Vision Training (North East) Limited

Further education and skills inspection report

p.1

Inspection of Vision Training (North East) Limited

p.1

Overall effectiveness Good

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

p.1

Information about this provider

Vision Training (North East) Limited is an independent learning provider based in Stockton-on-Tees, specialising in standards-based apprenticeships and training in the adult care sector. It currently has 230 apprentices, with 201 studying adult care worker and adult lead care worker standards at levels 2 and 3, and 29 on lead practitioner and leader in adult care standards at levels 4 and 5. The vast majority of apprentices are aged 19 and over. There are currently 18 adult learners on a level 3 diploma in lead adult care worker, which is a recently introduced programme. 21 to 23 June 2022

p.1

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

Learners and apprentices are highly motivated to learn as a result of the positive working relationships that they have with their tutors. They are committed to their studies and are proud of what they achieve. Staff celebrate learner and apprentice success through frequent ‘learner of the season’ awards. Learners and apprentices value the support that they receive from their tutors, and those apprentices who have been out of education for a long period of time grow in confidence throughout their programmes.

p.2

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

Learners and apprentices appreciate that tutors understand the demanding care roles that they carry out in their employment. They value the high standards that staff expect in encouraging them to attend sessions, progress through their programmes and achieve their qualifications.

p.2

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

Tutors successfully support learners and apprentices to acquire appropriate professional behaviours, including integrity and confidence, and to understand their responsibilities to their often-vulnerable service users. Learners and apprentices demonstrate a practical awareness of equality and respect. They use their learning to act successfully as advocates for their service users. For example, they challenge negative behaviour toward their service users in an appropriate way.

p.2

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

Learners and apprentices successfully learn new knowledge, skills and behaviours which are relevant to their job roles. They often take on more responsibility in the workplace, and many are successful in gaining promotions to more senior roles. They are keen to move to the next level of training or apprenticeship when possible due to the positive experience that they have with the provider.

p.2

better?

Leaders and managers have successfully implemented a clear curriculum ambition to upskill adult learners and apprentices in the adult care sector in the northeast region and surrounding areas. Many learners and apprentices are recruited from areas of deprivation and unemployment. Leaders and managers have extensive experience in the care sector and have established strong links with external organisations, including being an endorsed provider with Skills for Care.

p.2

better?

Leaders and managers have created an agile organisation which allows them to adapt swiftly to sector needs. Responding proactively to the pandemic, they modified their approach quickly, continuing to provide effective support to learners and apprentices, prioritising their welfare and sustaining their learning on programmes. Leaders and managers recognised that many potential learners and employers could not commit to the length of study of a new apprenticeship and introduced shorter adult qualifications. These programmes enable those who may not otherwise be in education to continue to participate and upskill through training in adult care. 21 to 23 June 2022

p.2

3

Those responsible for governance, while newly appointed, demonstrate early signs of being effective. Governors have a secure understanding of the provider and bring external expertise in education, quality and teaching. They ask challenging questions and make valuable contributions, such as recommending that senior leaders introduce a tripartite meeting early in the intervention process for apprentices at risk of falling behind.

p.3

3

Leaders, managers and tutors build and maintain strong professional relationships with employers which allows them to target specific skills gaps and training needs. They update employers about the progress of their employees through frequent communication. This enables employers to intervene when employees are falling behind and to provide more opportunities to prepare their employees to take on senior roles and responsibilities. Frequent engagement with employers enables provider staff to understand the latest changes in the care sector, which enhances their subject-specific knowledge.

p.3

3

Managers and tutors successfully plan individual learning programmes based on learners’ and apprentices’ initial and ongoing assessment. Planning takes appropriate account of the development needs of learners and apprentices in relation to their job roles and career aspirations. Learners and apprentices choose optional units, such as working with service users with dementia, supporting challenging behaviours and supporting people with their mental health, often at a level higher than their current level of study. Tutors deliver learning and training in one-to-one sessions and very small groups which allows them to adapt the curriculum to the needs of the learners, apprentices and employers. For example, tutors brought forward learning about infection control during the pandemic to ensure that learners and apprentices were better prepared when working with service users.

p.3

3

Most tutors provide effective face-to-face and online learning which includes useful, interesting and challenging activities. They skilfully use questioning, such as asking ‘How and why would you do that?’, which enables learners and apprentices to consider new concepts in more depth and demonstrate their knowledge. As a result, most learners and apprentices successfully develop new knowledge, skills and behaviours and perform their job roles with more confidence. However, in a few instances, tutors do not provide sufficient opportunities for discussion to allow learners and apprentices to deepen and consolidate their learning.

p.3

3

Tutors effectively use a wide range of assessment techniques which they apply flexibly to meet the different needs of learners and apprentices and the settings in which they work. These include observations of practice, professional discussions, self-assessments and reflections, written assignments and obtaining expert witness testimonies. Tutors use these to assess learning and identify gaps in skills and knowledge and tailor learners’ and apprentices’ future learning. Tutors provide verbal and written feedback which learners and apprentices use successfully to improve their understanding.

p.3

3

Tutors effectively embed English and mathematics into learning. They use initial and 21 to 23 June 2022

p.3

4

ongoing assessment to adapt learning and relate it to the care sector. Learners and apprentices grow in confidence in these subjects, including those preparing to take related qualifications. Many demonstrate improved knowledge and skills that they apply in their work, such as accurately recording in care plans and calculating medication.

p.4

4

Learners and apprentices are well prepared for their next steps and are clear about their future career plans, having received impartial careers guidance from tutors. Managers have devised and implemented a structured careers programme which includes information about a breadth of careers in health and social care.

p.4

4

Leaders and managers are considerate of tutors’ workload. They implement an effective strategy for staff’s training, including support to improve the sector and teaching knowledge of staff. Tutors frequently participate in additional training in developing learners’ and apprentices’ English and mathematics skills, focusing on particular topics in the curriculum such as ratios and fractions, so they can better support their learners and apprentices.

p.4

4

Managers provide a range of useful resources which tutors use effectively to teach a curriculum that helps apprentices to develop their understanding of how to maintain their health and well-being and stay safe. Learners and apprentices study ‘hot topics’ which provides them with helpful information about staying mentally and physically healthy. The hot topics cover themes such as mental health, stress awareness and how to stay safe from the risks of extremist behaviour, including from groups such as incels. Most learners and apprentices improve their knowledge and understanding of these topics. However, a few learners and apprentices cannot recall in much detail what they have learned.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders and managers have in place comprehensive safeguarding policies and clear reporting procedures. Learners and apprentices know how to report concerns should they experience them. Leaders and managers recruit staff safely and ensure that staff are suitable to work with learners and apprentices, including those aged under 18.

p.4

Safeguarding

The designated safeguarding lead has appropriate training to be effective in their role. She works well with a range of partners, including the regional ‘Prevent’ duty coordinator and local colleges.

p.4

Safeguarding

Staff complete effective training in topics, including safeguarding, the ‘Prevent’ duty and staying safe online, and current issues including local risks. They used the knowledge that they gain from this training to ensure that learners and apprentices understand safeguarding and potential risks in and out of the workplace. 21 to 23 June 2022

p.4

What does the provider need to do to improve?

 Ensure that all learners and apprentices benefit from consistently high-quality teaching, including providing learners and apprentices with sufficient opportunity to discuss topics to extend and consolidate their learning.  Ensure that all learners and apprentices are fully aware of how to stay mentally and physically healthy and have a firm understanding of how to stay safe. 21 to 23 June 2022

p.5

Provider details

Address 12 Yarm Road Stockton-on-Tees TS18 3NA

p.6

Provider details

Provider type Independent learning provider

p.6

Provider details

Date of previous inspection Not previously inspected 21 to 23 June 2022

p.6

Information about this inspection

The inspection team was assisted by the quality manager, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring visit 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.

p.7

Inspection team

Karen Anderson, lead inspector Her Majesty’s Inspector Mark Keen Ofsted Inspector 21 to 23 June 2022

p.7

8

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.

p.8

8

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.8

8

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.8

8

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

p.8

8

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

p.8