insufficient progress

Trustees and leaders have not ensured that the apprenticeships they offer meet the requirements of apprentices or their employers. Staff do not have sufficient knowledge and skills of the requirements of apprenticeships to plan and deliver programmes that meet all apprentices’ needs. Leaders do not assess the quality of provision in sufficient detail to promote improvement in teaching and assessment.

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Insufficient progress

Governance is weak. Trustees do not provide leaders with the necessary support and challenge they need to be effective. Trustees have not ensured that leaders rapidly implement effective arrangements to improve the quality of apprenticeships. The significant turnover of senior staff has meant that leaders and managers have only recently begun to address the weaknesses in the apprenticeship programmes. As a result, too many apprentices make slow progress.

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Insufficient progress

Trustees and leaders have insufficient oversight of the progress of apprentices, relying on contracted tutors to monitor their progress. Leaders have recognised the need for an improved reporting structure but have been too slow to implement this. Leaders and managers do not accurately record decisions and agreed actions to support improvements in implementing a successful apprenticeship programme. Consequently, current programmes do not meet the needs of employers and the development of apprentices’ workplace knowledge and skills. Monitoring visit: YMCA George Williams College, 3–4 July 2019 Leaders have not put in place appropriate strategies to develop apprentices’ English and mathematical skills. Tutors do not routinely develop apprentices’ skills in these subjects or set them specific targets to improve any weaknesses. As a result, apprentices do not develop the necessary skills to prepare them for their functional

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Insufficient progress

skills qualifications and vocational application.

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Insufficient progress

Managers do not ensure that apprentices experience well-planned on- and off-the- job training. Employers are not routinely involved in planning apprentices’ training, and too many employers are not clear enough about the requirements of an apprenticeship. Consequently, most apprentices make slow progress.

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Insufficient progress

The majority of apprentices do not develop substantial new skills, knowledge and behaviours. Apprentices start their programmes with considerable experience in their job roles, and the apprenticeship overly focuses on accrediting prior knowledge and skills. Apprentices’ attendance at training sessions is poor. Too few apprentices are retained on their programme. Those who do continue make slow progress as a result of poor employer support.

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Insufficient progress

Apprentices and employers do not receive clear advice and guidance about the requirements and demands of the apprenticeship programme. They are also insufficiently informed about the functional skills. As a result, too many apprentices leave the programme.

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Insufficient progress

Tutors do not assess and record which new knowledge, skills and behaviours apprentices gain. They set targets that are not sufficiently challenging, and they do not address slow progress quickly enough. Tutors follow the same delivery and assessment approach for apprentices who are on framework apprenticeships as for those who are on new standards. As a result, apprentices’ training, learning and assessment are not linked or mapped to the distinct requirements of the apprenticeship programme that they are following.

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Insufficient progress

Apprentices do not always receive timely feedback on their assignments. For example, a few apprentices waited too long for written feedback on a unit assessment. This slows progress and makes it difficult for apprentices to act on the feedback to improve future assignments.

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Insufficient progress

Apprentices with additional support needs do not receive appropriate support as part of their learning programme, other than being given extra time to complete work. Tutors do not have the skills and expertise required to fully meet apprentices’ support needs. Monitoring visit: YMCA George Williams College, 3–4 July 2019 Tutors have relevant qualifications and experience in their vocational subject areas. Leaders have not ensured that tutors have the skills to teach functional skills English and mathematics to ensure that apprentices achieve their qualifications. As a result, apprentices make slow progress in these subjects.

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Reasonable progress

Leaders implement appropriate safeguarding policies and procedures. Staff understand their responsibilities and duties and how to identify and report any concerns they have. Apprentices have a reasonable understanding of safeguarding and the ‘Prevent’ duty and how it applies within their job roles and they fully understand how to keep themselves safe.

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Reasonable progress

The designated safeguarding lead and tutors have completed appropriate training. Essential training for the deputy safeguarding officer is due to be completed shortly. Trustees have not taken enough responsibility for monitoring safeguarding or identifying any trends or regional or local issues.

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Reasonable progress

Leaders recently implemented checks to ensure that all staff are safe to work with their learners. These are complete for all new appointments and are being retrospectively completed for existing substantive and contracted staff.

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Reasonable progress

Leaders have been slow to implement a ‘Prevent’ duty risk assessment and training for tutors and apprentices. However, all apprentices are aware of their employers’ ‘Prevent’ duty reporting procedures. Monitoring visit: YMCA George Williams College, 3–4 July 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 .

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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

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

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Reasonable progress

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

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Reasonable progress

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Reasonable progress

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

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