The Alnwick Garden Trust

The Alnwick Garden Trust Monitoring visit report

p.1

Name of lead inspector: Jacquie Brown, Her Majesty’s Inspector

p.1

Inspection dates: 26 and 27 October 2021

p.1

Type of provider: Independent learning provider

p.1

Address: The Alnwick Garden Gardener’s Cottage Greenwell Lane Alnwick Northumberland NE66 1HB Monitoring visit: The Alnwick Garden Trust, 26 and 27 October 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. 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

The Alnwick Garden Trust (AGT) is an independent learning provider based in Alnwick, Northumberland. In August 2021, it began delivering courses to adult learners with funding from the North of Tyne Combined Authority. At the time of the monitoring visit, there were fewer than five learners on non-accredited employability programmes.

p.2

Insufficient progress

Leaders do not have sufficient oversight of learners’ progress. Consequently, they are not able to assure themselves that all learners are making expected progress in developing knowledge, skills and behaviours or that tutors intervene quickly to support learners who fall behind.

p.2

Insufficient progress

Leaders do not have effective oversight of the quality of the programmes. They do not check that the quality of training that tutors provide is of a high enough standard. Leaders monitor the destinations of learners. However, they do not use or plan to use this information to improve the curriculum.

p.2

Insufficient progress

Senior leaders and trustees do not provide effective scrutiny or challenge to leaders and managers to ensure that learners experience high-quality training. They do not ensure that leaders and managers provide them with sufficiently detailed information.

p.2

Insufficient progress

Leaders do not work effectively with key external partners such as the Department of Work and Pensions (DWP) and Jobcentre Plus (JCP). They have had some initial discussions with a few work coaches at JCP, but have not ensured that all relevant work coaches are aware of the programmes. No learners have been referred from DWP or JCP. Monitoring visit: The Alnwick Garden Trust, 26 and 27 October 2021 Leaders have a clear vision for the programmes they deliver. They have introduced a range of programmes which are designed to recruit unemployed adult learners who need support to help them develop the skills required to gain employment.

p.2

Insufficient progress

Leaders recruit staff who are well qualified and vocationally experienced. The head of facilities management uses his knowledge to support learners to develop knowledge and skills such as how the pumps work in the garden and how to replace the filters in the water features.

p.3

Insufficient progress

Tutors do not support learners to improve their English and mathematics skills. They do not carry out an assessment of learners’ existing skills or identify what learners need to do to improve their English and mathematics skills.

p.3

Insufficient progress

Tutors do not use information that they collect about learners’ starting points to design activities that that meet learners’ specific learning needs. All learners complete the same workbook and complete all modules regardless of their starting points. As a result, too many learners do not make progress as quickly as they could.

p.3

Insufficient progress

Tutors do not plan learners’ programmes sufficiently well with workplace mentors. They do not pass on information about the individual needs of all learners and do not receive regular updates on the progress of learners during their work placement.

p.3

Insufficient progress

Tutors do not use assessment activities well enough to check learners’ understanding and to plan further learning. Tutors provide summative assessment once learners have completed the workbook, but they do not check learners’ understanding thoroughly enough during the programme.

p.3

Insufficient progress

Tutors plan the curriculum in a logical order. They begin by explaining how jobs are advertised and move on to covering the skills that learners need to apply for jobs.

p.3

Insufficient progress

Tutors recruit learners who are appropriate for the programmes. They work with learners who are unemployed and need to improve their employability skills, such as completing an application form and a curriculum vitae.

p.3

Insufficient progress

Learners benefit from very good work placement opportunities within the AGT which are allocated based on learners’ interests wherever possible. They can attend a wide range of placements in areas such as horticulture and catering. Within this supportive environment, learners develop new practical skills, such as planting and raking. Learners are motivated to attend punctually. Monitoring visit: The Alnwick Garden Trust, 26 and 27 October 2021 Tutors work closely with specialist agencies to provide useful careers information and support to help learners progress to their next steps.

p.3

Insufficient progress

Leaders do not ensure that all staff are appropriate to work with vulnerable adults. Tutors have an enhanced Disclosure and Barring Service check, but workplace mentors do not have this check in place.

p.4

Insufficient progress

Leaders do not ensure that a risk assessment of the needs of vulnerable adults is completed and regularly reviewed. Consequently, they do not know if these learners are safe when attending the course.

p.4

Insufficient progress

Too many members of staff do not complete appropriate training in safeguarding and the ‘Prevent’ duty. As a result, these members of staff do not have the appropriate knowledge to pass onto learners.

p.4

Insufficient progress

Learners feel safe and know who to contact in emergencies. However, learners do not understand how to keep themselves safe or how to protect themselves from the risks of radicalisation and extremism.

p.4

Insufficient progress

Leaders have an appropriate safeguarding policy and procedure in place which clearly outlines the process for reporting concerns. The designated safeguarding leads have appropriate training to be effective in their roles. Monitoring visit: The Alnwick Garden Trust, 26 and 27 October 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.

p.4

Insufficient 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

Insufficient 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

Insufficient progress

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

p.5

Insufficient progress

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

p.5