Alan Hester Associates Limited

Alan Hester Associates Limited

Address: 67 Skilton Rd, RG31 6SA Unique reference number (URN): 2526625

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders and staff work well together to establish a culture of inclusion. Leaders take pride in their open recruitment policies, where applicants are not rejected for lack of traditional qualifications. They nurture and support apprentices until they complete, even where this is sometimes substantially after their original planned end date.

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Inclusion Expected standard

Leaders have appropriate procedures to identify apprentices' additional learning support needs when they start. They work closely with apprentices’ line managers to put in place effective support at work to reduce barriers to learning. They use effective strategies to support all apprentices, including support for those who speak English as an additional language, have autism or struggle due to anxiety.

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Inclusion Expected standard

Leaders and assessors make sure, through their collaboration with employers, that apprentices work in settings where their needs are known and understood. They make sure that apprentices can access services to meet their needs such as counselling. Leaders train staff appropriately to review and adapt support to meet apprentices’ changing needs. Where support is no longer needed, staff reduce it carefully.

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Leadership and governance Expected standard

Leaders and managers have a good understanding of the strengths and weaknesses of their provision. They are proud of the achievements that apprentices make, often overcoming personal barriers such as low self-esteem.

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Leadership and governance Expected standard

Leaders and managers make effective use of their sector networks to keep up to date with changes to apprenticeships. They use these networks and their strong relationships with employers to provide them with suitable challenge and support to ensure that their apprenticeships continue to meet the expectations of employers and apprentices.

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Leadership and governance Expected standard

Leaders and managers support staff wellbeing effectively. They do this by carefully managing the number of apprentices that each assessor manages. This helps assessors to maintain a positive work–life balance. Leaders celebrate the successes of their apprentices with their staff. Assessors feel recognised and rewarded for the work they have put in to enable the apprentice to achieve. Frequent meetings of staff at the provider help to ensure that staff feel a sense of belonging and help to reduce any feeling of isolation.

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Leadership and governance Expected standard

Staff benefit from a combination of occupational sector-based training, such as care of catheters or updating their practice on taking and recording blood pressure, with more directed training based on the outcomes of lesson observations or feedback. This includes support on how to motivate apprentices with low self-esteem and coaching training. Termly away days help to ensure that staff have adequate opportunities to participate in additional training.

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Achievement Expected standard

Most apprentices complete their qualifications and achieve. Achievement rates have improved substantially compared to the previous academic year, and approximately a quarter of apprentices achieve a distinction grade.

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Achievement Expected standard

Apprentices learn new knowledge, skills and behaviours which they quickly use with competence in their job roles. Those on the level 5 leader in care learn how to create and implement effective staff rotas and how to maintain effective oversight of the quality of care at their place of work. Employers value the positive contribution that apprentices make to the workplace.

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Achievement Expected standard

Apprentices produce work to the standard expected for their qualifications. On the level 3 care leader apprenticeship, apprentices clearly explain various types of communication, the importance of communication in care homes and how the communication supports a person-centred care service.

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Achievement Expected standard

On completion of their apprenticeship, most apprentices remain in employment, with many gaining promotion or being given more responsibilities as a result of their training.

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Curriculum and teaching Expected standard

Leaders have a secure understanding of the strengths and areas for development of their curriculums. They identified that achievement rates were previously low. They have taken positive steps to manage apprentices better, especially those who fall behind or need a break in learning, to raise achievement.

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Curriculum and teaching Expected standard

Leaders have selected a curriculum offer that trains individuals appropriately to work in a

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Needs attention

range of roles in care homes. They offer courses that allow individuals to start as care assistants and progress into management roles. Assessors teach each course in a logical order. On the level 3 team leader apprenticeship, apprentices first learn to manage themselves, which includes time management, emotional intelligence and self-confidence. Then they learn about situational leadership and how to use the knowledge they have gained to lead and build an effective team at work.

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Needs attention

Assessors are experts in management and care and apply their experience in their teaching well. They use a range of suitable strategies to check learning. They adapt their teaching and assessment well to meet the needs of apprentices who need extra help. They make effective use of discussions with groups of apprentices about their experiences of applying what they learn at work. This helps apprentices to highlight what they do well, resolve challenges they face and try different strategies to improve.

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Needs attention

Employers are closely involved in the curriculum design. In discussion with the provider, they select optional units relevant to the work of apprentices such as administration of medicines, end-of-life care or support for those with physical disabilities. Assessors conduct progress reviews with employers and apprentices so that all are well informed about the progress apprentices make. However, they do not consistently ensure that targets set for apprentices fully reflect the further knowledge and skills that apprentices need to develop.

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Participation and development Needs attention

Leaders have ensured that their learning environments are safe and inclusive. Apprentices from a wide range of ethnicities and backgrounds work well with their peers and support each other. Apprentices' attendance at their training sessions is high, and there is the opportunity for them to attend extra sessions if needed.

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Participation and development Needs attention

There are opportunities for apprentices to participate in activities such as action learning sets or additional management courses. However, too few apprentices are aware of or have participated in activities that help them develop further.

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Participation and development Needs attention

While leaders include discussions on the topics related to radicalisation and extremist views in the induction programme for the apprentices, staff do not revisit these topics frequently enough so that apprentices develop a deep enough understanding of these topics and how they apply to their lives.

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Participation and development Needs attention

Apprentices have a good understanding of fundamental British values and demonstrate these in the workplace. For example, level 5 leader in care apprentices learn about legislation such as the Equality Act 2010 and the Health and Safety at Work Act 1974. This helps apprentices to understand in greater detail how to treat residents with respect and consider their individual rights when creating and implementing care plans. This helps apprentices to become more confident and resilient in the workplace.

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Participation and development Needs attention

Apprentices, including those towards the end of their course, do not generally recall guidance about the full range of possible career and progression opportunities available to them. However, most apprentices go on to positive destinations and continue with their employment.

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What it's like to be a learner and/or an apprentice at this provider

​Apprentices feel well supported by staff. They learn in an environment that is inclusive and free from bullying, harassment or discrimination. They are taught by assessors who are compassionate and understanding as well as experts in their subjects. Assessors help apprentices learn ​new care sector knowledge and skills that are relevant and have a positive impact on their jobs. Apprentices ultimately feel more confident in their job roles as a result of the training they receive.

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What it's like to be a learner and/or an apprentice at this provider

Most apprentices complete their qualification, and many are given more responsibility or are promoted at work. Those who have previously experienced barriers to their education, such as those who speak English as an additional language, receive effective support.

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What it's like to be a learner and/or an apprentice at this provider

Employers highly appreciate the professionalism, integrity and unwavering focus on helping apprentices to achieve that staff have. Assessors provide training that is focused on the apprentices' learning, reflecting the core values of a person-centred approach in the social care sector. Employers value the contribution and measurable impact that apprentices have in the workplace.

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What it's like to be a learner and/or an apprentice at this provider

While leaders and managers provide apprentices with information on how to keep themselves safe from the risks of extremism and radicalisation, apprentices do not recall what they have learned and why this is important to them.

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Next steps

• Leaders and managers should provide apprentices with information about the full range of opportunities available to them on completion of their apprenticeship. • Leaders should ensure apprentices have access to and participate in a wider range of opportunities that extend their learning beyond the requirements of the curriculums. • Leaders and managers should ensure that apprentices understand how to keep themselves safe from the risks associated with extremism and radicalisation. • Leaders should ensure assessors consistently provide apprentices with targets related to the further knowledge and skills they need to develop.

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Team inspectors:

Viki Faulkner, His Majesty's Inspector Ramin Narimani, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

Following our renewed inspection framework, all inspections are now led by His Majesty’s Inspectors (HMI) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: ◼ Inspectors spoke with the owner, managers, assessors, employers and apprentices during the inspection.

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About this inspection

The inspector(s) confirmed the following information about the provider:

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About this inspection

Alan Hester Associates Limited is an independent learning provider based in Reading, providing apprenticeships nationally. The provider offers apprenticeships in business and administration and adult care. At the time of the inspection, there were 78 apprentices on programmes from levels 2 to 5. Most apprentices were studying the adult care apprenticeship at levels 2 or 3. Most training is provided at the employers' sites.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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 .

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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