Ashley Hunter Ltd

Ashley Hunter 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: Park South Park Plaza Heath Hayes Cannock WS12 2DB Monitoring visit: Ashley Hunter, 4–5 November 2020

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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 the Education and Skills Funding Agency and/or the apprenticeship levy. This provider received a monitoring visit under these arrangements and was found to be making insufficient progress against one or more themes.

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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 additional monitoring visits to new providers that were judged to be making insufficient progress against one or more themes at their previous monitoring visit and would have been due their full inspection up to or during the interim phase but have not received it because of the suspension of routine inspections. This monitoring visit was undertaken as part of those arrangements as outlined in the interim phase operational note for further education and skills and with reference to the further education and skills handbook and is focused on the themes set out below.

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Context and focus of visit

Ashley Hunter Limited (AHL) began to receive public funding for training apprentices in January 2018. Previously, AHL trained apprentices for other training organisations as a subcontractor. AHL offers apprenticeship training in the health and social care sector. At the time of the monitoring visit, the company provided training for 30 apprentices on level 2 and 3 standards-based apprenticeships for adult care workers, and seven apprentices following the level 5 apprenticeship framework in leadership for health and social care and children and young people’s services. AHL works with employers across England. The provider does not work with any subcontractors.

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Reasonable progress

Managers have identified a clear curriculum focus for the provision of health and social care. They use a variety of methods to assess apprentices’ starting points accurately, then use the results to create an individual training plan that meets the needs of the apprentices and the employer well. Careful planning and ordering of the programme mean that the curriculum is tailored for apprentices and their employers. Monitoring visit: Ashley Hunter, 4–5 November 2020 Assessors are well-qualified, knowledgeable and experienced in the adult care sector. They provide good-quality off-the-job training and plan in conjunction with apprentices and their employers. This training also compliments instruction provided by the employer. Apprentices receive their full entitlement to off-the-job training.

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Reasonable progress

Apprentices are well-prepared for the end-point assessment through practice tests and discussions. They are fully aware of the requirements of the end-point assessment and the structure of grading. Assessors challenge apprentices to aim for high grades, which inspires them to stretch themselves.

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Reasonable progress

Assessors complete the commitment statements, which are broadly in line with the funding guidelines. They use delivery and training plans with the employer and the apprentices to identify any changes. However, they do not update commitment statements to reflect any changes or additions to the sequence of learning. As a result, commitment statements are generic and do not reflect the apprentices’ learning plan.

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Reasonable progress

Leaders and governors have strengthened how they monitor the quality of their provision since the previous monitoring visit. They understand the strengths and weaknesses of the provision. Governors are suitably experienced and challenge leaders appropriately when making decisions.

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Reasonable progress

Managers undertake regular observations of trainers during teaching sessions. However, they do not fully identify how trainers assess learning during that process or take steps to understand what the apprentice has learned. As a result, managers are not giving the feedback to trainers that they need to improve.

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Reasonable progress

Apprentices’ knowledge, skills and behaviours have improved significantly as a result of the programme. Apprentices can articulate the new knowledge, skills and behaviours they have learned. They use reflective learning journals to good effect, recording what they have learned and how they will use their learning in the workplace to support their clients and colleagues. Examples include: supporting vulnerable clients with their mental health during local and national restrictions and using information technology for clients to keep in touch with families.

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Reasonable progress

Trainers use additional modules to support the development of apprentices. For example, six months into a level 3 apprenticeship, an apprentice received a promotion into a leadership role. As a result of this promotion, the trainer put in place additional leadership modules to support the apprentice’s advance. Monitoring visit: Ashley Hunter, 4–5 November 2020 Assessors provide most apprentices with detailed and helpful feedback on their written work. Assessors highlight spelling and grammar errors, praise effective points and identify when the apprentice should provide more information or precision in their responses. Feedback is developmental and constructive. Apprentices receive advice on how to improve their grades. For example, an apprentice currently achieving a pass level receives guidance on how to achieve a higher grade.

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Reasonable progress

Apprentices receive appropriate careers guidance. They discuss their career aspirations during reviews with their tutor and employer and receive impartial information from their assessors about career progression and progression to higher education institutions.

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Reasonable progress

Too many apprentices are making slow progress on their programmes. Assessors have implemented ‘slow-progress action plans’ and use gap-analysis tools to identify those apprentices who are falling behind. However, they look only at the completion of units within a qualification and do not focus on the wider knowledge, skills and behaviours needed to complete an apprenticeship.

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Reasonable progress

The designated safeguarding leads (DSLs) are suitably qualified. They have appropriate safeguarding polices and procedures for referrals in place. They make sure staff are well trained and receive regular updates on safeguarding topics. However, the DSLs should make sure that the completion of all referrals are appropriately recorded, to ensure they can account fully for the actions taken.

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Reasonable progress

Assessors raise apprentices’ awareness of safeguarding through induction, e-mails and discussions at development appraisals with employers. Apprentices can clearly explain safeguarding concerns and are aware of who to go to, should they need to.

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Reasonable progress

Apprentices feel well supported by the assessors. For example, apprentices who were feeling slightly overwhelmed during the period of national restrictions were able to speak to their assessor for support. Assessors provided verbal support and directed them to appropriate websites. Apprentices report that they feel safe. Monitoring visit: Ashley Hunter, 4–5 November 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

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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