Triage Centrum Limited

Further education and skills inspection report

p.1

Overall effectiveness Good

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

p.1

Information about this provider

Triage Central Limited (Triage) was formed in 1998 in Scotland. It established a headquarters in Middlesbrough in 2011 to deliver employability provision as a subcontractor. In 2017, it began to receive funding from the Education and Skills Funding Agency for the direct delivery of adult learning programmes and, from 2018, to deliver apprenticeships. Triage was awarded a contract by the Tees Valley Combined Authority in 2019 to deliver short adult education courses in priority skill- sector areas, including retail and commercial, digital skills, and health and social care. Leaders work with one subcontractor, Nordic Products and Services Limited, to provide training courses in engineering and construction.

p.1

Information about this provider

At the time of the inspection, there were 50 adults in learning. Leaders have taken the decision not to continue to offer apprenticeships, and there were fewer than five apprentices remaining on programmes. 15 to 18 March 2022

p.1

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

Dedicated progression coaches provide effective support to learners to identify and minimise barriers to learning and work. This results in a high proportion of learners progressing into employment or further training at the end of their course.

p.2

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

Learners have positive attitudes to their learning. They are motivated and eager to learn new skills and knowledge. Learners improve their communication and teamworking skills by participating in activities and working with their peers. As a result, they successfully develop employability skills and improve their readiness for work.

p.2

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

Learners benefit from a calm and welcoming environment in their classes that is conducive to learning. They understand the expectations set by staff and they are focused and ready to learn. Learners feel valued, respected and treated as equals. They develop confidence and independence to become engaged in their training and search for employment.

p.2

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

Learners rightly feel safe and know how to report concerns if they have any. They have access to a range of well-being support to help them stay well both mentally and physically. Learners are provided with a range of information about how to stay fit and healthy, and this is promoted well by staff. Specialist staff and assessor trainers work closely to identify learners with specific needs and signpost them to appropriate specialist organisations to provide further support as needed.

p.2

better?

Leaders and managers have established effective relationships with stakeholders such as Jobcentre Plus and a range of local and regional employers. These relationships help managers to provide courses which are closely aligned to meeting skills gaps in the local community.

p.2

better?

The curriculum that staff have designed focuses on developing employability skills to improve employment opportunities for disadvantaged and hard-to-reach learners. Learners gain useful qualifications and a wide range of transferable skills for life and work. They gain a better understanding of their chosen industry sector, which prepares them well to enter the labour market.

p.2

better?

Staff have planned short courses that are well sequenced to build skills and knowledge over the duration of the course. Trainer assessors, both at the provider and the subcontractor, use their expertise to develop the behaviours and skills that learners require for employment effectively. On the level 1 award in introductory thermal and plasma cutting skills, staff sequence the curriculum well so that learners develop their skills step by step. They start with safe working practices and how to read drawings, and then progress to the use of hand tools and machinery to produce their test pieces. Most assessor trainers set work for learners to complete between sessions that consolidates and builds on prior learning. Learners routinely 15 to 18 March 2022

p.2

3

evaluate what they have learned in each session, aiding commitment of knowledge to long-term memory and enabling them to recall their new learning.

p.3

3

Leaders and managers recruit staff who are well qualified, knowledgeable and experienced to deliver the programmes. They provide opportunities for trainer assessors to upskill and gain qualifications that broaden skills, vocational knowledge and experience. Trainer assessors have completed courses in infection control, principles in dementia care and first aid to enable them to support and further develop learners’ knowledge on level 1 introduction to health and social care courses.

p.3

3

Trainer assessors ensure that learners make swift progress on their courses. They use initial assessment to evaluate learners’ starting points, including learners with learning difficulties and/or disabilities, so they can plan learning to meet individual needs effectively. Trainer assessors use a range of activities which are effective in developing learners’ knowledge and skills, such as topical discussion, role play and worksheets. On the level 1 personal development course, learners discuss the importance of establishing and maintaining effective working relationships and can explain the importance of working cooperatively and using effective communication skills.

p.3

3

In a few cases, trainer assessors do not make learners aware of the results of their initial English and mathematics assessments and the specific skills that they need to improve, and do not routinely develop essential skills such as English, mathematics and digital skills. In a minority of cases, trainer assessors are reluctant to address and correct spelling, punctuation and grammatical errors in learners’ written work. This results in a few learners repeating the same errors. As a result, these learners do not make the progress that they could in developing their skills in producing accurate written English.

p.3

3

Learners gain additional specialist qualifications which align closely to the areas of employment to which they hope to progress. Learners on hospitality and catering courses complete a level 2 food hygiene qualification. Learners on cleaning principles courses complete a level 2 qualification in health and safety. A high proportion of learners previously disengaged from the world of work progress to positive destinations, including permanent roles in theme parks, a waste management company and national and local retailers.

p.3

3

Learners participate in a range of activities that successfully support and enhance their personal development. Trainer assessors promote an understanding of British values, equality and diversity. On the level 1 health and social care course, trainer assessors enable learners to improve their understanding of individual differences, tolerance and respect in relation to care. They link this well to an understanding of client and patient choice and person-centred care.

p.3

3

Trainer assessors do not use apprentices’ starting points well enough to plan the programmes that they provide. They do not provide feedback quickly enough to help apprentices improve the quality of their work. As a result, too many apprentices 15 to 18 March 2022

p.3

4

make slow progress. Leaders and managers have recently taken appropriate action to address these weaknesses, but it is too early to see the full impact.

p.4

4

Many apprentices take on additional responsibility in the workplace and gain promoted positions as a result of their new knowledge, skills and behaviours. They become more effective administrators and managers as a result of learning about theories and concepts such as emotional intelligence and De Bono’s ‘five thinking hats’. They are able to apply these ideas to improve teamworking.

p.4

4

Those in governance roles are suitably skilled and trained, and they understand how to carry out their roles. The chief executive officer and the director of the board meet frequently. The whole board of governors meets on a quarterly basis to discuss the strategic direction and oversee the quality of provision. The board has a clear oversight of financial and contractual performance and the potential weaknesses. In a few cases, however, the governors are not aware early enough of weaknesses and, consequently, do not ensure that actions are taken swiftly enough.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders ensure that appropriate safeguarding policies and procedures are in place, and they meet the requirements of the ‘Prevent’ duty. The designated safeguarding lead (DSL) and deputy DSLs have appropriate training and experience to carry out their roles. Leaders use effective links with external agencies to support vulnerable people who are at risk. Leaders have established links with the regional Prevent coordinator, and they receive regular updates on local threats .

p.4

Safeguarding

Leaders and managers have put effective safe recruitment policies and procedures in place to ensure that staff are appropriate to work with vulnerable adult learners. They have clear processes for the collection of references and they ensure that staff have appropriate Disclosure and Barring Service checks in place before starting employment. Staff receive up-to-date training in safeguarding.

p.4

Safeguarding

A few trainer assessors do not develop learners’ awareness of the risks posed by extremist groups, including the potential threat posed by far-right groups which have an active presence in the north east.

p.4

What does the provider need to do to improve?

 Ensure that the apprentices who remain on programmes make more rapid progress and successfully complete their programmes.  Ensure that all learners have the opportunity to access an English and mathematics curriculum that develops their skills further.  Ensure that learners are aware of what they need to do to improve their literacy skills. 15 to 18 March 2022

p.4

5

 Ensure that all trainer assessors routinely raise learners’ awareness of local risks and the risks posed by extremist groups. 15 to 18 March 2022

p.5

Provider details

Address 251-255 Linthorpe Road Middlesbrough TS1 4AT

p.6

Provider details

Provider type Independent learning provider

p.6

Provider details

Date of previous inspection Not previously inspected

p.6

Provider details

Main subcontractors Nordic Products and Services Limited 15 to 18 March 2022

p.6

Information about this inspection

The inspection team was assisted by the head of delivery, 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.7

Inspection team

Joanne Stork, lead inspector Her Majesty’s Inspector Bev Cross Ofsted Inspector Neil Clark Ofsted Inspector Lynne Paxton Ofsted Inspector Pauline Hughes Ofsted Inspector 15 to 18 March 2022

p.7

8

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.8

8

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.8

8

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.8

8

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

p.8

8

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

p.8