Aspect Training Ltd

Further education and skills inspection report

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Adult learning programmes Requires improvement Overall effectiveness at previous inspection Requires improvement

p.1

Information about this provider

Aspect Training Limited is an independent learning provider based in Sheffield. It provides adult learning programmes funded through advanced learner loans for adults working in the health and social care sector. At the time of the inspection, there were 17 learners enrolled on a level 3 diploma in adult care, nine enrolled on a level 4 diploma in adult care, and six enrolled on a diploma in leadership and management for adult care. Aspect Training Limited does not use any subcontractors. 3–5 November 2021

p.1

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

Tutors do not have high enough expectations of learners. Too many learners do not experience consequences when work is not completed on time. Tutors do not do enough to motivate learners to achieve the highest standards possible. Despite this, learners are positive about their programme. They have very good relationships with their tutors and value the support that their tutors give them.

p.2

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

Too many learners do not receive useful careers information from tutors to help them consider their next steps. Tutors provide helpful information about career options to a few learners during training sessions, but do not ensure that all learners receive this information.

p.2

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

Learners develop confidence and become more assertive at work and in their personal lives. For example, they are able to support their children to write and deliver presentations and speeches at school as a result of the training that they receive in communicating effectively.

p.2

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

Learners benefit from useful information which signposts them to external agencies and organisations if they need support. This includes information on topics such as mental health, alcohol, drugs and dealing with debt. A number of learners have used this information to access helpful support.

p.2

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

Learners feel safe during training and in the workplace. They feel comfortable to report concerns and are confident that tutors will deal with any concerns quickly.

p.2

better?

Leaders do not have effective oversight of the quality of training delivered to learners or of learners’ progress. They do not check that training is of a high enough standard. They do not assure themselves that learners make expected progress in developing knowledge, skills and behaviours, and they do not know if tutors intervene quickly enough to support learners who fall behind. As a result, the quality of provision is not consistently high, and learners’ progress is often too slow.

p.2

better?

Too many learners do not make the progress of which they are capable in developing their knowledge, skills and behaviours. During the periods of COVID-19 restrictions, the vast majority of learners worked additional hours, frequently working six or seven days a week in the care sector. This meant that they were often unable to continue with their learning. Tutors have not ensured that learners have caught up sufficiently with their learning since returning to study.

p.2

better?

Tutors do not use the information that they collect about learners’ prior knowledge and experience well enough to plan programmes that meet learners’ individual needs and aspirations. Most learners follow a similar curriculum despite arriving at the provider with a range of existing knowledge and skills. 3–5 November 2021

p.2

3

Learners do not receive effective support to improve their mathematical skills. They are directed to an online learning platform, where there are useful resources. However, too many learners do not access these resources.

p.3

3

Leaders have a clear rationale for the programmes that they provide. They have responded to the needs of employers who have requested training for employees working in the health and social care sector to ensure that carers are fit to practise.

p.3

3

Leaders work with employers to provide a relevant curriculum that is designed to help learners to develop the knowledge, skills and behaviours that they need to work in the care sector. In a few instances, employers request the programme to be tailored to their needs, to which leaders and managers respond positively. For example, leaders include training on moving and handling when employers are about to upskill staff in this area.

p.3

3

Tutors complete useful training to keep their knowledge of the health and social care sector up to date. This means that they are able to provide learners with relevant and topical information about the sector. Learners gain an understanding of different cultures and religions, and are able to use this knowledge well when working with service users in residential homes. However, leaders do not ensure that tutors attend training to improve their teaching skills.

p.3

3

Tutors use a range of assessment activities effectively to check learners’ understanding. They ask challenging questions during observations in the workplace and ask learners to demonstrate their knowledge and understanding of infection control and the storage of medication and controlled drugs. Tutors provide useful feedback on written assignments, explaining how learners can give more in-depth answers to ensure that they pass the assignment.

p.3

3

Tutors are well qualified and experienced in the health and social care sector. They use their knowledge to explain terminology that learners struggle to understand, such as ‘congenital, acquired and neurological conditions’. Tutors explain these conditions clearly, which enables learners to discuss them confidently and give examples of them in the workplace.

p.3

3

Tutors provide effective support to help learners improve their English skills. They improve learners’ understanding of grammatical rules, such as the use of ‘there’, ‘their’ and ‘they’re’. Employers value learners’ improved writing skills when completing important paperwork, such as patient records and personal care plans.

p.3

3

Learners with additional support needs benefit from effective support from tutors. Learners who struggle with written assignments receive extra support to explain the assignment and support to write it. As a result, these learners successfully complete their assignments.

p.3

3

Leaders provide good support to members of staff to help with their emotional well- being. They are considerate of the workload of staff and are careful not to put too much pressure on them. They provided very good support to staff during the 3–5 November 2021

p.3

4

periods of COVID-19 restrictions, checking regularly on their well-being and allowing them to change their working hours to fit in with family commitments.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

The designated safeguarding lead has appropriate training and experience to be effective in his role. Leaders have implemented an appropriate safeguarding policy with a clear reporting process, which learners are aware of.

p.4

Safeguarding

Tutors provide learners with useful information on safeguarding and how this applies to the workplace. For example, learners know how to recognise signs of abuse in vulnerable adults and how to report these concerns.

p.4

Safeguarding

Leaders do not ensure that learners have a sufficiently developed understanding of the risks of radicalisation and extremism in the workplace or the communities in which they live.

p.4

What does the provider need to do to improve?

 Ensure that leaders have effective oversight of the quality of programmes and the progress of learners.  Increase the expectations that tutors have of learners and ensure that tutors motivate learners to achieve at the highest standard.  Ensure that tutors support learners to catch up sufficiently with their learning since returning to study following the COVID-19 restrictions.  Ensure that tutors use information on learners’ starting points to plan programmes that meet learners’ individual needs and aspirations.  Ensure that tutors provide helpful careers information to all learners to use when they are considering their next steps.  Ensure that tutors deliver effective support to improve learners’ mathematics skills that will benefit them in the workplace.  Ensure that learners have a good understanding of the risks of radicalisation and extremism in the workplace and the communities in which they live.

p.4

Address

Eckington Business Centre 62 Market Street Eckington Sheffield S21 4JH

p.5

Address

Provider type Independent learning provider

p.5

Address

Date of previous inspection 13 February 2019

p.5

Address

Main subcontractors N/A 3–5 November 2021

p.5

Information about this inspection

The inspection team was assisted by the adult learning tutor, 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.

p.6

Inspection team

Jacquie Brown, lead inspector Her Majesty’s Inspector Glenise Burrell Her Majesty’s Inspector 3–5 November 2021

p.6

7

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.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7