The Assessment and Training Centre Limited

The Assessment and Training Centre Limited Monitoring visit report

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Name of lead inspector: Joanna Walters, His Majesty's Inspector

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Inspection date(s): 14 and 15 September 2022

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Type of provider: Independent learning provider

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Address:

35 Upper Wickham Lane Welling DA16 3AB Monitoring visit: The Assessment and Training Centre Limited, 14 and 15 September 2022

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Context and focus of visit

From March 2019, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of adult learning provision which began to be funded from August 2017 or after by the Education and Skills Funding Agency. 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

The Assessment and Training Centre Limited (TATCL) is an independent learning provider based in Welling, within the London Borough of Bexley.

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Context and focus of visit

TATCL is funded by the Greater London Authority to provide education and training to adult learners who study level 3 care sector certificate programmes. All education and training takes place through videoconference.

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Context and focus of visit

At the time of the inspection, there were approximately 17 learners studying understanding mental health, six learners studying understanding Autism, six learners studying the principles of dementia care, four learners studying the care and management of diabetes, and two learners studying the principles of end of life care.

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Insufficient progress

Leaders have low expectations and ambitions for learners. They do not ensure that learners benefit from well-planned and ambitious programmes. This is because leaders do not have adequate curriculum plans or timetables in place for learners to give structure to programmes. Leaders unrealistically expect learners to do too much study in their own time. For example, learners do not receive enough teaching from assessors. Consequently, too many learners make slow progress.

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Insufficient progress

Leaders do not have effective oversight on the quality of provision. This is because they do not have thorough processes in place to identify the strengths and weaknesses of the training. As a result, leaders have been slow to identify issues and take action to make improvements to the provision. For example, leaders do not have accurate information to know which learners are in learning, those who have withdrawn or those who have completed their programme. Monitoring visit: The Assessment and Training Centre Limited, 14 and 15 September 2022 Leaders do not have oversight of learners’ progress. They do not intervene quickly and effectively enough when learners fall behind. Leaders do not have any plans in place to help learners who are past their end date to catch up and achieve their learning goals. As a result, too many learners fail to complete the programme within the planned time.

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Insufficient progress

Leaders have a secure vision to provide adult learners with the specialist knowledge they need to work within the health and social care sector. For example, learners study level 3 certificate qualifications that have a specialist focus on areas of care such as dementia, end of life care and Autism. Programmes are designed to create progression routes for learners who work or have a desire to work in the care sector.

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Insufficient progress

Assessors do not identify at the start of programmes the specific knowledge, skills and behaviours learners need to acquire to help them make good progress. They do not gather information about learners’ previous levels of learning or work experience. In too many instances, staff set goals for learners that are too broad and not individualised to their personal circumstances. Consequently, too many learners do not make good enough progress.

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Insufficient progress

In their feedback on learners’ work, assessors do not identify precisely where learners could improve and develop their knowledge and skills. For example, assessors fail to give learners appropriate information on how to construct sentences accurately using capital letters and full stops. In a few instances, learners’ level of written English is not sufficient to meet the demands of the course. Learners do not receive sufficient additional teaching and support to help them improve their knowledge and use of English.

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Insufficient progress

Assessors are appropriately qualified and have relevant experience to teach on health and social care programmes. For example, many have worked in the care sector and have a teaching background. During online lessons, teachers explain topics clearly and use suitable strategies to identify gaps in learners’ knowledge. However, not enough assessors plan lessons effectively so that learners build their knowledge gradually.

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Insufficient progress

Leaders do not ensure that learners receive effective careers advice and guidance. Too often, learners leave programmes without support and guidance about their next steps or how to reach their career aspirations. For example, learners who are unemployed do not receive guidance about how to gain employment within the care sector. Monitoring visit: The Assessment and Training Centre Limited, 14 and 15 September 2022

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Insufficient progress

Leaders do not place a high enough importance on creating a positive safeguarding culture and environment for learners. Leaders do have appropriate processes and policies in place to safeguard learners. For example, learners do not receive sufficient information about how to report a safeguarding concern. As a result, leaders are unable to assure themselves that learners are safe.

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Insufficient progress

Leaders do not apply safe recruitment processes. Leaders do not conduct thorough background checks on staff, such as reference checks. As a result, leaders are not able to satisfy themselves that staff are suitable to work with learners.

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Insufficient progress

Leaders do not ensure that staff are suitably trained in safeguarding and in their obligations under the ‘Prevent’ duty. As a result, staff do not have the knowledge and skills to identify safeguarding concerns. However, the designated safeguarding lead is suitably trained. Monitoring visit: The Assessment and Training Centre Limited, 14 and 15 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

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Insufficient progress

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Insufficient progress

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Insufficient progress

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Insufficient progress

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

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