Vision Rehabilitation Training Ltd

Further education and skills inspection report

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Inspection of Vision Rehabilitation Training Ltd

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Inspection dates: 10 to 12 September 2024

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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

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Information about this provider

Vision Rehabilitation Training Limited (VRT) was formed in July 2019. VRT offers apprenticeships and continued professional development training courses to employers who provide statutory and voluntary sight loss services. The first cohort of apprentices started their training in May 2022. VRT recruits and trains apprentices from all parts of the country.

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Information about this provider

At the time of the inspection, there were 30 adult apprentices on the two-year, level 5 standards-based rehabilitation worker visual impairment apprenticeship. Apprentices are taught both online and in person. Apprentices work in a range of voluntary organisations such as Guide Dogs for the Blind and local authority adult social care departments. 10 to 12 September 2024

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

Apprentices learn and develop in a nurturing and supportive environment. They are taught by trainers who are well qualified, insightful, very experienced and current practitioners who know the apprentices well. Trainers are passionate about their sector and take pride in developing confident and skilled visual rehabilitation workers. Apprentices appreciate the expert advice and guidance that staff provide.

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

Apprentices enjoy their training and are motivated to learn and achieve. They have a very positive attitude to work and training. They grow in confidence as they learn new knowledge and skills and put these into practice supporting their clients at work.

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

Apprentices receive effective information, advice and guidance on their next steps once they complete their training. For example, during the orientation and mobility module, apprentices learn about progression routes in social care, as freelance rehabilitation workers or trainers. Leaders and managers make apprentices aware of further training opportunities and job roles once they complete their studies, such as additional training to work with visually impaired children.

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

Apprentices benefit from free professional body registration that leaders promote. This gives them access to additional training in a range of work-related areas such as technology, low vision, assistive technology and managing stress and anxiety at work.

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

Apprentices feel safe and understand how to keep themselves safe online and at work when out with clients. They know how to report any concerns they may have about their own or others’ welfare.

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better?

Leaders and managers have developed a curriculum which meets well the needs of employers and organisations that provide support for people with visual impairments. They train apprentices to become skilled workers in a sector where there are skills shortages at a time when the incidence of visual impairment in an ageing population is growing.

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better?

Leaders make sure that trainers teach the curriculum in a logical order. Apprentices are taught the anatomy and physiology of sight loss early in their training. This gives them the knowledge they need to understand the experience of their clients and to talk to them about it. They also learn how specialist equipment may be beneficial to the specific circumstances of their clients.

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better?

Trainers use a good range of techniques effectively to check that apprentices remember what they are taught. For example, trainers use interactive quizzes and probing questions to make sure that apprentices recall knowledge. Trainers use effective strategies to coach apprentices to be able to train other people in the use 10 to 12 September 2024

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of specialist equipment. They make good use of role play so that apprentices hone their skills before using them with clients. Outside of taught sessions, tutors provide apprentices with high-quality resources such as videos, articles and presentations to reinforce learning and help apprentices recap what they are taught.

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Trainers prepare apprentices well for their final assessments. They continuously reinforce the knowledge apprentices need through activities that effectively replicate these formats. For example, apprentices practise their practical orientation and mobility assessment in the same streets where their final assessment takes place. Subsequently, apprentices have the knowledge and skills they need and feel confident about their final assessments. Of the few apprentices who have so far completed their training, a small number achieved a distinction.

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Employers value the increasing contribution that apprentices make at work. For example, apprentices share their learning and help other members of staff understand how to help their clients use modern technologies such as smartphones and specialist applications. They teach clients effectively how to use specialist equipment such as mobility canes. In work, apprentices use their knowledge of the Care Act 2014 and person-centred planning to advocate successfully on behalf of their clients.

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Leaders and managers do not make sure that the few apprentices who need to achieve English and mathematics qualifications make good enough progress. They have introduced a new online learning package for apprentices. However, apprentices have been slow to engage with the support offered. Leaders recognise the need to make sure apprentices engage with the support offered much earlier in their training.

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Apprentices produce work of a suitable standard for their level of study. However, trainers do not consistently provide helpful feedback to apprentices on their written work to improve it further. This is particularly the case for new apprentices. As a result, these apprentices do not receive the guidance they need to improve their writing or their academic skills such as referencing.

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Leaders and managers understand the strengths and weaknesses of the provision well. Since the monitoring visit in June 2023, they have effectively resolved most of the areas for improvement identified. However, they have lacked the capacity to improve a few areas in a timely way that remain or are slow to improve.

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Leaders have suitable governance arrangements in place to oversee and scrutinise the training. Senior leaders meet frequently to review the provision. They adapt the curriculum following feedback from apprentices and employers and developments in the sector. For example, as a result of feedback from employers, teachers incorporated training for apprentices on how to teach clients grade 1 brail, using a mechanical brailler. 10 to 12 September 2024

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Make sure that apprentices who need to use the resources available to make good progress in their use of English and mathematics.  Improve the feedback that trainers provide to apprentices on their written work so that apprentices know how to improve the quality of their work.  Make sure that there is sufficient management capacity to make further improvements needed to the provision in a timely way. 10 to 12 September 2024

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Provider details

Address 69 St. Ronans Crescent Woodford Green IG8 9DQ

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Provider details

Website www.visionrehabilitationtraining.com

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Provider details

Principal, CEO or equivalent Andrew Dodgson

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 10 to 12 September 2024

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Information about this inspection

The inspection team was assisted by the chief executive officer, 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

Jon Bowman, lead inspector His Majesty’s Inspector Sarah Wilding Ofsted Inspector 10 to 12 September 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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