Blinc Training Solutions Ltd

Blinc Training Solutions Limited Monitoring visit report

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Name of lead inspector: Alison Gray, Ofsted Inspector

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Type of provider: Independent learning provider

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Address:

22 Albert Road Clayton West Huddersfield HD8 9NL Monitoring visit: Blinc Training Solutions Limited, 1-2 August 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

Blinc Training Solutions Limited (Blinc) offers advanced apprenticeships in the children’s residential sector. It began delivering apprenticeships in December 2017. Currently, 17 apprentices are studying towards the residential childcare apprenticeship framework at level 3. All apprentices are aged over 19 and are employed by a national provider of children’s care. Blinc staff deliver the provision alongside training provided by the employer in the workplace. The company ceased recruiting apprentices in December 2018 and plan to stop delivering apprenticeships by July 2020.

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Reasonable progress

Leaders plan their programmes well to ensure that they meet the requirements of the apprenticeship. As a result, most apprentices complete on, or ahead of, the time allocated to them. Apprentices improve their skills and knowledge about caring for children in residential care settings through a combination of well-planned employer delivered training, and face-to-face and online training provided by Blinc assessors. Apprentices receive sufficient time for training at work. However, assessors do not maintain accurate records for off-the-job training. This limits their ability to demonstrate that apprentices receive their full entitlement.

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Reasonable progress

Partnership arrangements between the employer and provider staff are strong. Apprentices are recruited to appropriate programmes to meet their job role and skill levels. On successful completion of their apprenticeship they have the opportunity to progress to team leader roles at work and to higher-level qualifications.

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Reasonable progress

Leaders robustly monitor apprentices’ progress and communicate this effectively to the employer each month. Together they discuss and take appropriate action for the small minority of apprentices falling behind. Assessors target these apprentices to help them catch up. Monitoring visit: Blinc Training Solutions Limited, 1-2 August 2019 Leaders’ self-assessment report and improvement plan are developed without the involvement of stakeholders. The report fails to give sufficient priority to the monitoring of all training. The two Blinc assessors observe each other’s work but they do not monitor the quality of training delivered by the employer to ensure that it is meeting the standards required by the apprenticeship. As a consequence, leaders do not have oversight of the quality of all teaching and learning to enable them to take action when required.

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Reasonable progress

Leaders have arrangements in place for apprentices who require qualifications in English, mathematics and information and communications technology (ICT) functional skills. First-time pass rates in English are high and most apprentices achieve their mathematics and ICT qualifications within the expected timescales. The few apprentices who already hold functional skills qualifications do not routinely develop their skills further.

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Reasonable progress

Assessors take good account of apprentices’ different starting points. They use their extensive knowledge and experience well in training and review sessions to enable apprentices to explore and evaluate topics related to their work and apprenticeship goals in depth. Through this, apprentices gain significant skills and knowledge that they apply well at work.

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Reasonable progress

Assessors challenge apprentices to apply theoretical knowledge in their everyday practice and to evaluate how it enables them to care for children. For example, apprentices can relate effectively to real situations they experience, such as when children go missing. They apply the knowledge they have learned about the procedures they must follow, including the involvement of other agencies. Apprentices increase in confidence as a result of the training and this enables them to use appropriate strategies when working with troubled children.

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Reasonable progress

Apprentices enjoy their training and feel well supported by both their workplace supervisors and assessors. Assessors effectively communicate with apprentices and maintain dialogue with workplace supervisors about the progress that apprentices are making. Workplace supervisors have a good understanding about how they can support apprentices to make further progress and achieve.

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Reasonable progress

Assessors provide apprentices with helpful and constructive feedback about the progress they are making. Apprentices know what they still need to do to achieve. Assessors encourage apprentices to reflect on and recognise the progress they have made in developing new skills and knowledge.

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Reasonable progress

Most apprentices receive good support and guidance about the need for them to apply English, mathematics and digital skills in real work situations. For example, Monitoring visit: Blinc Training Solutions Limited, 1-2 August 2019 they recognise the need to write accurate incident reports and contact logs and the requirements and protocols for sending professional emails. Apprentices use mathematical skills to calculate work hours and shift patterns. However, assessors do not consistently point out errors in apprentices’ spelling and grammar to enable them to make improvements to their written work.

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Reasonable progress

Leaders have put effective arrangements in place to ensure that apprentices are safe and know how to report any concerns they have. Leaders maintain suitable safeguarding policies and outline the commitment to safe working practice. However, the policy does not refer to the ‘Prevent’ duty in line with Department for Education guidance.

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Reasonable progress

All staff are subject to enhanced Disclosure and Barring Service checks and completed relevant online training. The designated safeguarding lead has completed additional training in what to do in cases of child sexual exploitation and female genital mutilation.

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Reasonable progress

Assessors use their extensive experience of working with vulnerable children to promote a strong culture of safeguarding to apprentices. Assessors ensure that apprentices are developing a good understanding through their training and daily work about how to safeguard children, including how to recognise the signs that someone might be at risk from alcohol or drug misuse. Apprentices have a sound awareness of the risks associated with radicalisation and extremism. Monitoring visit: Blinc Training Solutions Limited, 1-2 August 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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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 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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