Enterkey Training Ltd

Enterkey Training Limited Monitoring visit report

p.1

Name of lead inspector: Ian Higgins, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address: 337-339 Coventry Road Small Heath Birmingham B10 0SN Monitoring visit: Enterkey Training Limited, 15–16 July 2021

p.1

Context and focus of visit

From March 2019, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of adult learning provision which began to be funded from August 2017 or after by the Education and Skills Funding Agency. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

At the time of the visit, 624 learners were on programme. The vast majority of learners were enrolled on functional skills English and mathematics qualifications or English for speakers of other languages (ESOL) courses. Enterkey Training Limited have a contract with West Midlands Combined Authority to offer courses to both employed and unemployed learners. Enterkey Training Limited also offer sector- based work academies, where they work with local employers to fill local job vacancies. In addition, they teach courses to develop learners’ awareness of mental health and well-being. However, at the time of the visit, no learners were enrolled on these courses.

p.2

Context and focus of visit

The impact of COVID-19 (coronavirus) has been taken into account in the findings and progress judgements below.

p.2

Reasonable progress

Senior leaders have a clear rationale for the courses that they offer. They target courses for learners who most need to improve their basic skills. Leaders work with a small number of subcontractors. They target these courses in areas where there are high levels of deprivation and where learners may be more reluctant to travel to a different location.

p.2

Reasonable progress

Senior leaders work well with the subcontractors with which they work. They have regular communication with them, including monthly review meetings. However, these review meetings focus too narrowly on contract performance, rather than on the quality of teaching and learning.

p.2

Reasonable progress

Leaders and managers work with a number of employers. For example, they work with University Hospitals Birmingham to offer courses to upskill their workforce. This supports learners to be able to progress within their careers. Monitoring visit: Enterkey Training Limited, 15–16 July 2021 Leaders have recruited well-qualified teachers. The majority of teachers have level 5 – or above – teaching qualifications. Where teachers teach on vocational courses, they have experience within these sectors to support their teaching.

p.2

Reasonable progress

Senior leaders use a range of quality assurance procedures to check the quality of their courses. However, quality assurance processes are too focused on checking the standard of learners’ final assessments, rather than checking the quality of teaching and learning and the progress that learners are making over time.

p.3

Reasonable progress

In the vast majority of cases, learners are making expected progress from their starting point. They develop new knowledge, skills and behaviours. However, some learners on ESOL courses make slow progress. Learners start their ESOL courses at different points. Sometimes, learners miss the key knowledge and skills they need to develop more complex knowledge and skills.

p.3

Reasonable progress

Leaders have put in place arrangements for governance. Board members provide support to senior leaders in areas such as information and technology systems. However, the board does not have the skills and experience needed to support leaders in raising the quality of teaching and learning.

p.3

Reasonable progress

Adult learners receive an appropriate assessment at the start of the course to find out what they already know. Tutors use this well to ensure they place learners on the right course.

p.3

Reasonable progress

Learners on functional skills English and mathematics courses follow a course that meets their individual needs. Leaders have invested in an online learning package with support materials that learners follow. Where learners find topics complex, tutors provide useful additional support to help them learn. As a result, those learners who attend support sessions make expected progress. However, where learners do not attend sessions to get additional support, they make slower progress.

p.3

Reasonable progress

Teachers plan learning in a logical way, building on learners’ knowledge over time. Where learners start at different points in the course, tutors adapt their work so that learners practise topics of an appropriate complexity. However, in a few cases, learners struggle to make expected progress as a result of the diverse ability levels in their group, which teachers are unable to manage effectively. Senior leaders have recognised this. Plans are in place to make sure that learners start at similar points, so that they develop the knowledge they need before moving on to more complex topics. Monitoring visit: Enterkey Training Limited, 15–16 July 2021 Teachers explain new knowledge effectively. They check routinely learners’ understanding and use a range of assessment methods to assess learners’ progress. For example, learners on functional skills English and mathematics courses take routine tests online to check that they understand topics. Teachers use this

p.3

Reasonable progress

information well to adapt future sessions to fill gaps in learners’ knowledge.

p.4

Reasonable progress

Teachers formally review learners’ progress every four weeks. However, in a few cases, teachers do not establish the extent to which learners make progress from their starting points. Teachers do not make sure that learners have a clear view of what they need to learn next.

p.4

Reasonable progress

A designated safeguarding lead and assistant are in place. They have the relevant training and experience to carry out such roles.

p.4

Reasonable progress

Leaders have a clear procedure for the reporting of any safeguarding disclosures. Where safeguarding disclosures are made, they are followed up in a timely and correct manner.

p.4

Reasonable progress

Leaders have invested in a software package which allows them to monitor safely the use of computers.

p.4

Reasonable progress

Senior leaders have a clear approach to safer recruitment. They make sure that sufficient checks are made on new staff to ensure they are safe to work with learners.

p.4

Reasonable progress

Leaders provide key information to learners about safeguarding. Learners know where to go to report any concerns they may have. However, senior leaders have limited relationships with key safeguarding agencies to make sure that the information teachers share with learners is the most useful to help keep learners safe in their local community, for example raising learners’ awareness of any local risks of radicalisation and extremism. Monitoring visit: Enterkey Training Limited, 15–16 July 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

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