Active Learning and Development Limited

Active Learning and Development Limited Monitoring visit report

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Name of lead inspector: Richard Deane, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Horizons House Vine Street WR11 4RE Monitoring visit: Active Learning and Development Limited, 24–25 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

Active Learning and Development Limited (ALD) is an independent training provider based in Evesham, Worcestershire. In May 2017, ALD gained a government-funded contract to deliver apprenticeships. In December 2017, the first group of apprentices began the team leading/supervisor level 3 standard. At the time of the monitoring visit, ALD had around 30 apprentices in learning. Apprentices study level 3 team leading/supervisor and level 5 operations/departmental manager apprenticeship standards.

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Insufficient progress

Since the previous visit, leaders have strived to improve the quality of apprentices’ training, but their actions have not resulted in sufficient improvement. Leaders have worked with regional fire services and adapted the curriculum broadly to meet their needs. However, their plans focus too heavily on the completion of a leadership qualification – limiting apprentices’ development of job-related knowledge, skills and behaviours. For example, apprentices spend too long studying topics such as finance and project management at the expense of honing skills specific to their employment, such as leading meetings and managing change. Monitoring visit: Active Learning and Development Limited, 24–25 November 2020 Although leaders have clear plans for teaching the curriculum content, their assessment strategy does not enable all apprentices to achieve their potential. Consequently, too few apprentices know how to use their newly acquired knowledge

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Insufficient progress

and skills to attain the grades of which they are capable.

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Insufficient progress

Leaders have ensured that most trainers and coaches hold the requisite qualifications to deliver their subjects. However, they do not have sufficient expertise to support apprentices to develop their mathematical skills – slowing apprentices’ progress in this subject.

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Insufficient progress

Leaders assure the quality of the curriculum by monitoring trainers’ and assessors’ performance. They rightly identify broad areas for improvement, but they do not scrutinise in sufficient detail trainers’ and coaches’ strategies to help apprentices achieve their best. As a result, leaders do not have enough useful information to plan precise and rapid improvement actions.

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Insufficient progress

Leaders do not check thoroughly the accuracy of apprentices’ documents, including commitment statements and reviews. Too few coaches or trainers update apprentices’ training plans to reflect apprentices’ individual needs. Employers do not attend enough reviews or provide sufficiently helpful feedback on apprentices’ progress.

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Insufficient progress

Since the previous visit, leaders have formed a governing body. One governor has considerable experience of apprenticeship training, giving leaders helpful insight and challenge to improve. After two governance meetings, it is too early to judge the impact of governance in improving the quality of education overall.

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Insufficient progress

The majority of apprentices – particularly those studying at level 5 – develop new skills and knowledge which are useful to themselves and their employer.

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Insufficient progress

Leaders have developed a detailed plan with employers for most of the off-the-job training. Although employers agreed sufficient time for this training, they do not ensure that apprentices receive their entitlement in full – which slows their progress.

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Insufficient progress

Teachers and coaches do not use information about apprentices’ starting points when planning teaching. They focus too much on ensuring that apprentices meet minimum standards, without regard for their existing skills or experience. As a result, teachers and coaches fail to challenge the most able apprentices to achieve the higher-level skills and knowledge needed to reach their full potential. Monitoring visit: Active Learning and Development Limited, 24–25 November 2020 Too few coaches provide apprentices with feedback on their work quickly enough – resulting in apprentices eventually receiving feedback on multiple assignments. Consequently, apprentices do not receive sufficiently helpful feedback over time to improve their work incrementally.

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Insufficient progress

Teachers do not use apprentices’ assessment feedback to inform or plan their teaching. Because coaches mark apprentices’ work, teachers do not know how well apprentices have understood their subject. As a result, teachers are not able to close gaps in apprentices’ knowledge or extend their understanding.

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Insufficient progress

Although coaches complete apprentices’ reviews, too often they are delayed, and employers rarely attend to provide their feedback. Consequently, apprentices are not clear about how well they are doing, and what they need to do to catch up if they fall behind in their work. Where coaches set apprentices targets to improve their work, they are not sufficiently helpful to show exactly what the apprentice should do or achieve. In addition – because coaches fail to review these targets routinely – learners do not understand the progress they are making.

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Insufficient progress

For those apprentices who require English and mathematics qualifications, coaches do not monitor their progress towards these subjects sufficiently well. As a result, these apprentices often fall behind with this aspect of their apprenticeship.

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Reasonable progress

Leaders have completed the appropriate safeguarding training to enable them to lead safeguarding policy and practice within the organisation. They have made clear who apprentices should contact if needed. Leaders now have a specific safeguarding contact email for apprentices and staff to use as an early warning mechanism to ensure a swift response to concerns.

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Reasonable progress

Leaders have identified the safeguarding training which apprentices receive from their employers to ensure that apprentices have received a broad curriculum, including the ‘Prevent’ duty and wider safeguarding themes. As a result, apprentices have an appropriate understanding of safeguarding and the potential threats from radicalisation and extremism they face in their communities. They know who to contact if concerned.

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Reasonable progress

Leaders have updated their safeguarding polices to reflect the most recent legislation. Staff have also received appropriate safeguarding training. They are now aware of how to deal with a safeguarding incident and who they should refer the information to, if needed. Leaders have an appropriate ‘Prevent’ duty risk assessment. Monitoring visit: Active Learning and Development Limited, 24–25 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

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

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