Action Community Enterprises CIC (ACE)

Action Community Enterprises CIC (ACE) Monitoring visit report

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Name of lead inspector: Penny Fawcus, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: 16-18 Alpha Road Great Yarmouth NR31 0LQ Monitoring visit: Action Community Enterprises CIC (ACE), 10 and 11 April 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of adult learning provision where the provision offered is in scope for inspection. 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

Action Community Enterprises CIC (ACE) is a not-for-profit organisation based in Norfolk. It has been operating as a subcontractor since 2011. ACE provides alternative provision courses for young people and adult students. ACE started to offer Skills Bootcamps in 2023 in aviation operations, warehousing and logistics. ACE started its first Skills Bootcamp courses in July 2023, with a second cohort starting in December 2023.

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Context and focus of visit

ACE currently has 31 adult students on Skills Bootcamps. There are 16 students on the level 2 certificate in aviation operations on the ground course. ACE has 15 students on novice counterbalance and reach conversion training.

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Reasonable progress

Leaders have strong relationships with employers and stakeholders in the region. ACE is known for supporting those students furthest from employment and education successfully. Leaders have a good understanding of local needs and skills gaps. They work with employers to help them to resolve their recruitment challenges effectively. Leaders have supported employers in identifying barriers for potential candidates. Leaders have worked with employers to develop their shift patterns to enable those with family commitments to apply for work.

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Reasonable progress

Leaders work productively with employers to understand their organisations. As a result, leaders have a good understanding of the skills employers seek in potential applicants. Leaders involve employers in the programme planning and design of the Skills Bootcamp programmes effectively. Leaders introduced the forklift training for the warehouse and logistics students. They acted on employer feedback to ensure that students had the practical skills employers wanted. Employers teach masterclasses in aviation ground operations. As a result, students benefit from the expertise of aviation specialists. Monitoring visit: Action Community Enterprises CIC (ACE), 10 and 11 April 2024 Employers value the Skills Bootcamps and their relationship with ACE. Employers value the opportunity to influence the training. Employers can recruit from a range of suitable candidates with the skills they need for their job vacancies. Leaders ensure

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Reasonable progress

that students gain a good understanding of the workplace. Tutors plan visits to warehouses in the region. Aviation students are taught using industry-standard resources to develop the skills and knowledge of the industry. As a result, students become familiar with the expectations of employers in preparation for their future careers.

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Reasonable progress

Leaders have developed a reflective culture of continuous improvement. They have established a board of directors with the expertise and experience to hold them to account. Leaders have accurately identified areas for improvement. They have introduced a digital platform to help students to develop their English and mathematical skills. However, leaders recognise that this has not been promoted effectively. Too few students access these resources to develop the skills they need for their future careers.

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Reasonable progress

Leaders ensure that they establish students’ existing knowledge and skills at the start of the programme. They establish students’ potential barriers to learning and employment. They assess students’ English and mathematics levels. However, staff do not use this information to establish personalised learning targets effectively. As a result, students do not benefit from specific and achievable targets to support their development.

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Reasonable progress

Leaders have sequenced the learning effectively. Tutors start CV writing to reflect on the skills and experience students already have, to build students’ self-esteem. Leaders plan workplace visits once the students have passed their forklift training course. At this stage, students have gained a good understanding of the workplace and job roles. Consequently, students can communicate effectively with employers during the visit.

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Reasonable progress

Tutors ensure that the quality of students’ work is appropriate for the qualification. Most students’ work on the aviation course reflects their previous academic attainment and is of a good standard. Most students receive developmental and rewarding feedback from tutors. However, too few students receive feedback to support them in developing and improving their English skills over time.

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Reasonable progress

Students develop the skills and knowledge needed to prepare them for employment. In the aviation group operations, students understand the risks and threats to security. Students know how to follow legislative protocols to ensure the security and safety of passengers. In the warehouse course, students develop a good Monitoring visit: Action Community Enterprises CIC (ACE), 10 and 11 April 2024 understanding of health and safety practices. Students gain accredited qualifications required by employers to support job applications.

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Reasonable progress

Tutors provide students with effective career advice and guidance from the start of the programme. Students in the aviation programme gain an understanding of the industry and the potential roles within it. Tutors work with students to overcome barriers to attending the interviews. Students benefit from employer feedback on their performance at interview. Tutors use this to provide students with further developmental employment support effectively. As a result, students gain confidence, and a few have successfully gained employment.

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Reasonable progress

Leaders have developed a positive culture of safeguarding. Staff know their students well and understand their vulnerabilities and challenging personal circumstances. They work with external agencies to help students to stay on the programme and be able to apply for work effectively.

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Reasonable progress

Leaders have established comprehensive safeguarding arrangements. The safeguarding team is well resourced. Its members share information and work together to keep students safe effectively. The designated safeguarding lead provides regular updates to the board of directors to keep them well informed.

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Reasonable progress

Students have a limited understanding or recall of fundamental British values and local risks. However, aviation students have a good understanding of the threats of terrorism in relation to the aviation industry. Monitoring visit: Action Community Enterprises CIC (ACE), 10 and 11 April 2024 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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Reasonable progress

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Reasonable 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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