Aire Vocational Training Limited

Further education and skills inspection report

p.1

Inspection of Aire Vocational Training Limited

p.1

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

p.1

Information about this provider

Aire Vocational Training Limited is an independent training provider located in Leeds. It provides apprenticeships for the early years sector from level 2 to level 5. At the time of the inspection, there were 113 apprentices, of whom 35 were aged 16 to 18. The largest programme was the level 3 early years educator with 70 apprentices. There were 19 apprentices on the level 2 early years practitioner, 11 on the level 5 early years lead practitioner and nine on the level 3 teaching assistant. 25 to 27 June 2024

p.1

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

Apprentices enjoy their training. They attend well and are punctual to their training sessions. When apprentices are not able to attend training or meetings about their progress, they inform tutors in good time and rearrange alternative times.

p.2

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

Apprentices feel very well supported by their tutors. Staff nurture and guide apprentices well with both personal and academic issues. Apprentices appreciate the knowledge and expertise of their tutors. In one-to-one sessions, tutors on the level 3 teaching assistant programme discuss topical issues with apprentices, such as the coverage in political party manifestos of funding for pupils with special educational needs and/or disabilities and how this may affect the sector.

p.2

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

Tutors effectively plan training activities for apprentices to help develop their confidence and resilience. They provide support to help apprentices overcome barriers to learning and employment, such as mental health and well-being issues. For example, when needed tutors reduce the volume of written work that apprentices are required to produce and include more professional discussion to reduce apprentices’ anxiety about producing assignments. Apprentices develop self- assurance and make progress in their studies and towards their goals.

p.2

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

In a few instances, tutors do not use well enough the results of the initial assessments that they carry out to establish accurately apprentices’ starting points to plan training. This results in a few apprentices studying curriculum content that they already know. Tutors do not use the results of English and mathematics assessments to plan learning effectively to fill any gaps in learning for apprentices who have already gained qualifications in these subjects.

p.2

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

Apprentices feel safe at work, and they know how to raise any concerns. They develop a clear understanding of how to keep themselves and those in their care healthy and safe. Apprentices are aware of the ‘walk safe app’ and bottle stoppers to prevent drink spiking. They have a good understanding of consent and what constitutes a healthy relationship.

p.2

better?

Leaders have a clear and well-executed strategy to deliver a curriculum that helps to meet the needs of local and regional employers in the early years sector. They have established highly effective relationships with employers and other stakeholders. Leaders listen carefully to the needs of employers and adapt the curriculum to meet the skills needs of the sector. For example, they have placed a greater focus on the development of skills relating to communication, resilience and customer service. As a result of their training, apprentices demonstrate greater resilience and enhance their communication skills in their work with children and parents.

p.2

better?

Tutors are highly qualified and have significant vocational expertise gained from many years working in the sector. For example, those teaching on the level 3 25 to 27 June 2024

p.2

3

teaching assistant programmes have worked in schools as teaching assistants or teachers. Tutors on the early years programmes have extensive experience of working in a childcare setting as room leaders or as managers or deputy managers in a nursery. They use their expertise well to coach and mentor apprentices in their job roles. When tutors identify that an apprentice has potential to take on more responsibility, such as to become a room leader, they work with the employer to find opportunities to foster the apprentice’s talents.

p.3

3

Leaders and managers provide a useful range of professional development activities to improve tutors’ sector knowledge. Tutors complete sector-specific updating and take part in ‘back to industry’ activities in nurseries and schools. They have access to a useful online resource that includes training modules on a wide range of subjects. As a result, tutors’ sector knowledge and skills are relevant and up to date.

p.3

3

Senior staff do not use the information that they collect from observations of teaching well enough to inform the training that they provide to staff. They do not identify individual or team training activities quickly enough to help tutors enhance their teaching practice.

p.3

3

Tutors use a range of effective teaching strategies. They use well-developed resources, including presentations and workbooks, to present new information and encourage lively and engaging debates in class. Tutors use careful questioning to check apprentices’ understanding of topics such as transition arrangements when a child may be new to a school or moving rooms in a nursery. On the level 3 early years educator programme, tutors observe apprentices working in playrooms, at lunchtimes and in outdoor settings to ensure that they use the skills they have been taught when working with the children.

p.3

3

On a small number of programmes, staff do not track learners’ progress well enough in order to put interventions in place quickly should apprentices fall behind. On the level 2 early years practitioner programme, tutors have not scheduled assessments effectively. As they near the end of their programme, a few apprentices still have a substantial number of assessments to complete. While these apprentices complete their qualifications within the planned time, they do not make progress as quickly as they could.

p.3

3

Tutors provide apprentices with effective information, advice and guidance on careers. They prepare apprentices effectively for their next steps. Apprentices understand the opportunities open to them, such as the potential to progress to higher-level apprenticeships. Apprentices recognise that the level 3 programmes provide access to university courses and increased opportunities for promoted posts, such as team leaders, deputy managers and managers.

p.3

3

Leaders and managers have an established advisory panel to help improve the provision. Members of the panel are from relevant backgrounds, including early years employers and education settings. They support leaders to understand the changing needs of the sector and help them to ensure that apprentices receive a good quality of education. 25 to 27 June 2024

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Ensure that tutors use the results of initial assessment to plan learning, including in English and mathematics.  Ensure that all staff carefully track learners’ progress so they can put interventions in place quickly should apprentices fall behind.  Ensure that tutors receive well-planned training to enhance their teaching practice. 25 to 27 June 2024

p.4

Provider details

Address Crown House 94 Armley Road Leeds LS12 2EJ

p.5

Provider details

Principal, CEO or equivalent Lynne Green

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

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.

p.6

Inspection team

Joanne Stork, lead inspector His Majesty’s Inspector Ian Frear His Majesty’s Inspector Tina Ockerby Ofsted Inspector 25 to 27 June 2024

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

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

p.7