DH Associates

Further education and skills inspection report

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Outstanding

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Information about this provider

DH Associates (DHA) is an independent learning provider based in Neston, on the Wirral. It is part of the CareTech Community Services Group, a specialist provider of child and adult care services. DHA work with employers and apprentices based across the country, with just over half located in the North West.

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Information about this provider

At the time of the inspection, DHA had 970 apprentices studying apprenticeship standards at levels 2 to 5. Almost all apprentices were aged over 19. The overwhelming majority study apprenticeships in the care sector with a very small number following teaching and leadership apprenticeships. Seventy-five apprentices studying at level 2 followed the adult care worker standard. At level 3, 105 apprentices studied lead adult care worker. Just over 550 apprentices followed the level 4 children, young people and families practitioner (CYPFP) apprenticeship with a further 35 studying lead practitioner in adult care. At level 5, 140 apprentices studied children, young people and families manager (CYPFM) and 47 followed the leader in adult care apprenticeship. 25 to 28 June 2024

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

Most apprentices learn in positive, well-organised and calm learning environments with peers and trainers. Trainers’ supportive approach helps to develop apprentices’ confidence, resilience and self-esteem. Apprentices feel comfortable in asking questions for clarity. Trainers and apprentices understand the demands of working in the care sector and balancing this with completing an apprenticeship and their personal lives. Apprentices learn how to delegate responsibilities to support workers, communicate effectively with external agencies, complete budgeting and submit safeguarding referrals effectively.

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

Too many apprentices do not achieve their apprenticeship. Those apprentices who remain on their apprenticeship develop the knowledge, skills and behaviours that they need to take on more responsibility at work, and in some cases gain promotion.

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

Most apprentices have positive attitudes and are motivated to do well. They are articulate and enthusiastic about the new knowledge and skills that they are learning. Apprentices aspire to achieve high grades in their assessments. Their work is neat and well presented. Apprentices take pride in their work. Employers value their apprentices’ development and commend their positive attitudes.

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

Most apprentices attend their training sessions and are punctual. When unable to attend because of work commitments, apprentices receive one-to-one sessions, use online resources and book onto alternative sessions to help them catch up. However, apprentices’ attendance to functional skills English and mathematics sessions is too low.

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

Apprentices feel safe in training and at work. They know how to raise and report concerns about themselves or the children, young people and adults in their care. For example, apprentices learn to use hand signals to indicate distress or domestic violence when online. They understand types of abuse and the importance of multi- agency work to protect young people and those who are vulnerable.

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better?

Leaders use their expertise in adult care and childcare to offer training that provides most apprentices with the knowledge, skills and behaviours they need to be successful at work. They work collaboratively with most employers and apprentices to select optional modules, such as dementia awareness, disability awareness and administering medication, to meet their needs and aspirations. However, a few employers are unaware that they can influence the content of their curriculum to ensure it remains up to date.

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better?

Leaders have appointed staff that are qualified and experienced to train apprentices in the health care industry. They use their knowledge and experience to teach apprentices effectively. Most apprentices make at least the expected progress on the vocational elements of their apprenticeship. 25 to 28 June 2024

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Trainers do not routinely use the information about what apprentices already know and can do to plan bespoke training. This inhibits the progress that some apprentices make. Leaders have very recently put in place new processes to better monitor the progress that apprentices make from their starting points.

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Most trainers plan and teach their curriculums effectively so that most apprentices develop their knowledge and skills throughout their apprenticeship. Where this is done well, apprentices swiftly use their new knowledge to hone their skills. CYPFP apprentices learn about youth justice and then work with young people going through the system. Adult care workers improve their record keeping and use of mathematics for medication calculations. CYPFM apprentices develop hot weather protocols to help non-verbal children communicate when they are thirsty.

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The majority of trainers use teaching and assessment methods effectively to help apprentices to learn more and remember more. They use questioning, flash cards and sample questions so that apprentices retain and apply new learning in their care settings. Trainers spend additional time to secure vital understanding about safeguarding, child development and referral processes. They use practical training to support apprentices to learn how to use blood pressure monitors and blood testing equipment confidently.

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Trainers provide effective support for apprentices with additional learning needs. Apprentices benefit from adaptations and additional time to complete assignments and examinations. Trainers provide face-to-face sessions for deaf apprentices and coloured overlays for apprentices with dyslexia. They shorten training sessions for apprentices with attention deficit hyperactivity disorder to help them concentrate.

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Most trainers provide useful feedback that helps apprentices to improve the quality of their work. Most apprentices know what they have done well and use feedback to help them to improve their referencing, extended writing and grades. However, where feedback is brief, rudimentary and generic, apprentices do not routinely improve their work.

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The coordination of on- and off-the-job training for apprentices is inconsistent. In too many cases, apprentices’ on- and off-the-job training is not planned and coordinated effectively with employers. Employers do not routinely attend progress reviews. They are not involved in planning to ensure that apprentices maximise opportunities to practise what they have learned. A few apprentices do not routinely receive sufficient time to complete their off-the-job training at work. They have to complete training in their own time, alongside their demanding jobs.

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Apprentices who need to achieve functional skills in English and mathematics do not receive support to ensure that they pass their qualifications. They do not attend English and mathematics sessions early enough in their apprenticeship and frequently choose not to attend due to the demands of work. Too many apprentices do not achieve their English and mathematics qualifications. Therefore, their apprenticeship is not completed in a timely manner. 25 to 28 June 2024

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Trainers prepare most apprentices for their final assessments well. They provide mock discussions and assessment preparation sessions. This results in a high proportion of apprentices achieving distinction grades. However, too many apprentices leave before they complete their apprenticeships. Leaders have put in place actions to improve this and these are beginning to improve achievement rates of apprentices.

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Apprentices do not receive sufficient routinely planned careers advice and guidance. Too many apprentices do not know the full range of options available to them beyond their current apprenticeship. Leaders have very recently developed additional curriculum content to cover career pathways for each apprenticeship.

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Leaders do not ensure that all apprentices benefit from a high-quality education. Although they have put actions in place to rectify weaknesses, it is too early to see the impact of these actions. Leaders and governors recognise that their self- evaluation is overly positive about strengths which are not yet consistent across the provision. They have underestimated the significance of some of the weaknesses identified by inspectors.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Increase the number of apprentices who stay on their apprenticeship and achieve on time.  Ensure that trainers routinely use information about what apprentices already know and can do to plan individualised apprenticeships.  Improve the scheduling, teaching and attendance at functional skills sessions so that apprentices gain the qualifications they need to achieve their apprenticeship on time.  Improve the planning and coordination of on- and off-the-job training with employers.  Ensure that all apprentices routinely receive sufficient protected time to study and complete their apprenticeship work.  Ensure that all apprentices receive helpful feedback.  Ensure that apprentices receive routinely planned careers information, advice and guidance.  Strengthen quality assurance and improvement procedures. 25 to 28 June 2024

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Provider details

Address Fiveways House Buildwas Road Neston CH64 3RU

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Provider details

Principal, CEO or equivalent Jueliya McMahon

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection 22 to 25 February 2016

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Provider details

Main subcontractors n/a 25 to 28 June 2024

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Information about this inspection

The inspection team was assisted by the director of operations and quality, 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

Alastair Mollon, lead inspector His Majesty’s Inspector Suzanne Horner His Majesty’s Inspector Zoe Ibbotson His Majesty’s Inspector Philippa Firth His Majesty’s Inspector Jacquie Brown His Majesty’s Inspector Alison Cameron Brandwood His Majesty’s Inspector 25 to 28 June 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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