AJ's Training

Name of lead inspector: Richard Kirkham, His Majesty’s Inspector

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Inspection dates: 25 and 26 October 2023

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Type of provider: Independent learning provider

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Address:

Unit 12, Cold Harbour Farm Whitesmith Lane Chiddingly East Sussex BN8 6HB Monitoring visit: AJ’s Training, 25 and 26 October

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

AJ’s Training is an independent learning provider based in East Sussex. It offers apprenticeships nationally in highways and fencing. It was established in 2009, gaining approval to offer standards-based apprenticeships in early 2023. At the time of the new provider monitoring visit, there were 50 apprentices. There were 44 level 2 fencing installers and six level 2 highways maintenance skilled operative apprentices. Seven apprentices were under 18 years of age. Twenty-three apprentices were studying mathematics and/or English qualifications. AJ’s Training does not work with any subcontractors.

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Insufficient progress

Leaders have selected an appropriate curriculum to meet the needs of the fencing sector. AJ’s Training is a fencing training organisation offering specialist skills in fencing such as vehicle restraint systems. Employers, both regionally and nationally, value the apprenticeships, as their employees require these qualifications as a licence to practise.

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Insufficient progress

Leaders work well with professional trade bodies such as the Association of Fencing. Leaders have ensured that apprentices are recognised at their next Association of Fencing awards ceremony.

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Insufficient progress

Leaders have not yet implemented the curriculum effectively to ensure that all apprentices are receiving the training required for the apprenticeship. Consequently, apprentices do not receive the required teaching and support they need to make the progress of which they are capable.

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Insufficient progress

Apprentices and employers do not have a clear idea of how apprentices will be assessed at the end of their apprenticeship. Leaders are not yet fully aware of the Monitoring visit: AJ’s Training, 25 and 26 October requirements of the end-point assessment. As such, they have not yet fully informed the apprentices and their employers of these expectations or started to prepare apprentices to be able to achieve the best possible grade.

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Insufficient progress

Staff are skilled and experienced in the fencing construction and highways maintenance sectors. However, leaders are not yet clear who will be teaching and supporting apprentices with the functional skills elements of the apprenticeship.

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Insufficient progress

Leaders understand the positive impact they are having on the sector and some of their weaknesses in the sequencing of the apprenticeships. However, they have not yet fully implemented quality assurance processes to understand their strengths and weaknesses in teaching and learning.

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Insufficient progress

Leaders do not benefit from external scrutiny to ensure high-quality learning and that performance management systems are effective.

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Insufficient progress

Leaders do not tailor the apprenticeships to account for apprentices’ individual needs or starting points. Leaders do not sufficiently identify learners with special educational needs and/or disabilities or ensure that they benefit from support to make the progress expected of them. Leaders have only recently formalised their approach to assessing what apprentices know and can do at the beginning of their programme. As a result, there are apprentices who have substantial prior knowledge but do not benefit from reduced programmes of training.

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Insufficient progress

Leaders have not ensured that apprentices benefit from sufficient off-the-job training. Leaders have not ensured that employers are suitably involved in the planning of apprentices’ programmes or in the coordination of apprentices’ on- and off-the-job training. Apprentices do not benefit from adequate time and support from their trainer to learn and practise new knowledge, skills and behaviours. As a result, too many apprentices do not make swift progress.

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Insufficient progress

Leaders and managers have not ensured that apprentices who are required to study English and mathematics qualifications as part of their apprenticeship do so. They have recognised that, while apprentices have access to an English and mathematics online learning platform, they do not currently use or benefit from this system. As a result, apprentices are not developing the English and mathematical skills that are essential in the construction sector.

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Insufficient progress

Apprentices enjoy learning new skills and knowledge as part of their apprenticeship. For example, apprentices know how to dig holes carefully, and they understand where power and water supplies are located. Apprentices can identify different types Monitoring visit: AJ’s Training, 25 and 26 October of barriers and select the most appropriate to use in different situations. As a result, apprentices are learning skills that employers value. They become proficient members of their site teams.

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Insufficient progress

Leaders ensure that learning is organised logically, with apprentices initially acquiring critical knowledge and understanding and then building on this to learn more complex concepts. For instance, apprentices studying fencing initially learn about safe working practices such as manual handling and correct use of personal protective equipment. They then progress on to more complex tasks, like the operation of power tools and safe excavation practices. As a result, apprentices are gaining the skills needed to be able to work safely on site.

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Insufficient progress

Leaders do not yet fully appreciate their obligations for ensuring a positive culture of safeguarding. Leaders have not implemented suitable arrangements for apprentices to raise concerns.

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Insufficient progress

The newly appointed designated safeguarding lead and deputy have not yet been trained to successfully perform this role. Leaders have not ensured that all staff are trained in how to recognise and refer those apprentices at risk of harm.

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Insufficient progress

Leaders have implemented a safeguarding policy and ‘Prevent’ risk assessment. However, these are not yet comprehensive enough to set out appropriate processes and practices to mitigate risk and recognise how to report and manage safeguarding incidents.

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Insufficient progress

Leaders have not yet implemented safe recruitment practices. Leaders have not ensured that those who have direct contact with apprentices under the age of 18 are safe to do so.

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Insufficient progress

Leaders ensure that all apprentices complete training to be safe in the workplace. However, leaders have not yet implemented training for apprentices to understand how to be safe in modern Britain or recognise when they may be at risk of harm. Monitoring visit: AJ’s Training, 25 and 26 October 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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Insufficient progress

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

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