Absolute Care Training & Education Ltd

Further education and skills inspection report

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Inspection of Absolute Care Training and Education Limited

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement 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

Absolute Care Training and Education Limited has had its own contract to deliver higher-level apprenticeships since 2016. It began delivering apprenticeships at levels 2 and 3 in 2018 to fulfil the recruitment and training needs for the adult and residential childcare workforce at local and regional level. At the time of this inspection, 165 apprentices were on standards-based apprenticeships. Of these, most were on standards at level 3, comprising 120 lead adult care workers, 17 team leader/supervisors and one senior healthcare support worker. At level 2, 14 apprentices were on standards for adult care worker. At level 4, eight apprentices were on standards for children, young people and families practitioner and at level 5, five were on standards for leader in adult care. A further 18 apprentices were completing apprenticeship frameworks at levels 3, 4 and 5. 4–6 August 2021

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

Most apprentices understand why their training is important to their roles. They describe how they develop their ability to work with clients. Level 3 lead adult care worker apprentices learn how to handle challenging care situations, such as when working with clients requiring behavioural support. Level 2 adult care worker apprentices learn how to deal with potential aggression from clients using distraction and de-escalation techniques. However, in too many cases, tutors do not support apprentices well enough to reflect on or apply what they learn, meaning that apprentices do not develop their knowledge and skills in sufficient depth.

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

Most apprentices develop the behaviours expected of workers in care settings. Apprentices can explain the importance of respecting clients who have challenging conditions such as dementia. A few take on extra responsibilities in their workplaces, such as advising and reassuring new colleagues. However, too many apprentices do not develop their knowledge and skills beyond the minimum expected for their role.

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

Most apprentices are aware of the options open to them on completion of their training. Many employers have their own career progression paths and support apprentices to progress to higher-level study or to gain promotion to more senior roles. However, too many apprentices do not develop academic skills in research and evaluation or the fluency of written expression that they need to be successful in higher-level study.

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

Apprentices feel safe in their workplaces and know who contact if they have any concerns. They understand and follow safe working practices. For example, they always let their employers know where they are when conducting house visits.

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better?

Leaders and managers have developed appropriate provision to fulfil the needs of the health and care sector in the region. Leaders ensure that the provision meets the requirements of apprenticeships. They work effectively with employers to select programmes that meet the skills needs of their workforce and to ensure that most apprentices have sufficient time during working hours to complete their assignments and related studies.

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better?

Leaders have not developed the curriculum appropriately during the time that care apprenticeships changed from frameworks to standards. The content of the curriculum, although relevant, is too superficial for adult care apprenticeships at levels 3 and 5. Leaders and tutors plan too much of the curriculum for apprenticeships to meet the minimum requirements of the qualification. They have not identified the important knowledge that apprentices need to acquire to enable them to develop the substantial new skills and behaviours required to make good progress.

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better?

Leaders and tutors identify apprentices’ starting points but do not use this information well enough to inform curriculum planning or to tailor learning to apprentices’ individual needs. Most tutors do not measure how well apprentices develop skills and behaviours 4–6 August 2021 over time in areas such as time management, confidence working with others, motivation and digital skills. As a result, tutors are too slow to identify and address gaps in knowledge, skills and behaviours.

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better?

Leaders have recruited tutors who have experience and hold qualifications in their vocational subjects but, in a few instances, not at a high enough level for the apprenticeship standards that they teach. Leaders have not ensured that tutors have the necessary skills to teach effectively, including using remote means. Consequently, tutors do not consistently identify or tackle misconceptions or ensure that apprentices know more and remember more. A few apprentices struggle to recall basic concepts linked to the care sector.

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better?

In too many cases, employers do not take an active part in the meetings in which tutors review the progress that apprentices are making. Consequently, too often, employers do not always know how well their apprentices are progressing. This means that they are not able to intervene swiftly enough when apprentices fall behind in developing the knowledge, skills and behaviours that they need in the workplace and to achieve the apprenticeship standard.

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better?

Most apprentices who take their end-point assessments pass on their first attempt. Just under three quarters achieve pass grades and the rest gain merit grades. No apprentices have gained the highest distinction grade.

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better?

Most apprentices take and pass the functional skills examinations that they need to achieve their apprenticeship. Apprentices, including those with specific needs such as dyslexia, receive coaching in examination techniques that prepares them to take and pass their functional skills examinations. However, leaders and tutors do not do enough to ensure that apprentices develop the English, mathematics and digital skills that they might need for their job roles or in their personal lives.

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better?

Level 3 team leader/supervisor apprentices develop substantial new knowledge, skills and behaviours that they apply to their work roles, such as when line managing teams of staff. They develop confidence in their roles, especially where they are newly promoted. They have sufficient time during working hours to complete their assignments and related studies.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers place an appropriate emphasis on safeguarding apprentices, including carrying out checks on staff’s suitability to work with apprentices. They have a good understanding of safeguarding. Apprentices develop their understanding of fundamental British values, equality and diversity through modules delivered at induction. They apply these concepts in their work roles. For example, when they are helping new care home patients settle in, they can explain how important it is to safeguard these patients and help them mix with others in what is a stressful situation for them. However, 4–6 August 2021 too few apprentices can explain how they apply this learning to their everyday lives outside the workplace.

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What does the provider need to do to improve?

 Ensure that tutors have the skills and training that they need to teach effectively and to plan and sequence the curriculum in a way that ensures apprentices develop substantial new knowledge, skills and behaviours over time.  Ensure that managers make arrangements to allow employers take an active part in reviewing their apprentices’ progress, so that employers can intervene swiftly where necessary to ensure apprentices develop the knowledge, skills and behaviours they need for their job roles.  Ensure that staff identify accurately apprentices’ English and mathematics skills and knowledge and use this information to develop swiftly the literacy, numeracy and digital skills that will benefit apprentices in their chosen careers and everyday lives. 4–6 August 2021

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Provider details

Address Office 107 Regus - Sunderland Doxford Park 4 Admiral Way Doxford International Business Park Sunderland SR3 3XW

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected 4–6 August 2021

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Information about this inspection

The inspection team was assisted by the operations 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 observing learning sessions, 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

Cath Jackson, lead inspector Her Majesty’s Inspector Kathryn Townsley Ofsted Inspector Pat Hornsby Ofsted Inspector 4–6 August 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

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