Learningplus Limited

Further education and skills inspection report

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Inspection of Phoenix Training Services (Midlands) 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 Adult learning programmes Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Phoenix Training Services (Midlands) Limited is a private training provider based in Birmingham. In March 2019 the provider was purchased by Challenge Group Holdings Limited. At the time of the visit, the provider was in the process of changing its name to Challenge-trg (Skills) Limited (Challenge-trg).

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Information about this provider

The provider runs adult learning programmes under a direct contract with the West Midlands Combined Authority, as well as working as a subcontractor. Only directly delivered provision was within scope of this inspection. At the time of the inspection, there were 37 learners studying on level 2 construction gateway – phase 1, 23 learners studying a level 3 diploma in care, 18 studying entry level essential digital skills, and the remaining 11 were studying across four professional studies courses and entry level 3 English qualifications. 6–8 April 2022

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

Learners are well motivated. They understand the opportunities the courses aim to provide and are committed to their learning. For example, level 3 health care learners understand how gaining the qualification can provide opportunities for career progression. Construction learners recognise that the qualification will give them access to relevant employment.

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

Learners feel well supported to participate in the course, Challenge-trg has close links with the National Careers service, the SENSE charity, and local employers. Staff from these organisations are part of the enrolment process and ensure that the course is appropriate for the needs of the learners.

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

Teachers do not refer to what learners already know and can do at the start of the course to enable them to make more rapid progress.

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

Learners do not get opportunities to practise and apply what they have learned, which means that they do not develop fluency and consistency in their knowledge and skills before moving on to new learning.

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

Too few learners receive consistently helpful feedback to support their improvement.

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

Learners do not develop their English and mathematics to a good enough standard.

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

Learners feel safe and have a good understanding of online safety. For example, entry level digital learners know how to check for fake websites and can verify secure websites when purchasing online products.

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better?

Leaders have created a curriculum that responds well to local skills needs by targeting learners who are low skilled or have significant barriers to employment, such as those with a hearing impairment. The curriculum is well designed to meet the local economic needs and the priorities of the West Midland Combined Authority. Leaders and managers are committed to improving the lives of their learners through the curriculum they offer.

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better?

The governing body has recently been refreshed with the appointment of a new chair of governors with significant experience in the further education and skills sector. Governors have a thorough understanding of the provider’s business. They provide effective external scrutiny and challenge to leaders. Governors have an in- depth understanding of the challenges that the organisation has encountered and the further improvements that are required. However, it is too soon to measure the impact governors are having on the learners’ experience.

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better?

Leaders are unclear of the improvements their quality process is informing and the impact it is having on the learners’ experience. As a result, leaders have made slow 6–8 April 2022

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progress to implement improvements since the last inspection and subsequent monitoring visit.

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Leaders and managers have planned a curriculum that meets the needs of most learners, including those with special educational needs and/or disabilities (SEND), working closely with the charity SENSE, to support learners to develop digital skills that will allow them to access the job market more easily.

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Leaders and managers review how courses are taught, adjusting them better to suit the needs of learners. For example, in construction the programme has been changed to be taught in four concurrent days, to allow learners to gain the initial skills they need to move into employment quickly. However, managers have not established the impact of these curriculum changes: in particular the impact of course length on learners’ long-term retention of knowledge, skills and behaviours.

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Teachers are experienced practitioners in their relevant fields. They use their experience well to share real-life examples with learners. Consequently, learners gain useful insights into sector-relevant working practices and undertake more- complex activities within the settings they work in.

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Teachers and managers do not use the information on learners’ starting points well enough to shape teaching and assessment of the curriculum. As a result, learning plans are of limited effectiveness and are often too generic.

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Teachers do not give opportunities for learners to practise what they have learned. As a result, learners do not develop fluency and consistency with regard to skills and behaviours. For example, the fast pace at which the level 3 diploma in health care is taught, and independent nature of online assessment, means that learners progress to new units before having the opportunity to develop a sufficiently sound understanding of the current subject.

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Too few learners receive consistently well-thought-through assessment and feedback that helps them to improve. As a result, learners do not develop and achieve their very best. For example, teachers on construction courses use end-of-day tests that do not allow teachers to identify and provide feedback on specific areas for development.

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Teachers do not take clear actions to support learners with their English and mathematics skills and, as a result, learners do not develop English and mathematics skills to an appropriate standard. For example, level 3 health care learners do not develop skills which are expected at this level, such as effective referencing.

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The majority of learners use their new knowledge to maintain employment, further progress within their existing jobs or ensure they are job ready. As a result of their studies, learners are more employable and make better contributions at work. Learners with specific support needs make particular progress in their confidence and skill development. 6–8 April 2022

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In the majority of cases, managers and teachers prepare learners for their next steps well. Learners are ambitious and clear on the actions they need to take to be successful in the future. For example, a large majority of construction learners move on to achieve their Construction Skills Certification Scheme (CSCS) card.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff create a calm learning environment, so that learners feel safe and can focus on their learning. Staff pay close attention to learners’ well-being at the various centres. For example, at one outreach centre female learners are reassured by the presence of the community engagement officer.

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Safeguarding

Leaders ensure that the designated safeguarding lead and staff have a thorough understanding of how to keep learners safe. They have put in place appropriate referral processes for identifying, tracking, and monitoring of learners who require support for safeguarding.

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Safeguarding

Learners on care and construction programmes develop their understanding of health and safety in the workplace through the curriculum. For example, learners on the level 3 diploma in health demonstrate the use of personal protective equipment and cleaning hands. However, the construction course is predominantly classroom based, and learners do not have the opportunity to reinforce their learning about health and safety through practical applications.

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What does the provider need to do to improve?

 Leaders must ensure that they quickly implement plans for improvement to en- sure learners have the opportunity to achieve to the best of their ability.  Leaders must ensure that teachers consider learners’ starting points when planning learning to ensure learners consolidate and apply their learning and to improve their work so as to meet their full potential.  Leaders must ensure teachers use assessment and feedback to identify clearly what learners need to do to improve.  Leaders must identify learners’ English and mathematics skill levels promptly and provide relevant training to support their continued development to an appropri- ate standard. 6–8 April 2022

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Provider details

Address Phoenix Wharf Bolton Street Birmingham B9 4HH

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection 5–8 February 2019

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Information about this inspection

The inspection team was assisted by the skills 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

Sharon Dowling, lead inspector Her Majesty’s Inspector Maggie Fobister Ofsted Inspector Martin Ward Her Majesty’s Inspector Mark Parton Her Majesty’s Inspector Fazal Dad Ofsted Inspector Beth Selwood Ofsted Inspector 6–8 April 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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