Agincare Group Limited

Agincare Group Limited Interim visit report

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Type of provider: Independent learning provider

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Address: Admiralty Buildings Castletown Portland Dorset DT5 1BB Interim visit: Agincare Group Limited, 7–8 October 2020

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Context and focus of visit

On 17 March 2020, all routine inspections were suspended due to the COVID-19 (coronavirus) pandemic. As part of our phased return to routine inspections, we are carrying out ‘ interim visits ’ to further education and skills providers. Interim visits are to help learners, parents, employers and government understand how providers are meeting the needs of learners and apprentices in this period, including learners with high needs and those with special educational needs and/or disabilities.

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Context and focus of visit

We intend to return to routine inspection in January 2021 but will keep the exact timing under review.

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Context and focus of visit

The focus of these visits is on the themes set out below and the findings are based on discussions with leaders, managers, staff and learners.

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Information about the provider

Agincare Group Limited is a privately-owned care provider whose head office is based in Portland, Dorset. The company has approximately 3,500 employees delivering a wide range of domiciliary, live-in and residential care-related services to adults in 20 care homes across England. The company started delivery of its apprenticeship programme in May 2017. At the time of the visit, the company had 223 apprentices in learning, all on standards-based apprenticeship programmes. Most apprentices were working towards an adult care support worker apprenticeship at level 2 or lead adult care worker at level 3. The remaining apprentices were working towards a range of qualifications in business administration and team leader supervisor at level 3 and assessor and health care practitioner at levels 4 and 5. The provider delivers all training directly.

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stakeholders and adapts to changed circumstances?

Leaders described how the pandemic has substantially reduced the amount of time teaching and learning coaches (TALCs) can spend in face-to-face meetings with apprentices. They have adapted the curriculum to ensure that it still meets the reasonable needs of apprentices. They have increased employers’ roles in skills training and provided apprentices with more information and resources to support their learning. Following consultations with employers, leaders identified an online system to use for web-based teaching, one-to-one meetings and apprentices’ reviews.

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stakeholders and adapts to changed circumstances?

TALCs contacted apprentices to explain the changes and help them use the new system. Most apprentices have adapted to this new way of working. TALCs have Interim visit: Agincare Group Limited, 7–8 October 2020 ensured that apprentices without access to suitable equipment, like a laptop, can borrow one at work. In a few instances, TALCs use paper-based resources and phone calls to support apprentices who struggle with online learning.

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stakeholders and adapts to changed circumstances?

Leaders bought an online learning tool for teaching mathematics and English functional skills. This tool identifies gaps in apprentices’ knowledge and creates an individualised learning plan. However, the number of apprentices able to complete functional skills examinations remains a challenge because TALCs are unable to invigilate the tests. Leaders are planning to train employers to invigilate.

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stakeholders and adapts to changed circumstances?

Leaders have identified that not all apprentices are proficient enough in information technology. They will adapt the curriculum further to improve apprentices’ proficiency. Leaders have continued to offer apprentices careers advice and guidance throughout the pandemic.

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stakeholders and adapts to changed circumstances?

Leaders commented on the additional financial costs associated with online learning, for example the extra costs for licenses and equipment for staff and apprentices. However, this has been balanced by savings in travel costs.

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the reasonable needs of learners?

Leaders have maintained the curriculum with as little interruption to apprentices’ programmes as possible. They have ensured that apprentices continue to receive hands-on, practical skills training directly from employers, now that it cannot be done face-to-face by TALCs. TALCs work with employers and apprentices to plan the content and outcomes of practical skills training. As a result of this work, employers understand more about the purpose and value of off-the-job training.

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the reasonable needs of learners?

Employers provide testimonies identifying apprentices’ practical learning. Apprentices are also required to submit a written account to TALCs, documenting their learning and how they are applying it at work. TALCs also check apprentices’ understanding in depth, using a professional discussion.

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the reasonable needs of learners?

TALCs continue to provide the knowledge elements of the apprenticeship using the online learning package. They, and apprentices, have been trained to use this package and most apprentices said they now regard it as a normal part of their learning. Apprentices like how it provides individualised face-to-face, real-time teaching and interaction between themselves and their TALCs.

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the reasonable needs of learners?

TALCs spend more time online with apprentices because they do not spend so much time travelling. They schedule their online interactions with apprentices to suit apprentices’ availability. They provide more in-depth support and more detailed feedback. Overall, they feel that the online system has helped them enrich the teaching and learning process, making it more productive. Apprentices attended well Interim visit: Agincare Group Limited, 7–8 October 2020 and made good progress throughout the pandemic. Apprentices told us they had not experienced any reduction in the quality of training they receive.

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potential risks, including from online sources?

Staff explained how safeguarding has to be a fundamental component of their and apprentices’ working lives because they work with vulnerable adults. TALCs receive regular training in a range of safeguarding topics. They contact apprentices every two weeks to check on their progress and well-being. They ask apprentices more- searching questions during online meetings because it is harder to notice visual cues in apprentices’ body language than when meeting them face-to-face.

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potential risks, including from online sources?

Apprentices and TALCs discuss safeguarding themes during their meetings. Apprentices described the monthly newsletter they receive, which contains articles about safeguarding matters, including mental health and maintaining a work–life balance.

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potential risks, including from online sources?

Apprentices we spoke to recall their safeguarding training. They told us that they knew how to protect themselves and others at work and online. They knew who to contact to report any safeguarding concerns. Interim visit: Agincare Group Limited, 7–8 October 2020 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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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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potential risks, including from online sources?

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

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