Complete Skills Solutions Limited

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

Innovative Alliance Limited (IA) is a learning provider based in the Liverpool City Region and was registered as a training company in 2014. In August 2017, the Education and Skills Funding Agency awarded IA an adult learning contract. The company became part of the Progress to Excellence Group in October 2018 and, subsequently, The Progress Group, in July 2019.

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Information about this provider

IA currently has 18 learners on level 1 courses funded by the Liverpool City Region Mayoral Combined Authority. They provide short vocational courses in employment, personal development and information technology at entry level 3 and level 1. IA also provide vocational programmes at level 2. 25–28 January 2022

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

Learners benefit from an ambitious curriculum which improves their lives by helping them to become self-sufficient and independent. They develop the technical skills and knowledge they need to complete further study or to enter employment. For instance, learners gain employment at container terminals as port operatives for a local employer.

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

Learners are respectful to each other and their trainers. They enjoy their courses and are motivated to succeed. They appreciate the effective support and encouragement trainers give them. As a result, learners build their confidence and self-belief.

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

The majority of learners receive effective information, advice and guidance at the start of their courses. However, learners on the bus driving course do not fully understand that they have to study theoretical aspects before starting the practical components of their course.

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

Learners readily recall knowledge that will help them to be successful at work. For example, learners on bus driving courses know the significance of being polite and friendly to customers. Construction learners understand the critical importance of keeping their work areas tidy.

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

Leaders pay for Construction Skills Certification Scheme cards for construction learners. By doing this, leaders have removed a barrier to employment for these learners.

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better?

Leaders have a clear strategy for their adult employability curriculum. They ensure that the curriculum meets the needs of employers, learners and local skill requirements. Leaders work closely with employers to develop bespoke courses that lead to employment. For instance, they provide courses for a local bus operator that combines customer service theory with a practical bus driver qualification. As a result, learners gain valuable knowledge and skills to be successful in the job market.

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better?

Trainers teach the curriculum in a logical order that allow learners to incrementally develop their knowledge and skills. In level 1 construction, learners initially learn how to work safely, then they learn about more complex topics such as the legal responsibilities of employers and employees and the consequences of unsafe working practices. As a result, the large majority of learners move into employment or further learning.

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better?

Trainers have the appropriate experience and qualifications to teach their subjects. Leaders provide trainers with a range of effective training, for example asbestos awareness, mental health awareness and effective use of formative and summative assessment when training learners. This helps trainers to develop their subject knowledge and teaching skills further. 25–28 January 2022

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Trainers use a variety of effective teaching strategies to accurately identify gaps in knowledge. They routinely check learners’ recall of what they have learned and swiftly recap on topics to reinforce learning. As a result, learners know more and remember more over time. For example, construction learners accurately identify site hazards. Learners on bus driver courses accurately interpret bus timetables and know the importance of providing good customer service.

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Trainers routinely develop learners’ English and mathematical skills. Construction learners improve their technical vocabulary. They understand terms such as fall arrest harness, leptospirosis and inertia reel. Learners on the port operative course accurately calculate the percentage of recycled waste in their department.

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Trainers provide detailed and helpful feedback to learners. Learners know what they have done well and what they need to do to improve their work. Trainers routinely challenge learners to expand their answers to include fuller responses, or to pay attention to their body language in practice interviews. As a result, learners improve their work and skills.

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Trainers routinely provide learners with effective ongoing careers information, advice and guidance. Learners aspire to become site foremen, supervisors or to be self-employed. Trainers routinely talk to learners about local job opportunities. This helps learners to make appropriate career choices.

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Leadership and governance are effective. Governors receive useful reports and information about curriculum areas. They provide strong challenge and agree actions for senior leaders to improve the quality of education for learners. However, senior leaders and governors do not receive reports from curriculum leaders on learners’ progress compared with starting points. This means that they cannot intervene quickly enough when learners fall behind.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Senior leaders and managers place a high priority on keeping learners safe. They ensure that all members of the safeguarding team are suitably qualified. Leaders complete a range of appropriate checks when appointing new staff to make sure they are suitable to work with learners. Leaders use links to external agencies to help learners access additional help, for example in relation to finances or homelessness.

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Safeguarding

Learners feel safe and know who they should contact if they have any safeguarding concerns. A minority of learners have a limited understanding of the ‘Prevent’ duty. They are unsure about how to keep themselves safe from radicalisation and extremism. 25–28 January 2022

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What does the provider need to do to improve?

 Leaders and managers should ensure that staff provide accurate information, advice and guidance to all learners prior to the start of their course to ensure that learners fully understand the components of their course.  Senior leaders and governors should ensure that they receive appropriate information from curriculum leaders on learners’ progress so that they can intervene quickly if learners fall behind in their learning.  Leaders and managers should ensure that trainers consistently check and reinforce learners’ understanding of the ‘Prevent’ duty so that all learners know how to keep themselves safe from radicalisation and extremism. 25–28 January 2022

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Provider details

Address The Gate House News Printers Knowsley Ltd Kitling Road Knowsley Business Park Prescot Lancashire L34 9HN

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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 25–28 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

Kim Bleasdale, lead inspector Her Majesty’s Inspector Andrea Machell Her Majesty’s Inspector Philippa Firth Her Majesty’s Inspector 25–28 January 2022

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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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