Park Education and Training Centre Limited

Park Education and Training Centre Limited Monitoring visit report

p.1

Name of lead inspector: Jon Bowman, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

Kingsbury House 468 Church Lane London NW9 8UA Monitoring visit: Park Training and Education Centre Limited, 4 and 5 May 2022

p.1

Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

Park Education and Training Centre Limited is an independent learning provider that specialises in health and social care training. They began teaching apprenticeships in October 2020 under contract with the Education and Skills Funding Agency. At the time of the monitoring visit, there were 67 apprentices studying standards-based apprenticeships at levels 2 to 5. There were 8 apprentices studying the level 2 adult care worker apprenticeship, 46 on the level 3 lead adult care worker apprenticeship and 13 apprentices at level 5 studying the leader in adult care, healthcare assistant practitioner or children, young people and families manager apprenticeship.

p.2

Reasonable progress

Leaders and managers have a clear rationale for the training they provide. They have high aspirations for their apprentices and aim to promote their social mobility. The range of apprenticeships offered meets skills shortages in the care sector. The curriculum provides progression opportunities for new entrants into the sector and develops the knowledge, skills and behaviours of existing employees so that they can progress in their careers.

p.2

Reasonable progress

Leaders and managers ensure that the requirements of the apprenticeship programme are met. They ensure that employers are aware of their responsibilities towards apprentices. For example, employers take part in reviews of apprentices’ progress. They ensure that apprentices receive suitable training within their working hours.

p.2

Reasonable progress

Leaders and managers ensure that there are appropriate processes in place to prepare apprentices for their final assessments. During the training, assessors frequently test apprentices’ knowledge using activities that replicate the final Monitoring visit: Park Training and Education Centre Limited, 4 and 5 May 2022 assessments. For example, they use scenarios and discussion to test apprentices’ knowledge and skills. As a result, apprentices are suitably prepared for their final assessments.

p.2

Reasonable progress

Leaders and managers have suitable arrangements in place to evaluate the quality of the provision. For example, they observe teaching, sample apprentices’ work and use external reports to help shape improvements. However, leaders and managers do not ensure that information is brought together to inform their self-assessment of the apprenticeships. As a result, they are not fully aware of all the strengths and weakness of the provision.

p.3

Reasonable progress

Leaders and managers recognise that the existing governance arrangements do not provide a sufficient level of scrutiny of the quality of education that apprentices receive. They are exploring ways in which they can improve scrutiny at a senior level through, for example, creating an advisory group.

p.3

Reasonable progress

Assessors use effective techniques to check that apprentices remember what they have been taught through their training. They observe apprentices at work and use questioning effectively to test their knowledge. As a result, apprentices, including those with existing experience of the sector, develop their knowledge, skills and behaviours well. For example, they understand the importance of writing detailed reports on clients’ care needs, so a newly assigned carer has all the information they need to provide the best care possible.

p.3

Reasonable progress

Employers value the contribution apprentices make at work because of their training. They see apprentices develop in confidence and perform tasks to a higher standard at work. For example, level 5 leader in adult care apprentices can confidently manage conflict at work and handle complaints effectively.

p.3

Reasonable progress

Leaders, managers and staff work effectively with employers to ensure that the tasks that apprentices do at work supports their learning. Employers are aware of the specific topics that apprentices need to learn about. As a result, employers provide opportunities at work for apprentices to develop their knowledge and skills.

p.3

Reasonable progress

Leaders and managers ensure that assessors have appropriate industry experience and teaching qualifications. Assessors regularly update their training to keep up to date with sector developments. For example, they attend training about the use of new technology such as hoists and wheelchairs. As a result, assessors provide apprentices with up to date and detailed information.

p.3

Reasonable progress

Assessors, in their feedback on apprentices’ written work, do not provide enough guidance on what they need to do to improve further. As a result, the quality of Monitoring visit: Park Training and Education Centre Limited, 4 and 5 May 2022 apprentices’ written work is not consistently good. For example, level 3 apprentices do not use enough in-depth analysis or research in their written work. Level 5 apprentices’ written work is more detailed but is not always suitably researched.

p.3

Reasonable progress

Most apprentices who need to develop their English and mathematics skills do so effectively and pass their functional skills exams first time. However, those who have low levels of English and mathematics do not receive good enough support to help them progress at work and through their careers.

p.4

Reasonable progress

Leaders and managers ensure that they have appropriate safeguarding policies in place, including a ‘Prevent’ risk assessment. They follow safe recruitment processes that ensure staff are suitable for their roles. There is a suitable safeguarding structure in place with a designated safeguarding lead and deputy designated safeguarding lead.

p.4

Reasonable progress

Apprentices receive clear information on how to keep themselves safe when they begin their training and who they should contact if they have a safeguarding concern. They feel safe and know who to report their concerns to at the provider and in their workplace.

p.4

Reasonable progress

Safeguarding is a prominent feature in the curriculum. As a result, apprentices gain a sound understanding of safeguarding in relation to their role and in ensuring client safety and well-being. However, apprentices do not remember what they are taught at the start of the course about the dangers of radicalisation and extremism. Monitoring visit: Park Training and Education Centre Limited, 4 and 5 May 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

p.4

Reasonable progress

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.5

Reasonable progress

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.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5