First Face To Face Ltd

Further education and skills inspection report

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Inspection of First Face to Face Limited

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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

First Face to Face Limited is an independent learning provider based in Gateshead. In August 2020, it began to receive funding from the North of Tyne Combined Authority to provide courses for adults who are interested in setting up their own business. At the time of the inspection, there were 15 learners enrolled on a level 1 understanding enterprise programme. 24 to 26 January 2023

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

Learners enjoy their learning. Adult learners wishing to start their own business describe lively teaching sessions in which they gain useful insights into self- employment and practise pitching their business ideas. They learn about business opportunities and risks and how to access help and support for business. By the end of their course, learners can define their personal skills and services, compile a simple budget, and identify opportunities and threats for a business.

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

Learners benefit from knowledgeable tutors who have a thorough understanding of enterprise, including self-employment, or previous experience of running businesses. Learners appreciate how their tutors support them in developing business plans and professional networks. As a result, learners develop the confidence they need to take their first steps towards business ownership and self-employment in sectors such as hairdressing, travel agency and creative art.

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

Learners describe feeling safe and respecting others’ views in a positive and harmonious learning environment. For example, they feel comfortable giving and receiving constructive feedback on their peers’ business ideas and career goals.

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

Learners receive good-quality information, advice and guidance that supports them to aspire and understand what they need to do to progress to their next steps in self-employment. For example, they receive impartial careers advice that includes relevant and up-to-date labour market information.

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better?

Leaders have constructed a curriculum in understanding enterprise that is ambitious for learners, including those who are disadvantaged. They focus their attention well on the education they provide to meet the skills needs of the communities in which they work. Managers and tutors coherently plan and sequence the curriculum to give learners, most of whom have limited or no prior understanding of enterprise, insight into the knowledge and skills needed for business ownership or self-employment.

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better?

Managers work well with partners and stakeholders to support adults to progress to further learning or self-employment relevant to their personal circumstances. For example, managers liaise closely with Jobcentre Plus work coaches to communicate the nature of the education and training that they provide for learners. As a result, Jobcentre Plus work coaches understand what is on offer and can refer adults to programmes that meet their needs.

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better?

Leaders and managers are considerate of the workload and well-being of their staff and support them to develop the skills and knowledge they need in their roles. Staff describe formal structures, such as monthly one-to-one meetings with 24 to 26 January 2023

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managers, and value a culture that promotes work/life balance and good mental health and well-being.

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Tutors present information clearly, use strategies that enable learners to learn, and use assessment to check learners’ understanding systematically. For example, when teaching how to prepare a business pitch, tutors present model sentences and support learners to adapt these for their chosen business idea. Learners then share their ideas with others, enabling them to reinforce and build on their learning.

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Tutors prepare learners well for life in modern Britain. For example, they discuss the requirement for a minimum wage for employees when considering the law in business finance. Learners can articulate in their own words some of the core fundamental British values, such as respect and tolerance of others and individual liberty.

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Nearly all learners complete their course, and most achieve their qualification. Leaders have identified the challenges faced by the learners they work with and have taken steps to ensure that all learners, including those with special educational needs and/or disabilities and those who are disadvantaged, receive the support they need. Staff rightly recognise that when learners struggle with their English and mathematics skills, this slows their progress. Leaders have recently appointed staff to offer one-to-one support to learners with pastoral and learning support needs, which learners find helpful.

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Learners use a personal learning plan to record their progress towards their individual goals and targets. However, these plans too often contain broad or general targets, such as ‘find out about self-employment’, which are hard to measure, rather than describing more precise or measurable steps towards learners’ personal goals.

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Governance is effective. Directors on the newly established non-executive board are knowledgeable and experienced. They work well with senior leaders to set a culture of high aspiration and expectation. Directors provide challenge to ensure that the provider meets its statutory responsibilities to keep learners safe, including in accordance with the ‘Prevent’ duty guidance.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have put in place effective safeguarding and staff behaviour policies that are understood by everyone in the setting. All staff undergo safeguarding training at an appropriate level. 24 to 26 January 2023

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Leaders and managers have arrangements in place to protect learners from the dangers of radicalisation and extremism in accordance with the ‘Prevent’ duty guidance.

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Staff ensure that learners understand the risks associated with using technology or abusing social media so that learners know how to keep themselves safe online, including from potential scams and phishing. Learners feel safe and know who to contact should they have any concerns.

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What does the provider need to do to improve?

 Ensure that staff swiftly identify those learners who struggle with English and mathematics and provide the support that learners need to develop these skills further.  Ensure that staff use the information that they have about learners’ starting points to set precise targets against which they and their learners can measure progress. 24 to 26 January 2023

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Provider details

Address Gateshead International Business Centre Mulgrave Terrace Gateshead NE8 1AN

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Provider details

Principal, CEO or equivalent Charlotte Windebank

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected 24 to 26 January 2023

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Information about this inspection

The inspection team was assisted by the operations director, 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

Cath Jackson, lead inspector His Majesty’s Inspector Vikki Edmondson Ofsted Inspector 24 to 26 January 2023

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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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