Communicators Training Associates Limited

Further education and skills inspection report

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Inspection of Communicators Training Associates Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Communicators Training Associates Limited is an independent learning provider based in Newton Aycliffe, County Durham, with outreach centres in Middlesbrough and Hartlepool. It receives funding from Tees Valley Combined Authority to deliver courses for adult learners. At the time of the inspection, there were fewer than five learners on courses leading to functional skills qualifications in English and mathematics. 12 to 14 March 2024

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

Learners enjoy their courses and appreciate the supportive learning atmosphere created by their tutors. They benefit from one-to-one sessions with tutors that help them manage any fears that they have about returning to education after a prolonged period. As a result, learners develop confidence in their ability to work towards achieving qualifications in English and mathematics.

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

Leaders and staff clearly set out the expectations of learners to demonstrate positive attitudes to learning and progression to employment. Most learners commit fully to their studies and work with focus towards achieving their qualifications. Where learners have previously experienced barriers in accessing education, leaders and tutors work closely with referral partners such as the Department for Work and Pensions (DWP) and justice services to encourage these learners to attend courses.

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

Tutors ensure that learners develop a firm understanding of life in modern Britain. They provide learners with laminated cards which highlight the main points of fundamental British values and remind learners to treat others with respect. However, while tutors teach learners about the risks associated with less tolerant behaviours such as radicalisation and extremism, learners do not develop a clear understanding of how these may affect themselves and others in their daily lives.

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

Learners receive useful initial advice and guidance at the start of their programmes that helps them focus on their career goals and aspirations. During discussions with tutors, learners explore potential work and higher-level study opportunities that may be available to them once they achieve their qualifications. For example, learners who are interested in progressing onto a degree in nursing appreciate that by gaining a level 2 functional skills mathematics qualification they will meet university entry requirements.

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

Learners feel safe when attending their courses. They receive a helpful learner handbook which provides guidance on how to report any concerns that they may have about their own or other people’s welfare. Learners additionally receive useful information about staying safe when working online. They understand risks they may come across such as cyber bullying, grooming and online fraud, and know how to report these to tutors or designated safeguarding leads.

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better?

Leaders use adult learning funding carefully to recruit learners who are the hardest to reach and the furthest away from education. They work closely with external partners such as the DWP and justice services to recruit learners onto functional skills courses that provide progression pathways to future employment. Most learners appreciate the value of achieving English and mathematics qualifications. 12 to 14 March 2024

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Leaders ensure that staff deliver an ambitious curriculum that is individually tailored to each learner. For example, leaders self-fund the delivery of the level 1 award in health and safety in a construction environment alongside a funded English or mathematics qualification. This helps learners who want to work as bricklayers to gain the knowledge and skills that they need to apply for the Construction Skills Certificate Scheme labourer’s card. As a result, most learners engage positively in studying their planned curriculum.

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Leaders recruit qualified and experienced functional skills tutors. Tutors hold relevant English and mathematics qualifications having undertaken specialist subject training at a high level. They use their experience and teaching knowledge well to ensure that learners strengthen their understanding and practice of English and mathematics. For example, tutors use memory hooks effectively to help learners retain new knowledge and skills when calculating percentages. Learners find these techniques helpful and use them in their work.

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Tutors use information following initial diagnostic assessment effectively to identify learners’ starting points. They then plan and sequence the curriculum to meet the needs of each learner, such as focussing on improving learners’ understanding of calculations and fractions.

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Leaders and staff develop the digital skills of learners well. Learners who have been out of education and training for a long period are taught how to search for jobs using the internet, prepare and upload a curriculum vitae and apply online for a job vacancy. As a result, learners feel more confident in searching for jobs using digital resources.

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Leaders and staff provide good support for learners with special educational needs and/or disabilities. They identify additional needs during enrolment and at initial assessment. They then consult with tutors to ensure that these needs are met. For example, having been advised of a support need, tutors provide coloured overlays for learners with dyslexia and enlarged paper-based resources for those with visual impairment.

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Learners take pride in their work and maintain well-organised files. These include neatly completed worksheets and completed practice tests. As a result, learners produce written and mathematical work of a good standard.

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Most learners make at least the expected progress from their starting points. All learners enrolled on entry level 3 mathematics functional skills courses achieve their qualifications quickly. However, a few learners struggle to pass the level 1 and level 2 functional skills qualification in mathematics at their first attempt. Leaders and tutors rightly recognise the need to prepare learners better for their level 1 and 2 examinations and have provided additional support to help learners prepare to retake examinations.

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Leaders are very mindful of the well-being and workloads of staff. They engage in genuine ways to understand the pressures staff face that may affect their personal 12 to 14 March 2024

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and work lives. For example, leaders ask staff for their opinions of what they can do to improve provision or how they can support them with their mental health. As a result, staff are confident in leadership and management and feel respected and cared for.

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Leaders have a clear understanding of the progress that learners make. They use formal team meetings well to communicate their expectations of staff to deliver high-quality teaching and to monitor learner achievement. They have recently introduced a quality review process to ensure that staff and tutors deliver a high- quality learner experience while modelling the values of respect, integrity, service and excellence.

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Leaders have a clear understanding of how well tutors teach. They carry out activities to evaluate the quality of teaching and use information from these to identify areas of improvement. When leaders identify weaker teaching, they address underperformance quickly, supporting tutors with suitable training and development. Staff engage positively with these activities which help them to improve aspects of their practice such as managing challenging behaviour more successfully.

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Teachers support learners' understanding of equality and diversity well. They ask learners questions and facilitate debate through topics that help learners to know more about difference in their communities. For example, tutors provide learners with a helpful calendar of events each month which supports their understanding of cultural celebrations such as Ramadan and Maha Shivaratri. As a result, learners develop the attributes they need to be a considerate citizen living in modern Britain.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that tutors plan and teach curriculum content that successfully prepares all learners to achieve level 1 and level 2 functional skills qualifications swiftly.  Develop learners’ understanding of the risks associated with radicalisation and extremism where they live and work. 12 to 14 March 2024

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Address

Communicators Training Associates Limited Durham Way South Aycliffe Business Park Newton Aycliffe DL5 6XP

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Address

Principal, CEO or equivalent Isobel Currie

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Address

Provider type Independent learning provider

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Address

Date of previous inspection Not previously inspected

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Address

Main subcontractors None 12 to 14 March 2024

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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

Chloe Rendall, lead inspector His Majesty's Inspector Mark Keen His Majesty's Inspector 12 to 14 March 2024

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

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