Divad Training Limited

Divad Training Ltd. Monitoring visit report

p.1

Name of lead inspector: Peter Nelson, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address: 2nd Floor 314 Regents Park Road Finchley London N3 2JX Monitoring visit: Divad Training Ltd., 14–15 October 2020

p.1

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.

p.2

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.

p.2

Context and focus of visit

Divad Training Ltd. (DTL) provides training to local and regional employers, the vast majority of which are based in and around London. At the time of the monitoring visit around 140 learners were registered on apprenticeship programmes, from levels 2 to 5, studying a range of apprenticeships, including business administration, customer service, childcare, team leading, management, and health and social care. Around a fifth of learners are male, and four fifths female. Around three quarters of learners are from a black and minority ethnic heritage. At the time of the visit 34 learners were in funding, and 111 learners had passed their planned end dates.

p.2

Reasonable progress

Since the previous visit by inspectors in October 2019, leaders have rationalised the apprenticeship programme. They have ceased using brokers to recruit apprentices. They have reimbursed funding for those learners who were inappropriately recruited originally. Leaders have also taken steps to address shortfalls in expertise within the management and assessor workforce. As a result, DTL’s current range of apprenticeships helps address the training needs of employers in the local community, particularly in childcare, and health and social care. It also fits with the expertise of staff and assessors. Monitoring visit: Divad Training Ltd., 14–15 October 2020 Leaders have made good use of links with other training providers and sector advisers to raise standards. For example, they have refined and updated learning resources and progress tracking procedures. Leaders have strengthened their oversight of the work of assessors, improved their communication with employers

p.2

Reasonable progress

and increased the frequency of meetings with assessors. Assessors and employers now have a better understanding of their respective roles in providing a high-quality experience for learners.

p.3

Reasonable progress

As a result of the efforts of leaders, managers and assessors, the quality of training and the effectiveness of the apprenticeship programme have improved since the previous visit. The provision now meets the requirements of an apprenticeship programme. This has helped raise the satisfaction levels both for learners and employers.

p.3

Reasonable progress

Restrictions as a result of COVID-19 have had a substantial impact both on apprentices, many of whom were furloughed, and also on DTL staff. Since restrictions eased, leaders and managers have drawn up a clear improvement action plan. They rightly continue to focus on those areas where they acknowledge that further improvements are required. For example, they recognise the need to improve the quality of teaching of English and mathematics functional skills. They also acknowledge that the high turnover of assessors has had an adverse impact on the experience of a minority of apprentices. At the time of the visit, leaders were also in the process of establishing an independent board to help introduce more-effective checks and balances on the quality of provision.

p.3

Reasonable progress

Since the previous visit, around a third of apprentices have achieved their apprenticeship frameworks. A high proportion of learners have also achieved their functional skills qualifications in English, mathematics, and information and communication technology.

p.3

Reasonable progress

Assessors use their vocational expertise well to plan programmes that meet the needs of most apprentices. They carefully and sequentially link topics together, such as the importance of considering safeguarding when assessing children’s progress in childcare settings.

p.3

Reasonable progress

Assessors encourage apprentices to link the knowledge, skills and behaviours they teach to apprentices with the experience which apprentices gain in the workplace. Apprentices comment that their theory sessions frequently have a direct link to their workplace practice. Apprentices recognise and value the difference that they make in their workplace because of their apprenticeship programmes. For example, childcare Monitoring visit: Divad Training Ltd., 14–15 October 2020 apprentices describe how a deeper understanding of autism spectrum disorder has enabled them to better support young people with autism spectrum disorder.

p.3

Reasonable progress

Apprentices benefit from good careers guidance, which they find useful for planning their next steps. Advisers tailor their advice to address each apprentice’s personal circumstances and aspirations

p.4

Reasonable progress

On occasions, assessors do not focus sufficiently on developing apprentices’ understanding of equality, diversity or British values. As a result, apprentices are not always able to explain the importance of these subjects in their workplace.

p.4

Reasonable progress

Apprentices value the support they receive from their assessors. Assessors often provide useful and insightful feedback to apprentices. For example, childcare apprentices stated that they gained confidence from the positive feedback they received, following recent presentation skills workshops. However, a minority of assessors lack confidence and fluency in using technology to maintain links with apprentices. At times, this has hampered assessors’ ability to maintain clear and timely lines of communication with apprentices during lockdown.

p.4

Reasonable progress

Leaders, managers and assessors promote good awareness of safeguarding to help assure the safety and welfare of apprentices. Learners feel safe, and know what actions to take, or who they should contact, if they have any concerns.

p.4

Reasonable progress

Leaders and managers have suitable procedures in place to support the organisational approach to safeguarding. For example, they follow appropriate processes when recruiting new staff. When assessors carry out reviews with apprentices, they regularly check apprentices’ understanding of safeguarding. They discuss possible risks which apprentices may encounter, associated with extremism and radicalisation. Assessors also help raise apprentices’ awareness of how to stay safe online.

p.4

Reasonable progress

Leaders have worked with specialists to put in place appropriate risk assessments to protect the welfare of staff and learners as they returned to work following earlier restrictions. Leaders also work closely with those apprentices and assessors who visit care settings as part of their role, to mitigate any risk for apprentices, assessors and residents of the care homes. Monitoring visit: Divad Training Ltd., 14–15 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

p.4

Reasonable progress

children's services, and inspects services for children looked after, safeguarding and child protection.

p.5

Reasonable 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 .

p.5

Reasonable progress

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 the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

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

p.5