Rapid Improvement Limited

Rapid Improvement Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Jon Bowman, His Majesty’s Inspector

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Inspection dates: 10 and 11 January 2023

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Type of provider: Independent learning provider

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Address:

32-34, Upper Green East Mitcham CR4 2PB Monitoring visit: Rapid Improvement, 10 and 11 January 2023

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Context and focus of visit

Rapid Improvement was inspected in March 2022. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

Rapid Improvement Limited was founded in 2007 as a health and social care agency service and accredited training provider. In 2019, Rapid Improvement Limited gained a contract from the Greater London Authority for learners funded by the Adult Education Budget.

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Context and focus of visit

At the time of the visit, there were 214 adult learners. They often take more than one qualification to support their career goals. The largest number of learners study English for speakers of other languages (ESOL), English, mathematics, supporting teaching and learning and health and social care. ESOL is taught face-to-face. Most other courses are taught online with some face-to-face teaching.

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Significant progress

Since the previous inspection, leaders and managers have made significant progress in how they use data to analyse and improve the provision. For example, they have strengthened the monitoring of the progress that learners make. Managers and tutors effectively use data on attendance and learners’ progress frequently to identify learners who fall behind. They have a clear understanding of learners’ progress and put in place action plans to help those who fall behind get back on track with their learning. Leaders now carefully and systematically consider a wide range of performance data such as learners’ attendance, achievement and withdrawal rates. They meet regularly with managers to review the provision. This ensures that leaders have an up-to-date understanding of the strengths and weaknesses of the provision. Based on the good information they have; leaders and managers act swiftly to improve weaknesses in key areas. For example, they have provided additional

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Significant progress

staffing and introduced new processes to support the attendance of ESOL learners. As a result, the attendance of ESOL learners, as with the whole cohort is quickly improving. Monitoring visit: Rapid Improvement, 10 and 11 January 2023 Leaders and managers now use data more effectively to manage the performance of staff. For example, they use data on attendance, progress, and information from observations of teaching to review staff performance. They put in place training to help develop their staff. As a result, staff feel valued and motivated to achieve in their roles.

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Reasonable progress

Leaders and managers are taking suitable steps to builds the skills of tutors so that they teach effectively. They have put in place a schedule of classroom visits. Subsequently, they provide comprehensive feedback to tutors on how to improve their teaching. However, managers do not effectively follow up how well tutors are developing following observations. Managers have introduced a detailed plan for staff training and development that is mandatory. This includes sessions which are delivered by internal staff and external specialists. Sessions include topics such as safeguarding, information assurance, first aid and on developing teaching skills such as effective lesson planning and checking of learning. Leaders are committed to enhance the skills and knowledge of staff. For example, they sponsor staff to gain accredited qualifications. This ensures, for example, that learners are given effective advice and guidance during their induction. New tutors

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Reasonable progress

are supported by helpful coaching and benefit from observing more experienced tutors.

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Reasonable progress

Leaders and managers ensure that new learners receive effective advice and guidance before they begin their course. They have put in place a new dedicated team of suitably qualified advisers, who are responsible for ensuring that learners join the right courses to support their personal and career goals. Consequently, learners join courses that support their ambitions well. Staff ensure that learners who are planning to go to university receive effective initial advice and guidance. For example, in health and social care, staff advise learners to study additional qualifications such as English and mathematics alongside their vocational qualification. As a result, learners gain the qualifications they need to access higher education courses. Monitoring visit: Rapid Improvement, 10 and 11 January 2023 Leaders and managers ensure that tutors are trained in providing effective careers advice and guidance. Tutors routinely discuss learners’ next steps at progress

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Reasonable progress

reviews. However, leaders and mangers do not ensure that, through the curriculum, learners consistently receive detailed information on their long-term career goals. In health and social care, for example learners who aspire to be nurses do not receive comprehensive information about the range of nursing pathways available to them. Leaders and managers regularly collect information on learners’ next steps once they complete their course. This shows that once they complete their training, a high proportion of learners achieve positive outcomes such as moving into work and taking part in further training.

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Reasonable progress

Leaders and managers take effective action to improve the ESOL curriculum. For example, they have reorganised the ESOL curriculum so that tutors initially teach basic components such as alphabet sequencing, vowels and consonants and sound- letter recognition before moving on to more complex English language content. As a result, learners gradually develop their language skills and knowledge over time. Leaders and managers have improved the induction process for ESOL learners. For example, before they start their course, learners discuss their long-term goals such as learning English to help their children at school or finding work. As a result, learners are placed on courses that reflect their ability. Leaders and managers have improved the way they organise the ESOL curriculum. For example, tutors now teach single-ability classes and learners benefit from more teaching time. As a result, learners remember better what they are taught.

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Reasonable progress

Tutors have helpfully increased the range of formative assessment opportunities they use in class. For example, they use checking questions, written tasks, and mock exam practice. They frequently review the progress that learners make. As a result, learners improve their chances of successfully achieving their assessments at the end of their programmes. However, assessment is not consistently used to inform the curriculum that learners follow. For example, information gained from the initial assessment does not feed into specific targets for learners. Consequently, the curriculum is not sufficiently tailored to their individual needs. Many ESOL learners benefit from a wide range of teaching strategies in lessons such as drilled pronunciation work, interactive matching tasks and paired speaking. This helps learners learn specific vocabulary effectively. However, the teaching strategies are not consistently used by tutors across the curriculum, which impacts on the

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Reasonable progress

quality of teaching that learners receive. Leaders are supporting unqualified staff to achieve specialist qualifications to ensure that ESOL learners receive consistently effective teaching. Monitoring visit: Rapid Improvement, 10 and 11 January 2023 Many learners receive detailed feedback about their work that indicates language errors and ways in which learners can develop their skills. However, this is not consistent. Where tutors feedback is too generic, learners are not clear on what they need to do to improve, for example their punctuation and grammar. Monitoring visit: Rapid Improvement, 10 and 11 January 2023 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

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Reasonable progress

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

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

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