The Number 4 Group Limited

The Number 4 Group Limited Monitoring visit report

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Name of lead inspector: Nigel Bragg, Ofsted Inspector

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Type of provider: Independent learning provider

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Address:

Office 21–22 Greetwell Place 2 Lime Kiln Way Lincoln LN2 4US Monitoring visit: The Number 4 Group Limited, 3–4 September 2019

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Context and focus of visit

From March 2019, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of adult learning provision which began to be funded from August 2017 or after by the Education and Skills Funding Agency. 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 ‘Monitoring visits to providers that are newly directly publicly funded’ and ‘Monitoring visits’. The focus of these visits is on the themes set out below.

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Context and focus of visit

The Number 4 Group Limited (N4G) started to deliver adult learning in November 2017. N4G offers Construction Skills Certification Scheme (CSCS) training and testing for building site operatives. In addition, N4G delivers a qualification at level 2 for door supervisors in the private security industry. Four learners were undertaking this training at the time of the monitoring visit.

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Significant progress

The senior management team has a clear vision of how their provision can help unemployed adults to return to the job market. Managers work very closely with employers, Jobcentre Plus and charities to identify industry sector and regional skills shortages. Managers have successfully designed programmes that allow learners to gain the relevant accreditation required by the security and construction industries. In addition, learners’ training offers extra qualifications that help them to achieve their long-term career goals. Leaders and managers use government funding effectively to overcome learners’ social and economic barriers to success. Consequently, a high proportion of learners achieve their qualifications and go into employment, training or further education.

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Significant progress

The management of quality assurance and improvement are good. Managers have a sound understanding of the provision’s strength and weaknesses. They make very effective use of direct observations to secure improvements in taught sessions. Managers evaluate staff and learner performance against a challenging array of numerical indicators. This, along with regular review of the effectiveness of implemented actions, contributes to rapid improvements.

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Significant progress

Managers and tutors very effectively track learners’ progress. Records are detailed and frequently reviewed. They allow managers and tutors to swiftly identify learners who are falling behind in their studies and implement effective remedial actions. Monitoring visit: The Number 4 Group Limited, 3–4 September 2019 The senior management team make good use of data to evaluate the impact of their recruitment and training strategies on learners. Managers meticulously collect and analyse a wide range of data to identify trends. For example, they have found that the proportion of females recruited to security and construction programmes conforms to the low rates found in these industries. Consequently, promotion tactics have been adjusted to encourage higher female participation. It is too early to judge the effect of this improvement initiative.

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Reasonable progress

Tutors have extensive knowledge and experience of their vocational areas. They fully exploit this to plan interesting and lively sessions that motivate learners to achieve. Tutors adeptly build learners’ ability to apply theory to workplace scenarios and use correct technical vocabulary. For example, learners are taught the etiquette and legalities applicable to conducting body searches. Subsequently, they participate in tasks where they practise the techniques of identifying risks inherent in targeted body searches.

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Reasonable progress

Tutors make effective use of real-life examples to promote learners’ understanding. As a result, learners make good progress in raising their awareness of current working practices within their chosen vocational area.

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Reasonable progress

Tutors and staff are very supportive of learners who have often disengaged from participating in learning. Tutors get to know their learners quickly and help them to settle into their studies. Consequently, learners develop better self-confidence and improved verbal communication skills. This helps to address learners’ anxieties about the training and contributes to the high number that complete their programme.

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Reasonable progress

Learners receive immediate and detailed feedback from tutors on their performance during classroom-based learning activities. As a result, learners are clear about how they can improve. However, tutors’ assessment of learners’ written work is not always appropriately synchronised to support end-of-programme testing.

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Reasonable progress

Staff evaluate accurately learners’ development needs with regard to English and mathematical skills at the start of their programme. However, tutors do not consistently use this information to plan actions that improve all learners’ skills effectively. Assessment of additional learning needs and digital skills is not always enough to inform the planning of individual learner support. Monitoring visit: The Number 4 Group Limited, 3–4 September 2019

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Significant progress

Leaders and managers have given the protection of learners and staff a very high priority. Safeguarding policies and procedures are comprehensive and subject to frequent review and improvement. Managers use safe recruitment and appropriate vetting arrangements.

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Significant progress

All staff are fully trained in safeguarding. The well-qualified designated safeguarding officer (DSO) has established a wide range of partnerships with external agencies. The DSO very effectively exploits these links to develop staff awareness and competence in dealing with safeguarding concerns.

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Significant progress

Detailed risk assessments include a very good consideration of the ‘Prevent’ duty. Staff have a sound appreciation of their responsibilities for keeping learners and themselves safe. Managers have dealt quickly and effectively with the few reported safeguarding incidents.

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Significant progress

Learners have a good understanding of safeguarding, British values and the dangers posed by extremism and radicalisation. They apply their learning very effectively to explain how to deal with challenging situations they could encounter. Monitoring visit: The Number 4 Group Limited, 3–4 September 2019 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.

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Significant progress

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 .

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Significant progress

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Significant progress

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Significant progress

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

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