Care Int Limited

Further education and skills inspection report

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Overall effectiveness Inadequate

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

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Information about this provider

Care International Ltd (Care Int) is an independent learning provider based in east London. They are also a recruitment agency for the health and social care sector. They gained a contract to teach apprenticeships in March 2020.

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Information about this provider

Since they started teaching apprenticeships, leaders have enrolled 80 apprentices. At the time of the inspection, there were 23 apprentices for whom the provider was in receipt of funding. There were 17 apprentices on the level 3 senior healthcare support worker standard. There were fewer than five apprentices on the level 3 teaching assistant and level 3 team leader or supervisor standards. There were fewer than five apprentices on the level 5 assistant practitioner and level 5 learning and skills teacher standards. One apprentice, who was studying the level 3 senior healthcare support worker standard, had taken a break in learning.

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Information about this provider

The provider told inspectors they were training 12 apprentices, all of whom were on the level 3 senior healthcare support worker standard. Of these 12, 7 were past their planned end date for completing the apprenticeship. 22 to 24 August 2023

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

Leaders and managers provide poor quality education and training. Since the July 2022 monitoring visit, they have made limited improvements. Leaders stopped teaching most apprentices in September 2022, although they remained on the individualised learner record. Most apprentices do not complete their programmes.

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

Of the few apprentices who do take part in training, too many do not receive timely support to compile their portfolios in preparation for their final assessment. This is because staff have not sequenced the curriculum logically. Staff have been too slow to instruct apprentices to complete their written assessments. As a result, apprentices feel overwhelmed by their workload, which they are required to complete outside of their employed time.

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

Apprentices do not understand what they need to do for their final assessments. They do not know what grades they can achieve. Consequently, they are unclear about what they are aiming for.

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

Of the few apprentices who do participate in their training, most are keen to progress onto their next steps in education, further training or work. Staff provide them with information about future career options within the healthcare sector. However, leaders were not able to demonstrate to inspectors that they had provided appropriate guidance to those apprentices who had withdrawn from their programmes.

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

The apprentices whom inspectors spoke with say they feel safe. They know who the designated safeguarding lead is and how to report any concerns they may have.

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better?

Leaders and managers have been too slow to address the significant weaknesses reported on in the monitoring visit. Since the provider started training apprentices, not one has completed the programme or achieved their qualification. During the inspection, leaders failed to provide inspectors with information that they requested and, therefore, could not demonstrate that apprentices for whom they were receiving funding were in employment. For example, they provided incomplete information about the learners for whom they currently receive funding, and only gave employer details for the 12 apprentices they are still training. They failed to give inspectors adequate information about apprentices who they are no longer training and who are still on the individualised learner record.

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better?

Leaders and managers do not ensure that their programmes meet the requirements of an apprenticeship. For example, they do not ensure that apprentices receive their entitlement to training time. They do not plan or record accurately apprentices’ off- the-job or on-the-job training. They do not ensure that apprentices have 22 to 24 August 2023

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individualised training plans agreed with their employer. As a result, apprentices do not receive sufficient high-quality training.

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Too many apprentices complete their studies related to their programme in their own time. They make slow progress and leaders have had to extend the duration of their training. For too many apprentices, their programme completion date has been delayed significantly.

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Leaders and managers do not ensure that apprentices are suitably employed when they start their programme. Most apprentices are employed on zero-hour contracts and do not work enough hours to complete their apprenticeships. Leaders failed to provide inspectors with the details of employment and employers for most currently funded apprentices. They were, therefore, unable to verify their claim that all apprentices were in jobs.

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Leaders and managers do not adequately monitor the progress that apprentices make. They do not accurately record what apprentices know and can do at the start of their programmes and use that information to create individualised training plans. They do not organise frequent enough progress reviews with apprentices or routinely involve employers in reviews. Apprentices do not have a clear understanding of their progress.

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Staff do not work closely with employers to plan the content and order of apprentices’ training. They do not engage with apprentices or their managers to understand their work circumstances, the nature of the work they do or what their responsibilities are. Staff set all apprentices the same tasks throughout their apprenticeship. They do not adapt the curriculum to apprentices’ work circumstances. Apprentices do not take on new responsibilities at work as they complete components of their training.

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Leaders and managers do not have a clearly planned curriculum in place to teach English and mathematics. They do not assess apprentices’ English and mathematics skills accurately at the start of their programmes or design individualised training for them. Apprentices learn the same content irrespective of their strengths and areas for development in these subjects. Apprentices wait too long to take their external examinations.

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Staff do not routinely correct apprentices’ work and show them how to improve. Apprentices make spelling errors, which alter the intended meaning of their work. Inspectors saw examples of apprentices’ written work containing inaccurate information, which demonstrated poor knowledge of topics taught. Leaders did not provide inspectors with any examples of feedback that had been given to apprentices prior to their final assignment submission.

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Leaders and managers do not have secure or reliable quality assurance processes in place. The do not have an informed understanding of the strengths or areas for improvement in their provision. They do not, for example, set or monitor accurate 22 to 24 August 2023

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improvement targets. They do not have a process for checking the quality of teaching and learning. The quality of education and training remains poor.

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Leaders and mangers do not keep accurate records of apprentices who attend training. Leaders and managers do not use reliable data to identify attendance trends. Therefore, they are not able to put in place any supportive interventions. Apprentices who miss sessions are over-reliant on their peers to catch up on any course content they miss.

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Staff follow a suitable curriculum to teach the mandatory level 3 diploma qualification for the senior healthcare support worker apprenticeship. For example, apprentices learn about effective ways to communicate with their clients, so they can provide person-centred care and deal with clients who show challenging behaviour.

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Staff are suitably qualified, have experience of working in the care sector and teaching expertise. Apprentices report that staff have the knowledge needed to teach their subject. Staff provide one-to-one mentoring support to guide apprentices to compile their portfolios. The few apprentices who take part in the training value the new knowledge they are taught.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead is appropriately trained and understands their role. Leaders have in place suitable safeguarding policies and procedures, including in relation to the ‘Prevent’ duty.

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Safeguarding

Apprentices know who the main point of contact is should they have any concerns.

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Safeguarding

Those apprentices who are engaged in their training speak confidently about their knowledge of the risks associated with radicalisation and extremism.

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What does the provider need to do to improve?

 Leaders and managers must comply with the requirements for training apprentices. They must have accurate information about apprentices, including in relation to their employment, and share this with inspectors when requested to do so.  Leaders and managers must ensure that apprentices are employed appropriately when they start their programmes.  Leaders and managers must ensure that apprentices receive their entitlement to training time.  Leaders and managers must ensure that that they plan and record apprentices’ off-the-job and on-the-job hours accurately. 22 to 24 August 2023

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 Leaders and managers must ensure that they work with employers to plan and teach training that is relevant to each apprentices’ job role.  Leaders and managers must ensure that they put in place an effective English and mathematics curriculum.  Leaders and managers must ensure that they establish clearly apprentices’ knowledge and skills at the start of the programme and use the information to develop and teach individualised training plans.  Leaders and managers must ensure that they organise regular progress review meetings with apprentices and employers.  Leaders and managers must ensure that they provide apprentices with the support they need to pass their qualifications within a realistic timeframe. 22 to 24 August 2023

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Provider details

Address Lex House 1-7 Hainault Street Ilford Essex IG1 4EL

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Provider details

Website Care Int Limited, Ilford, cylex-uk.co.uk

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Provider details

Principal, CEO or equivalent Sujan Barua

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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 NA 22 to 24 August 2023

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Information about this inspection

The inspection team was assisted by the head of apprenticeships, 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

Andrea McMahon, lead inspector His Majesty’s Inspector Rebecca Jennings His Majesty’s Inspector 22 to 24 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 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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