Ashley Hunter Ltd

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good 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

Ashley Hunter Limited (AHL) is an independent learning provider based in Cannock, Staffordshire. AHL began training apprentices on a direct contract in January 2018, having previously trained apprentices for other training organisations as a subcontractor. AHL offers apprenticeships at levels 2, 3 and 5 in the health and social care sector. At the time of the inspection, there were 23 apprentices with seven employers across the country. Seven apprentices were following the level 2 adult care worker standard, seven apprentices were following the level 3 lead adult care worker standard, and nine apprentices were following the level 5 leader in adult care standard. The provider also offers programmes for adults through subcontracts with other providers that were not in scope of the inspection. 18 to 20 January 2022

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

Leaders have not ensured that the curriculum that apprentices follow is sufficiently challenging to provide them with the opportunity to reach their potential. As a result, while a high proportion of apprentices successfully complete their apprenticeship, too few apprentices achieve the high grades of which they are capable.

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

Most apprentices are positive about their apprenticeship. They can articulate the new knowledge and skills they have developed, and the confidence that the apprenticeship has given them to do their job well. Significant numbers of apprentices achieve promotion either during or after completion of their apprenticeship.

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

Managers and trainers have high expectations of apprentices’ attendance and punctuality. These expectations are realistic, given the impact of the COVID-19 pandemic on the care sector and the ongoing need for apprentices to prioritise client care.

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

There are positive relationships between trainers and apprentices, which enable them to feel confident in asking for support. Apprentices value the support from their trainers, who provide clear explanations and help them put their learning into context. Trainers are flexible in providing more frequent sessions, either at apprentices’ request or if trainers feel that apprentices need additional support.

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

Apprentices report feeling safe, and they know where they need to go if they need help. They clearly identify the additional well-being support they continue to receive from the provider in the light of the pandemic, and value this support greatly.

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better?

Leaders and managers have a clear rationale for the curriculum they have chosen to offer, focusing on the teaching of apprenticeships in health and social care in response to a local and national need for both new career entrants and skills development in the sector. They have developed close working relationships with a small number of employers, who are well supported in developing the skills of their staff.

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better?

Leaders have not ensured that there are sufficient arrangements in place to assure the quality of the education they provide. Quality assurance processes focus too heavily on ensuring that trainers use assessment effectively to meet awarding body requirements, and do not focus sharply enough on ensuring that apprentices develop significant new knowledge, skills and behaviours. Consequently, leaders are not fully aware of the progress that apprentices are making from their starting points, and so cannot drive improvements effectively to ensure that apprentices develop skills that enable them to reach their potential. 18 to 20 January 2022 Leaders have appointed a suitably experienced external governor to hold them to account for the quality of education they provide. However, the information that the governor receives is not sufficiently detailed to allow them to understand the strengths or areas for development within the curriculum. As a result, they are not

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better?

able to hold leaders to account or drive effective improvements.

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better?

Managers have not ensured that the curriculum is challenging enough to give apprentices the opportunity to reach their potential. They place too much emphasis on apprentices’ successful completion of the vocational qualification within the standard. As a result, apprentices develop their understanding of topics only to the point at which they can pass an assessment at the appropriate level. Apprentices do not receive challenge to deepen their understanding of these topics.

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better?

Trainers do not ensure that on- and off-the-job activities are sufficiently well planned to give apprentices the opportunity to practise and apply what they have learned in the workplace. For example, employers are not aware of the curriculum apprentices are following, and so are unable to support them to practise and embed new skills in the workplace, beyond those that they routinely undertake as part of their job role.

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better?

Leaders and managers have not ensured that the development of English and mathematical skills for apprentices who are exempt from the functional skills qualifications is sufficiently well planned within the curriculum. While apprentices do receive some support from trainers to develop these skills, this is reactive and not based on the assessment of apprentices’ starting points. Consequently, the development of these skills does not routinely address all of the gaps in apprentices’ knowledge.

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better?

Trainers do not plan or review activities effectively for apprentices to complete independently during their entitlement to time away from the workplace. Some apprentices log activities that take place within their normal day-to-day job role as off-the-job training. As a result, apprentices do not always engage in valuable off- the-job activities that contribute to their learning.

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better?

Trainers do not ensure that all apprentices understand end-point assessment well enough. As a result, too few apprentices know what they need to do to achieve high grades. For example, apprentices at level 2 understand well the grades available to them. However, this understanding is less well developed in apprentices following the level 5 apprenticeship.

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better?

Leaders have not ensured that apprentices routinely receive unbiased careers advice to enable them to make informed decisions about their next steps. Apprentices who identify specific career goals do receive support to achieve them. However, this support is on an ad-hoc basis and does not extend well enough to all apprentices in supporting their goals.

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better?

Leaders have ensured that staff involved in the teaching of the apprenticeships are well qualified, with significant experience in the sector. Staff follow a detailed programme of continuing professional development, including work experience in 18 to 20 January 2022 the sector, to maintain their vocational competence, and qualifications to develop their teaching and vocational skills. As a result, staff are able to link apprentices’ training to current context and legislation.

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better?

In the majority of cases, trainers use both written and spoken feedback well to develop apprentices’ understanding of the topics they are studying. However, this is not developed beyond the minimum requirement of the apprenticeship standard, and as a result, apprentices do not develop a deeper knowledge of the topics they study.

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better?

Trainers adapt learning well for apprentices with additional learning needs and ensure that these adaptations enable apprentices to complete their learning alongside their peers. For example, apprentices with dyslexia are supported to replace some of their written assignments with additional professional discussions, enabling them to be successfully assessed.

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better?

Trainers do not routinely revisit learning to ensure that apprentices can remember and apply what they have learned. For example, apprentices at level 5 can recall learning communication models, but are not able to recall the content of the training in relation to models of monitoring health and well-being. As a result, too few apprentices can recall learning from earlier parts of their course and are therefore unable to build on this learning over time.

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better?

Trainers have taken effective steps to take the impact of the pandemic into account when supporting apprentices, with a particular focus on the sector in which they work. Trainers plan sessions with apprentices flexibly around frequently changing availability and often changes at short notice to apprentices’ work patterns. All teaching is currently delivered online to prevent the need for staff to enter premises where there are vulnerable adults. As a result, apprentices are able to access and participate in their learning around peak work pressures, and consequently attendance at learning sessions is high.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers place a strong focus on the safeguarding of apprentices and have developed a culture of safeguarding across the organisation, which apprentices can identify clearly.

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Safeguarding

Leaders and managers have adopted appropriate processes for the safe recruitment of staff and have appointed a suitably qualified and experienced designated safeguarding lead (DSL) and deputy DSL.

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Safeguarding

Trainers undertake regular training to develop their knowledge of areas such as safeguarding, the risks of radicalisation and extremism, sexual abuse and exploitation, and online safety. They use this knowledge well to inform their teaching of the curriculum. 18 to 20 January 2022 Trainers ensure that apprentices are introduced to topics related to safeguarding, such as the risks of radicalisation and extremism, healthy relationships and e-safety. However, they have not placed sufficient focus on deepening apprentices’ understanding of these topics throughout their learning. Consequently, apprentices’ understanding of some topics is less well developed than others.

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Safeguarding

Trainers place significant emphasis on apprentices’ understanding of the difference between the safeguarding of those in their care and the importance of looking after themselves as an individual, which helps apprentices understand these differences well.

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What does the provider need to do to improve?

 Leaders must ensure that the curriculum they offer is sufficiently focused on apprentices’ development of significant new knowledge, skills and behaviours beyond the requirements of the standard and the qualification within it.  Leaders must ensure that apprentices’ starting points are taken into account when planning their learning to ensure that apprentices are appropriately challenged to reach their potential.  Leaders must ensure that all apprentices are aware of the possible grades available to them at end-point assessment and what they need to do to achieve them.  Leaders must ensure that the link between on- and off-the-job training within the curriculum is sufficiently well planned to ensure that all apprentices have the opportunity to practise and apply what they have learned.  Leaders must ensure that quality assurance activities focus sharply on the quality of education they provide, and how this challenges apprentices to achieve their

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What does the provider need to do to improve?

potential.  Leaders must ensure that those responsible for governance receive appropriately detailed information on the quality of education, to enable them to hold leaders to account.  Leaders must ensure that all apprentices receive unbiased careers advice to enable them to prepare for their next steps. 18 to 20 January 2022

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Provider details

Address Park South Park Plaza Heath Hayes Cannock WS12 2DB

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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 18 to 20 January 2022

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Information about this inspection

The inspection team was assisted by the operations director, 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

Stuart Collett, lead inspector Her Majesty’s Inspector Susan Gay Ofsted Inspector Karen Green Ofsted Inspector Mark Parton Her Majesty’s Inspector 18 to 20 January 2022 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

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

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