Nishkam Civic Association

Further education and skills inspection report

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Inspection dates: 19 to 21 September 2023

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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

Nishkam Civic Association (NCA) is an independent learning provider based in Birmingham. NCA is a charitable organisation specialising in training for the care, education and business sectors. At the time of the inspection, there were 29 apprentices in learning. There were 18 apprentices studying early years at levels 2 and 3, four apprentices studying adult care at levels 2 and 3, and a further seven apprentices studying apprenticeships in accountancy and business. The provider does not work with any subcontractors. 19 to 21 September 2023

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

Apprentices are highly motivated to develop new skills. They lead projects that benefit their employer. For example, level 3 early years educator apprentices lead projects to improve the environment in which their children learn, such as developing a sensory room to support children with additional needs. Apprentices quickly make valuable contributions to their workplace.

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

Apprentices develop confidence throughout their apprenticeship. Level 3 business administrator apprentices become confident in talking to people on the phone, including customers and suppliers. Level 3 early years educator apprentices understand and communicate with service users effectively due to their increased knowledge and understanding of their needs.

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

Apprentices feel safe. They are confident in how to report concerns. They become familiar with the safe working practices within their organisation. For example, all apprentices on the early years educator apprenticeship know the workplace policies and procedures they must follow. They can identify signs of domestic violence and abuse.

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better?

Leaders have a clear strategic intent. They have carefully selected apprenticeships to meet employers’ needs and the core values of NCA. They focus their work on people in the local community who are furthest away from the job market to support progression into work.

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better?

Leaders have a clear understanding of the strengths and weaknesses of their apprenticeships. They have implemented strategies to bring about further improvements, such as in the level 3 early years educator, where apprentices now benefit from improved teaching and support. However, there are some aspects of the provision that still need to be improved. These include English and mathematics.

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better?

Leaders have a skilled governing body, with members experienced in apprenticeships and safeguarding. They understand the strengths and areas for development at the provider and, as a result, can make an informed contribution to curriculum development discussions.

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better?

In most circumstances, leaders ensure that the curriculum is logically sequenced to prepare apprentices to undertake active roles in the businesses in which they work. For example, in care, apprentices gain an underpinning knowledge of safeguarding children and adults, allowing them to support the children they work with quickly. As a result, apprentices actively contribute to the workplace.

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better?

Assessors use questioning and challenge well, with apprentices taking the lead and engaging in reviewing and understanding content. For example, in the level 4 professional accounting or taxation technician, assessors use discussion topics linked 19 to 21 September 2023

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to inflation and pay rises to develop the apprentice’s understanding of ethical behaviours related to the workplace. As a result, these apprentices develop a deeper understanding of their learning.

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In most cases, apprentices use technical language appropriate to their areas of study. Apprentices on early years educator apprenticeships confidently quote and demonstrate an understanding of the relevant legislation. Consequently, apprentices understand the technical terms required to make good progress on their apprenticeship.

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Assessors use assessment effectively to check apprentices’ understanding and, in most cases, provide them with meaningful feedback. Level 3 early years educator apprentices recognise that during activities and questioning, they need to allow more time for children to respond before moving on. As a result, they have changed their practice to better engage with the children they work with.

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Assessors use assessments and skill scans to establish the starting points of apprentices. However, they do not consistently use this information to plan learning. As a result, a few apprentices do not progress as quickly as they could.

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The majority of assessors’ feedback to apprentices is constructive. They provide detailed and helpful verbal feedback to reinforce learning and understanding. As a result, these apprentices improve their work based on this feedback.

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Managers have been slow to support apprentices who need to complete their functional skills qualifications in English and mathematics. As a result, delays in completing functional skills to the required level have prevented a few apprentices from passing through the assessment gateway. However, more recently, the appointment of a functional skills tutor has resulted in these apprentices receiving support to achieve their qualifications.

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A few apprentices do not have a detailed understanding of end-point assessment. Apprentices in childcare have only recently developed an understanding of the end- point assessment for their apprenticeship. Consequently, they have only recently identified the work that will be in scope at the end-point assessment.

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Employers are clear about their responsibilities to support apprentices. They ensure that apprentices receive their entitlement to off-the-job training and create opportunities to experience different business departments to improve their skills. Most employers regularly attend apprentices’ progress reviews and, where they cannot participate, speak with the assessor to gain a clear understanding of the progress of their apprentices.

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Not all apprentices benefit from careers education, information, advice and guidance. Accountancy apprentices are supported to make informed decisions about the progression routes of the Association of Chartered Certified Accountants and the Chartered Institute of Management Accountants. However, early years apprentices are not aware of the full range of options available. 19 to 21 September 2023

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The majority of apprentices develop significant new knowledge, skills, and behaviours. For example, adult care apprentices learn about medication procedures, including how to apply them in work settings following procedures for receiving, storing, recording and safely disposing of medicines.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Use information on the vocational starting points of apprentices to plan challenging curriculums for apprentices.  Implement the teaching of functional skills early in the apprenticeship to ensure that apprentices can achieve in time to make progress through the gateway.  Develop all apprentices’ understanding of the end-point assessment earlier in their apprenticeship.  Develop all apprentices’ understanding of the career progression available to them. 19 to 21 September 2023

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Provider details

Principal, CEO or equivalent Sanjeev Ohri

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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 19 to 21 September 2023

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Information about this inspection

The inspection team was assisted by the 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

Sharon Dowling, lead inspector His Majesty’s Inspector Susan Gay Ofsted Inspector Karen Tucker Ofsted Inspector 19 to 21 September 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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