Meridian Centre

The Meridian Centre Monitoring visit report

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Name of lead inspector: Jonny Wright, His Majesty’s Inspector

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Inspection dates: 21 and 22 September 2022

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Type of provider: Independent learning provider

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Address: St. Pauls Road Manningham Bradford BD8 7LS Monitoring visit: The Meridian Centre, 21 and 22 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. 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 Meridian Centre began to deliver adult learning provision in 2020. At the time of the monitoring visit, eight learners were on adult learning programmes. Learners follow a programme to support them to progress into employment in door supervision and security work. The provider delivers learning from a centre in the Manningham area in Bradford.

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Reasonable progress

Leaders and managers have a clear purpose to provide training for adults in Bradford and surrounding areas to support them into employment. They have researched employment opportunities in the city, used feedback from local residents, and considered training that is currently offered by other providers to design a door supervisor training programme that equips learners with the knowledge and skills that they need to gain employment in the security industry.

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Reasonable progress

Tutors are suitably qualified and experienced. They participate in frequent training to update their teaching skills. This includes sharing of best practice in assessment techniques and in-house training on topics such as careers guidance and British values.

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Reasonable progress

Leaders and managers have designed the curriculum to enable learners to develop the skills that they need to work as a door supervisor, as well as customer service, first aid and employability skills. Learners also benefit from work experience in security roles, and some receive funding for driving lessons.

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Reasonable progress

Leaders and managers have a clear overview of the progress that learners make. They meet with tutors weekly to identify the stage that learners are at on their programmes. If learners fall behind, leaders and managers ensure that tutors provide support, including extra training sessions, to help learners to catch up. Monitoring visit: The Meridian Centre, 21 and 22 September 2022 Leaders and managers recognise the strengths and weaknesses of the adult learning programmes that they provide. They undertake a range of activities such as lesson visits and gathering feedback from learners on their learning experience. They use this information effectively to make improvements and have recently provided staff training to improve marking and questioning techniques.

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Reasonable progress

Leaders and managers have developed effective partnerships with local colleges, training providers, security industry employers and support agencies. They use these partnerships well to provide opportunities for learners to gain work experience in the security industry and to provide progression routes for learners into training and apprenticeships. Partner organisations also provide support for the development of learners’ English and mathematics skills and support for learners with specific needs such as mental health issues.

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Reasonable progress

Tutors plan the curriculum well. They identify key topics, such as knowledge of safeguarding and the duty of care, and integrate these topics well into the curriculum. Tutors ensure that learners understand the importance of safeguarding and counterterrorism so they can spot the signs that will help them to protect customers in a security setting.

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Reasonable progress

Tutors use their expertise effectively to demonstrate essential skills and instil important safety messages. For example, they teach learners to tilt individuals forward to prevent spinal and neck damage when performing back thrusts to deal with choking.

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Reasonable progress

Tutors frequently reinforce key messages to ensure that learners understand the importance of these in the workplace. For example, they identify how learners can protect customers by looking out for intoxicated individuals and allowing them to access a safe space where they can call and wait for a taxi. As a result, learners develop their professional judgement when faced with challenging situations.

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Reasonable progress

Staff use innovative resources to teach learners about first aid. They provide an anti- choking vest so that learners can practice their skills in removing objects stuck in the windpipe of individuals. As a result, learners benefit from realistic scenarios to reinforce their learning.

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Reasonable progress

Learners enjoy their course and improve their confidence, knowledge and skills. They can respond professionally to challenging situations, such as when having to intervene when individuals are acting violently. Most learners produce work to an appropriate standard. For example, they hone their writing skills by creating witness Monitoring visit: The Meridian Centre, 21 and 22 September 2022 statements from an incident as would be expected of them in work. Learners who complete their course achieve their qualification.

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Reasonable progress

A few learners are unclear about what the work experience element of the course entails. They do not know who finds the placement or when it will be in their programme.

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Reasonable progress

Leaders and managers have put in place effective policies and procedures that they use to keep learners safe.

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Reasonable progress

Leaders and managers ensure that staff are suitable to work with learners. They carry out appropriate background checks and provide staff with helpful training in safeguarding and the ‘Prevent’ duty.

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Reasonable progress

Designated safeguarding leads (DSLs) are highly experienced and well qualified for their roles. They work very closely with the local authority safeguarding hub and local ‘Prevent’ duty coordinator to keep up to date with local and national issues and risks. DSLs cascade the information to staff who, in turn, inform learners to make them aware of risks at work and in their communities.

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Reasonable progress

Learners are knowledgeable about local risks. They understand why safeguarding is particularly important in their workplace. For example, they identify weapon crime, drugs and gang culture as things that they should look out for when working in security settings. Monitoring visit: The Meridian Centre, 21 and 22 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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