HEXAM Training Limited

Universal Learning Streams (USL) Limited Monitoring visit report

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Name of lead inspector: Bev Ramsell, Her Majesty's Inspector

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Type of provider: Independent learning provider

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Address: Waterside Business Centre Cilmedw Way Llangollen Denbighshire LL20 8AG Monitoring visit: Universal Learning Streams (USL) Limited, 21–22 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

In October 2017 Universal Learning Streams (USL) Limited received its own publicly funded contract. The company delivers apprenticeship frameworks in care leadership and management at level 5, health and social care at level 3, and residential childcare at level 3. It also delivers the apprenticeship standard in lead adult care worker at level 3. Currently, 128 apprentices are on apprenticeship programmes. Most apprentices are studying apprenticeship frameworks.

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Reasonable progress

Leaders recognise the importance of employing qualified sector professionals. All trainers hold relevant qualifications within their vocational specialism. Additionally, all trainers hold functional skills qualifications in English and mathematics at level 2. A few trainers hold an information and communication technology (ICT) qualification at level 2. All trainers are working towards formal teaching qualifications. As a result, apprentices receive good support to enable them to fulfil their potential.

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Reasonable progress

Managers recruit apprentices with integrity to ensure that they benefit from the apprenticeship. Managers test candidates’ vocational knowledge, skills and behaviours before starting an apprenticeship. Through this, managers identify accurately the starting points of each candidate. Those who demonstrate a high knowledge and skills base in excess of the requirements of the apprenticeship receive offers of other training that is more appropriate to their needs and aspirations. Consequently, managers ensure that all apprentices develop substantial new knowledge, skills and behaviours as a result of the apprenticeship.

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Reasonable progress

Leaders and trainers plan well for end-point assessment (EPA). Trainers have a clear understanding of how to develop apprentices for the EPA. Apprentices know what they need to do to achieve. They know how to achieve a distinction grade and are confident in their ability to do so. Monitoring visit: Universal Learning Streams (USL) Limited, 21–22 August 2019 Leaders ensure that programmes meet the principles and requirements of an apprenticeship. For example, they require employers to sign a contract making them aware of their commitment to the apprenticeship. However, a small minority of employers have not applied their commitment to the 20% off-the-job training requirement. As a result, a few apprentices complete work in their own time.

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Reasonable progress

Managers’ observations of teaching and learning are not effective. They observe trainers’ workshop sessions regularly, but they give insufficient attention to learning. Feedback does not help trainers to understand how to develop learning more effectively.

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Reasonable progress

Information, advice and guidance at the start of the programme are effective in ensuring that apprentices are on the right course at the right level. Most apprentices are clear about the steps they need to take to achieve their career aspirations.

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Reasonable progress

Managers value the contribution that apprentices make at work. Apprentices develop effective new knowledge and skills. For example, apprentices work in roles that facilitate care users’ supported living. They confidently support the people they work with to complete daily tasks at home. As a result, these individuals become more independent. Apprentices benefit from effective additional training at work, such as in dementia awareness, mental health first aid, and moving and handling training. As a result, apprentices quickly become knowledgeable about and skilled in their roles. They are better able to care for the people that they support.

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Reasonable progress

Trainers visit apprentices frequently in the workplace. They work closely with workplace managers to provide apprentices with well-structured training activities. As a result, apprentices make at least the expected progress with their studies. Where apprentices fall behind, effective support is in place to help them catch up.

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Reasonable progress

Trainers do not develop apprentices’ English, mathematical and digital skills sufficiently. They do not plan support for apprentices quickly enough. Consequently, apprentices start their functional skills training too late in their programme to be able to make rapid progress in developing the required knowledge and skills.

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Reasonable progress

Trainers do not provide feedback that is sufficiently developmental. It does not identify what apprentices need to do to improve their written work or deepen their knowledge and understanding. As a result, apprentices continue to make the same mistakes. Trainers correctly identify spelling and grammatical errors. Monitoring visit: Universal Learning Streams (USL) Limited, 21–22 August 2019

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Reasonable progress

Leaders have appointed a new designated safeguarding lead (DSL) who has appropriate qualifications and is very experienced. The quality director provides good support to the DSL.

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Reasonable progress

Leaders intervene quickly when potential safeguarding concerns arise. The DSL takes appropriate action to support apprentices when needed. The DSL works with the apprentice and the employer to find a resolution. Apprentices rightly feel fully supported.

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Reasonable progress

Leaders train staff regularly in safeguarding and the ‘Prevent’ duty. However, local area updates are not included within this training. As a result, trainers are not clear about concerns within their local regions and cannot accurately advise apprentices about local threats.

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Reasonable progress

Managers complete appropriate risk assessments of all employers. However, managers do not systematically review employers’ safeguarding or ‘Prevent’ duty policies. As a result, managers do not always have a clear and detailed enough understanding of employers’ safeguarding practice. Monitoring visit: Universal Learning Streams (USL) Limited, 21–22 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 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

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 the Information Policy Team,

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Reasonable progress

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

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Reasonable progress

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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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