Sutton Coldfield Training Limited

Name of lead inspector: Helen Morgan, His Majesty’s Inspector

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Inspection dates: 23 and 24 October 2024

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Type of provider: Independent learning provider

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Address: 29 Gate Lane Boldmere Sutton Coldfield Birmingham B73 5TR Monitoring visit: Sutton Coldfield Training Limited, 23 and 24 October 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Sutton Coldfield Training Limited is an independent learning provider based in Sutton Coldfield, Birmingham. It offers training to staff and employers within the care sector across England. Since 2008, it has trained apprentices as a subcontractor. In 2023, leaders gained approval to teach apprentices and adult learners in areas not controlled by mayoral combined authorities.

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Context and focus of visit

At the time of the visit, there were 723 adult learners enrolled on short courses from level 1 to level 3. All short courses are taught online. Most learners study level 2 diploma in care, level 2 certificate in understanding nutrition and health, and level 3 diploma in adult care. A small number of learners were studying towards functional skills English and mathematics qualifications. There were 287 apprentices in learning. Most apprentices were enrolled on the level 4 children, young people and families practitioner or the level 5 children, young people and families manager apprenticeship. The provider does not work with any subcontractors.

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Reasonable progress

Leaders have a clear rationale for the apprenticeships and adult learning courses they offer. Leaders work with employers within the care sector to understand the training that is needed to recruit staff, support employers to retain staff and to provide opportunities for staff to develop their careers. This enables employers to increase the quality of the care they offer and meets critical local and national skills shortages.

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Reasonable progress

Leaders have recruited staff to support the recent rapid growth within the company. This includes assessors and trainers who are well-qualified and in many cases sector experts. Learners and apprentices value this expertise and use it to better understand their job roles. Monitoring visit: Sutton Coldfield Training Limited, 23 and 24 October 2024 Leaders review the progress that learners and apprentices are making frequently. They ensure that apprentices who are falling behind have targeted intervention plans, agreed with their employers, to help them catch up. As a result, an increasing number of apprentices achieve their qualification.

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Reasonable progress

Leaders have quality processes in place to monitor the quality of teaching, learning and assessment. They use the information they gain to help staff to reflect on their own training needs. However, this process is relatively new. While staff have extensive opportunities for training linked to their vocational expertise, there have been few opportunities to develop their teaching. Leaders have not yet ensured that staff have specific targets and training to improve the quality of their teaching.

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Reasonable progress

Leaders have recently created an advisory board, with external compliance experts to support the development of business processes. Advisory board members provide challenge to leaders to ensure they meet funding and awarding organisation responsibilities.

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Reasonable progress

Leaders have selected curriculums that align with the needs of employers and apprentices. They work with employers to ensure that apprentices and their service users receive the support they need within the workplace effectively. For example, they allocate a single trainer to all apprentices within one residential home to ensure consistency and familiarity for apprentices and the children they support.

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Reasonable progress

Leaders and trainers establish apprentices’ starting points accurately. Trainers use this information to plan learning and any additional support needed. Leaders carefully select and tailor additional learning relevant to the apprentices’ workplace. For those apprentices supporting care-experienced children in transition, trainers prioritise topics related to this in their learning plan. Apprentices develop the skills and knowledge most critical in their workplace.

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Reasonable progress

Trainers support apprentices to develop their English and mathematical skills throughout their training. Trainers give targeted one-to-one coaching to those apprentices who need to complete English and mathematics qualifications as part of their apprenticeship. This supports them to overcome anxieties related to examinations and to achieve their qualifications rapidly.

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Reasonable progress

Trainers undertake frequent reviews with apprentices to ensure that apprentices are making the required progress in their studies. Trainers support apprentices to reflect on their practice and consider how they use new knowledge to improve their work skills. However, too few employers attend these review meetings. The coordination Monitoring visit: Sutton Coldfield Training Limited, 23 and 24 October 2024 of on- and off-the-job training is not always effective. Trainers and employers do not ensure that apprentices can practise what they have learned in their workplace.

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Reasonable progress

Apprentices develop new knowledge, skills and behaviours that enable them to make an increasing contribution in their workplace. Level 4 children, young people and families practitioner apprentices apply behavioural theories to support children to modify and regulate their behaviour. Apprentices, through their studies, become highly valued employees.

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Reasonable progress

Leaders have ensured that the curriculums for adult learners are flexible and allow for both learners and employers to choose short courses which will enhance their job roles. Learners study topics such as medication administration, mental health awareness, end-of-life care, and awareness of dementia. As a result, learners broaden their skills and better understand the breadth of specialist roles available to them within their industry.

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Reasonable progress

Learners apply their learning to their workplace effectively. Level 2 care learners consider a person-centred approach when caring for service users with a disability and review accessibility arrangements for day trips and events. They value the new knowledge and skills they bring to their workplace. Many learners move on to further study to continue to develop their knowledge and skills.

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Reasonable progress

Learners self-assess their skills such as communication and confidence at the start of their course. Trainers adapt their curriculums to ensure that learners have opportunities to practise and develop these skills over time. However, this assessment does not give an accurate view of the vocational subject knowledge of learners. Trainers do not identify gaps in knowledge from the start of their course or ensure that learners can make the progress of which they are capable.

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Reasonable progress

Learners attend frequent online teaching sessions and learning reviews. Learners appreciate the flexibility of this approach around their variable shift patterns. However, trainers focus too much time on the completion of assignment work. Trainers do not always assess what learners know and do not check how well they have understood new ideas.

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Reasonable progress

Trainers ensure that learners understand the important terminology needed to be successful in their studies. Many trainers provide feedback that identifies how to correct written work, including spelling and grammar. However, trainers do not sufficiently plan their teaching to ensure that learners develop their English skills and mathematical fluency through their study. Monitoring visit: Sutton Coldfield Training Limited, 23 and 24 October 2024

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Reasonable progress

Leaders have ensured there is a designated safeguarding lead (DSL). The DSL has developed safeguarding policies and procedures for the recording and referral of safeguarding cases and the safer recruitment of staff. They ensure staff undertake regular training and understand their responsibilities in safeguarding learners. Learners and apprentices feel safe and understand how to report any concerns.

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Reasonable progress

The DSL has links with national external agencies to understand the local risks specific to the areas in which learners and apprentices live and work. They share this information with staff through frequent newsletters and training sessions. Learners and apprentices have a good understanding of their local risks and use this information well in supporting the vulnerable adults and children they care for. Monitoring visit: Sutton Coldfield Training Limited, 23 and 24 October 2024 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

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Reasonable progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

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

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