Training Plus (Merseyside) Limited

Training Plus (Merseyside) Limited Interim visit report

p.1

Name of lead inspector: Kim Bleasdale, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address: G8 Shipwright House QD Business Centre 67-83 Norfolk Street Liverpool Merseyside L1 0BG Interim visit: Training Plus (Merseyside) Limited, 24 to 25 November 2020

p.1

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 those with high needs and those with special educational needs and/or disabilities.

p.2

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.

p.2

Context and focus of visit

Following changes to government guidance and the imposition of COVID-19 lockdown restrictions, we made this visit remotely to reduce pressure on the provider.

p.2

Information about the provider

Training Plus Merseyside Limited (TPM) is an independent learning provider based in Liverpool. The company was formed in 2001. TPM contracts with the Education and Skills Funding Agency for apprenticeships and traineeships. They currently provide training to 169 apprentices and 31 learners on the traineeship programme. TPM offers apprenticeships in childcare, customer services, team leading and business administration at levels 2 and 3.

p.2

stakeholders and adapts to changed circumstances?

Leaders and managers say they were well prepared and able to react swiftly when COVID-19 restrictions were put in place. They prioritised the preparation of computers, configured their IT systems and identified which apprentices could not access online learning at home. Leaders made arrangements to help apprentices obtain laptops through a local charity. This meant that when the need arose, they were able to move all teaching online with minimal disruption.

p.2

stakeholders and adapts to changed circumstances?

Leaders and managers supported and encouraged staff to deliver an online curriculum that meets the needs of learners, including those with special educational needs. They have continued to assure the quality of the curriculum but were unable to observe tutors teaching live classes because of the limitations of their chosen video conferencing software. Instead, they viewed pre-recorded theoretical sessions, videos, podcasts and apprentices’ work. Leaders have recently invested in better technology which enables them to carry out quality assurance checks for live online teaching. Interim visit: Training Plus (Merseyside) Limited, 24 to 25 November 2020 Managers and tutors made it their priority to keep in close contact with apprentices. This enabled them to monitor apprentices’ progress. There were a few apprentices who could not access online learning at home. Alternative arrangements to support them included the delivery of paper resources so that they could continue to make

p.2

stakeholders and adapts to changed circumstances?

Senior leaders worked with a wide range of employers, partners and charities. Employers were very complimentary about the support they received from TPM staff during the pandemic.

p.3

stakeholders and adapts to changed circumstances?

Managers were particularly vigilant regarding their staffs’ health and well-being. They had regular telephone calls and online meetings to help staff maintain a healthy work-life balance. Managers are very proud of the way staff have supported each other through the period of restrictions.

p.3

the reasonable needs of learners?

Tutors had already used online learning technology but had not taught classes online prior to the pandemic. Leaders provided tutors with a variety of training to help them develop their online teaching skills, for example using breakout rooms. They encouraged tutors to be creative and innovative. Tutors feel that they have been well supported by their managers. They now confidently use online tools for producing videos and podcasts.

p.3

the reasonable needs of learners?

Leaders supported staff to adapt the curriculum to ensure that apprentices could continue to develop their practical skills. Hairdressing tutors uploaded video demonstrations of cutting hair from their homes for apprentices to study. Apprentices copied and practised their skills using the training heads that leaders had provided. Tutors have added a number of new modules to the early years apprenticeship curriculum. These include how apprentices can support children’s additional needs and disabilities in an early years setting.

p.3

the reasonable needs of learners?

Apprentices enjoy their online learning and appreciate being able to learn flexibly. They can access videos and other resources, to suit their work shifts and family commitments.

p.3

the reasonable needs of learners?

A small number of apprentices are nearing their final assessments. Staff are working closely with the relevant assessment organisations, to ensure that apprentices can achieve in the event of further restrictions.

p.3

the reasonable needs of learners?

A few apprentices were made redundant during the pandemic. Staff immediately rallied to reassure them and to focus on giving the appropriate careers advice and guidance. As a result, almost all found employment and were able to continue with their apprenticeships. Interim visit: Training Plus (Merseyside) Limited, 24 to 25 November 2020 Tutors at TPM are very aware of the anxieties that apprentices have with regard to keeping themselves safe from COVID-19. They provide practical advice and support to help apprentices cope when travelling to and from work on public transport.

p.3

the reasonable needs of learners?

Tutors have a very positive attitude towards using new digital technology. They have overcome their initial fears and now embrace the new approach to online teaching.

p.4

potential risks, including from online sources?

Leaders made regular contact with apprentices, including those who they considered to be vulnerable, to check their safety and well-being and to see how well they were progressing. They uploaded ‘mind and body workouts’ such as fitness videos and videos on coping strategies for panic attacks.

p.4

potential risks, including from online sources?

Since returning to on-site lessons, leaders have taken practical steps to make staff and apprentices safe. They created ‘bubbles’, reduced class sizes and amended their delivery model to fortnightly attendance with extended class times. Apprentices say that they feel safe because of these changes.

p.4

potential risks, including from online sources?

Both staff and apprentices received training on how to use digital resources safely. Staff learned how to safely use video-based tools for online teaching. Apprentices learned about the importance of dressing appropriately and having safe online privacy settings. During the pandemic, apprentices received additional training on mental-health awareness and infection control and prevention. Interim visit: Training Plus (Merseyside) Limited, 24 to 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

p.4

potential risks, including from online sources?

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

p.5

potential risks, including from online sources?

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

potential risks, including from online sources?

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

potential risks, including from online sources?

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

p.5

potential risks, including from online sources?

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

p.5