Connective Care Education Ltd

Connective Care Education Limited Monitoring visit report

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Name of lead inspector: Alex Lang, Her Majesty's Inspector

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Type of provider: Independent learning provider

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Address: Unit 13/14 Centre Court Treforest Industrial Estate Treforest Pontypridd South Wales CF37 5YR Monitoring visit: Connective Care Education Limited, 4–5 August 2021

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Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by the Education and Skills Funding Agency and/or the apprenticeship levy. 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.

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Context and focus of visit

Connective Care Education Ltd (Connective) is a specialist training provider for the health and social care sector. Connective is based in Pontypridd, South Wales and began offering apprenticeships in England in January 2018. Connective offer both levy and non-levy standards-based apprenticeships. At the time of the monitoring visit, seven apprentices were studying the level 4 children, young people and family’s practitioner apprenticeship.

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Context and focus of visit

Connective have continued to deliver apprenticeship provision throughout the pandemic. The impact of COVID-19 (coronavirus) has been taken into account in the findings and progress judgements below.

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Insufficient progress

Leaders have not ensured that the principles and requirements of an apprenticeship have been met. Apprentices do not develop substantial new knowledge, skills or behaviours. Instead, they endeavour to use their previously gained vocational knowledge and skills to help them to meet their employers’ needs.

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Insufficient progress

Leaders have not prioritised their apprentices studying in England. They do not have sufficient oversight of the quality of apprentices’ training. They do not focus on the right key improvements needed to improve the quality, nor do they put in place appropriate actions to tackle these rapidly, for example the recruitment of appropriately experienced staff such as teachers of English and mathematics. Leaders do not check whether apprentices are gaining the knowledge, skills and behaviours they require. Consequently, they do not have an accurate understanding of the progress that apprentices make, and they are unable to identify and support the apprentices who may be falling behind in their studies. Monitoring visit: Connective Care Education Limited, 4–5 August 2021 Leaders do not plan or monitor the quality of apprentices’ on- and off-the-job training. Although a small minority of apprentices record the amount of off-the-job

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Insufficient progress

training they receive, they do not identify how it links to the new knowledge and skills required for their role. Too few apprentices have completed their expected off- the-job training and leaders do not have plans in place to remedy this.

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Insufficient progress

Leaders do not provide members of the governing board with sufficient information about the quality of education that apprentices receive. As a result, board members do not know about the progress that apprentices make. Board members have a limited knowledge of apprenticeships. Therefore, they are unable to provide sufficient challenge and support to leaders.

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Insufficient progress

Leaders have a specialist knowledge of the health and care sector. They have planned a curriculum which is tailored to meet the requirements of the industry. For example, they have included additional knowledge and training on how to manage complex client behaviours and the application of de-escalation techniques.

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Insufficient progress

Although leaders have a defined curriculum strategy for their apprenticeships, apprentices do not yet benefit from high-quality training or support. Apprentices have not developed new knowledge and skills or completed any apprenticeship course work. Employers do not influence the content, planning and sequencing of the curriculum. Connective staff do not work with employers to plan opportunities for apprentices to develop or apply new knowledge and skills in the workplace.

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Insufficient progress

Leaders have not ensured that apprentices develop further their English and mathematics skills. Leaders had planned to teach apprentices the functional skills curriculum at the start of their course. However, most apprentices have not yet studied these subjects due to not being released by their employer.

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Insufficient progress

Staff do not work effectively with employers to plan suitably aligned on- and off-the- job training. Leaders do not ensure apprentices receive a regular review of the progress they are making from Connective staff and their employers. Consequently, employers and apprentices do not know if they are developing their skills and knowledge well enough or how new learning can be consolidated in the workplace.

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Insufficient progress

Leaders have changed the induction programme to better identify apprentices’ pre- existing vocational skills and/or experience. Assessors use this information well to help apprentices select their optional units of study but do not use it when planning apprentices’ individual learning programmes. As a result, apprentices are not always developing the required knowledge and skills for their specific job roles or their planned careers. Monitoring visit: Connective Care Education Limited, 4–5 August 2021 Staff are well qualified and experienced in their specialist occupational areas. They ensure the currency of their knowledge and skills by frequently returning to the sector for valuable on-the-job training. For example, some staff work in residential children’s homes to ensure they understand current practice and the impact of changes to legislation.

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Reasonable progress

Leaders have prioritised safeguarding across the organisation. They recruit staff using a comprehensive selection process, which includes appropriate checks on staff before they begin their employment.

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Reasonable progress

The designated safeguarding lead (DSL) has the appropriate qualifications and experience. Staff update their qualifications in safeguarding and the ‘Prevent’ duty annually. The health and safety officer briefs staff regularly about local safeguarding issues, such as drug and knife crime. Assessors use this information well to improve apprentices’ knowledge of safeguarding.

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Reasonable progress

The DSL responds appropriately to safeguarding incidents. They report all safeguarding incidents to the board. However, leaders do not use the report findings to monitor potential themes in specific care environments, such as under staffing, or to develop specific training for staff and apprentices.

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Reasonable progress

Apprentices have a good knowledge of safeguarding and know who to report their concerns to. They understand well the specific safeguarding issues in their sector, such as the risks posed to their clients by county lines. Monitoring visit: Connective Care Education Limited, 4–5 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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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