BCTG Limited

Further education and skills inspection report

p.1

Inspection dates: 10 to 12 September 2024

p.1

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 Inadequate

p.1

Information about this provider

BCTG Limited is an independent learning provider based in Oldbury, West Midlands. They offer a range of sector-based work academy programmes (SWAP) to adult learners. All teaching is undertaken by five subcontractors. At the time of the inspection, there were 76 adults in learning. Of whom, 12 were studying a hospitality SWAP, 11 were studying an adult community care SWAP and 18 were studying a non-teaching school role SWAP. The remainder were studying SWAPs in aviation security or healthcare support work. All courses are funded by the West Midlands Combined Authority. 10 to 12 September 2024

p.1

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

Learners enjoy and value highly the training they receive. They benefit from being taught by experienced and supportive trainers who motivate them to succeed. Nearly all learners, because of their studies, feel positive about their futures and are eager to move on to employed roles.

p.2

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

Learners’ attendance at their training is high. They arrive promptly and ready to learn. Where learners’ personal circumstances affect their attendance, trainers take swift and thought-through actions to support them. For example, by arranging training around learners’ caring or parenting responsibilities.

p.2

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

Learners take part in high-quality work experience and work-related activities, often taught by specialist employer partners. For example, hospitality learners learn to skilfully mix and prepare a variety of cocktails and mocktails. Learners develop useful and worthwhile skills that employers value highly.

p.2

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

Leaders and trainers ensure that learners feel safe. Trainers ensure that learners successfully develop a deeper understanding of the risks they may face in their everyday lives, as well as the dangers specific to their places of work. Hospitality learners gain knowledge of the ‘Ask for Angela’ scheme and its importance within the hospitality sector.

p.2

better?

Since the previous inspection, leaders have acted to improve the quality of training they offer significantly. They recognise quickly and take the actions needed to improve the quality of training provided by their subcontractors. For example, leaders have considerably higher expectations of their subcontractors; they choose not to work with those partners who do not meet their exacting standards. Leaders now ensure that learners receive high-quality training.

p.2

better?

Leaders work smartly with employers to provide high-quality and ambitious curriculums. Leaders tailor the SWAPs they offer to match exactly the local and regional skills needs, ensuring they are highly suitable for specific job roles. Learners, as a result, rapidly develop knowledge and skills that are in high demand.

p.2

better?

Leaders coherently plan the curriculums they offer so that they focus clearly on well- identified, work-ready skills. For example, non-teaching school role learners revisit content in relation to interview preparation frequently. As a result, learners reinforce and improve their interview skills and improve their chances of gaining employment when they complete their course.

p.2

better?

Trainers use a range of effective teaching methods to help learners retain what they have been taught. Adult community care trainers teach learners the importance of verbal and non-verbal communication using thought-provoking discussions, interactive quizzes and questioning. Learners, through the teaching they receive, 10 to 12 September 2024

p.2

3

understand how to communicate with the people they care for with dignity and respect.

p.3

3

In nearly all cases, trainers use effective and clear teaching resources successfully. For example, hospitality trainers show easy-to-understand videos that concisely summarise and demonstrate how to keep customers and colleagues safe within the workplace. Learners gain and apply new sector-specific language and use this confidently while talking to other learners and potential employers.

p.3

3

Trainers check learners’ understanding well in most cases. Adult community care trainers use symbol boards, pictures and printed flashcards to assess what learners know and have retained. Learners, through the teaching they receive, know and remember more over time.

p.3

3

Trainers support learners with special educational needs and/or disabilities well. Hospitality trainers ensure that learners receive specialist one-to-one support. They repeat answers and questions for learners to ensure they have a secure knowledge of topics before moving on. Learners with additional learning needs achieve in line with their peers and gain greater confidence and useful skills that support progression.

p.3

3

Trainers do not always ensure that the feedback learners receive is useful. Trainers’ feedback to learners is overly positive. It fails to identify well enough what learners have done well or highlight areas for development. Learners, through the feedback they receive, are unclear on the actions they need to take to improve their work.

p.3

3

Leaders assess the quality of the curriculums they offer diligently. They hold their subcontractors to account through clear and robust quality assurance processes. Leaders conduct frequent lesson observations, collect and consider learners’ opinions and monitor subcontractors’ performance thoroughly. As a result, leaders are acutely aware of their strengths and areas for development across the curriculums they offer.

p.3

3

Leaders ensure that most trainers undertake professional development activities, which serve, in a few cases, to improve trainers’ teaching skills. However, leaders do not assess the impact of these activities well enough or routinely ensure that these development activities lead to improvements in the quality of education learners receive.

p.3

3

Leaders have acted to substantially improve their oversight and accountability of the training at BCTG. A well-structured advisory board now holds leaders to account thoroughly. The advisory board contains experienced practitioners who have a well- developed range of expertise. Board members use their expertise to assist leaders in quickly identifying weaknesses or risks, and they take swift remedial actions to support improvements.

p.3

3

Leaders ensure that most learners receive high-quality careers education, information, advice and guidance. As a result, learners have a clear understanding 10 to 12 September 2024

p.3

4

of the roles available to them in their chosen sectors or areas of work. For example, non-teaching school role learners are very aware of the range of different roles available to them within a school, such as cleaner, lunchtime supervisor, administrator and examination invigilator.

p.4

4

Learners develop new and worthwhile knowledge, skills and behaviours successfully. These new skills are sought after by employers, and learners can apply them directly in their places of work. For example, adult community care learners can identify the signs of neglect, such as a child wearing dirty clothing or being tired and withdrawn. Learners know how to record their concerns and who to share them with.

p.4

4

Leaders have acted to significantly improve the number of learners who secure further training or move into employment because of the training they receive. However, leaders rightly recognise that too few learners sustain their employment long term. Leaders have clear actions in place to improve this, but it is too early to fully assess the impact of these actions.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Continue to improve the number of learners who move on to and sustain employment because of the training they receive.  Ensure that trainers provide useful feedback to learners and highlight the actions they need to take to improve their future work.  Better analyse the impact of the professional development activities undertaken by trainers and ensure that these activities lead to an improvement in the quality of education learners receive. 10 to 12 September 2024

p.4

Provider details

Address European Business Park Taylors Lane Oldbury B69 2BN

p.5

Provider details

Principal, CEO or equivalent Alan Phillips

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 13 to 16 June 2023

p.5

Provider details

Main subcontractors Staff Select Limited Pavilion Training Limited Pet-Xi Training Limited In the Community Limited The Launch Group 10 to 12 September 2024

p.5

Information about this inspection

The inspection team was assisted by the head of 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.

p.6

Inspection team

Mark Parton, lead inspector His Majesty’s Inspector Rachel Clark His Majesty’s Inspector Ravinder Jhite Ofsted Inspector Maggie Fobister Ofsted Inspector 10 to 12 September 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