First Avenue Training Limited

Further education and skills inspection report

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Inspection of First Avenue Training Limited

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Overall effectiveness Requires improvement

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

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Information about this provider

First Avenue Training Limited has been providing training for over 20 years and has offered apprenticeship training since 2020 for the early childhood education sector. It operates from one main site in Goole. At the time of the inspection, there were 156 apprentices, of whom 119 were on the level 3 early years educator programme, 19 were on the level 2 early years practitioner programme, 16 were on the level 5 early years lead practitioner programme and fewer than five were enrolled on the level 3 teaching assistant and level 3 business administrator programmes. Around a third of apprentices are under 19 years of age. 16 to 18 August 2023

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

Apprentices develop new knowledge, skills and professional behaviours that help them make a positive contribution in the childcare settings in which they work and progress towards fulfilling their career goals. Employers value the contributions of apprentices in the workplace.

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

Apprentices attend work and their training sessions well. They take pride in their work and conduct themselves in an orderly and professional manner when interacting with peers and parents of children in their care.

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

Managers have strong, positive relationships with the employers with whom they work. Employers speak very highly of First Avenue Training and value the frequent communication and support provided. Tutors work closely with employers to ensure that their apprentices’ training meets employers’ business needs and to coordinate on- and off-the-job training. However, too many apprentices do not complete their apprenticeship because they leave their employment before the planned end date.

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

Apprentices learn how to keep themselves physically safe and mentally healthy. They can talk confidently about how they are applying their learning to their own lives by changing eating habits to have a balanced diet.

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

Tutors provide apprentices with a broad variety of resources for off-the-job learning. Most apprentices use and appreciate the resources provided. They use these to prepare for assignments and revisit key areas of learning. Most apprentices engage positively with their electronic portfolio, where they can access course resource literature. However, a few apprentices fall behind in their learning because tutors do not ensure that they have a high enough level of motivation.

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

Apprentices feel safe and demonstrate a positive understanding of safeguarding. They know who to report any concerns to, both about themselves and the children in their care. They are confident that concerns will be dealt with quickly and appropriately.

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better?

Governors and managers specialise in offering childcare apprenticeship programmes which address local and regional skills shortages. The programmes offered enables young people and adults to embark on a career in childcare, with clear progression routes from level 2 to level 5.

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better?

Managers and tutors have planned and sequenced the curriculum effectively to build apprentices’ knowledge and skills over time. Tutors use their experience and expertise well to enable apprentices to gain a deep insight into the childcare sector. Apprentices continually get the opportunity to revisit, apply and further develop their knowledge and skills to meet the needs of the children they work with. For example, 16 to 18 August 2023

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level 2 early years practitioner apprentices focus on the importance of confidentiality requirements in childcare settings before moving on to allergies and special diets.

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Governors and managers do not have sufficient oversight of the progress that apprentices make. Managers are supported by a small governing body whose members are company owners and a nursery employer and who act as critical friends. However, governors do not challenge managers rigorously enough to ensure they focus on apprentices’ progress and achievement. As a result, a few apprentices make slow progress and do not achieve all the aspects of their apprenticeship programme in the required timescales.

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Managers have been too slow to improve the outcomes for apprentices requiring functional skills mathematics qualifications. Although changes have been made to the delivery model, too few apprentices achieve these qualifications at the first attempt and, for a few, their lack of progress is preventing them from accessing the end-point assessment.

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Managers have appropriate quality assurance arrangements in place to monitor the provision. They conduct a range of relevant activities to evaluate the quality of training that apprentices receive. These include supervision visits, peer-on-peer observations and standardisation meetings. These activities result in improvements in training. However, managers do not intervene quickly enough when apprentices fall behind, and there is a lack of focus on the progress that each apprentice is making.

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Tutors assess the development of apprentices’ knowledge and skills effectively during workplace visits. They use a range of assessment activities, including professional discussions and observations. Apprentices can articulate clearly what they need to do and why. For example, level 3 early years educator apprentices can clearly explain the importance of wearing a uniform to allow children to identify staff and why the wearing of artificial nails is a potential risk to children.

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Managers support their staff well and are considerate of their workload. They are aware of the pressures on their staff and work to create an enjoyable place to work. Staff caseloads are closely monitored to ensure they remain at a manageable level. Staff meet their managers frequently for supervision sessions. They feel supported, like working at the provider and appreciate the friendly and supportive environment, which has resulted in a low staff turnover.

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Managers and tutors provide apprentices with appropriate careers advice and guidance throughout their programme. During their initial assessment, apprentices reflect on their career goals and discuss these with their tutors. Referrals are available for impartial advice through the National Careers Service, and assessors provide information during assessment visits and reviews. Towards the end of the programme, apprentices complete a ‘next steps’ plan. Apprentices talk confidently about the jobs and careers to which they could progress, such as becoming a play worker in the NHS or beginning a career in teaching. 16 to 18 August 2023

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers in place have a range of effective policies and procedures for safeguarding. The designated safeguarding lead consults with regional Prevent coordinators to remain up to date on topical issues. They recognise that as a provider delivering in different regions, they need to be aware of problems in each area in which they work.

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Safeguarding

Managers have implemented safer recruitment processes to ensure that staff are appropriate to work with apprentices. They ensure that staff receive regular statutory updates. They provide staff with training in safeguarding, the ‘Prevent’ duty and wider curriculum topics to ensure that staff have the most recent guidance and feel comfortable with their delivery. Consequently, staff are able to support their apprentices well when discussing these topics.

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What does the provider need to do to improve?

 Improve the oversight of the progress that apprentices make and take swift action to intervene quickly when apprentices fall behind.  Ensure that governors hold managers fully to account for apprentices’ progress and achievement.  Improve the delivery of functional skills mathematics to ensure that apprentices who need this qualification have access to high-quality teaching and the support that they need to achieve.  Work with employers to ensure that apprentices get the support they need to stay on their programme and achieve.  Provide effective support for the few apprentices who lack motivation so that they make good progress on their programme. 16 to 18 August 2023

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Provider details

Address Raise Business Centre Tom Pudding Way Goole DN14 6BS

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Provider details

Principal, CEO or equivalent Kerry Lewis-Smith

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 16 to 18 August 2023

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Information about this inspection

The inspection team was assisted by one of the managing directors, 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 apprentices’ work, seeking the views of apprentices, staff 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 Pauline Hughes Ofsted Inspector Sarah Benson-Smith Ofsted Inspector 16 to 18 August 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 apprentices 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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