Qualitrain Limited

Qualitrain Limited Progress monitoring report

p.1

Name of lead inspector: Russ Henry, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address: The Genesis Business Centre Kings Street Alfreton DE55 7DQ Monitoring visit: Qualitrain Limited, 10–11 March 2021

p.1

Context and focus of visit

Qualitrain Limited received a new provider monitoring visit in September 2018. At that time, inspectors made progress judgements under three themes.

p.2

Context and focus of visit

This monitoring visit focused on the extent to which leaders and those responsible for governance are taking effective action to provide education and training in the current circumstances. It was undertaken as outlined in the operational note on visits carried out from January 2021 and with reference to the further education and skills handbook.

p.2

Context and focus of visit

These visits are to help learners, parents, employers and government understand how providers are meeting the needs of learners in this period, including those with high needs and those with special educational needs and/or disabilities.

p.2

Context and focus of visit

Following changes to government guidance and the imposition of COVID-19 (coronavirus) lockdown restrictions, inspectors carried out this monitoring activity remotely. As a result, the range of evidence available to inspectors was narrower than would be the case during an on-site inspection. Therefore, this report provides a more limited level of assurance.

p.2

Context and focus of visit

The impact of COVID-19 has been taken into account in the findings and progress judgement below. Inspectors did not evaluate leaders’ response to COVID-19 during the spring and summer of 2020, when the provider was not open to all learners and there were no national expectations regarding remote education.

p.2

Significant progress

Qualitrain trains apprentices in occupations related to continuous improvement and lean manufacturing. Through a subcontractor, they train apprentices working in adult care. During pandemic restrictions, most teaching has been conducted remotely, but a small number of apprentices have continued to attend face-to-face lessons.

p.2

Significant progress

Following the new provider monitoring visit, managers implemented a system to capture details of the off-the-job training that apprentices complete. Each month, trainers enter into a spreadsheet the number of hours that apprentices spend undertaking off-the-job training. Managers have recognised that this system could be improved. They have recently developed a new learner management system that Monitoring visit: Qualitrain Limited, 10–11 March 2021 allows apprentices to record their off-the-job training as and when they do it, but this system has not yet been deployed.

p.2

Significant progress

The large majority of apprentices receive enough time to complete their off-the-job training during normal working hours. However, a minority of employers of level 5 adult care apprentices do not yet fully understand the requirements for off-the-job training, and a few apprentices complete their studies in their own time.

p.3

Significant progress

Managers have made sensible adjustments to lesson observation processes. Observers now focus on those aspects of teaching and assessment that are likely to have greatest impact on learning, such as the quality of explanations and the use of questioning. Recent observations also focus on the tools and techniques that trainers use when teaching online. Observations result in clear action plans for teachers.

p.3

Significant progress

Managers have provided staff with training on how to provide good-quality feedback on apprentices’ work. They use lesson observations to check how well individual trainers provide feedback, and they provide them with further training where necessary. Apprentices receive feedback quickly when they submit work. This feedback is clear and specific, and apprentices find it helpful. However, they do not always use the feedback that they receive to make immediate improvements to their work.

p.3

Significant progress

Trainers plan face-to-face and remote training extremely thoroughly. They work with employers to identify the specific knowledge, skills and behaviours that apprentices should develop. They use their subject expertise to place topics into a well- sequenced series of lessons. They plan individual lessons and supporting materials very carefully. They deploy an array of additional learning resources, including electronic books and statistical analysis software, to supplement their own teaching materials.

p.3

Significant progress

Trainers provide good-quality face-to-face lessons. Apprentices who attend these lessons demonstrate clear improvements to their vocational skills, their confidence, and their ability to work in groups. They can identify the gaps in their skills and knowledge and can explain how future lessons and their own studies will help to fill them.

p.3

Significant progress

Trainers have adapted well to remote teaching. They provide clear explanations of topics and support these with good-quality visual aids. They set challenging work for apprentices, who participate enthusiastically. Trainers answer questions well and provide clear and helpful oral feedback to apprentices. A few online lessons are attended by single apprentices. In these lessons, trainers use training activities that were planned for use with a group. These activities are less effective with single apprentices.

p.3

Significant progress

Managers have acted quickly to support apprentices who have found online learning to be challenging. A few apprentices have found it difficult to read from a screen or to complete calculations when online. Trainers allow extra time and provide additional one-to-one help for those apprentices who need it. Managers have Monitoring visit: Qualitrain Limited, 10–11 March 2021 provided additional resources, such as coloured screen overlays, to make reading easier. Functional skills tutors use information on apprentices’ difficulties to inform adjustments to English and mathematics lessons.

p.3

Significant progress

Trainers take an active interest in the progress and well-being of their apprentices. They respond quickly to any requests for help, and apprentices find their support and guidance helpful. Trainers work flexibly to adjust training plans when apprentices experience difficulties in their personal lives. Their flexibility and support enable apprentices to get their studies back on course quickly.

p.4

Significant progress

Most apprentices demonstrate a good understanding of safeguarding topics, including how to stay safe when working remotely. However, a few apprentices are not able to recall receiving information or training on how to stay safe when working online.

p.4

Significant progress

Leaders and those responsible for governance should take further action to:

p.4

Significant progress

 help trainers to adjust teaching activities to better support learning in one-to- one lessons  ensure that all learners receive information about how to stay safe when working and studying online  make clear to all employers of adult care apprentices their obligation to provide apprentices with study time during working hours. Monitoring visit: Qualitrain Limited, 10–11 March 2021 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

p.4

Significant 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

Significant 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

Significant progress

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

p.5

Significant progress

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

p.5