The Forward Trust

The Forward Trust Monitoring visit report

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Name of lead inspector: Darrell Bate, Ofsted Inspector

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Inspection dates: 27 and 28 September 2022

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Type of provider: Not for profit organisation

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Address:

Unit 106-107 Edinburgh House London DE11 5DP Monitoring visit: The Forward Trust, 27 and 28 September 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 inspection follows the arrangements outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits to providers that are newly directly funded to deliver apprentice and adult learning provision’. The focus of the visit is set out in the themes below.

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Context and focus of visit

Established in 1991, The Forward Trust is a social enterprise with charitable status that began teaching apprenticeships and adult education provision in 2021. At the time of the monitoring visit, there were seven apprentices on programme following L4 employability practitioner and L3 business adminstration standards. 27 adult learners were currently undertaking short courses in employability, digital skills green energy.

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Reasonable progress

Leaders have a clear vision for the organisation to specialise in providing training for managers working in the employability sector. They are working assiduously with large employers, such as Local Authorities and social landlords, to grow the provision from the small existing cohort.

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Reasonable progress

Leaders ensure that the principles and requirements are met. Apprentices are provided with their full off-the-job training entitlement and are supported well by employers in the workplace. Leaders have commitment statements in place for all apprentices, but do not always check that these are fully completed in all cases.

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Reasonable progress

Leaders and managers have developed suitable quality processes to understand the strengths and weaknesses of the provision. They evaluate the quality of provision accurately in their annual self-assessment report. However, they focus too much on changes to management processes in their action plan for improvement, and not enough on actions which will result in raising further standards in the quality of education.

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Reasonable progress

Tutors hold regular progress reviews with employers, informing them of what Monitoring visit: The Forward Trust, 27 and 28 September 2022 apprentices are learning. As a result, employers coordinate on- and off-the-job training to ensure apprentices apply this learning in the workplace. Leaders explain the requirements of end-point assessments very effectively to apprentices, employers and staff.

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Reasonable progress

Staff are careful to recruit apprentices for whom the programme is appropriate and beneficial. Staff carry out suitable checks, including of apprentices’ prior learning, to make sure that the programme level is relevant to their job roles. Employers recognise and value how this suitably enhances apprentices’ competence to carry out their day- to-day responsibilities efficiently and effectively.

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Reasonable progress

Effective governance arrangements are in place through a board of experienced trustees, who provide scrutiny and challenge to the senior leadership team. Trustees receive appropriate management information around performance and risk that enables them to hold leaders to account. They has led to a secure focus on raising quality across the provision.

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Reasonable progress

Apprentices develop new knowledge, skills and behaviours which help them build competence in their job roles. Apprentices who work as case managers develop a sound understanding of the underpinning knowledge required for their daily jobs. As a result, they grow in confidence and implement new ideas, such as organising a jobs fair in prison to bring clients who are offenders in contact with employers.

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Reasonable progress

Tutors sequence teaching of the knowledge elements of the curriculum in a logical order. This helps apprentices apply theoretical concepts to their work practices. Tutors skilfully break down information on new topics into smaller components so apprentices understand, and know how to apply them. For example, level 4 apprentices learn different coaching models early on their programme and use these with service users.

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Reasonable progress

Tutors are suitably qualified and knowledgeable in the subject they teach. They use effective teaching techniques to enable apprentices to develop new knowledge swiftly. For example, tutors use work-based scenarios to clarify concepts, such as models of behaviour management. Apprentices value the quality of teaching. Their attendance at off-the-job sessions is high.

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Reasonable progress

Tutors use a range of effective assessment methods to check apprentices’ knowledge and understanding. They provide good verbal and written feedback that helps apprentices improve their assignments. Tutors support apprentices in good time from the start of their apprenticeship to prepare for their final assessments. Tutors prepare apprentices in good time for their end-point assessment. However, tutors do not give Monitoring visit: The Forward Trust, 27 and 28 September 2022 clear enough guidance to apprentices on what they need to do to achieve a distinction grade.

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Reasonable progress

Tutors do not use information from their assessments of apprentices’ prior knowledge at the start of the programme to ensure all apprentices receive appropriate support specific to their identified needs. As a result, those apprentices who need extra help struggle with the demands of their course work and fall behind.

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Reasonable progress

Tutors do not always ensure that apprentices develop their English and literacy skills. Although they give constructive feedback on apprentices’ written work, they do not consistently check this for spelling and grammar, nor do they help apprentices enough with formatting, presentation or referencing skills. Consequently, in some cases, apprentices’ written work does not meet the expected standard. Progress for the few apprentices that need to gain functional skills qualifications is too slow. Those that are nearing end-point assessment have still to complete these exams.

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Reasonable progress

Adult learners have access to a range of short courses to build their confidence and develop effective skills to gain employment relevant to their needs and personal goals. Leaders and managers use The Forward Trust’s wider support services and partnerships with government bodies to refer those most at risk of long-term unemployment.

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Reasonable progress

Learners gain increased confidence as a result of the good support and guidance they receive. The large majority of learners successfully complete their courses and a reasonable proportion of these gain jobs within large employers, such as a local authority. Others are being supported to continue to apply and look for jobs.

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Reasonable progress

Tutors enable learners to gain new knowledge that gives them a better understanding of workplace practices. This makes them more employable because they learn about subjects that are highly relevant to current job markets such as sustainability, digital technology and smart working practices and tools.

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Reasonable progress

Tutors provide good support to learners with searching and applying for jobs. They provide good information and guidance on where and how to look for jobs, complete curriculum vitae, write personal statements and prepare for interviews.

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Reasonable progress

Learners work is of suitable standard. Tutors support learners to develop study skills to carry out useful research. They provide appropriate explanations and supporting evidence for learners’ work, such as research articles. Tutors provide specific feedback that enables learners to improve their answers to questions about their readiness for work. Monitoring visit: The Forward Trust, 27 and 28 September 2022 Staff do not always use information from learners’ identified needs to provide effective individualised support. For example, a small number of adults who have learning difficulties or disabilities do not have appropriate learning plans or support plans in place. They do not receive the appropriate support and as a consequence, they struggle to make expected progress and gain employment.

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Reasonable progress

Apprentices and adult learners feel safe. They know who to report any concerns to and trust their tutors to provide appropriate support if needed. Tutors hold frequent discussions with apprentices around safeguarding topics, such as online gaming and incels. Adult learners, including some who are ex-offenders, are not very aware of the safeguarding and risks posed by extremism.

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Reasonable progress

Leaders conduct appropriate checks on staff to ensure they are safe to work with learners. Staff complete relevant training in safeguarding and the ‘Prevent’ duty and this is refreshed on a regular basis. Appropriate policies and procedures, including ‘Prevent’ risk assessments are in place. However, these do not sufficiently reflect the context and risks that employability apprentices and adult learners may face.

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Reasonable progress

Staff keep detailed records of any reported incidents, such as reports of abuse and inappropriate behaviour. These records are regularly reported to senior managers and trustees. Monitoring visit: The Forward Trust, 27 and 28 September 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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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