Rochdale Training Association Limited

Rochdale Training Association Limited

Address: Fishwick Street, ROCHDALE, OL16 5NA Unique reference number (URN): 54155

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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 Strong standard

Leaders have established a highly inclusive culture in which learners and apprentices, including those with substantial barriers to their education, can thrive. Their inclusion strategy is informed by a deep understanding of the needs of learners and apprentices. Leaders made a strategic decision in the previous year to appoint an experienced special educational needs coordinator, which has enhanced their inclusive practices further.

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Inclusion Strong standard

Caring and compassionate staff build trusting relationships with learners and apprentices, a substantial proportion of whom have no prior attainment for English and mathematics, are care experienced or are known to the youth justice system. All young learners and half of adult learners are unemployed.

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Inclusion Strong standard

At the start of their learning, leaders identify swiftly and accurately learners’ and apprentices’ specific needs. Tutors make systematic and skilful adaptations to their teaching that quickly reduce barriers to learning. They produce training materials with larger fonts and without images to help learners and apprentices find reading easier. Tutors support learners and apprentices confidently to use assistive technologies, such as speech to text software and noise cancelling earphones. They review routinely the effectiveness of the support with apprentices and make appropriate changes.

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Inclusion Strong standard

Leaders ensure that staff benefit from relevant training to equip them with a firm understanding of the wide range of learners’ and apprentices' individual needs and how to adapt their teaching in consideration of this.

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Leadership and governance Expected standard

Governors and leaders are passionate about providing education for learners and apprentices in their community. They align their curriculums closely to local skills shortages for teaching assistants, care workers and in the engineering and digital sectors. With their offer for young people and adults, they help to reduce youth unemployment and upskill adults, many of whom are in groups underrepresented in the workplace. Leaders have established effective working relationships with a wide range of stakeholders. They work closely with Rochdale Council, for whom they deliver training to young people who are not in education, employment or training. Leaders work closely with their subcontractor to provide training for unemployed adults to prepare them for employment.

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Leadership and governance Expected standard

Governors are suitably qualified, experienced and effective in their roles. They provide appropriate scrutiny and challenge to leaders. Governors challenged leaders to reduce the proportion of apprentices who did not complete their apprenticeship on time. This has steadily reduced over the past few years.

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Leadership and governance Expected standard

Leaders generally understand their strengths and areas they need to improve. They routinely carry out effective observations of lessons and scrutiny of learners’ and apprentices' work to evaluate the quality of training that they receive, including with their subcontractor. Leaders make effective use of the information from these activities to inform staff training.

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Leadership and governance Expected standard

Leaders recruit suitably qualified and experienced staff. They provide a range of effective training to improve teachers' practice further and maintain their current industry knowledge. Most staff are proud to work at the provider and feel that leaders are considerate of their workload.

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Leadership and governance Expected standard

Leaders monitor the performance of their subcontractor effectively.

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Curriculum and teaching Expected standard

Leaders offer an inclusive curriculum that meets a crucial local need to provide a route to employment for young learners, who have barriers to their education and/or are not in education, employment or training. Leaders are very aware of the quality of their training.

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Curriculum and teaching Expected standard

Tutors design and teach a logically sequenced curriculum combined with a work experience placement that closely aligns to learners’ career aspirations. Learners develop work skills and confidence and are well prepared for employment.

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Curriculum and teaching Expected standard

Tutors teach learners in a way that enables them to acquire the knowledge, skills and behaviours they need for work. For instance, learners studying the level 1 certificate in customer service, who complete work experience in the retail and service industry,

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Needs attention

communicate professionally with customers to make appointments and take payments. Employers value the skills that learners bring to the workplace.

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Needs attention

Tutors use a range of appropriate teaching strategies to develop learners’ knowledge and skills. They ask probing questions to check learners’ deep understanding of a topic. Tutors provide clear explanations. For example, they clearly explain to level 1 award in mental health awareness learners how talking therapies help people when they talk to a trained professional about their thoughts, feelings and behaviours. Learners develop an appropriate awareness of emotional and personal wellbeing, and mental health problems, such as stress, anxiety and depression.

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Needs attention

Tutors provide highly tailored support to meet learners’ specific needs. They adapt their teaching skilfully to provide frequent breaks for learners, as well as offering a flexible timetable to support learners with caring responsibilities.

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Participation and development Expected standard

Leaders have ensured that tutors build trusting and supportive relationships with learners that enables them to flourish. Tutors set clear expectations for learners’ attendance, punctuality and behaviour and handle lateness or absence swiftly and effectively. Most learners have a history of disrupted attendance at school. Leaders and tutors work very closely with learners and their parents or guardians to improve learners’ attendance. In most cases, learners typically attend their training. In functional skills English and mathematics lessons, attendance and punctuality are slightly lower.

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Participation and development Expected standard

Leaders have a zero-tolerance approach to bullying, discrimination, harassment and victimisation. Learners are confident that leaders will act quickly should they report any incidents.

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Participation and development Expected standard

Learners benefit from rich development opportunities to volunteer and work in their community. They provide routine grounds maintenance at Rochdale Football Club, such as painting, jet washing and sanding floors. Learners benefit greatly from work placements in community cafes, shops and hairdressers. These opportunities enable learners to build their confidence and skills to work as part of a team, which prepares them for future employment.

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Participation and development Expected standard

Tutors provide effective one-to-one careers guidance that supports most learners to make informed decisions about their careers. They extend their careers guidance and tailored support well beyond the end of the course to any learner, who has not moved into employment.

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Achievement Needs attention

While achievement has improved from the previous year, this remains too low and is substantially below national rates. Achievement for functional skills English and mathematics is too low. While too many learners who enrolled on their course left before completing, a small proportion of these learners left their course because they were offered employment.

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Achievement Needs attention

After completing their course, most learners move into employment, further study or apprenticeships that align closely with their career aspirations. However, a small minority of learners remain unemployed and this impedes their next steps.

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Achievement Needs attention

Learners, including those with barriers to education, develop the new knowledge, skills and behaviours they need for employment. For instance, while on work experience, learners demonstrate polite, respectful and tolerant behaviours towards work colleagues and customers. They produce well-formatted and professional documents. Learners clearly take pride in their work and produce work at the expected level.

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Curriculum and teaching Expected standard

Leaders know their adult provision well. They offer a coherent and flexible curriculum for unemployed and employed adults in the borough of Rochdale, who often live in areas of considerable disadvantage. Leaders work cohesively with a subcontractor, Groundwork Greater Manchester, to provide a short course that supports a small proportion of unemployed adults, who are not in education, employment or training.

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Curriculum and teaching Expected standard

Leaders have effective partnerships with community groups, the job centre, youth services and employers, They use these to design a curriculum that aligns to local, regional and national employment and training priorities, such as developing literacy, numeracy, digital and employment skills.

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Curriculum and teaching Expected standard

Tutors teach an accessible curriculum that provides learners with barriers to their education with opportunities to participate in learning in a range of community hubs near to where they live and where they feel most comfortable.

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Curriculum and teaching Expected standard

Tutors are qualified and experienced in the subjects they teach. They use appropriate teaching strategies, such as projects, quizzes and group activities, to help learners understand and remember what they learn. Tutors explain topics clearly and routinely check for gaps in learners' knowledge. As a result, learners develop a range of knowledge and skills that they need for life and work. For example, learners studying the level 2 diploma in care learn about the principles of personalised care, independence, dignity and respect and

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Needs attention

communication. They apply these sensitively at work when communicating with colleagues and external agencies about those people in their care.

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Participation and development Expected standard

Leaders and tutors have established an inclusive culture of care and kindness. They create calm and purposeful learning environments that enable learners, including those studying with a subcontractor, to gain newfound confidence and self-belief. Learners generally attend their training and are motivated to achieve so that they can move on to their next steps in work and life.

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Participation and development Expected standard

Tutors ensure that learners have a secure understanding of fundamental British values. Learners understand the importance of being respectful and tolerant to people from different cultural backgrounds and beliefs. They know that leaders do not tolerate bullying or harassment.

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Participation and development Expected standard

Leaders provide wider opportunities for unemployed learners to take part in activities, such as abseiling and community projects to complete gardening and maintenance tasks, that benefit local people. This gives learners a sense of pride and accomplishment. Learners studying level 2 team leading deepen their knowledge and skills by participating in team- building events and useful shadowing activities at work with supervisors and managers.

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Participation and development Expected standard

Tutors teach unemployed adult learners about interview techniques, such as the situation, task, action and result method. Learners apply this learning to practise and hone their interview skills. They develop important professional behaviours, such as personal presentation, time keeping and positive work attitudes.

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Achievement Needs attention

While leaders have taken effective action to stem the decline in achievement rates for adult learners, these remain below national rates. Too many current learners make slow progress and do not complete their qualifications on time. Leaders have put appropriate plans in place to ensure learners catch up and complete their qualifications, so that they can move quickly to their next steps.

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Achievement Needs attention

Most learners, including those with barriers to their education, build a range of skills that help them to achieve their career and personal goals. Learners improve their English writing skills, particularly their spelling, punctuation and grammar. Learners studying the level 2 information technology user skills certificate learn about cyber security and data protection. Unemployed learners complete practise interviews, carry out job searches and create a CV.

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Achievement Needs attention

After completing their qualification, while employed learners remain in employment, around half of unemployed learners who complete their programme remain unemployed.

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Achievement Expected standard

Achievement has gradually increased over 3 consecutive years and is now above national rates. Around three quarters of apprentices, including those with barriers to education, complete their training and achieve their apprenticeship. Once they complete their apprenticeship, most apprentices remain in full-time employment, receive promotion, gain additional responsibilities or move on to further learning.

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Achievement Expected standard

Tutors prepare apprentices very well for the workplace. Apprentices develop a wide range of industry-standard skills that they apply confidently at work. For example, apprentices studying level 3 engineering maintenance technician confidently and safely test lubrication systems. Most apprentices make appropriate progress from their starting points and achieve their apprenticeship on time.

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Achievement Expected standard

Almost all apprentices pass their final assessments at their first attempt. Just under three quarters of apprentices who complete their apprenticeships achieve merits or distinctions in their final assessments. This is a considerable improvement from the previous year.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of their apprenticeship curriculum, teaching and training. They take decisive action to remedy any areas for improvement.

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Curriculum and teaching Expected standard

Leaders and tutors ensure that curriculums are sequenced carefully to enable apprentices to build the knowledge and skills they need for work. Tutors provide multiple opportunities for apprentices to practise, consolidate and refine their skills. Apprentices studying level 3 metal fabricator, practise butt welds before progressing to continuous and intermittent fillet welds. Apprentices evolve into valued members of their teams.

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Curriculum and teaching Expected standard

Tutors use an appropriate range of teaching strategies. They ask effective questions to elicit apprentices’ deeper understanding of topics. Apprentices studying level 2 early years practitioner confidently explain prior learning about how they apply different communication strategies, when working with children of different ages and stages of development.

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Curriculum and teaching Expected standard

Tutors adapt their teaching consistently and skilfully to support apprentices with barriers to their education. They provide additional coaching sessions and break down complicated instructions into smaller, more manageable steps for apprentices with autism and anxiety. Tutors provide useful feedback to apprentices, telling them what they have done well and what they need to do to improve their work. However, tutors do not routinely correct apprentices' errors in spelling, punctuation and grammar and, as a result, a few apprentices repeat the same mistakes.

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Curriculum and teaching Expected standard

Employers and tutors work very well to coordinate on- and off-the-job training for apprentices. Apprentices studying level 2 engineering operative routinely practise drilling, tapping, sawing and using hand tools to become proficient and meet their specific workplace standards. Most apprentices make at least the expected progress.

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Participation and development Expected standard

Leaders ensure that apprentices study and work in safe and respectful environments. They have established a culture where bullying and harassment are never tolerated.

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Participation and development Expected standard

Leaders set clear expectations for apprentices’ behaviour and staff reinforce these expectations routinely. Apprentices conduct themselves professionally and respectfully. They are polite and most have high attendance to their training. In the event of an absence, leaders are quick to follow this up and tutors provide one-to-one coaching promptly to ensure apprentices do not fall behind in their learning.

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Participation and development Expected standard

Leaders provide apprentices with well-considered training on a range of wider topics that include sustainability, money management, building resilience and how to deal with stress and anxiety. Most apprentices benefit from attending ‘drive safely’ workshops, which has raised their awareness of the importance of being safe on the roads. Many apprentices who attend the training centre benefit from enrichment opportunities, such as refurbishing wheelchairs for a local wheelchair rugby team. A few apprentices participate in football competitions. However, apprentices whose training is wholly in the workplace do not access these opportunities.

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Participation and development Expected standard

Most apprentices receive useful careers advice and guidance. They access careers information using a QR code and attend weekly careers drop-in sessions or appointments with careers and progression officers to discuss their next steps.

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

Learners and apprentices study well-structured and inclusive curriculums that enable them to develop confidence and resilience for life and work. They flourish because of the kindness and compassion of staff, who have their best interests at heart. Many learners and apprentices who have substantial and complex barriers to their education feel that they would be unable to attend their training without the extensive support they receive.

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

Leaders provide a range of assistance for unemployed learners. They provide free breakfasts and lunches, cover travel costs to and from training, deliver foodbank parcels to learners’ houses, buy interview clothes, and a bursary for care-experienced learners and apprentices. Learners and apprentices are extremely grateful for this. Learners and apprentices enjoy their training. They feel safe, understood and highly valued. Many young and adult learners appreciate tutors’ flexible approach to their training to fit in with family and caring commitments. Most young learners and apprentices make effective progress from their starting points. This is not the case for adult learners, where too many make slow progress and do not achieve their qualifications in the planned time.

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

Learners and apprentices grow in confidence and independence because of their training. Young learners with severely low confidence levels, who rarely venture outside their homes, progressively overcome this barrier to attend their training so that they can achieve their qualifications and move on to their next steps. Apprentices studying level 2 early years practitioner become increasingly confident to support children’s sleep and rest periods according to their age.

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

Tutors ensure that learners and apprentices are empowered to make informed choices about their health and wellbeing. They provide useful information on how to balance study and deadlines with sensible rest periods. Young learners understand about healthy relationships.

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

Most learners and apprentices develop an understanding of life in modern Britain. Most know how to protect themselves from radicalisation, extremist views and harmful online content. Unemployed adult learners studying the level 1 certificate in employment, teamwork and community skills know their rights as an employee, and understand the information contained in a payslip, in readiness for future employment.

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

Learners and apprentices develop the valuable new knowledge, skills and behaviours they need to help them achieve their career ambitions. For example, young learners studying the level 1 certificate in customer service apply what they learn about presenting positive body language during their work placement, by making eye contact, smiling and speaking with a friendly tone to their colleagues and customers. Adult learners on the level 2 information technology user skills course learn how to work ergonomically to prevent fatigue and injury and to support their health and wellbeing while using a computer. Apprentices studying level 3 early years educator confidently apply behaviour management theories at work to control children’s challenging behaviour successfully.

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Next steps

Leaders should reduce swiftly the proportion of adult learners who do not complete their qualifications on time, so that they can move on to their next steps and realise their career aspirations. Leaders should continue to improve the proportion of young and adult learners who stay on their course and achieve their qualification, including functional skills in English and mathematics. Leaders should increase the proportion of young and adult learners who move into employment after completing their course. Leaders should strengthen professional learning further to deepen staff's expertise and sustain the culture of continuous improvement across industry knowledge and pedagogy.

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Team inspectors:

Zoe Ibbotson, His Majesty's Inspector Steven Ingle, Ofsted Inspector Ed Lack, Ofsted Inspector Debbie Tansley, Ofsted Inspector Ben Gamble, Ofsted Inspector Alastair Mollon, His Majesty's Inspector

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Facts and figures used on inspection

Leaders should ensure that apprentices whose training is wholly in the workplace benefit from accessing the wider development topics on offer. Leaders should ensure that staff skilfully embed high-quality careers education and guidance throughout their curriculums.

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About this inspection

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

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About this inspection

Inspectors spoke with staff, learners, apprentices and employers during the inspection.

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About this inspection

Rochdale Training Association Limited (Rochdale Training) is an independent learning provider that is based in Rochdale, Greater Manchester. Leaders offer education programmes for young people, adult learning programmes and apprenticeships. Learners’ and apprentices’ training mostly takes place at Rochdale Training or on employers’ premises. Unemployed adult learners attend training in a range of community hubs, with a small proportion attending training by a subcontractor, Groundwork Greater Manchester.

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About this inspection

At the time of the inspection, there were 15 learners on education programmes for young people, 133 learners on adult learning programmes and 460 apprentices studying at levels 2 to 5. All young learners follow the same programme and qualifications. Approximately two thirds of adult learners study level 2 qualifications in support work in schools, care and team leading. Around half of apprentices study apprenticeships in level 3 early years educator, business administrator, maintenance and operations engineering technician and machining technician, and level 2 in early years practitioner.

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About this inspection

Chief Executive Officer: Rachel Yates 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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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 standard 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 standard 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.

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Urgent improvement

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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