Nishkam Civic Association

Nishkam Civic Association Monitoring visit report

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Name of lead inspector: Mark Parton, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Nishkam Centre Soho Road Birmingham B21 9BH Monitoring visit: Nishkam Civic Association, 8 and 9 June 2022

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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.

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Context and focus of visit

Nishkam Civic Association (NCA) is an independent learning provider based in Birmingham. NCA is a charitable organisation, which specialises in training for the care, education and accounting sectors. At the time of the monitoring visit, there were 49 apprentices in learning. There were 17 apprentices studying early years at levels 2 and 3, 15 apprentices were studying adult care at levels 2 to 5, 10 apprentices studying the level 3 assistant accounting standard, and a further 7 apprentices studying apprenticeships in business. The provider does not subcontract any of its provision.

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Reasonable progress

Leaders have established a well-considered strategic vision to provide high-quality training for apprentices. Leaders and managers make effective use of their insight and understanding of the local community to ensure that the apprenticeship provision meets identified local and regional skills gaps.

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Reasonable progress

Leaders and managers have ambitions to grow the size of the provision. They have recently recruited additional staff resources with expertise in management to support these plans. Leaders and managers are realistic in the need to ensure that all apprentices benefit from a broad and well-taught curriculum, before growing the size of the provision.

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Reasonable progress

Leaders and managers ensure that the training apprentices receive fulfils the principles and requirements of an apprenticeship. They ensure that apprentices and employers are provided with clear and realistic information about the commitment required in the apprenticeship from the start of their learning. They work effectively with employers so that apprentices receive suitable training in work hours. Monitoring visit: Nishkam Civic Association, 8 and 9 June 2022 Members of the governing board use their varied and relevant experience to ensure that leaders set high expectations. The governing board works effectively with leaders to shape a clear vision for the provider.

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Reasonable progress

Leaders are suitably self-critical and understand the strengths and weaknesses of their apprenticeships. They recognise clearly the improvements that need to be made, such as in the arrangements for the evaluation of teaching, learning and assessment. Managers have taken steps to improve the quality of teaching; however, it is too early to judge the impact of such improvement initiatives.

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Reasonable progress

Leaders and managers have not focused sharply enough on ensuring that all apprentices systematically develop their English and mathematical skills. Managers do not currently monitor this well enough or intervene where necessary. Consequently, apprentices do not develop these skills well enough. Those apprentices who require functional skills as a part of their apprenticeship are not achieving in a timely enough manner.

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Reasonable progress

Leaders and assessors have developed a curriculum which prepares apprentices well for the sectors in which they work. Leaders seek and respond positively to employers’ views on what they want apprentices to know and do. As a result, apprentices develop new knowledge, skills and behaviours. For example, apprentices on the level 3 assistant accountant standard are better able to support the preparation of final accounts to support the businesses in which they work.

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Reasonable progress

In most cases, leaders and assessors teach the curriculum in a logical order. For example, apprentices in childcare develop their understanding of child development before applying this to ‘types of play’ to support child development. However, in a few cases, the curriculum is too narrowly focused on apprentices’ completion of embedded qualifications within the apprenticeship. Where this is the case, apprentices do not always benefit from a broad curriculum that supports the development of the full range of knowledge, skills and behaviours.

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Reasonable progress

Assessors identify what apprentices know and can do when they start their programme through ‘skills scans’. However, the usefulness of the information from these activities is limited. For example, assessors do not always assess apprentices’ behaviours. Where this is the case, assessors do not always have the information they need to plan learning so that all apprentices make rapid progress from their starting points.

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Reasonable progress

Apprentices benefit from useful off-the-job training. Assessors ensure flexibility in the training they offer, and this is planned well around the workplace demands of apprentices. In most cases, apprentices are supported to apply new knowledge in Monitoring visit: Nishkam Civic Association, 8 and 9 June 2022 the workplace quickly, and employers are positive about the improved contribution apprentices make. However, in a few cases, assessors do not always systematically plan on- and off-the-job training. Where this is the case, a few apprentices do not get sufficient opportunities to apply new learning in the workplace. These apprentices are less able to recall what they know and can do as a result of their apprenticeship.

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Reasonable progress

Leaders and managers have developed a positive culture of safeguarding. They have developed appropriate policies and procedures that have a clear focus on ensuring that apprentices are safe. Leaders ensure that reporting and referral procedures for apprentices who need support are clear. The governing board challenges leaders successfully so that they maintain effective approaches to safeguarding.

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Reasonable progress

The designated safeguarding lead is appropriately experienced and trained. Leaders ensure that all assessors have relevant safeguarding training, including in the ‘Prevent’ duty, which is updated regularly. Leaders and managers follow safer recruitment practices, which ensure that staff are vetted suitably for their roles.

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Reasonable progress

Leaders have established links with external local partners and agencies, so they are informed of localised safeguarding risks. However, apprentices’ understanding of these risks are not being developed well enough. Too few apprentices know how safeguarding affects them personally, for example being aware of the dangers associated with online activity. Monitoring visit: Nishkam Civic Association, 8 and 9 June 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

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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