Setting

09 July 2001

Inspectors use a seven-point scale to summarise their judgements about the quality of learning sessions. The descriptors for the seven grades are: • grade 1 - excellent • grade 2 - very good • grade 3 - good • grade 4 - satisfactory • grade 5 - unsatisfactory • grade 6 - poor • grade 7 - very poor.

p.2

09 July 2001

Inspectors use a five-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas and in New Deal options. The same scale is used to describe the quality of leadership and management, which includes quality assurance and equality of opportunity. The descriptors for the five grades are: • grade 1 - outstanding • grade 2 - good • grade 3 - satisfactory • grade 4 - unsatisfactory • grade 5 - very weak.

p.2

09 July 2001

The two grading scales relate to each other as follows:

p.2

SEVEN-POINT SCALE FIVE-POINT SCALE

grade 1 grade 2 grade 3 grade 4 grade 5 grade 6 grade 7 grade 2 grade 3 grade 4

p.2

Adult Learning Inspectorate

The Adult Learning Inspectorate (ALI) was established under the provisions of the Learning and Skills Act 2000 to bring the inspection of all aspects of adult learning and work-based training within the remit of a single inspectorate. The ALI is responsible for inspecting a wide range of government-funded learning, including:

p.3

Adult Learning Inspectorate

• work-based training for all people over 16 • provision in further education colleges for people aged 19 and over • the University for Industry’s provision • adult and community learning • training given by the Employment Service under the New Deals. learndirect

p.3

Adult Learning Inspectorate

Inspections are carried out in accordance with the by teams of full-time inspectors and part-time associate inspectors who have knowledge of, and experience in, the work which they inspect. All providers are invited to nominate a senior member of their staff to participate in the inspection as a team member. Common Inspection Framework

p.3

Inadequate provision

The final decision as to whether the provision is inadequate rests with the Chief Inspector of Adult Learning. The overall judgement as to whether the provision is adequate or inadequate is included in the summary section of the inspection report. A provider’s provision will normally be deemed to be less than adequate where • one third or more of published grades for occupational/curriculum areas and New Deal options are judged less than satisfactory, or • leadership and management are judged to be less than satisfactory NATIONAL BUSINESS COLLEGE

p.3

SUMMARY

The National Business College is a private training organisation based in Huddersfield. It provides work-based training for young people in business administration. There are currently 86 modern apprentices working towards national vocational qualifications (NVQs) in business administration. There are also 13 adults on government-funded training programmes, which are not within the scope of this inspection.

p.4

SUMMARY

The quality of the provision is not adequate to meet the reasonable needs of those receiving it. More specifically, the training for young people in business administration is unsatisfactory, as are the leadership and management of the National Business College.

p.4

Overall judgement

The National Business College offers apprentices good progression routes. Apprentices have a good understanding of NVQs, key skills and the requirements of the modern apprenticeship framework. They can attend the college at times which suit them and are encouraged to take useful additional qualifications. Achievement and retention rates are low. There are weaknesses in the planning of the training and poor co-ordination of training in the workplace and training in the college. Assessment practice is weak. Individual learning plans are not used effectively.

p.4

Work-based learning for young people

The leadership and management of the National Business College are unsatisfactory. There is good financial management. The college has developed a good range of work placements and effectively markets its services to employers. Newly appointed staff receive a good induction and strong support from the college. Management information is not used as the basis for analysis of trends in performance. There is inadequate monitoring of equal opportunities in the college and the workplaces. There is no routine monitoring of the quality of training or assessment. Arrangements for internal verification are inadequate. Apprentices and employers’ views on the training are not gathered systematically. Self-assessment is not an integral part of the quality assurance process.

p.4

Leadership and management

ADULT LEARNING INSPECTORATE 1 NATIONAL BUSINESS COLLEGE

p.4

GRADES

Business administration, management & professional Contributory grades: Work-based learning for young people 4

p.5

KEY STRENGTHS

• broad range of flexible training arrangements • comprehensive range of additional qualifications • good understanding of the training programme by apprentices • good progression routes for apprentices • good range and effective marketing of work placements • good understanding of equal opportunities by apprentices

p.5

KEY WEAKNESSES

• poor initial assessment • ineffective use of individual learning plans • insufficient co-ordination of on- and off-the-job training • weak assessment practices • low retention and achievement rates • poor monitoring and recording of policies and procedures • inadequate monitoring of equal opportunities • inadequate internal verification • no systematic feedback from apprentices or employers

p.5

OTHER IMPROVEMENTS NEEDED

• better careers guidance Equality of opportunity 4 Contributory grades: Leadership and management 4

p.5

OTHER IMPROVEMENTS NEEDED

ADULT LEARNING INSPECTORATE 2 NATIONAL BUSINESS COLLEGE

p.5

THE PROVIDER AND ITS CONTEXT

1. The National Business College (NBC) was established in 1983 as a private college specialising in business-related subjects and information technology. The college has offered work-based training since 1993. It currently offers foundation and modern apprenticeships, mainly to government-funded students in business administration, who work towards NVQs at levels 2, 3 and 4, and key skills to level 3. There are currently 86 modern apprentices. There are 13 adults on government-funded training programmes. Trainees attend the training centre one evening each week for off-the-job training. The NBC is situated in the centre of Huddersfield. Its training centre is equipped with specialist facilities for computing technology and business administration training.

p.6

THE PROVIDER AND ITS CONTEXT

2. Modern apprenticeships are funded through a contract with West Yorkshire Learning and Skills Council (LSC). Apprentices are employed in a range of local industries including financial services, information technology services, transportation, manufacturing, engineering, the legal profession and schools.

p.6

THE PROVIDER AND ITS CONTEXT

3. The proportion of the population from minority ethnic groups in the Huddersfield and district area is 12 per cent. Nine per cent of all apprentices at NBC are from minority ethnic groups. Unemployment in Huddersfield is 4.1 per cent compared with the national average of 3.5 per cent. Manufacturing is the largest employment sector in the area, providing around 30 per cent of jobs. In 2000, the proportion of school leavers achieving five or more general certificates of secondary education (GCSEs) at grade C or above was 42 per cent, compared with the national average of 49.2 per cent.

p.6

THE PROVIDER AND ITS CONTEXT

ADULT LEARNING INSPECTORATE 3 NATIONAL BUSINESS COLLEGE

p.6

THE INSPECTION

4. A team of three inspectors spent a total of nine days at NBC during July 2001. They interviewed 26 apprentices, seven work-based training staff and one partner in the company. They also interviewed 17 employers. Inspectors observed and graded three training sessions. They looked at specialist training resources, and examined a range of paperwork including 13 portfolios of evidence, apprentices’ personal files, staff records, the college’s business plan, policies and procedures, promotional literature and awarding bodies’ reports. Inspectors studied the college’s self-assessment report and action plan which was produced in April 2001.

p.7

THE INSPECTION

Grade 1 Grade 2 Grade 3 Grade 4 Grade 7 Total Grades awarded to learning sessions Grade 5 Grade 6 Business administration, management & professional 0 0 2 1 0 3 0 0

p.7

THE INSPECTION

ADULT LEARNING INSPECTORATE 4 NATIONAL BUSINESS COLLEGE

p.7

Business administration, management & professional Grade 4

5. NBC provides advanced and foundation modern apprenticeships in administration. Apprentices follow NVQs at levels 2, 3 and 4 and key skills awards. Additional qualifications offered include an NVQ in accounting at NVQ level 2 and qualifications in shorthand, computer literacy and information technology and keyboarding skills. Apprentices may join the training programme at any time of the year, but most begin their training in July. Most apprentices can complete the full apprenticeship framework in two years. All apprentices are employed. Of the 22 foundation modern apprentices five are employed, five are on work experience and 13 are attending NBC on a full-time basis. All those who are employed or on work placement can attend off-the-job training at NBC’s training centre on a day-release basis. Additional training and support is available for foundation modern apprentices in basic skills and personal development.

p.8

Business administration, management & professional Grade 4

Staff make regular visits to workplaces to carry out assessments and progress reviews.

p.8

Business administration, management & professional Grade 4

The following tables show the achievement and retention rates available up to the time of inspection. Programmes inspected Number of learners Contributory grade 86 Work-based learning for young people 4

p.8

Business administration, management & professional Grade 4

% % % % Foundation modern apprenticeships (FMA) 1997-98 1998-99 1999-2000 No. No. No. Work-based learning for young people

p.8

Business administration, management & professional Grade 4

2000-01 No. 2001-02 No. % 15 34 31 Number that started 0 0 0 0 2 6 20 65 Still in training 0 0 0 0 16 47 0 0 FMA framework completed 0 0 5 33 23 68 4 13 NVQ level 2 completed 0 0 11 73 7 21 5 16 Left without completing the framework 0 0

p.8

Business administration, management & professional Grade 4

ADULT LEARNING INSPECTORATE 5 NATIONAL BUSINESS COLLEGE

p.8

Business administration, management & professional Grade 4

6. The college has flexible training arrangements to meet the needs of apprentices and employers. As well as being open throughout the week, the college is also open for one evening each week. Apprentices are able to work on their portfolios or use the computing resources with the help of tutorial staff. Workshops are provided for apprentices who are about to complete their training. The college caters well for apprentices who need to complete their training programme in a shorter period of time or who have missed several sessions because of work commitments.

p.9

Business administration, management & professional Grade 4

7. A good range of additional qualifications are provided for apprentices, including NVQs in accounting at level 2 and nationally recognised awards in shorthand, computer literacy and information technology and keyboarding skills. Seven apprentices have achieved their accounting NVQ at level 2 and nine other apprentices are working

p.9

STRENGTHS

• broad range of flexible arrangements for learning • comprehensive range of additional qualifications • good understanding by apprentices of the training programme • good progression routes for apprentices

p.9

WEAKNESSES

• poor initial assessment and use of individual training plans • low retention and achievement rates • insufficient co-ordination of on- and off-the-job training • weak assessment practices

p.9

OTHER IMPROVEMENTS NEEDED

• better careers guidance % % % % Advanced modern apprenticeships (AMA) 1997-98 1998-99 1999-2000 No. No. No. Work-based learning for young people

p.9

OTHER IMPROVEMENTS NEEDED

2000-01 No. 2001-02 No. % 19 26 50 77 Number that started 0 0 0 0 2 8 14 28 48 62 Still in training 0 0 10 53 11 42 6 12 2 3 AMA framework completed 0 0 11 58 17 65 24 48 20 26 NVQ level 2 completed 0 0 10 53 13 50 11 22 5 6 NVQ level 3 completed 0 0 9 47 13 50 30 60 27 35 Left without completing the framework 0 0

p.9

OTHER IMPROVEMENTS NEEDED

ADULT LEARNING INSPECTORATE 6 NATIONAL BUSINESS COLLEGE

p.9

OTHER IMPROVEMENTS NEEDED

towards this. These qualifications are all additional to those specified in the modern apprenticeship framework. For some apprentices who are not placed with employers, there is little additional training in interview techniques or careers guidance.

p.10

OTHER IMPROVEMENTS NEEDED

8. All apprentices have a good understanding of the structure, content and requirements of the NVQs and the key skills awards. They are able to work independently and manage their own training and progress. All apprentices are well motivated and collect a wide variety of evidence from their workplace for their portfolios. They cross-reference and organise their portfolios effectively.

p.10

OTHER IMPROVEMENTS NEEDED

9. There are good progression routes for many apprentices. Most are employed in good work placements. Many employers allow their apprentices to gain wider experience by working in different departments. This helps them achieve higher levels of competence in their jobs, which is reflected in their portfolios. Many apprentices achieve NVQs in administration at levels 2 and 3. Since 1997-98, 94 per cent of advanced modern apprentices have achieved an NVQ at level 2 and 45 per cent have achieved an NVQ at level 3. Since the beginning of the foundation modern apprenticeship training programme in 1998-99, approximately 50 per cent have achieved an NVQ at level 2 and around 20 per cent have progressed to advanced modern apprenticeships. The self-assessment report did not identify any of these strengths.

p.10

OTHER IMPROVEMENTS NEEDED

10. Initial assessment is ineffective. The results of initial assessment are not reflected in all apprentices’ individual learning plans. The results are included in learning plans of the foundation modern apprentices but the training required to meet specific individual needs is not well recorded. Many advanced modern apprentices assess their own learning needs, rather than taking initial assessment tests. Their individual needs are not included in the learning plans. The initial assessment of key skills is poor. Some apprentices have requested additional training in, for example, literacy and numeracy. This has not been recorded in their individual training plans. Additional training is provided for some apprentices but is often not recorded. Learning plans are not routinely updated during progress reviews.

p.10

OTHER IMPROVEMENTS NEEDED

11. Achievement and retention rates are poor. Between 1998-99 and 2000-01, approximately 46 per cent of foundation modern apprentices left their training early. Since 1997-98, 27 per cent of advanced modern apprentices have left training with no qualifications. Only 22 per cent have achieved some qualifications. Achievement rates for advanced modern apprentices are poor. In 1997-98 the achievement rate was 56 per cent. In 1999-2000 this proportion had dropped to 12 per cent. This weakness has not been recognised in the self-assessment report.

p.10

OTHER IMPROVEMENTS NEEDED

12. Co-ordination of on- and off-the-job training is poor. The planning of workplace activities required for the achievement of the NVQ and key skills is not effective. The individual learning plan does not take account of training which takes place during apprentices’ everyday work. Employers’ understanding of the NVQ process and key skills and their role as workplace supervisors is weak. There is no timetable of off-the-job

p.10

OTHER IMPROVEMENTS NEEDED

ADULT LEARNING INSPECTORATE 7 NATIONAL BUSINESS COLLEGE

p.10

OTHER IMPROVEMENTS NEEDED

training at the college to help employers and apprentices. There is insufficient use of evidence from the workplace to support achievement of key skills. Not all of the key skills exercises are work-related or specific to apprentices’ needs.

p.11

OTHER IMPROVEMENTS NEEDED

13. There are weak assessment practices. Assessment is not planned, structured or documented. There is little assessment by observation of apprentices in the workplace. NCB’s staff make frequent visits to workplaces, but apprentices are not clear as to the purpose of these visits and many confuse assessments with progress reviews. The college has introduced new documents to record assessment. Staff have not been trained to use these documents. Apprentices are also unclear as to their use. Workplace supervisors are not involved in the assessment process. There are few witness testimonies from workplace supervisors. Assessment is based mainly on written evidence. Apprentices’ portfolios of evidence do not contain a good range of diverse evidence from the workplace.

p.11

OTHER IMPROVEMENTS NEEDED

ADULT LEARNING INSPECTORATE 8 NATIONAL BUSINESS COLLEGE

p.11

LEADERSHIP AND MANAGEMENT Grade 4

15. There is effective support for new staff. Experienced staff act as mentors to help new employees as they train for qualifications. All staff have an induction, after which they fill out a detailed list to check that all areas of the company’s business have been covered by the induction. There is good management of finances at NBC. The company’s financial accounts are monitored through monthly and quarterly checks. Financial controls are sound and there is careful analysis or risk assessments. The college has invested appropriately in the refurbishment of the training centre.

p.12

LEADERSHIP AND MANAGEMENT Grade 4

16. The college has strong links with 59 companies that provide work placements. Job 14. NBC has two shareholders; the principal and the financial controller. The principal markets the business, develops links with local companies and acts as the quality assurance manager. There is a training manager who is responsible for overseeing the contract for modern apprenticeships. This person also teaches, carries out assessments and acts as an internal auditor. There are also four tutors, two other assessors, two internal verifiers and two advisers who accredit prior learning. There are regular meeting of all staff as well as meetings specifically for staff involved in teaching and assessment or in sales and marketing. The college has a range of policies and procedures which cover equality of opportunity. There is a quality assurance policy and a quality assurance manual. The company has carried out self-assessment for a number of years. The most

p.12

LEADERSHIP AND MANAGEMENT Grade 4

recent self-assessment report was produced in April 2001.

p.12

STRENGTHS

• effective mentoring and help for new staff • good management of finances • good range and effective marketing of work placements • good understanding of equal opportunities by apprentices

p.12

WEAKNESSES

• poor monitoring and recording of policies and procedures • poor use of management data • weak staff appraisal system • inadequate monitoring of equal opportunities • no systematic observation of training or assessment • inadequate internal verification • no systematic feedback from apprentices or employers

p.12

OTHER IMPROVEMENTS NEEDED

ADULT LEARNING INSPECTORATE 9 NATIONAL BUSINESS COLLEGE

p.12

OTHER IMPROVEMENTS NEEDED

advertisements in newspapers are studied and contact is made with new companies to discuss whether they would consider employing an apprentice. Staff carry out appropriate checks to ensure that there is a suitable job description, a commitment to paying for the off-the-job training and health and safety policies and procedures. After apprentices are initially placed, staff form NBC make weekly phone calls to the employer to check that the work placement is working well. The college does not ask to see employers’ equal opportunities policies.

p.13

OTHER IMPROVEMENTS NEEDED

17. Internal communication is satisfactory. Staff meetings take place weekly and follow a standard agenda. Meetings are generally well recorded. Policies and procedures are displayed on notice boards. A newsletter for staff, apprentices and employers contains useful information on individual apprentices’ achievements, events and developments in the college and in other areas of training. It is too early to say how effective this newsletter is as a means of communication. There is no evidence of plans to evaluate it. Staff are kept informed of developments through meetings. Staff relationships are good.

p.13

OTHER IMPROVEMENTS NEEDED

18. The monitoring and recording of many aspects of the college’s work is poor. Where policies and procedures exist, they are not systematically monitored or evaluated. The business plan has been redrafted as part of an annual review process. It clearly identifies the aims of the organisation. Specific reference is made to the achievement of NVQs rather than the full framework. NBC plans to make the Internet available to apprentices but this has not yet happened. The business plan has no measurable targets for achievement, contains no risk assessment and is not linked clearly to other key strategic policies in the organisation.

p.13

OTHER IMPROVEMENTS NEEDED

19. Management information is collected systematically but poorly used. Data are collected on numbers of those starting training, the number of leavers and retention and achievement rates. There is insufficient analysis of this data to establish trends or assess the effectiveness of strategies in areas such as equal opportunities. The management information system can be used to collect data on individual apprentices, but there is no evidence that managers use this data for planning purposes.

p.13

OTHER IMPROVEMENTS NEEDED

20. The college has introduced a staff appraisal scheme. The scheme encourages self- assessment by the individual staff member. A personal development plan is produced. The scheme does not indicate how key actions points will be determined and agreed. It does not identify specific training requirements. There is no appraisal policy or procedures. Most staff are appropriately qualified. Only one trainer is qualified to assess key skills. No staff member has basic skills qualifications. Staff are occupationally competent in most areas. Their job descriptions are reviewed annually. There are few records of training undertaken by staff although very recent courses are recorded. There is no evaluation of the effectiveness of the effectiveness of staff training.

p.13

OTHER IMPROVEMENTS NEEDED

ADULT LEARNING INSPECTORATE 10 NATIONAL BUSINESS COLLEGE

p.13

Equality of opportunity

21. The college has a range of equal opportunities policies and procedures, including those for anti-harassment, grievances and complaints. The equal opportunities policy has been reviewed and updated recently. The college states its intention to be an equal opportunities organisation in its recruitment publicity. The principal is responsible for equal opportunities. Two staff have attended training on equal opportunities legislation. The college is working towards a nationally recognised equal opportunities award.

p.14

Equality of opportunity

22. All apprentices have a good understanding of equal opportunities issues. They are introduced to the equal opportunities policies during their induction. Apprentices are reminded about anti-harassment and grievance procedures at each progress review. They are given questionnaires to check their understanding of equal opportunities issues throughout their training. Apprentices are aware of the college’s complaints system and records show that any complaints have been dealt with swiftly by the college’s staff.

p.14

Equality of opportunity

23. Monitoring of equal opportunities in the college is poor. Although data on apprentices are collected in terms of ethnicity, age, gender and disabilities, this information is not analysed. These data are not used by the college to influence its recruitment procedures. The proportion of apprentices from minority ethnic groups is approximately 9 per cent. This is slightly below the proportion in the local population which is 12 per cent. There has been insufficient action by the college to counter gender stereotyping or increase the numbers of apprentices from minority ethnic groups. Equal opportunities data are not discussed at staff meetings. No targets are set to raise the profile of equal opportunities in the organisation. There is no analysis of how successful minority ethnic apprentices are in gaining NVQs or jobs. Access to the training centre apprentices with mobility difficulties is restricted to the ground floor of the building.

p.14

Equality of opportunity

There are accessible toilets and a teaching room on the ground floor that can be equipped with appropriate computing facilities. There is ramped access to the front and back entrances of the building. No wheelchair users have applied for modern apprenticeships in recent years.

p.14

Contributory grade 4

ADULT LEARNING INSPECTORATE 11 NATIONAL BUSINESS COLLEGE

p.14

Quality assurance

24. The college has a quality assurance manual which is easy to understand and a straightforward quality assurance policy and procedures. It makes annual quality assurance checks of paperwork, during which revisions are made to correct inaccuracies. Some documents are checked two or three times a year. Some procedures are reviewed and updated at staff meetings. Some key training policies and procedures are out-of-date, such as those relating to planning on-the-job training, assessment and internal verification.

p.15

Quality assurance

25. The quality assurance system does not allow for effective monitoring of the performance of trainers and assessors. There is no schedule of observations of trainers in the classroom. Assessors are not systematically observed by internal verifiers. Two new members of staff, who are working towards assessors’ qualifications, have still not qualified after three months training. Arrangements for internal verification are inadequate. The procedures are poorly defined. The sampling strategy for the internal verification of portfolios of evidence is unclear and poorly recorded. Apprentices’ portfolios demonstrate no evidence of internal verification. New assessors and internal verifiers rarely meet to exchange good practice or to plan or review the training programme. The college has relied on the evidence from external verification rather than systematically reviewing and updating its own procedures. Apprentices have little

p.15

Quality assurance

knowledge of the process of internal verification or the appeals procedure. Internal verification is not effectively covered during induction and no reinforcement is made before assessment.

p.15

Quality assurance

26. Self-assessment is not an integral part of the quality assurance process. The process does not involve apprentices or employers, most of whom are unaware of the self- assessment report. There are no established procedures for apprentices or employers to give feedback on the quality of training and assessment. The self-assessment report does not identify significant weaknesses. The action plan does not show how weaknesses in key activities such as induction, initial assessment and apprentices’ progress reviews will be dealt with. Inspectors did not agree with the grades awarded by the college in its self- assessment report.

p.15

Good Practice

Apprentices gave presentations to the rest of their group about their cultural backgrounds. They had also prepared food and had dressed to reflect their cultural background. This enabled them to demonstrate the key skill of communication. The session was successful in promoting equal opportunities issues.

p.15