New Generation Training and Consultancy Limited

Further education and skills inspection report

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Inspection of New Generation Training and Consultancy Limited

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Overall effectiveness Inadequate

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

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Information about this provider

New Generation Training and Consultancy Limited (NGTC) is an independent learning provider based in Wigan. NGTC began delivering directly funded apprenticeships in 2018. It provides apprenticeship training and traineeships for the security and spectator events industry. The provider does not subcontract any of its provision.

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Information about this provider

At the time of the inspection, there were 62 apprentices in learning, of which 37 were in scope for the inspection. These apprentices are on apprenticeship programmes from levels 3 to 5. Three quarters of apprentices follow standards- based provision in security first line manager, assessor coach and operations management. The remaining apprentices follow programmes in a range of sectors, such as business and facilities management. There were no learners enrolled on traineeship programmes. 2–4 February 2022

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

Apprentices value the support they receive from their tutors. They have positive relationships with tutors and value the industry knowledge they share. Apprentices learn about security planning at events, including those in which they may not have experience, such as large music concerts and events at racecourses. As a result, apprentices confidently comply with event security at a range of events.

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

Apprentices do not receive effective initial advice and guidance. Most apprentices on the assessor coach apprenticeship do not have access to learners in order to plan and deliver coaching and assessment. Apprentices are not able to apply and reinforce their learning in the workplace in a timely manner.

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

Apprentices gain confidence as a result of their apprenticeship programme. They learn about security operations and how to communicate effectively with staff. This equips them with the skills to carry out team briefings on how to deal with incidents during events.

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

Apprentices participate in group discussions and debates to explore topical issues and develop their understanding of important issues, such as institutional racism and diversity. For example, they learn about the appropriate use of personal pronouns and the use of inclusive language.

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

Apprentices feel safe. They talk confidently about safeguarding issues that they apply to their job role. Apprentices learn about the ‘Ask for Angela’ safety initiative. They confidently explain how people use this when they feel unsafe or threatened at events. Apprentices use this knowledge to train venue staff, such as event stewards and spectator safety officers.

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better?

Leaders and tutors do not have sufficient knowledge of how to plan and deliver an apprenticeship programme effectively. Tutors are unaware of the component parts of an apprenticeship. For example, they did not know that apprentices needed to achieve information technology functional skills as part of the apprenticeships they were teaching. Tutors are unable to support apprentices to develop substantial new knowledge, skills and behaviours. As a result, even taking into account the impact of COVID-19, none of the apprentices who should have completed their apprenticeship has done so.

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better?

Leaders and governors have not put in place actions quickly enough to bring about swift improvements in the quality of education that apprentices receive. Although they correctly identify the main weaknesses of the apprenticeship programmes, they do not have effective plans in place for apprentices to make sustained progress or to complete their apprenticeship. Too many apprentices make slow progress and do not achieve. 2–4 February 2022 Leaders do not ensure that the apprenticeship programmes meet the principles and requirements of an apprenticeship. Tutors do not gather information on what apprentices already know and can do at the start of the programme. Too many apprentices on the level 3 security first line manager programme have substantial experience and prior knowledge of the security industry. Apprentices are not being challenged to gain substantially new knowledge, skills and behaviours as a result of

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better?

Leaders do not ensure that employers are sufficiently involved in the apprenticeship programme. Employers are not involved in the planning of on- and off-the-job training. They do not ensure that apprentices have the opportunity to practise skills learned in the workplace. In a few instances, employers do not give apprentices the time they need to complete their functional skills training and final assessments. As a result, apprentices do not pass their functional skills tests and are not prepared for their final assessments.

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better?

Tutors do not carry out effective reviews of apprentices’ progress. They do not ensure that employers are aware of the progress their apprentices are making. Tutors do not focus on the development of apprentices’ knowledge, skills and behaviours. They are overly positive about the progress that apprentices make, which results in a lack of challenging targets.

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better?

Tutors do not adequately prepare apprentices for their final assessments. They do not provide ongoing feedback on how to develop their work further. As a result, apprentices do not fully understand what is involved in the assessment process or how to achieve merit or distinction grades on their final assessment.

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better?

Apprentices complete a range of security-related courses, such as on terrorism awareness and safety and security, while on their apprenticeship. Apprentices have current working knowledge of how to protect themselves and others from radicalisation and extremism.

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better?

Apprentices do not receive well-planned, high-quality careers advice and guidance. Tutors use their experience in the industry to provide apprentices with career guidance when requested. Apprentices do not receive sufficient information on their next steps, such as further education, or training and career opportunities.

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better?

Leaders ensure that tutors have the appropriate experience and qualifications to teach their subjects. Tutors benefit from regular training in the security industry that informs their teaching. Their training includes action counter-terrorism courses that support the accurate completion of risk assessments for large-scale events. However, leaders do not provide training to develop tutors’ teaching skills.

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Safeguarding

The arrangements for safeguarding are effective. 2–4 February 2022 The designated safeguarding lead (DSL) and deputies are appropriately trained to carry out their roles. The DSL monitors safeguarding concerns effectively. The DSL provides useful staff training on topics such as identifying and supporting apprentices with low mood and depression. Apprentices receive timely support and remain on programme.

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Safeguarding

Apprentices benefit from regular training on safeguarding and security. They talk confidently about how terrorism threats impact on their job roles. Apprentices complete risk assessments and apply counter-terrorism techniques at spectator events. As a result, apprentices use appropriate techniques to keep themselves and others safe.

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What does the provider need to do to improve?

 Leaders should improve the initial advice and guidance that apprentices receive to ensure that they are able to apply their learning effectively in the workplace and complete their apprenticeship.  Leaders must ensure that they put effective quality processes in place to ensure that apprentices who have not completed their apprenticeship on time are supported to catch up and complete their apprenticeship.  Leaders should identify what apprentices already know and can do at the start of their programme and use this information to ensure that all apprentices achieve their potential and develop substantive new knowledge, skills and behaviours on their apprenticeship.  Leaders should ensure that employers are routinely involved in the planning of on- and-off-the-job training and the review of their apprentices’ achievement, so that apprentices make the progress of which they are capable.  Leaders should ensure that tutors improve ongoing feedback to apprentices, so

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What does the provider need to do to improve?

that they are prepared for final assessments and know how to achieve merit and distinction grades.  Leaders should review the delivery of information technology functional skills to ensure that all apprentices have access to appropriate training and support to ensure that they pass their tests. 2–4 February 2022

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Provider details

Address Dorbcrest House 20 Lowe Mill Lane Hindley Wigan Lancashire WN2 3AF

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Provider details

Principal/CEO Mike Needham (Managing Director)

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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 February 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

Alison Humphreys, lead inspector Her Majesty’s Inspector Steve Ingle Ofsted Inspector Elaine Price Ofsted Inspector 2–4 February 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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