Somerset Council

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

Somerset County Council offers apprenticeships through its subsidiary, the Somerset Centre for Integrated Learning (SCIL). SCIL began providing apprenticeships in November 2018. As a new provider, SCIL received a monitoring visit in March 2021. At that time, inspectors judged SCIL to be making reasonable progress against the themes they explored.

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Information about this provider

The SCIL provides apprenticeships in early years practitioner, early years educator, teaching assistant, team leader or supervisor, business administrator, and outdoor activity instructor. At the time of inspection, 58 apprentices were studying apprenticeships at level 3, and 10 were studying at level 2. All but eight apprentices were age 19 and over. Most apprentices work for Somerset County Council. 25 to 27 May 2022

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

Apprentices are very positive about their learning and how they apply it in their roles at work. SCIL staff provide apprentices with high levels of support which helps them to make good progress in remembering the curriculum and to complete their apprenticeships. For example, staff help team leader apprentices effectively to develop their leadership skills. They give them projects that involve identifying issues within their workplace, carrying out research and then making recommendations for improvement.

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

Apprentices acquire and apply new skills, knowledge and behaviours effectively. Early years apprentices develop important professional behaviours which they demonstrate well in their day-to-day work. These include punctuality, reliability, respecting confidentiality and reflective practice. Teaching assistant apprentices learn how to work effectively with children who exhibit challenging behaviour.

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

The guidance on careers that apprentices receive is not sufficiently broad and unbiased. Apprentices are clear about opportunities for advancement with their current employers, and the further training available to them. However, not enough apprentices are aware of the wider career paths available to them on completion of their apprenticeship.

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

Apprentices feel safe. They understand and apply appropriate health and safety practice work. They know how and to whom to report any concerns about their own safety and welfare. Apprentices find staff approachable and appreciate how they make time to support them academically and in their personal lives.

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better?

Leaders and managers have developed an ambitious curriculum to meet the needs of the work force of Somerset County Council. As a result, apprentices are appropriately trained for the roles they fill. For example, teaching assistant apprentices learn about children who have learning difficulties or disabilities, including children with high needs. They apply confidently what they have learned in their workplaces.

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better?

Leaders and staff set high standards for apprentices. They expect them to make good progress, become better employees and achieve well on their apprenticeships. The majority of apprentices successfully meet these aspirations. They produce high- quality work and achieve merit and distinction grades in their final assessments. However, a few apprentices who need to develop their skills and achieve a mathematics qualification at level 2 do not receive sufficient training to do so. As a result, they are unable to complete their apprenticeship on time.

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better?

Leaders and governors have a good understanding of the strengths and weaknesses of the education and training provision. They have put in place appropriate actions to deal with the weaknesses. However, they do not formally or regularly monitor the 25 to 27 May 2022 progress made in implementing these actions and therefore are not clear about their impact. As a result, leaders have been too slow in resolving a small number of problems in the provision.

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better?

Trainers responsible for teaching and assessment have expert knowledge and good vocational experience directly related to the subjects that they teach. Leaders place a strong emphasis on improving trainers’ subject knowledge through carefully selected professional development, for example, early years trainers are well informed about developments in phonics. As a result, trainers remain very up to date.

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better?

Employers value the impact that apprentices’ training has on their organisations. Trainers generally work closely and effectively with employers. They plan and structure courses skilfully, so that apprentices develop the skills they need for their work. For example, the employers of teaching assistant apprentices gradually give their apprentices additional responsibilities with children, increasing their opportunities to learn.

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better?

Employers provide apprentices with a good range of additional courses. These courses allow apprentices to broaden significantly their knowledge and skills. For example, teaching assistant apprentices take courses which helpfully improve their understanding of phonics and grammar and how they are applied in the schools where they work.

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better?

Trainers establish clearly apprentices existing vocational knowledge at the start of their apprenticeships. They then ensure that apprentices substantially extend and build on these skills throughout the programmes. For example, team leader apprentices begin their course by reflecting on their own performance and how to make improvements based on trainer feedback. This self-awareness leads them to formulate a personal development plan that helps them improve greatly their performance at work.

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better?

Apprentices learn progressively through well-designed and useful teaching. This helps apprentices understand and remember key information and how to apply it at work. Trainers ensure the content of training is current and relevant to apprentices’ roles and businesses. Trainers use a variety of teaching methods that effectively encourages apprentices to participate well in learning sessions and to learn from each other.

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better?

Apprentices value highly learning and networking with their peers. Team leader apprentices, for example gain a valuable understanding of the scope and range of departments within the council as a result.

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better?

Trainers assessment of apprentices work is fair and consistent. Apprentices receive feedback from trainers and assessors which is constructive and helps them to improve both the content of their work and their written English. Apprentices produce written work of a high standard. Apprentices are clear about what is 25 to 27 May 2022 required to achieve a merit or distinction grade in the assessment they complete at the end of their apprenticeship.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Apprentices feel safe and know who to contact at work and at SCIL if they have a concern. Leaders have established appropriate policies and procedures that staff use effectively to safeguard apprentices. All staff are trained in safeguarding and the ‘Prevent’ duty, and use this knowledge to inform their training of apprentices effectively. The designated safeguarding lead is suitably experienced and has received appropriate training to carry out the role.

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Safeguarding

Leaders complete the necessary checks when appointing new staff to ensure their suitability to work with apprentices.

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What does the provider need to do to improve?

 Leaders and managers should carefully monitor the implementation and impact of actions designed to improve their provision to ensure they are effective.  Leaders should ensure that apprentices receive sufficiently broad and unbiased careers guidance so that they are fully aware of the career options available to them after they complete their apprenticeships.  Leaders and managers should ensure that apprentices who need to develop their knowledge and skills further and achieve a level 2 mathematics qualification receive timely and highly effective support and teaching to enable them to do so. 25 to 27 May 2022

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Address

Somerset Centre for Integrated Learning (SCIL) Support Services for Education Dillington House Ilminster Somerset TA19 9DT

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Address

Provider type Independent learning provider

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Address

Date of previous inspection Not previously inspected

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Address

Main subcontractors None 25 to 27 May 2022

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Information about this inspection

The inspection team was assisted by the operations manager, 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

Roger Pilgrim, lead inspector Ofsted Inspector Matt Hann Her Majesty’s Inspector Kate Wills Ofsted Inspector Clifford Shaw Ofsted Inspector 25 to 27 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 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

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