Ashley Community & Housing Ltd

Further education and skills inspection report

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Inspection of Ashley Community & Housing Limited

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Apprenticeships Requires improvement Previous inspection grade Not previously inspected

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Information about this provider

Ashley Community & Housing Ltd (ACH) is an independent learning provider based in Bristol and the West Midlands. It specialises in the economic, social and civic integration of refugees and newly arrived migrants to the United Kingdom by providing accommodation and community-based training. At the time of the inspection, eight apprentices were enrolled on two different standards-based apprenticeship programmes. Three apprentices were on level 5 operations and departmental manager apprenticeships, working for ACH in Bristol. Five apprentices were on level 3 gas engineering operative apprenticeships with a subcontractor in Newcastle upon Tyne. One apprentice had recently completed a level 2 property maintenance apprenticeship. 21–24 January 2020

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What is it like to be a learner with this provider?

Apprentices are highly motivated. They enjoy their learning and value the skills and knowledge that they develop through their courses. Most make a full contribution to their employer’s business.

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What is it like to be a learner with this provider?

Management apprentices develop confidence in managing teams, independence and resilience. Their skills develop through involvement in a broad range of activities, such as representing their employer at stakeholder groups. They are mentored by senior staff. They make company presentations about new developments to other staff. Apprentices have a significant impact in their workplaces.

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What is it like to be a learner with this provider?

Gas apprentices appreciate that they learn how to maintain a wide range of modern gas appliances using the industry-standard resources in the subcontractors’ workshops.

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What is it like to be a learner with this provider?

Trainers and employers do not provide a rich enough curriculum that allows apprentices to develop rich knowledge on their management and gas engineering courses. Trainers do not provide sufficient guidance and challenge for apprentices to aspire to the higher grades available on the apprenticeship. As a result, apprentices only achieve the minimum required to complete their apprenticeship.

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What is it like to be a learner with this provider?

Apprentices feel safe and have a good understanding of how to keep themselves safe in the workplace. Gas apprentices know how to meet the exacting safety requirements of the gas industry. Trainers work effectively with managers to implement safe working practices when apprentices are visiting clients.

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better?

Leaders use their clear strategic mission to support the economic, social and civic integration of refugees and newly arrived communities. The apprenticeship programmes support this mission well. For example, the introduction of the property maintenance operative and gas engineer apprenticeships is helping to meet the skills needed to maintain accommodation, including that for refugees provided by ACH. The management apprenticeship provides opportunities to strengthen the work of managers within ACH in serving the needs of refugees. Many ACH managers were themselves refugees.

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better?

Leaders and managers have been successful in improving the quality of education. They have overcome most of the weaknesses identified in the previous monitoring visit. Managers now check the quality of their apprenticeships more carefully and have better oversight of the learning that apprentices undertake with their subcontractor. However, they recognise that there is still more to do.

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better?

Too few apprentices on the management programme complete their apprenticeship because they do not value it. This is because management apprentices have not been receiving sufficient or clear enough guidance at the beginning of their course. 21–24 January 2020

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Consequently, they do not value the apprenticeship as a key part of their career development. Too many apprentices do not continue through to the final assessment.

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Trainers have designed the programme to build apprentices’ knowledge and understanding in careful steps. However, it is limited in its ambition since apprentices only learn enough to pass with the lowest grade. Trainers do not challenge and prepare apprentices well enough to achieve their full potential by encouraging apprentices to produce work of a quality above the minimum level. Most apprentices are not aware that it is possible to gain grades higher than a pass, such as a merit or distinction, in their final assessment.

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Trainers assess apprentices’ practical skills development effectively, but they do not assess apprentices’ academic progress well enough. Trainers do not identify how apprentices can improve their written work; nor do they provide an effective curriculum for improving apprentices’ English skills.

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Line managers help apprentices develop and apply their skills effectively in their job. As a result, they make a significant contribution within the workplace. For example, management apprentices have opportunities to lead teams and manage projects that allow them to apply the management theory they have been taught. The combination of practical and theoretical knowledge helps them when supporting service users to find housing.

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As a result of their training, management apprentices become fully involved in the wider professional life of their organisation. For example, they act as representatives at stakeholder forums. Those who complete their qualification are keen to move on to the next stage of their development through higher learning and promotion.

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Gas engineering apprentices gain a good knowledge of gas regulations and how they apply to a range of appliances. They develop good practical skills that enable them to work confidently on a variety of modern gas kitchen and heating appliances safely. For example, the apprenticeship programme has given them the knowledge and skills to undertake flue flow tests in the workplace.

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Most apprentices receive effective careers information, advice and guidance from their trainers and their employers. This ensures that they have the relevant understanding of career options and their next steps in their field of work and in the wider community. They also benefit from regular attendance at off-the-job training sessions.

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Apprentices have a good understanding of British values and they have become well equipped to protect themselves from the risks of radicalisation and extremist views. The apprentices working with vulnerable service users are confident in identifying local issues that affect their daily lives and have close working relationships with local organisations that provide support. 21–24 January 2020

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Leaders have recently introduced a system of governor oversight of the apprenticeship programme. The new governors are developing a good understanding of the strengths and weaknesses of the apprenticeships and are also beginning to provide effective coaching support for senior managers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers place a high priority on safeguarding in the work they do within the refugee community. They have developed a strong culture of safeguarding and protection within the organisation and have implemented appropriate safeguarding policies and procedures.

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Safeguarding

Apprentices feel safe at work and know whom to contact should they have any concerns.

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Safeguarding

Leaders and managers have in place suitable processes to ensure the safe recruitment of staff. They act appropriately on the information arising from these processes.

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What does the provider need to do to improve?

 Leaders and managers should ensure that the apprentices’ curriculum is sufficiently ambitious so that they are aware of and can achieve higher grades.  Leaders and managers need to improve the initial advice and guidance for apprentices on the management programme so that they are clear about the requirements of the apprenticeship and the value a well-designed apprenticeship can bring to their careers.  Trainers should incorporate English language teaching into the curriculum.  Trainers should improve the quality of feedback they provide to apprentices so that apprentices are clear about what they need to do to improve. 21–24 January 2020

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Provider details

Address 2nd Floor, Eden House Eastgate Office Park Eastgate Road Bristol BS5 6XY

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Ignite 21–24 January 2020

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Information about this inspection

The inspection team was assisted by the business development manager, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Roger Pilgrim, lead inspector Ofsted Inspector Terri Williams Ofsted Inspector Mark Wardle Ofsted Inspector 21–24 January 2020

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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.

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