Royal Mencap Society

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Provision for learners with high needs Good Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Mencap is a national learning disability charity operating in England, Wales, and Northern Ireland. Since the previous inspection, leaders have created the Mencap Training Academy (MTA) to manage and teach the training programmes. MTA sits within the inclusive communities and partnerships directorate.

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Information about this provider

MTA teaches employment programmes to learners aged 16 to 24 with special educational needs and/or disabilities (SEND), all of whom have an education and health care (EHC) plan. The key aim of the programmes is to support learners to move into paid employment. Learners follow a one-year pre-internship programme to prepare them to progress onto the supported internship programme and subsequently into employment.

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Information about this provider

MTA teaches learners at 10 centres organised into three hubs across England, in London, the West and East Midlands. At the time of the inspection, there were 48 learners on the pre-internship programme and 201 on the supported internship. 14 to 16 October 2024

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

Learners learn and work in friendly and nurturing environments where tutors and skills coaches care about them and their futures. Staff have a good understanding of learners’ individual needs and aspirations. They provide effective support in lessons and at work placements so that learners can achieve their goals.

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

Learners develop very positive attitudes to learning and work. As they learn new skills at work, learners grow in confidence and work with increasing autonomy. They enjoy learning new tasks and take pride in their achievements. Learners say that staff offer them great encouragement and have good energy.

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

Learners develop well the behaviours they need for work. Tutors and skills coaches teach and demonstrate the behaviours learners need in lessons and at work placements. For example, learners know to put away their mobile phones, take turns to contribute to class discussions and be prompt when returning from breaks. At work, employers display visual prompts that remind learners of the behaviours they expect. They attend well and call their skills coaches if they are late to class or their work placement.

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

Learners feel safe. They know who to go to if they have any concerns at their work placement or in lessons. As they progress through their programme, learners develop the skills to increase their confidence and independence. For example, they learn to use public transport and travel on their own. They know how to keep themselves safe when out in the community.

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better?

Since the previous inspection, leaders, managers, and governors have successfully addressed the majority of the weaknesses identified. Leaders and managers have put in place a well-thought-through curriculum where learners are taught effectively and receive good support from skills coaches. Consequently, learners make good progress and develop the confidence, behaviours and skills they need to secure a paid job and thrive at work.

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better?

Tutors teach learners content that is linked well to what they are taught at work. This helps learners to understand concepts that they apply at work. For example, tutors teach learners about the importance of good hygiene in class. When at work, learners understand why this is important when, for example, they wash their hands before they prepare food and drinks for customers in cafés.

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better?

Leaders and managers have introduced thorough assessments to make sure that learners are suitable for the training. Before they start, learners attend transition days where tutors assess them on, for example, their commitment to employment, vocational experience, attendance, and their social and employability skills. 14 to 16 October 2024

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Tutors and skills coaches use a good range of activities and assessments to understand what learners know and can do at the start of their training. They use information from these effectively to plan a curriculum that reflects learners’ individual needs. The targets that tutors and skills coaches set reflect well learners’ specific needs, such as those set out in their EHC plans. Tutors assess learners on their English and mathematics skills and knowledge but they do not always use this information to set clear targets for learners to work towards. The proportion of learners who achieve qualifications is too low.

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Most tutors skilfully use a range of teaching strategies in lessons to make sure that learners understand what they are taught. They break down tasks so that learners remember key concepts. Tutors recap on learning frequently to check the understanding of all learners. Tutors dispel misconceptions swiftly and effectively. For example, they correct and explain to learners the need to write formally when writing a job application even if they have already met the employer. As a result, learners gain new knowledge and skills securely.

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Skills coaches are well trained and highly skilled. They help learners solve problems independently. For example, they allow learners time to work out for themselves how to complete tasks rather than intervene and do things for them. They give learners timely prompts that help them decide what to do. Skills coaches carefully assess learners’ readiness for work and adjust what they teach learners accordingly. Consequently, learners develop their skills well. They complete tasks at work with increasing independence and become confident in communicating with others, such as customers and work colleagues.

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Staff provide effective careers advice and guidance to learners. Learners create action plans based on their vocational interests and, with staff, they carefully consider the steps they need to take to get paid employment at the end of the course. Learners visit different workplaces, attend taster days and listen to talks from employers. Consequently, they develop their understanding of different employment roles and sectors well. A high proportion of learners progress from the pre-internship programme to a supported internship. The majority of supported internship learners gain employment after they finish their programme.

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Since the previous inspection, leaders and managers have established new and effective governance arrangements. Governors understand thoroughly the strengths and weaknesses of the provision. They are proactive in their role and visit centres frequently. Leaders and managers provide them with detailed performance information that they carefully scrutinise. They provide effective challenge to leaders and managers to continue to make improvements for learners.

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Leaders and managers provide a good range of opportunities for staff to develop their knowledge and skills that are relevant to their role. Staff have protected time for continuous professional development which they appreciate. However, leaders and managers do not support new tutors well enough to teach subjects they do not have expertise in, such as English and mathematics. Consequently, a few learners do not make good enough progress in English and mathematics, and too few achieve 14 to 16 October 2024

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their English and mathematics qualifications. Leaders and managers have a strategy in place to secure the improvements needed but the impact of this is not yet evident.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Give support and development opportunities to new tutors so they develop their skills and knowledge to teach the full curriculum.  Provide learners with the teaching and support they need to achieve English and mathematics qualifications. 14 to 16 October 2024

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Provider details

Address 20–22 Commercial Street Spitalfields London E1 6LP

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Website

https://www.mencap.org.uk/help-and- advice/mencap-training-academy

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Website

Principal, CEO or equivalent Jason Hardman

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Website

Provider type Independent specialist college

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Website

Date of previous inspection 8 to 10 June 2022

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Website

Main subcontractors – 14 to 16 October 2024

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Information about this inspection

The inspection team was assisted by the head of MTA, 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 Ben Walsh Ofsted Inspector Joanne Keatley Ofsted Inspector 14 to 16 October 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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