Alan Hester Associates Limited

Further education and skills inspection report

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Inspection of Alan Hester Associates Limited

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Overall effectiveness Good

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

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Information about this provider

Alan Hester Associates Limited (AHA) is an independent learning provider based in Reading providing apprenticeships nationally. AHA does not work with any subcontractors. AHA offers standards-based apprenticeships across business and administration and care services. At the time of the inspection, there were 36 apprentices on programmes from levels 3 to 5. Of these, 15 were studying team leader or supervisor apprenticeships and 14 were studying the adult care apprenticeship at level 5. There were seven apprentices on the level 5 operations or departmental manager apprenticeship. As a result of the pandemic, all training for apprentices is currently conducted remotely and online. 2–4 November 2021

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

Apprentices develop substantial new knowledge and skills as a result of their apprenticeships and can describe in detail the benefits they get from their training. For example, management apprentices apply the ‘eat your frog’ technique when they approach tasks, making sure they complete the bigger and more challenging tasks first before moving on to the easier or more enjoyable tasks. Apprentices develop useful skills they can apply at work quickly as a result of their coaching sessions with trainers. For example, apprentices become far more effective at carrying out staff’s appraisals, which improves team performance and the level of care they give to the clients they work with.

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

Apprentices learn valuable techniques during their training that they use successfully when in work. For example, they use the skills of motivational interviewing to recruit new staff effectively. They develop confidence when caring for clients by learning about strength-based, trauma-informed techniques.

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

Apprentices understand in detail the benefits of studying the content of their apprenticeships. Apprentices know about the next levels of study available to them. They understand the promotion opportunities and future career prospects at work. Apprentices do not benefit from impartial careers advice to make sure they understand what their career prospects are outside their current employer.

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better?

Leaders have carefully designed training that makes sure apprentices develop substantial new knowledge, skills and behaviours that they apply successfully at work. Leaders work well with employers to ensure that the job role of potential apprentices is suitable. Employers value the new knowledge apprentices gain, such as the ability to solve problems without seeking their manager’s advice first.

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better?

Coaches teach apprentices new knowledge and skills in a logical order. This helps apprentices develop and apply their new knowledge effectively over time. Coaches teach self-awareness and self-management first before apprentices move onto learning about the management of others. Coaches make sure apprentices develop the skills to research and reflect well on what they learn. As a result, apprentices develop useful skills that quickly result in improvements at work. For example, apprentices understand how to analyse staffing costs and budgets effectively.

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better?

Coaches work well with employers to make sure on- and off-the-job training at work are planned sensibly, are of high quality and align effectively to coaching sessions. For example, apprentices benefit from working on additional projects related to the theories they study. Staff and employers ensure that apprentices work in other departments to help develop new knowledge in areas that are not part of their role.

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better?

Apprentices produce work of a good standard. They consistently reflect 2–4 November 2021

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carefully in their written work on how they apply new theories and techniques they have learned in training. Coaches give apprentices helpful feedback, which indicates what the apprentice is doing well and what needs further development. Apprentices use the feedback they get to improve their practical and written work.

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Coaches work closely with most employers to ensure apprentices make good progress on their apprenticeship. Most employers take part in progress reviews and help to identify and set new targets and training activities for apprentices. Employers take an active part in deciding on the substantial project management apprentices complete as part of their final assessments.

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Coaches have significant experience in management and management training. They use their knowledge and previous experience in management to successfully provide useful and realistic examples to apprentices in their coaching sessions. Apprentices benefit from this approach and contribute effectively to discussions and share their own examples from the workplace. Apprentices reflect frequently on what they have learned and can describe how they use the techniques at work. For example, they explain how the ‘monkey on your back’ technique helps them delegate more effectively to their teams.

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Leaders took appropriate action in response to the pandemic to move from face-to- face teaching to online and remote learning. Coaches skilfully provide remote and online learning for apprentices. Although apprentices are keen to return to in-person training, they are rightly positive about their online training.

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Leaders have only recently introduced English and mathematics assessments for all apprentices. As a result, they do not identify and support apprentices that need to develop these skills until they fall behind or make mistakes in the work they submit.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have appropriate policies to make sure they safeguard the adult apprentices they work with effectively. Leaders ensure that staff receive appropriate training to recognise any safeguarding concerns. They make sure that staff and apprentices know how and to whom they should report concerns. Apprentices benefit from useful safeguarding training that they frequently revisit during their programmes. For example, apprentices in adult care learn about the specific drugs threats in their local areas and use the information effectively to work with clients.

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What does the provider need to do to improve?

 Leaders should ensure they quickly identify and provide effective support to apprentices that need to improve their English and mathematics skills.  Leaders should make sure apprentices benefit from impartial careers advice that helps them make informed choices for their future careers. 2–4 November 2021

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Provider details

Address 3 Forge House Summerleys Road Princes Risborough HP27 9DT

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 2–4 November 2021

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Information about this inspection

The inspection team was assisted by the business owner, 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 visiting 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

Emma Barrett-Peel, lead inspector Her Majesty’s Inspector Daniel Beale Her Majesty’s Inspector 2–4 November 2021

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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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