Advance Care Training Limited

Further education and skills inspection report

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Inspection of Advance Care Training Limited

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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 Education programmes for young people Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Advance Care Training Limited (ACT) is a small independent learning provider based in Nottingham. ACT has been delivering training and qualifications since 2006. At the time of the inspection, there were 16 level 2 adult care workers, three level 3 lead adult care workers, one level 5 leader in adult care, and one level 7 senior leader in adult care apprentices. All study standards-based apprenticeships. Most apprentices work in domiciliary care and attend training at work or at ACT. 8 to 10 March 2022

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

Apprentices, many of whom are new to the care sector, gain the confidence they need to undertake their roles. They learn strategies to deal with difficult situations they face. For example, if a service user falls in their home, they know how to call the emergency services and make them comfortable while they wait.

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

Apprentices try hard to attend training even though it is difficult for them due to demands at work. Tutors are highly flexible and work around these demands. Apprentices do not always get the off-the-job training time they are entitled to. This makes it hard for them to keep up with the demands of their course. As apprentices are committed to their studies, they work hard to keep up in their own time.

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

Tutors care about their apprentices and know them well. They use the start of training sessions to check apprentices’ welfare and arrange extra support sessions if needed. Apprentices are right to feel very well supported by their tutors.

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

Apprentices cover safeguarding matters comprehensively as part of their course. They understand how to make sure service users are safe and know how to spot and report potential abuse. Apprentices demonstrate a high standard of professional behaviour and respect.

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better?

Leaders do not ensure that line managers are sufficiently involved in their apprentices’ learning. Most line managers do not know enough about apprentices’ courses. Tutors and line managers do not plan adequately apprentices on- and off- the-job time. This means apprentices do not get enough opportunity to practise and apply what they have learned.

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better?

Care staff shortages and continuing absence due to COVID-19 understandably impact on the availability of managers. Most line managers do not have an active role in apprentices’ progress reviews. To mitigate this, line managers provide tutors with email feedback about apprentices’ performance. However, line managers still do not understand adequately what apprentices need to do to develop their knowledge, skills and behaviours, and this slows their progress. In a few cases, line managers are involved and apprentices learn and progress well.

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better?

Tutors talk to apprentices at the start of their course and in reviews about their next steps. However, there is no overarching careers curriculum for apprentices. As a result, most struggle to recall these discussions and what the next steps are that they can take.

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better?

Leaders’ approach to quality assurance is not consistently effective. Leaders often focus too much on compliance. For example, reviews of off-the-job training count hours and do not consider the quality of how the time is spent by apprentices. 8 to 10 March 2022

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Leaders’ reviews of tutors’ performance are useful and identify helpful areas for development. Tutors quickly receive support to help them improve.

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Leaders select a suitable curriculum and understand the care sector and the local and regional context. They appreciate the challenges the sector and employers face. Leaders are responsive to this and provide a helpful range of ways apprentices can attend training. Fortnightly training takes place at flexible times, in a small group or one-to-one and can be either in person or online.

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Tutors are well qualified and experienced in the care sector. They organise training logically so that apprentices progressively build their knowledge of the care curriculum. For example, tutors start with the key topics of communication and handling information and progress on to more complex areas such as whistleblowing.

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Tutors use their subject expertise to design appropriate resources. Sessions are well structured and case studies bring theory to life. For example, apprentices learn effective communication strategies for service users with limited verbal communication or learning disabilities. Tutors revisit key topics throughout the course and prepare apprentices for their final assessment. However, as learning is not specifically reinforced in the workplace, apprentices struggle to retain key information over time.

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Most apprentices complete written work and presentations to an appropriate standard. They explore topics accurately and in suitable depth. A small number of apprentices have undertaken their final assessment and achieved a distinction grade. Apprentices with additional learning support needs, or those who lack digital skills, are well supported.

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Leaders engage with appropriate external partners to bring a level of independent oversight to aspects of what they do. Leaders are considering making more permanent arrangements for external scrutiny.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have a suitable focus on safeguarding apprentices. They take care to ensure that apprentices are made aware of their rights and responsibilities and how to keep themselves safe at work.

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Safeguarding

Leaders have suitable safeguarding policies and procedures in place. The designated safeguarding lead is appropriately trained and staff undertake relevant annual training. Staff understand their safeguarding responsibilities.

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Safeguarding

Tutors cover a range of topics relating to apprentices’ well-being, for example stress, mental health and resilience. Apprentices are aware of how to keep themselves mentally and physically healthy. 8 to 10 March 2022

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What does the provider need to do to improve?

 Leaders, working with employers, must ensure that all apprentices receive their entitlement to their on- and off-the-job training time so they can keep up with the demands of their course.  Leaders should ensure that on- and off-the-job training is well planned and links to what apprentices’ study so that they can practise and apply what they have learned.  Leaders should ensure that line managers understand apprentices’ courses so that they can contribute to monitoring apprentices’ progress and support them to achieve.  Leaders should review their arrangements for quality assurance to ensure that they focus strongly enough on the quality of apprentices’ learning experience.  Leaders should review the careers curriculum for apprentices to ensure that it provides apprentices with sufficient independent guidance to make choices about their next steps. 8 to 10 March 2022

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Provider details

Address Enterprise Centre 6 David Lane Basford Nottingham NG6 0JU

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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 8 to 10 March 2022

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Information about this inspection

The inspection team was assisted by the 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

Emma Woods, lead inspector Her Majesty’s Inspector Helen Whelan Her Majesty’s Inspector Shona Green Ofsted Inspector 8 to 10 March 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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