Clifford College Ltd

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

Clifford College Ltd (Clifford College) is an independent learning provider that is based in Hampton, Cheshire. The college began training under its own directly funded contract in September 2017. Clifford College specialises in apprenticeships in the electrical installation and electrical maintenance sector. It has training centres in three other locations: High Wycombe, Chadderton and Lancaster. All directly funded apprenticeship provision is supplied for one electrical contractor. Currently, there are 95 apprentices on the installation electrician/maintenance electrician standard at level 3. Twenty-nine apprentices are under 19 years of age. 8 to 10 June 2022

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

Apprentices develop their confidence well. They make a positive contribution in the workplace as they confidently and proficiently complete tasks with increasing independence. For example, apprentices actively participate in professional discussions with colleagues when preparing to complete jobs in domestic and commercial premises.

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

Apprentices successfully apply their knowledge and skills from their off-the-job training in the workplace. For example, apprentices correctly identify the type of earth system needed to complete a job. Apprentices skilfully identify and rectify faults.

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

Apprentices are well-prepared for their next steps, such as professional career development with their employer or additional qualifications. Many apprentices progress to roles with additional responsibilities or are promoted.

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

Apprentices feel safe and are kept safe because leaders and managers place a high priority on safeguarding. Apprentices benefit from training in money management, the dangers of using loan sharks, gambling and addiction and sexual harassment. They describe articulately how they would deal with sensitive issues in the workplace or challenge unprofessional behaviour. Apprentices know how and to who they should report any issues or concerns.

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better?

Leaders, tutors and assessors work closely with a single employer to train skilled installation electricians and maintenance electricians for the construction industry. The apprenticeship meets the specific needs of the employer as well as the needs of the sector. For example, apprentices work on rotation, covering areas such as fire and security, and working in domestic and commercial premises. Almost all apprentices move into sustained employment.

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better?

Leaders and managers, in collaboration with the employer, have developed an ambitious curriculum that helps apprentices meet their full potential. For example, they incorporate additional qualifications such as asbestos training, first aid training and the electrotechnical certification scheme into the apprenticeship. As a result, apprentices’ knowledge and skills are extended beyond the requirement of the apprenticeship and meet the demands of the employer.

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better?

Tutors are well-qualified and have extensive experience in electrical installation and electrical maintenance. They use their expertise effectively, to enhance apprentices’ knowledge and skills. Tutors benefit from up-to-date training in new electrical developments such as electric motor vehicle charging. Consequently, apprentices benefit from high-quality training and develop a detailed understanding of the most current electrical practices and legislation. Tutors do not use apprentices’ starting points sufficiently in order to plan individual learning programmes. All apprentices start at the same point and move at the same pace. For example, apprentices who have 8 to 10 June 2022

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previously completed qualifications, at a lower level, in electrical installation are progressing at the same pace as those who started the apprenticeship with no prior learning. As a result, a few apprentices do not make swift enough progress.

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Leaders do not rapidly identify apprentices with special educational needs and/or disabilities (SEND), to ensure that they receive the support that they need. Leaders do not have effective oversight of the progress that the few apprentices with SEND make. Tutors provide informal intensive support to apprentices with SEND to ensure they make good progress.

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Productive working relationships with the employer enables leaders and managers to align on- and off-the-job training efficiently. For example, employers are informed when apprentices complete trunking installation as part of their off-the-job training. The employer is then able to assign apprentices to jobs that include trunking installation. As a result, apprentices practise and consolidate their skills effectively.

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Most apprentices quickly develop substantial new knowledge, skills and behaviours. They learn theoretical aspects of electrical systems early in their apprenticeship and apply these proficiently in the workplace. As a result, most apprentices make at least the progress expected of them.

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Apprentices benefit from training in British values and the ‘Prevent’ duty. Most apprentices can clearly explain the impact of these values and the threats of radicalisation and extremism. Apprentices demonstrate tolerance and respect when working in customers’ homes.

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Apprentices are well-prepared for their final assessments. For example, apprentices complete mock examination papers and practical tests to familiarise themselves with the process and types of activities included in the assessments. Consequently, most apprentices achieve distinction grades in their final assessments.

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Leaders carry out twice-yearly observations of tutors’ and assessors’ teaching and assessment. However, the observations do not link to one-to-one meetings with tutors and assessors or to annual appraisals. The outcomes from the observations of teaching, learning and assessment are not analysed, which means that leaders and managers do not identify common strengths and weaknesses in teaching and learning. As a result, staff development is not focused well enough on improving specific aspects of teaching and learning.

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The governing body is well-established. Governors are suitably experienced in electrical installation and maintenance, and apprenticeships. They have a good understanding of the strengths and weaknesses of the provision. They provide suitable challenge to senior leaders and hold them to account for their actions. For example, they monitor the progress that apprentices make, and challenge senior leaders about the strategies to help apprentices catch up when they fall behind in their studies. 8 to 10 June 2022

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff benefit from annual updates for the ‘Prevent’ duty and safeguarding, which helps them to identify safeguarding issues or concerns. Staff have a good understanding of their own roles and responsibilities for safeguarding, which are included in their job descriptions. Leaders and managers place high priority on ensuring that apprentices and staff maintain good mental health and well-being. For example, several staff are trained mental health first aiders and one leader is a mental health trauma champion. Minor administrative errors in safeguarding documentation were rectified during the inspection.

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What does the provider need to do to improve?

 Tutors need to make sure that they use apprentices’ starting points effectively in order to plan individual learning programmes, particularly for those apprentices who have knowledge and experience of electrical installation, to ensure that apprentices make good progress.  Leaders and managers need to ensure that apprentices with SEND are identified swiftly, that they formalise the support that apprentices receive, and that they have sufficient oversight of the progress that the few apprentices with SEND make.  Leaders should ensure that the outcomes from the observations of teaching, learning and assessment are analysed appropriately so that leaders and managers can identify common strengths and weaknesses in teaching and learning and provide staff development activities and appraisal targets that are focused on improving specific aspects of teaching and learning. 8 to 10 June 2022

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Provider details

Address Clifford House Hampton Heath Industrial Estate Hampton Malpas Cheshire SY14 8LU

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected 8 to 10 June 2022

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Information about this inspection

The inspection team was assisted by the head of quality, 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

Anita Pyrkotsch-Jones, lead inspector Her Majesty’s Inspector Robert Marshall-Slater Ofsted Inspector Scott Cubitt Ofsted Inspector Suzanne Horner Her Majesty’s Inspector Kim Bleasdale Her Majesty’s Inspector 8 to 10 June 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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