Glass and Fenestration Training Solutions Ltd

Further education and skills inspection report

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Inspection of Glass and Fenestration Training Solutions Limited

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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

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Information about this provider

Glass and Fenestration Training Solutions Limited is an independent learning provider based in Bradford. It was established in 2010, and in 2020 it began delivering apprenticeships on behalf of levy-paying employers. At the time of the inspection, there were 56 apprentices on standards-based programmes across the country.

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Information about this provider

The provider offers 12 different apprenticeship programmes. At the time of the inspection, 12 apprentices were on level 3 adult care, seven on level 2 customer service and six on level 4 lead care practitioner standards. Fewer than five apprentices were studying each of the level 2 fenestration fabricator, level 2 fenestration installer, level 5 leader in adult care, level 3 business administration, level 3 customer service, level 3 team leader, level 5 operations manager, level 4 process leader, and level 2 accounts or finance assistant standards. 25 to 27 July 2023

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

Apprentices demonstrate respect for their peers and employers. They work effectively alongside experienced staff in the workplace and quickly progress to become valued members of the team.

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

Apprentices enjoy their training with the provider and in their workplaces. They are enthusiastic and motivated by the work they are given to do and appreciate the opportunities they are given to develop their skills and knowledge to improve their workplace performance. On the level 2 fenestration fabricator standard, helpful on- the-job coaching ensures that apprentices appreciate why tasks are completed in a certain way and that they can replicate this when working independently.

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

Assessors prepare apprentices well for their end-point assessments. They provide apprentices with opportunities to prepare for their assessments and discuss what apprentices need to do to achieve higher grades. When apprentices remain on their programme until the end, they make good progress, gain promotion at work, and many apprentices gain distinction grades at their end-point assessment.

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

Assessors plan training sessions effectively. They break down new concepts into small components so that apprentices develop their knowledge incrementally and securely. Assessors use questioning well to check apprentices’ understanding before moving on.

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

Assessors ensure that apprentices develop their knowledge of equality and diversity and health and well-being during training sessions and reviews. For example, health and social care apprentices discuss the importance of taking into account a service user’s sexual orientation when planning personalised care or considering a service user’s dignity and privacy with personal hygiene.

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

Apprentices feel safe in learning and at work and are aware of how to keep both themselves and their peers safe. They know where to access support and to whom to speak if they have any concerns.

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better?

Leaders have a clearly articulated curriculum strategy. They initially developed their curriculum to address the skills shortages and lack of training in the glass and fenestration industry. They have since included business qualifications associated with this industry in their curriculum offer. In addition, they have successfully introduced a suite of adult care programmes based on an identified skills shortage in the north west of England. Leaders have made the sensible strategic decision to limit the size of the provision based on the availability of assessors.

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better?

Leaders work effectively with employers across the fenestration, health and care, and business sectors to design a curriculum that successfully develops well-trained 25 to 27 July 2023

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staff. Employers are involved in designing programmes that enable apprentices to develop relevant knowledge, skills and behaviours. Leaders ask employers what they need apprentices to learn about and use the information well to tailor the curriculum. For example, apprentices working in fenestration develop a secure understanding of safe working practices, including manual handling, which has been included at the request of an employer. Social care apprentices learn about Maslow’s hierarchy of needs, which helps them to develop care plans that take into account the essential physical and safety needs of service users before focusing on their client’s self-esteem.

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Leaders have taken successful action to improve the provision following the new provider monitoring visit. This has included providing employers and applicants with more information about the requirements and expectations of the apprenticeship programme before the enrolment process. As a result, apprentices and employers have a better understanding of the programme and commit fully to the demands of the apprenticeship.

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Leaders continue to work with employers to reduce the number of apprentices who withdraw from their programme early due to work pressures and redundancies. They also continue to focus their efforts on reducing the proportion of apprentices who remain on their programme beyond their planned end dates. The number of apprentices who continue past their end date has reduced significantly, with all overdue apprentices now either waiting for their end-point assessment results or for an assessment date.

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Assessors use a range of techniques to assess the progress that learners make, including professional discussions and reviews of recorded observations of apprentices demonstrating their skills. Assessors on the level 2 fenestration fabricator apprenticeship use the videos they take of apprentices cutting and assembling windows to point out what they are doing well and where they can improve. Apprentices appreciate this feedback and reflect upon and improve their practice in subsequent attempts.

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Assessors ensure that apprentices develop their English and mathematics knowledge and skills through the tasks and activities they set. Apprentices on the level 4 lead practitioner in adult care compose clear and accurate risk assessments and mental capacity assessments of their clients. Apprentices on level 2 fenestration fabricator measure and calculate angles with and without calculators; they are also asked to read and interpret order forms and complete work sheets to a high standard. For those apprentices who need to achieve functional English and mathematics qualifications, assessors provide helpful one-to-one teaching, and most apprentices achieve these qualifications at the first attempt.

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Apprentices benefit from helpful careers advice and guidance. Assessors on the level 2 fenestration fabricator frequently discuss career options with apprentices and, as a result, apprentices are aware of the specialisms available to them in the future, such 25 to 27 July 2023

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as working with wood and aluminium in addition to the more common polyvinyl chloride.

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Assessors focus too much on the qualification component of the level 3 adult care apprenticeship and not sufficiently on the knowledge, skills and behaviours that apprentices need to develop. As a result, employers are not always clear enough about how they can support apprentices to make progress on the apprenticeship. However, leaders have recognised this and are taking action to make the necessary improvements.

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Leaders have appointed governors with relevant skills and experience, particularly in relation to safeguarding and education, and they act as critical friends to provide appropriate challenge to leaders. Governors meet regularly and have a clear oversight of the actions that leaders are taking to improve the quality of education.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have in place effective policies and procedures for safeguarding, including in relation to the ‘Prevent’ duty. The designated safeguarding lead has completed appropriate training to be effective in their role.

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Safeguarding

Managers have effective processes in place to track and monitor safeguarding concerns. Apprentices have access to a useful digital application, which contains useful links and helps them to access support. Apprentices know how they can report concerns about themselves or others.

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Safeguarding

Managers implement safer recruitment processes to ensure that assessors are appropriate to work with apprentices. Assessors complete helpful safeguarding training on topics including the ‘Prevent’ duty, how to stay safe online, how to recognise sexual abuse, and modern slavery.

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What does the provider need to do to improve?

 Work closely with employers to ensure all apprentices stay on their programme and achieve in the allocated time frame.  Ensure that all employers fully understand the specific knowledge, skills and behaviours that apprentices need to develop so that they can provide effective support to help apprentices make progress. 25 to 27 July 2023

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Provider details

Address 593 Thornton Road Bradford BD13 3NW

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Provider details

Principal, CEO or equivalent Laurence Pearson

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 25 to 27 July 2023

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Information about this inspection

The inspection team was assisted by the director of business and quality 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, Assessors and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Hayley Lomas, lead inspector His Majesty’s Inspector Shaun Donaghy Ofsted Inspector Lynne Paxton Ofsted Inspector 25 to 27 July 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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