Think Employment Limited

Further education and skills inspection report

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Inspection dates: 13 to 16 September 2022

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Overall effectiveness Good

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

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Information about this provider

Think Employment Limited was formed in 2000 and is based in Grimsby. It mainly offers learning programmes for adults who wish to enter the education sector in roles such as teaching assistants, early years practitioners and school administrators. At the time of inspection, there were 136 learners on vocational programmes, which for most learners consist of two or more level 2 courses that provide preparation for careers in the education sector. The courses include level 2 introducing caring for children and young people, level 2 employability skills, level 2 understanding autism and level 2 support work in schools and colleges. In addition, 22 learners were studying towards examinations in English and mathematics at levels 1 and 2. Think Employment Limited does not work with any subcontractors. 13 to 16 September 2022

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

Learners value the flexible learning model offered by Think Employment Limited which enables them to access training that fits in well around the commitments in their work and personal life. They access sessions which have been pre-recorded by their tutors and use high-quality online learning resources. Most learners make good progress, successfully complete their programmes, and subsequently move towards or into employment in their chosen careers.

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

Learners who also attend live online sessions with tutors find them valuable to consolidate and deepen their learning. The sessions enhance learners’ employability skills, such as communicating and working with others, and deepen their understanding of relevant topics in the curriculum. However, these sessions are an optional part of programmes. Too many learners do not take advantage of them and, therefore, miss out on this worthwhile part of the curriculum.

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

Learners establish professional, positive and personable relationships with their tutors and success coaches during their eight-to-ten-week online programmes. Tutors support most learners well through frequent communication about their progress and to check and deepen understanding. They help learners to develop resilience, confidence and self-motivation.

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

Learners applying for the programme benefit from effective initial guidance from success coaches, who ensure that learners can commit to the demands of the programme. Success coaches also provide effective careers guidance for learners during and at the end of the programme. They create career action plans with learners and signpost them to external support agencies, such as the National Careers Service, which provides expertise for writing their curriculum vitae.

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

Learners value the positive and respectful culture in which they study. Tutors ensure that learners feel safe and know how to report concerns. When online, tutors promote a tolerant ethos which enables learners to feel confident to talk about their personal experiences relating to the content being taught. Learners know that they can contact their tutors by email or in reviews, and that they will receive the support they need.

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better?

Leaders have a clear curriculum vision to provide training for adults who want to work in the education sector. During recent changes to the size and structure of the organisation, they have made clear strategic decisions about the direction of the provision and maintained a strong focus on ensuring that learners gain the skills that they need for employment. Leaders contribute to meeting a national skills need in the education sector and meet an employment demand from learners in the geographic areas in which they work nationally. 13 to 16 September 2022

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Leaders and managers understand the strengths and weaknesses of their provision. They are keen to identify where they can develop across the organisation, and, in most areas of the provision, take reasonable steps to improve. Leaders have recently improved processes for the oversight of the quality of their provision which now has increased rigour and consistency. These processes and associated training are beginning to result in tangible improvements, such as better use of camera and body language when teaching online. Managers and tutors monitor progress effectively for learners on vocational programmes and take steps to support learners if they fall behind, including discussing the reasons why and strategies to help them to get back on track.

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The chair of governors is highly experienced in governance and the sector in which the provider operates. Governors and senior leaders have built a relationship founded on trust and understanding, with learners and staff at the heart of their conversations. Governors confidently scrutinise data which is presented to them and challenge decisions which are proposed, and senior leaders have increased the rigour of their practice in anticipation of this scrutiny. Governors also provide informal advice on areas of their expertise, such as safeguarding and policy writing.

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Leaders and managers are considerate of the well-being and workload of staff. They take action to mitigate areas of challenge in the roles of tutors and success coaches, such as limiting the number of learners in each of their caseloads. Staff feel valued and listened to when they make suggestions, and speak very positively about working at Think Employment Limited.

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Tutors successfully develop the knowledge and skills that learners need to work in their chosen careers in the education sector. Most tutors help learners to accurately identify and correct mistakes in their written work. They talk learners through proposed answers and address misconceptions in a timely manner, so that learners can continue to progress. Through well-planned assessments, tutors help learners to understand what they do well and where they can improve. These assessments test learners’ recall of knowledge from long-term memory and prompt learners to demonstrate their understanding in scenarios and case studies. However, in a few instances, feedback is not provided to learners in a timely manner, which has prevented a few learners from making progress as rapidly as they could.

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Tutors embed and highlight topics on preparing for life in modern Britain, such as British values and equality and diversity, through their curriculum and learning resources. Learners on vocational courses demonstrate their understanding of these topics and their application to the education sector. Learners who also attend the live sessions benefit from deeper teaching and discussions on these topics.

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Leaders and managers support tutors effectively to make training in topics such as the impact of radicalisation and extremism relevant to the education sector. However, learners have limited understanding of how these topics relate to them as individuals and, therefore, how they can protect themselves from possible risks. 13 to 16 September 2022

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In English and mathematics, leaders have been too slow to rectify areas for improvement, which has hampered the progress of learners on these courses. Tutors have not had sufficient oversight of learners’ progress to enable them to take appropriate action when learners fall behind. Learners who actively ask for additional support receive it promptly, which they find helpful. However, tutors do not routinely or directly ask learners if they need support, instead relying on learners to instigate it. As a result, learners on these courses have not made expected progress in the planned timeframe. Leaders and tutors have recently begun to take effective action to help current learners catch up and improve the provision for new learners.

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Learners value the new knowledge that they acquire on their programmes and recognise the skills that they develop to prepare them for employment. They progress from unemployment and voluntary roles into substantial part-time or full- time roles in the sectors in which they wish to work or onto the next stages of their education. Most learners develop their confidence as a result of their learning, and this aids them as they apply for jobs, attend interviews and begin their new careers.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have implemented comprehensive, age-appropriate policies and clear reporting and recording procedures. They encourage tutors to report low-level and well-being concerns about learners so that they can provide timely and appropriate support for each learner. By maintaining an up-to-date list of external support contacts, focused on issues that adults are more likely to face and specific to geographic areas where relevant, leaders swiftly direct learners in need to appropriate support.

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Safeguarding

Leaders and managers recruit staff who are suitable to work with learners, including vulnerable adults. They have a reasonable understanding of the ‘Prevent’ duty, with an appropriate policy and risk assessment in place. They have made suitable considerations for their choice of remote delivery and have put appropriate measures and guidance in place for learners and staff.

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What does the provider need to do to improve?

 Ensure that learners studying English and mathematics benefit from at least the same quality of provision as other learners.  Provide all learners with timely feedback in order for them to know how to improve and make progress.  Ensure that all learners attend and benefit from the valuable online live sessions provided by tutors. 13 to 16 September 2022

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 Ensure that all learners are prepared for life in modern Britain and understand how this is relevant to them, particularly how they can stay safe from extremist views and radicalisation. 13 to 16 September 2022

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Provider details

Address 140 Victoria Street Grimsby DN31 1NX

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Provider details

Principal, CEO or equivalent Steve Lidgard

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected 13 to 16 September 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

Karen Anderson, lead inspector His Majesty’s Inspector Chloe Rendall His Majesty’s Inspector Alex Miles Ofsted Inspector Rose Woollard Ofsted Inspector Sarah Benson-Smith Ofsted Inspector 13 to 16 September 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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