Culture, Learning And Libraries (Midlands)

Further education and skills inspection report

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Inspection of Culture, Learning and Libraries (trading as ‘Inspire’)

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Inspire is a community benefit society with charitable status. It runs apprenticeship courses for employees of local authorities in the East Midlands. At the time of the inspection, it offered training to six apprentices on standards-based courses. The largest group of apprentices followed level 4 associate project manager apprenticeships. Smaller numbers were on level 3 business administrator and level 5 management apprenticeship courses. 13–15 July 2021

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What is it like to be a learner with this provider?

Apprentices have had a disjointed learning experience. This is due to disruptive changes within teaching and management staff, as well as the impact of the COVID- 19 (coronavirus) pandemic. For the large majority of apprentices, progress in their studies is too slow. Staff do not always involve employers fully enough in apprentices’ learning.

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What is it like to be a learner with this provider?

Assessors’ support for apprentices has improved over time. Apprentices rightly value this. It helps them to be resilient to the setbacks they had earlier on their courses. The large majority of apprentices have positive attitudes towards their studies. They work productively during online sessions and conduct themselves professionally.

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What is it like to be a learner with this provider?

In almost all cases, apprentices rightly value how assessors focus on supporting their mental health, for example with managing their anxiety levels. Assessors are sensitive to apprentices’ personal challenges. Apprentices identify how this has helped them to continue with their learning.

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What is it like to be a learner with this provider?

Apprentices do not benefit from sufficient careers information, advice and guidance because the provider’s approach to this is underdeveloped. This means that apprentices do not thoroughly consider their future career options. Leaders have advanced plans in place to develop this, but it is too early to judge the impact.

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What is it like to be a learner with this provider?

Apprentices feel safe when they study, both in person and online. They know who they should contact if they have a safeguarding concern and are vigilant about their own safeguarding responsibilities towards their peers. Although apprentices covered safeguarding-related topics such as the risks of radicalisation and extremism at the start of their courses, they have only a vague recollection of what they discussed.

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better?

Assessors do not plan courses coherently enough to enable apprentices to fully develop their skills and knowledge. Assessors’ course plans, in particular at levels 3 and 4, do not include sufficient detail about the key topics that apprentices need to understand. Employers are not involved closely enough in the planning of learning and, in a few cases, do not attend review meetings frequently enough. As a result, apprentices do not focus deeply enough on the link between their learning and their jobs.

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better?

Assessors do not plan well enough for apprentices’ end-point assessments (EPA). For example, apprentices close to the end of level 5 courses do not know what EPA involve and about the higher grades they can attain. Apprentices at level 4 spend unnecessary time returning to old materials to prepare for their final assessments. This is because assessors did not make appropriate links between learning and EPA during the course. 13–15 July 2021 Due to earlier disruption in their learning, too many apprentices have been on their courses for far longer than planned. Assessors focus on supporting apprentices to catch up by completing assignments for qualifications they study. This enables apprentices to understand the work they need to do for assignments, but assessors place an insufficient focus on apprentices’ thorough understanding of new themes and topics. Teachers rely too heavily on self-study to develop level 5 apprentices’

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better?

Assessors’ marking of written work is not rigorous enough. Their assessment focuses on whether apprentices meet the criteria for the qualifications they take. It does not encourage apprentices to consider thoroughly enough how they can apply their knowledge at work. In addition, assessors do not focus closely enough on apprentices’ written English, such as a focus on including appropriate referencing or avoiding language that is too informal.

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better?

Despite these weaknesses, apprentices produce coursework that demonstrates a satisfactory understanding of theoretical topics. For example, level 3 business administrator apprentices develop their knowledge of data protection and licensing. Apprentices have a more positive impact at work. Employers identify how those who study management at level 5 can work more independently and motivate their teams more effectively. A small number of apprentices have been promoted or take on more responsibility as a result of their learning. However, too many apprentices leave their courses without completing EPA.

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better?

Senior leaders and governors do not ensure there is sufficient oversight of the apprenticeship provision. For example, tracking of apprentices’ progress is not thorough enough. Leaders and governors have not held recent meetings to check on apprentices’ progress. They recognise that they need to scrutinise more thoroughly the apprenticeship provision.

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better?

Leaders’ quality assurance of apprenticeships is too limited. They use quality improvement plans accurately to identify areas for improvement, but they do not measure closely enough their progress towards making improvements. The targets that managers set for assessors to help them improve their teaching are too vague.

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better?

Leaders have a realistic understanding of the weaknesses of the apprenticeship courses. They have recently engaged with both apprentices and employers to help them make improvements. Leaders make sensible adjustments to their curriculum to ensure that they continue to meet local and regional training priorities. For example, they recently introduced health and social care apprenticeships after identifying a greater local need in this subject.

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better?

Both managers and assessors have suitable qualifications for their roles. They undertake useful development activities. Managers refresh their teaching observation skills, and tutors develop their subject-specific knowledge. Tutors also undertake suitable training to help them assist apprentices in challenging times, such as mental health first-aid training. 13–15 July 2021 Assessors’ approach to developing apprentices’ understanding of fundamental British values is underdeveloped. Apprentices cover these briefly when they begin their studies, but assessors do not make sufficient links between British values and the topics that they teach to apprentices. This means that apprentices have only a limited understanding of British values within their work contexts.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers ensure there is an effective culture of safeguarding. Staff at all levels, including the designated safeguarding lead (DSL), deputy DSL and assessors, complete appropriate safeguarding-related training. For assessors, this includes training on safeguarding vulnerable adults, e-safety and the ‘Prevent’ duty.

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Safeguarding

Leaders with specific safeguarding responsibilities are vigilant to local and regional threats, as well as national safeguarding trends. They ensure that staff receive pertinent updates on these issues and examine the impact of them on their own processes and procedures. Leaders also use their safeguarding records to identify rising safeguarding trends. They use this information to make alterations to staff’s training.

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What does the provider need to do to improve?

 Leaders should ensure that assessors plan apprenticeship courses more effectively to help apprentices gradually and thoroughly develop new skills and knowledge. They should involve all employers in this planning.  Leaders must ensure that high numbers of apprentices complete their courses successfully, including their EPA.  Leaders and governors should improve their oversight of apprenticeship courses and develop more thorough quality assurance processes.  Assessors should ensure that assessment includes consideration of how well apprentices link new knowledge to their job roles.  Leaders must ensure that assessors integrate British values effectively into courses.  Leaders should introduce, without delay, a more thorough careers information, advice and guidance approach. 13–15 July 2021

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Provider details

Address Eastbourne House 38 Station Rd Sutton-in-Ashfield NG17 5GA

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected 13–15 July 2021

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Information about this inspection

The inspection team was assisted by the direct delivery manager, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Saul Pope, lead inspector Her Majesty’s Inspector Helen Whelan Her Majesty’s Inspector 13–15 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 children’s services, and inspects services for children looked after, safeguarding and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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