Prime Life Limited

Further education and skills inspection report

p.1

Inspection dates: 15 to 17 February 2023

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

p.1

Information about this provider

Prime Life Limited provides residential care and nursing support to approximately 2,270 residents in care homes in the north of England, the east midlands and the east of England. Leaders started to offer apprenticeships in July 2020. Apprentices work in a range of settings, from small domestic houses to large, purpose-built homes. At the time of the inspection, there were 28 adult apprentices enrolled on standards-based apprenticeships. There were 11 enrolled on level 3 lead adult care worker, 15 on level 4 lead practitioner in adult care and 2 on level 5 leader in adult care. 15 to 17 February 2023

p.1

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

Apprentices are positive about their experience on the apprenticeship courses. They are keen to do well and progress in their careers in the care sector. They take pride in their work and frequently participate in other courses and training to improve their skills and knowledge. For example, apprentices complete courses in mental health first aid, dementia and counselling.

p.2

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

Apprentices benefit from a supportive and professional environment at work and in training. Trainers and assessors emphasise the need to demonstrate professional behaviours at all times, including when working with staff, residents and relatives in the care homes in which they work.

p.2

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

Apprentices grow in character and confidence over the course of their programme. They learn how to manage staff and how to work with different client groups and put this into practice in the care homes in which they work. However, a few apprentices do not increase their confidence in English and mathematics, particularly mathematics, sufficiently well.

p.2

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

Apprentices have a good understanding of safeguarding. They feel safe in the workplace and know whom to report any concerns. Apprentices have a good understanding of implementing safeguarding in the workplace when working with vulnerable adults. For example, they can recognise signs of abuse, such as physical abuse and neglect.

p.2

better?

Leaders and managers have a clear rationale for the apprenticeships they provide. As an employer–provider, they experience high staff turnover and staff shortages in the care homes that they own or manage. This mirrors the national picture in the care sector. Leaders and managers have changed their focus from recruiting level 2 care apprentices to recruiting level 3, level 4 and level 5 apprentices. This provides career progression opportunities for apprentices and retains their experience and expertise in the care homes for which they are responsible.

p.2

better?

Leaders and managers work closely with care home managers and apprentices to ensure that the curriculum meets their needs. For example, where apprentices struggle with using the electronic medication system at work, leaders and managers ask trainers and assessors to include this in the course.

p.2

better?

Leaders and managers recruit trainers and assessors who have appropriate qualifications and significant experience of working in the care sector. Trainers and assessors attend a wide range of useful training to enable them to keep their knowledge in the care sector up to date. For example, they attend training in the safe handling of medication, manual handling, sepsis, pain assessment and management, health and well-being in dementia care, catheterisation, autism 15 to 17 February 2023

p.2

3

spectrum disorder awareness, de-escalation, infection control and managing pressure ulcers.

p.3

3

Leaders and managers have effective oversight of the quality of the apprenticeship provision. They complete observations of training for all trainers and assessors, identify any areas for improvement and put in place development plans which are closely monitored. Leaders and managers link areas for development to the training that staff attend. Leaders and managers work with an external specialist to provide effective scrutiny and challenge.

p.3

3

Leaders and managers have accurate oversight of the progress of apprentices. They meet frequently to discuss the progress of each apprentice and managers discuss apprentices’ progress each time they speak to apprentices, trainers and assessors. Where leaders and managers identify that apprentices are at risk of falling behind, they ensure that trainers and assessors provide additional support to help them catch up.

p.3

3

Trainers and assessors provide useful careers information to apprentices to enable them to plan their next steps. They discuss possible career progression routes with apprentices within the provider’s care homes. They also provide information about further training opportunities such as courses in prescribing medication and extended tissue viability. However, leaders and managers do not ensure that information about wider opportunities outside of the provider is given to apprentices.

p.3

3

Trainers and assessors accurately identify what apprentices can and cannot do at the start of the course and plan individual programmes which are taught on a predominantly one-to-one basis.

p.3

3

Trainers and assessors plan and teach a well-sequenced curriculum to enable apprentices to develop the knowledge, skills and behaviours they need to achieve the qualification and to work at a senior level in care homes. They focus on the mandatory units of safeguarding, health and safety and infection control at the start of the programme. As apprentices grow in confidence and skill, they move on to more complex topics such as behaviour management and specific communication skills to benefit residents. Apprentices then have the opportunity to specialise in specific areas of care work such as end-of-life care and learning disability.

p.3

3

Trainers and assessors use a wide range of teaching methods effectively, to enable apprentices to learn. For example, they use video conference calls, role play and discuss scenarios. Leaders and managers have enrolled trainers and assessors on teaching qualifications to further develop their teaching skills.

p.3

3

Trainers and assessors use a range of different assessment methods well to check apprentices’ understanding. They routinely check understanding through discussion, observations and written assignments. In progress reviews, trainers and assessors ask questions to test apprentices’ understanding of key concepts. They give helpful feedback to apprentices on their written work and apprentices are encouraged to 15 to 17 February 2023

p.3

4

resubmit assignments where information is missing. However, they do not consistently encourage apprentices to achieve higher grades.

p.4

4

Apprentices make good progress and develop the knowledge, skills and behaviours they need to achieve their qualifications. They use learning opportunities at work to expand their knowledge and skills. For example, apprentices mirror the work of a designated safeguarding lead in reporting safeguarding concerns. Other apprentices deliver sessions on specific learning disabilities to colleagues after completing research in this area.

p.4

4

Trainers and assessors identify accurate starting points for apprentices in English and mathematics. They provide useful coaching to apprentices who need to pass functional skills, English and/or mathematics qualifications. They also direct them to an online platform for further support. Most apprentices make expected progress towards passing their functional skills English and mathematics qualifications. However, a few apprentices are capable of making more rapid progress. Trainers and assessors do not plan consistently well for apprentices who already have the required level of English and mathematics to further develop these skills.

p.4

4

Apprentices attend well at training. When their attendance at training sessions is disrupted by the needs of the service, trainers and assessors rearrange sessions to ensure that apprentices do not miss out on learning.

p.4

4

Apprentices value working with experienced trainers and assessors who are passionate about supporting them to improve so that they can provide high-quality care. Trainers and assessors know their apprentices well and talk about their achievements and career progression with pride. Apprentices frequently gain promotion in the organisation, becoming team leaders, deputy care home managers and care home managers.

p.4

4

Apprentices receive useful information from trainers and assessors about British values. Trainers and assessors send them newsletters and an events calendar providing rich information. Apprentices have an appropriate understanding of the relevance of respect and tolerance while working in care homes. However, trainers and assessors do not embed British values in the curriculum sufficiently well. As a result, a few apprentices do not have a well-developed understanding of how all values are relevant to the workplace and their everyday lives.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

The designated safeguarding lead and deputy have appropriate training and significant experience to be effective in their roles. Leaders and managers have effective safeguarding policies and procedures in place to keep apprentices safe. They implement an appropriate safe recruitment process to ensure that staff are suitable to work with apprentices. 15 to 17 February 2023

p.4

5

Trainers and assessors attend training in safeguarding and the ‘Prevent’ duty to enable them to recognise signs of abuse or radicalisation and to know how to report concerns.

p.5

5

Apprentices have a basic awareness of extremism and radicalisation. Leaders and managers rightly recognise the need to support apprentices to develop a deeper understanding of the potential risks they face at work and in the community in which they live.

p.5

What does the provider need to do to improve?

 Ensure that all apprentices make the progress in English and mathematics that they are capable of and improve their confidence, particularly in mathematics.  Ensure that all apprentices develop an appropriate understanding of British values and extremism and radicalisation and their relevance to the workplace and their everyday lives.  Ensure that apprentices receive careers information about opportunities outside of the provider.  Ensure that trainers and assessors provide feedback to apprentices to support them to achieve higher grades. 15 to 17 February 2023

p.5

Provider details

Address Caernarvon House 121 Knighton Church Road Leicester LE2 3JN

p.6

Provider details

Principal, CEO or equivalent Jay Hairsine-Wilson

p.6

Provider details

Date of previous inspection Not previously inspected

p.6

Provider details

Main subcontractors None 15 to 17 February 2023

p.6

Information about this inspection

The inspection team was assisted by the workforce development 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.

p.7

Inspection team

Jacquie Brown, lead inspector His Majesty’s Inspector Steve Kelly Ofsted Inspector 15 to 17 February 2023

p.7

8

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.

p.8

8

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

8

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

8

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

8

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

p.8