FLT Training (Liverpool) Limited

Flt Training (Liverpool) Limited Monitoring visit report

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Name of lead inspector: Victor Reid Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Unit 20 Jordan Street Liverpool L1 0BP Monitoring visit: Flt Training (Liverpool) Limited, 9–10 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

Flt Training (Liverpool) Limited started trading in 2004. The company’s focus has been on the delivery of forklift truck training for adults aligned to the logistics and warehousing sectors. At the time of the visit, there were 12 non-levy funded apprentices in learning at levels 2 and 3. Most apprentices are working towards framework qualifications in childcare. A few apprentices are working towards standards-based apprenticeships in business administration and supply chain operations. The provider does not subcontract any provision.

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Reasonable progress

Leaders and managers make good use of their knowledge of regional skills priorities to inform their understanding, planning and resourcing of their apprenticeship programmes. Leaders ensure that the curriculum is responsive to local employment and skills needs, as well as meeting the principles of an apprenticeship.

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Reasonable progress

Leaders and managers ensure that staff at all levels of the organisation have high expectations for apprentices. Leaders have appointed suitably experienced and vocationally qualified staff to deliver apprenticeship courses, the majority of whom hold a formal teaching qualification.

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Reasonable progress

Observations of teaching, learning and assessment undertaken by managers provide leaders with a broadly accurate understanding of the quality of training being delivered to apprentices. Trainers benefit from effective personal development that helps them to improve their practice and to ensure that apprentices routinely benefit from a high-quality learning experience. However, in a small minority of cases, observers do not focus sufficiently on the extent to which apprentices are acquiring new skills, knowledge and behaviours to inform their judgements. Monitoring visit: Flt Training (Liverpool) Limited, 9–10 July 2019 Leaders give high priority to the development of apprentices’ skills in English and mathematics. They have put effective support in place to help apprentices achieve and develop confidence in these essential skills. A high proportion of apprentices successfully achieve their functional skills qualifications at the first attempt.

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Reasonable progress

Leader and managers make good use of management information to ensure suitable oversight of apprenticeship programmes. Leaders have a consistent and determined focus on continual improvement. Directors have a good understanding of the strengths of the provision and areas for improvement. Self-assessment and quality improvement arrangements are inclusive and rigorous.

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Reasonable progress

Most apprentices develop high levels of self-confidence and vocational expertise. Trainers make good use of vocational skills scans to plan challenging learning from apprentices’ starting points. Most apprentices make at least the rate of progress expected of them, and a few are ahead of target.

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Reasonable progress

Trainers use their professional experience well to deliver an effective range of well- considered learning activities that extend apprentices’ knowledge and understanding. Apprentices confidently apply their new learning and skills successfully in the workplace. For example, apprentices in childcare support young children well to develop their social skills through messy play, baking cupcakes and making birthday cards. Warehousing apprentices learn to follow operating procedures to pick and pack orders correctly so that they are ready for dispatch.

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Reasonable progress

Employers are fully involved in the apprenticeship programme and benefit greatly from the contribution that apprentices make at work. They help plan and coordinate training activities and provide effective coaching in the workplace. Employers ensure that apprentices routinely receive their off-the-job training entitlement. Many apprentices benefit from undertaking a range of additional training that aids their effectiveness in the workplace, such as completing food hygiene and paediatric first-aid training.

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Reasonable progress

Pastoral support is effective. Where an additional need is identified, apprentices are supported well. Apprentices benefit from the support they receive. Trainers provide advice and guidance that ensure that all apprentices are on the right level of programme. Most apprentices have a precise understanding of their career pathways and progression routes to further and higher education. Trainers provide good coaching in the workplace to develop apprentices’ English and mathematics skills. Apprentices understand how these skills help them at work and in their personal lives.

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Reasonable progress

Too often, feedback provided by a small minority of trainers does not identify for apprentices which aspects they have done well and which they need to improve in their Monitoring visit: Flt Training (Liverpool) Limited, 9–10 July 2019 written assignments. As a result, a few apprentices do not make the progress of which they are capable.

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Reasonable progress

Safeguarding assumes a high priority in leaders’ thinking. The designated safeguarding officer is appropriately trained for the role and is well informed about issues such as online safety and child sexual exploitation.

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Reasonable progress

Leaders undertake suitable pre-employment checks to assure themselves that staff are vetted before they are allowed to work with apprentices. Managers ensure that staff benefit from appropriate training in safeguarding and the ‘Prevent’ duty. Trainers promote the principles of safeguarding well to apprentices.

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Reasonable progress

Apprentices feel safe and work safely. They have a secure understanding of the dangers of cyber bullying and how to identify potential signs of online grooming when using social media. Apprentices know how, and to whom, they must report any concerns they may have.

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Reasonable progress

Managers have developed a set of suitable policies and procedures that are designed to keep apprentices safe. Leaders have yet to develop a ‘Prevent’ duty action plan, setting out how they intend to protect apprentices from the ongoing dangers associated with extremist ideologies. Monitoring visit: Flt Training (Liverpool) Limited, 9–10 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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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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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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