Plato Training (UK) Ltd

Plato Training (UK) Ltd Monitoring visit report

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Name of lead inspector: Jackie Moores, Ofsted Inspector

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Type of provider: Independent learning provider

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Address:

Unit 3 Wilkinson Court Wrexham Industrial Estate Wrexham LL13 9AE Monitoring visit: Plato Training (UK) Ltd, 17–18 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

Plato Training (UK) Ltd was established in 2008 to provide training in residential childcare and adult social care through subcontracted arrangements. At the time of the monitoring visit, 19 directly funded apprentices were enrolled on a mixture of framework and standards-based programmes at level 2 and level 3 in residential children’s care and adult social care.

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Reasonable progress

Leaders and managers have developed programmes that meet the needs of apprentices and employers. Apprentices develop significant new skills, knowledge and behaviours that enable them to work in specialist residential settings with vulnerable children and adult clients. For example, apprentices develop skills to support victims of child sexual abuse.

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Reasonable progress

Leaders and managers have a clear strategy for growth and are implementing this in a measured way. Leaders and managers have good working relationships with the apprentices’ employers, who specialise in residential care for children and adults with disabilities.

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Reasonable progress

Leaders and managers ensure that apprentices receive good advice and guidance and their apprenticeship prepares them well for the next step. As a result, the vast majority of apprentices who have already successfully completed their programmes remain in work and move into promoted posts.

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Reasonable progress

Apprentices receive a thorough induction on all elements of their training. For example, they have a very useful handbook that clearly sets out the responsibilities of all those involved in the apprenticeship programme. This prepares apprentices Monitoring visit: Plato Training (UK) Ltd, 17–18 July 2019 well for learning. They know what is expected of them and their employer for the duration of their apprenticeship. Leaders and managers have ensured that there are suitably qualified staff in place to deliver all aspects of the apprenticeship.

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Reasonable progress

Managers and assessors effectively monitor the progress of apprentices and implement effective strategies to help them stay on track. As a result, apprentices make at least the progress expected of them.

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Reasonable progress

There are currently no governance arrangements in place. Leaders rightly recognise this, but have not yet put arrangements in place.

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Reasonable progress

Leaders and managers identify accurately that current self-assessment arrangements do not focus sufficiently on areas for improvement. Consequently, improvement action plans do not set specific enough priorities to enable leaders and managers to monitor fully the impact of actions taken to improve the standard of education and training.

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Reasonable progress

Tutors collaborate well with employers and apprentices to select an individual programme of learning that meets apprentices’ training needs and the needs of the business. As a result, apprentices learn new knowledge, skills and behaviours that relate directly to their individual job roles. They use the knowledge and skills acquired to ensure that they provide a high standard of care.

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Reasonable progress

Apprentices produce work of at least an appropriate standard, and in some cases a good standard, for the level of their qualification. Tutors provide positive feedback about what they have done well. However, tutors do not provide feedback to help them improve their work further, including how to correct their mistakes in spelling and punctuation.

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Reasonable progress

Apprentices undertake vocational training and additional courses organised by their employer. These are helping them to develop new skills and knowledge such as first aid, counselling skills and understanding mental health concerns. This helps apprentices support skilfully the mental health of the young people in their care.

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Reasonable progress

Tutors work effectively with apprentices and their employer to monitor progress. Where apprentices begin to fall behind their expected level of progress, tutors intervene quickly to arrange additional support sessions. As a result, current apprentices are on track to achieve their apprenticeships within the planned timeframe. Monitoring visit: Plato Training (UK) Ltd, 17–18 July 2019 Apprentices develop a good understanding of safeguarding and how it applies to their work in residential childcare centres. For example, apprentices understand how children in their care are vulnerable to peer-on-peer abuse.

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Reasonable progress

Apprentices benefit from sufficient off-the-job training. However, this is not always planned or reviewed well enough to ensure that apprentices make rapid progress in gaining new skills and knowledge.

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Reasonable progress

Tutors do not support and challenge apprentices to develop the applied English and mathematical skills they need for the workplace. For example, tutors do not reinforce the importance of a good standard of written English when they provide feedback on their written work.

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Reasonable progress

Safeguarding arrangements are effective. Leaders and managers place a high priority on ensuring that apprentices are safe. Staff receive training in safeguarding and, consequently, understand their responsibilities to keep apprentices safe. The designated safeguarding officers are suitably qualified. Managers have established effective reporting procedures to record and monitor safeguarding concerns. Leaders ensure that concerns are dealt with swiftly and appropriately.

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Reasonable progress

Leaders and managers carry out appropriate safe recruitment processes, including Disclosure and Barring Service (DBS) checks. They ensure that all staff receive regular training to maintain their knowledge of key safeguarding issues and develop their understanding of the risks associated with extremism and radicalisation.

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Reasonable progress

Apprentices have a good awareness and understanding of safeguarding issues. Apprentices can explain how to keep themselves and others safe and how to raise any safeguarding concerns. Managers are proactive in signposting apprentices to a range of relevant local and national support agencies. Monitoring visit: Plato Training (UK) Ltd, 17–18 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 looked after children, 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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