Doncaster, Rotherham & District Motor Trades

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A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Doncaster, Rotherham & District Motor Trades Group Training Association Limited T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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 Adult Learning Inspectorate Adult Learning Inspectorate

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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:

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

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Inspections are carried out in accordance with the Common Inspection Framework 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.

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In summarising their judgements about the quality of provision in curriculum or occupational areas and about the quality of leadership and management, including quality assurance and equality of opportunity, inspectors use a five-point scale. The descriptors for the five grades are:

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♦ grade 1 – outstanding ♦ grade 2 – good ♦ grade 3 – satisfactory ♦ grade 4 – unsatisfactory ♦ grade 5 – very weak. T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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The original inspection of Doncaster, Rotherham & District Motor Trades Group Training Association Limited was carried out by the Training Standards Council’s inspectors. The inspection resulted in less than satisfactory grades being awarded for trainee support and quality assurance. These areas have been reinspected against the requirements of the Common Inspection Framework by the Adult Learning Inspectorate, which replaced the Training Standards Council on 1 April 2001. The sections of the original report dealing with trainee support and quality assurance have been replaced with the findings of the reinspection. Also, the report summary, report introduction and introduction to the inspection findings have been updated and reflect the findings of the reinspection. Sections of the report, dealing with areas which have not been reinspected, have been left in their original form. The amended inspection report is published on the Adult

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Learning Inspectorate’s website ( www.ali.gov.uk ).

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Training in engineering and business administration is satisfactory. Learners work in well-resourced workshops. However, rates of retention and achievement are low. Equal opportunities is satisfactory. At the time of the original inspection, trainee support was less than satisfactory. The company provided comprehensive inductions and arranged good work placements for learners. However, it did not systematically assess the basic and key skills of new learners or provide adequate support for learners with additional learning needs. Progress reviews were poor. Now, however, trainee support is good. Initial assessments and reviews of learners’ progress have improved and learners have good opportunities to progress. Management of training is satisfactory, with effective staff development and appraisals. However, the company does not involve employers sufficiently in training. At the original inspection, quality

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assurance was less than satisfactory. Internal verification was thorough but the company was not using data to improve its performance. Self- assessment was insufficiently thorough. Quality assurance is now satisfactory, with adequate self-assessment. However, the company still does not make adequate use of data. There is no system for reviewing paperwork and training activities.

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OCCUPATIONAL AREAS GRADE GENERIC AREAS GRADE Engineering 3 Equal opportunities 3 Business administration 3 Trainee support 4 Management of training 3 Quality assurance 4

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REINSPECTION GRADE Trainee support 2 Quality assurance 3 T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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 Adult Learning Inspectorate KEY STRENGTHS ♦ good off-the-job training ♦ good progression by many learners ♦ comprehensive induction for learners ♦ good work placements ♦ effective staff appraisal and staff development ♦ thorough internal verification

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KEY WEAKNESSES ♦ unsatisfactory rates of retention and achievement ♦ insufficient involvement of employers in training ♦ insufficient review and evaluation of training activities and paperwork ♦ inadequate use of data on performance T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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 Adult Learning Inspectorate INTRODUCTION

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1. Doncaster, Rotherham & District Motor Trades Group Training Association Limited is a private training provider and a registered charity. It was founded by the national training board for the road transport industry in 1972 and became a limited company in 1985. The company’s premises are on the outskirts of Doncaster. It has a comprehensive range of workshops and classrooms for training in motor vehicle engineering and business administration. At both the original inspection and the reinspection, the company had 25 staff. The company specialises in training for the motor trade industry. At the time of the original inspection, it had a contract with Barnsley and Doncaster Training and Enterprise Council (TEC). It now contracts with South Yorkshire Learning and Skills Council (LSC) to provide training for young people in motor vehicle engineering, business administration, and warehousing and distribution. The original inspection and the

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reinspection did not cover warehousing and distribution because of the low numbers of learners in these areas. The company also provides training on a commercial basis, including training in lift truck and heavy goods vehicle driving. At the original inspection, there were 40 modern apprentices, 21 national trainees and 103 young people on other programmes of work-based learning. Currently, there are 43 advanced modern apprentices, 71 foundation modern apprentices and 49 young people on other work-based learning programmes. Of the current learners, 129 are on engineering training programmes, 21 are on programmes in business administration and 13 are on programmes in warehousing and distribution. Most learners attend the company’s training centre for off-the-job training. Learners are placed with local companies for on-the-job training and assessment.

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2. In May 2000, the rate of unemployment was 6 per cent in Doncaster and 6.9 per cent in Rotherham, compared with the national average of 3.8 per cent. In April 2001, the rate of unemployment was 5.4 per cent in both Doncaster and Rotherham, compared with the national average of 3.3 per cent. The 1991 census found that minority ethnic groups made up 1.6 per cent of the population of Doncaster and 2 per cent of the population of Rotherham. In 1999, 36.2 per cent of school leavers in Doncaster and 40.4 per cent of school leavers in Rotherham achieved five or more general certificates of secondary education (GCSEs) at grade C and above, compared with the national average of 47.9 per cent. In 2001, the proportions were 39.9 per cent in Doncaster and 43 per cent in Rotherham, compared with the national average of 50 per cent. T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T :

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D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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 Adult Learning Inspectorate INSPECTION FINDINGS

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3. The company’s management team prepared the first self-assessment report in preparation for the original inspection. The team consulted, but did not actively involve other staff. The self-assessment report was insufficiently self-critical. Many of the strengths and weaknesses were not agreed with by inspectors. The report identified no weaknesses in some areas of training. The company produced an action plan after the original inspection. This was monitored at weekly management meetings and two-monthly meetings of all staff. The company involved all staff in updating the action plan in preparation for the reinspection in November 2001. It aims to finalise a second self-assessment report in February 2002, as part of its business-planning

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4. For the original inspection, a team of four inspectors spent a total of 15 days with the company in July 2000. They visited 25 employers. They interviewed 27 learners and 22 workplace supervisors and held 18 interviews with the company’s staff. Inspectors examined records of training and assessment, learners’ portfolios, internal and external verifiers’ reports, and paperwork relating to the company’s contract with the TEC. They observed one assessment and observed and graded six lessons.

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5. For the reinspection, a team of two inspectors spent a total of six days with the company in November 2001. They visited seven employers and interviewed five workplace supervisors. They interviewed 22 learners and held 12 meetings with the company’s staff. Inspectors examined nine individual learning plans and nine portfolios. They also examined internal and external verifiers’ reports and documents relating to internal and external audits. They observed four progress reviews and three assessments, which were satisfactory, and they observed and graded four lessons. Inspectors found that rates of retention and achievement had improved since the original inspection, although they remained unsatisfactory. Therefore, the summary now identifies unsatisfactory rather than poor rates of retention and achievement as a key weakness. Inspectors also found that the company had rectified two weaknesses in equal opportunities which had been

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identified at the original inspection, which were inadequate monitoring of equal opportunities in the workplace and failure to target under-represented groups. These no longer appear as key weaknesses in the summary. However, they remain as weaknesses in the text for equal opportunities, which was outside the scope of the reinspection. Since the original inspection, the company has improved its co- ordination of on- and off-the-job training, although its involvement of employers in training is still insufficient. The summary now identifies insufficient involvement of employers as a key weakness. Failure to co-ordinate on- and off-the-job training effectively no longer appears as a key weakness, although it remains as a weakness in the text for management of training, which was outside the scope of the reinspection. T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P

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 Adult Learning Inspectorate Grades awarded to lessons at the original inspection

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GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 TOTAL

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Grades awarded to lessons at the reinspection

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GRADE GRADE GRADE GRADE GRADE GRADE GRADE TOTAL

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Engineering Grade 3

6. The association trains motor vehicle engineering trainees for employers in South Yorkshire. There are 140 trainees: 40 are on modern apprenticeship programmes, 21 on national traineeships and 79 on other youth training programmes. Programmes cover heavy and light vehicle engineering, vehicle body and paint operations, motorcycle repair and parts retailing. The company delivers its own training and assessment programmes. Nine staff are employed as motor vehicle trainers and assessors. All trainees are working towards national vocational qualifications (NVQs) at levels 2 and 3 and all are in work placements. Placement providers include large franchised main dealerships and small businesses. Not all trainees are employees of the company with which they are placed.

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Engineering Grade 3

7. Trainees’ induction takes place at the company’s training centre. Subsequently, they attend the centre regularly on a day- or block-release basis for off-the-job training. Assessment is carried out in the workplace by the company’s staff. All trainers and assessors hold assessor qualifications. Three are also qualified internal verifiers. Over the last three years, about half the trainees have left their programmes early, many with no qualifications. Less than 30 per cent have achieved the qualifications which they were working towards. Inspectors found that many of the strengths cited in the self-assessment report were no more than normal practice. They identified additional strengths and weaknesses and awarded a lower grade than that given in the self-assessment report.

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Engineering Grade 3

STRENGTHS ♦ good off-the-job training ♦ good opportunities to achieve additional skills and qualifications T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Engineering Grade 3

 Adult Learning Inspectorate ♦ well-planned assessment

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Engineering Grade 3

WEAKNESSES ♦ poor retention and achievement rates ♦ inadequate development of key skills ♦ some unreliable witness testimony

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Engineering Grade 3

8. The training centre is well equipped. Some new vehicles and demonstration units have the latest high technology equipment, and staff have been trained in the use of this equipment. Many of the resources at the centre have been developed for the company’s commercial courses. Some trainees complain that commercial courses take priority and that they are often confined to classrooms when commercial training takes place. Many cited it as a reason for not attending some of their off-the-job training sessions. However, the company’s commercial work brings discernible benefits to trainees. They are able to use equipment to which they might not normally have access and they receive advice and guidance from instructors trained in the most up-to-date techniques. Their training includes demonstrations of the effect of a safety airbag being activated, and work on the latest high-pressure diesel and petrol-injection systems and vehicle air

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Engineering Grade 3

conditioning systems. Vehicle body repair and refinishing trainees have the opportunity to use the centre’s new water-based paint spraying equipment, recently installed for manufacturers’ own courses. Some of the training sessions are well planned and highly effective.

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Engineering Grade 3

9. Trainees have the opportunity to acquire skills and qualifications which are additional to their main training. All vehicle retail parts trainees undertake a five- day intensive forklift truck operator’s course. The course is also made available to other trainees and is particularly popular with heavy goods vehicle trainees. Other specialist courses include first aid, plastic welding, airbag operation, and air conditioning systems.

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Engineering Grade 3

10. Trainees’ portfolios are well presented and evidence within their portfolios is clearly referenced. Each portfolio has an assessment plan at the front which makes it easy for trainees to understand which tasks they need evidence for and when they have to acquire it. The trainees take their plan to the workplace, and their workplace supervisor helps provide appropriate opportunities for assessment.

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Engineering Grade 3

11. The number of motor vehicle trainees leaving their training programmes early, and without qualifications, is high. In the period 1997 to 1999, 49 per cent of apprentices, 50 per cent of national trainees and 63 per cent of other trainees left early without any qualifications. Most of those who remain achieve the qualifications for which they are aiming. However, the overall achievement rate is less than 30 per cent.

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Engineering Grade 3

12. There is no assessment of key skills until late in trainees’ programmes. Key skills are identified in training plans but there is little attempt to make them an T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Engineering Grade 3

 Adult Learning Inspectorate integral part of workplace training. Trainees have little or no understanding of key skills and opportunities for collecting evidence for these skills are missed. Trainees end up with the additional task of gathering evidence of their competences in key skills during their final year. One trainee had completed all other components of his modern apprenticeship, including his level 3 NVQ, but had only just been introduced to key skills.

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Engineering Grade 3

13. Much of the evidence accumulated by trainees is witness testimony in the form of job cards. Job cards, signed by the trainee’s supervisor, record the work carried out by the trainee. Some job cards, however, describe work which the trainee has not carried out personally or to which they have only made a contribution. Too often, it was unclear, precisely, what the trainee had done. Some workplace supervisors are uncertain about the significance of signing a job card. They do not understand the purpose of the card in certifying competence. In some cases, for example, cards had been signed for trainees who had simply been present when the work had been done.

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Engineering Grade 3

14. Internal verification is carried out throughout the programme and units are awarded after internal verification. The assessment procedure is detailed. Each trainee is provided with a personal work record book and a candidate assessment record book. Evidence relating to assessment is entered in the trainee’s portfolio and cross-referenced to the personal work book and record book. All portfolios and assessment record books are internally verified.

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Business administration Grade 3

15. There are 22 trainees following training programmes in business administration. Two other trainees have recently completed their NVQs in business administration at level 2 and have begun to work for NVQs in customer service at level 2. Sixteen of the 22 are women. There are no modern apprentices or national trainees; all 24 trainees are on other work-based training for young people. The company employs one of the two trainees working for the NVQ in customer service at level 2. The other is in a work placement at the training centre and is likely to be offered employment there soon. The remaining 22 trainees are placed with local employers in various branches of the motor vehicle or transport industry. The company employs two members of staff to provide training, assessment and verification in business administration. Both are qualified assessors and internal verifiers with substantial occupational experience. Subject

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Business administration Grade 3

to work requirements, trainees attend off-the-job training at the company’s training centre. They also receive guidance in constructing portfolios and training in any aspects of work required for the NVQ which are not covered in the workplace. Placement providers deliver on-the-job training and visiting assessors from the company carry out assessments in the workplace. Evidence of trainees’ competences includes the work they have produced, witness testimony from workplace supervisors, and assessors’ observations of their performance in the workplace. Assessors also carry out progress reviews. Over the past three years, 40 T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Business administration Grade 3

 Adult Learning Inspectorate per cent of trainees have left without any qualifications. In the period 1997 to 1999, 34 per cent of those who started training programmes achieved the qualifications for which they were aiming. The provider’s self-assessment report combines this vocational area with motor vehicle engineering. The report identifies many strengths and two weaknesses for the combined vocational areas. Inspectors found most of the strengths to be no more than normal practice. They identified additional strengths and some significant weaknesses and awarded a lower grade than that given in the self-assessment report.

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Business administration Grade 3

STRENGTHS ♦ good off-the-job training ♦ good opportunities to achieve additional qualifications ♦ good action planning and assessment

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Business administration Grade 3

WEAKNESSES ♦ low retention and achievement rates ♦ missed opportunities for accreditation of prior learning and achievement ♦ delays in starting NVQ level 2 in information technology

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Business administration Grade 3

16. Off-the-job training is effective in all its aspects. The standard of training at the company’s training centre is high. Trainees attend the centre on day release one day a week, subject to the requirements of their work. The training in business administration is provided by two well-qualified and experienced staff. One manages the department; the other has only recently taken up post. Trainees receive a great deal of personal attention, frequently on an individual basis. Training at the centre covers theory and practical work required for the qualification which may not be covered in the workplace, such as constructing spreadsheets. Trainees are also given help and guidance on building portfolios. Training sessions are well planned. Session workbooks, geared to NVQ elements, provide a framework for learning and evidence for portfolios. The two trainers are not qualified to teach trainees who have learning disabilities but they know where

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Business administration Grade 3

to turn for help. The accommodation, equipment and facilities for business administration training are good. The training rooms are pleasant, airy and well equipped. Hardware and software reflect current standards in business.

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Business administration Grade 3

17. There are many opportunities for the achievement of additional qualifications. Some trainees who complete their level 2 in business administration go on to work towards the level 2 in information technology. Others take their level 2 in customer service. Courses in text processing and computer literacy are also provided.

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Business administration Grade 3

18. Some assessment is carried out at the training centre, but most assessment occurs in the workplace. The two business administration trainers make regular visits to the workplace to conduct assessments. They both hold the assessors and verifiers’ awards and carry out internal verification of each other’s assessments. Preparation and planning for assessment is detailed and rigorous. Trainees confirm T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Business administration Grade 3

 Adult Learning Inspectorate that they know what is expected of them for each assessment, and when and how assessment is to take place. The assessors also carry out formal reviews in the workplace.

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Business administration Grade 3

19. Retention and achievement rates are low. The retention rate has improved over the last three years but was still only 50 per cent in 1998-99. Eighty per cent of those who started in the last year are still on the programme. Only 50 per cent of women trainees leaving in the current year have achieved their NVQ, but this is an improvement on previous years. No male leavers have achieved an NVQ or gained a job in the last three years.

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Business administration Grade 3

20. Trainees come to their training with widely varying previous experience and qualifications. Previous NVQs are taken into account in some cases, such as where units which are common to both the business administration and customer service qualification frameworks. However, there is little recognition of other forms of prior achievement. Neither of the two trainers in business administration are qualified to accredit prior learning and achievement and the trainers in motor vehicle engineering who have the qualification do not provide any help in accrediting prior achievement in business administration.

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Business administration Grade 3

21. This year, a few trainees experienced significant delays in being able to start their NVQ in information technology at level 2, after the completion of their business administration NVQ. The delay was caused by a member of staff leaving for another job and having to be replaced. In the interim, staff effort was devoted to trainees already working towards their NVQ.

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Business administration Grade 3

22. Individual training plans are sketchy. However, appropriate targets are set for individual trainees’ performance and progress as part of the regular process of assessment and action planning. At the centre, trainees work purposefully and without supervision while individual trainees are receiving tuition. Trainees’ work is of an appropriate standard.

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Equal opportunities Grade 3

23. The provider has a policy, which is updated regularly, and procedures which cover all aspects of equal opportunities. There are procedures in place for monitoring the ethnic origin and gender of trainees and for preventing discriminatory behaviour such as sexual harassment. The company’s complaints procedure is clear and well publicised, and it applies to both staff and trainees. Equal opportunities data are collected and analysed annually. Workshops and most classrooms at the centre are accessible to people with disabilities. In engineering, 1.3 per cent of trainees are women. In business and administration 18 per cent of trainees are men. Three trainees are from minority ethnic groups, representing less than 2 per cent of all trainees. Inspectors found some of the strengths identified in T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P

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Equal opportunities Grade 3

T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Equal opportunities Grade 3

 Adult Learning Inspectorate the self-assessment report to be no more than normal practice. Additional weaknesses were found but the grade awarded was the same as that presented in the self-assessment report.

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Equal opportunities Grade 3

STRENGTHS ♦ comprehensive policies and procedures for equal opportunities ♦ trainees’ thorough understanding of the company’s complaints procedure

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Equal opportunities Grade 3

WEAKNESSES ♦ inadequate monitoring of equal opportunities issues in the workplace ♦ trainees’ low awareness of equal opportunities issues ♦ no attempt to target under-represented groups in publicity materials

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Equal opportunities Grade 3

24. The provider has a clearly written, comprehensive equal opportunities policy and procedures document. The management group reviews it annually. Copies of the policy are contained in the induction material produced for staff and trainees. Staff and trainee handbooks also contain a statement declaring the company’s commitment to equality of opportunity. Responsibility for equal opportunities lies with the group-training director who leads the equal opportunities management team. One of the business administration trainers is a man. There are no women on the engineering staff team.

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Equal opportunities Grade 3

25. A copy of the complaints procedure is issued to all trainees together with instructions on how to use of it. Trainees are well aware of the procedure and express confidence about using it should the need arise. The company has received few complaints, and those that have been received have been dealt with satisfactorily, in accordance with the procedures. Trainees are less certain about their rights in respect of matters other than the grievance procedure. Most have little understanding of equal opportunities issues.

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Equal opportunities Grade 3

26. Applicants for training are invited to attend the training centre for interview and assessment. No filtering takes place before the interview and the company conducts over 300 interviews a year. All trainees with the potential to succeed are offered a place on one of the training programmes and a lot of effort is devoted to finding an appropriate work placement for each trainee. Trainees without work placements undertake training in the training centre until a suitable placement is found.

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Equal opportunities Grade 3

27. The company does not monitor employers’ equal opportunities policies and procedures. Equality of opportunity is discussed with employers before they take a trainee, but there is no follow up to this. Some employers do not have an equal opportunities policy. It is expected that equality of opportunity will be discussed during trainees’ reviews, but there is no means of ensuring that this happens and few trainees or employers can recall talking about equal opportunities issues. Despite the lack of formal monitoring, trainees are fairly treated by staff, T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Equal opportunities Grade 3

 Adult Learning Inspectorate employers and other trainees.

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Equal opportunities Grade 3

28. The company recruits within the Doncaster, Barnsley and Rotherham area and advertises within local newspapers. Promotional material sent out to local schools, career centres and other training organisations makes little reference to equal opportunities and relies on images which do little to dispel inaccurate perceptions of training and employment in relation to gender, ethnic origin and disability. The company makes no use of information obtained from the analysis of data on ethnic origin, gender and disability to determine its policy on advertising and recruitment. No attempt is made to target under-represented groups.

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Trainee support Grade 2

29. The company sends application forms to all those who enquire about training and interviews all those who apply. It selects learners on the results of interviews and literacy and numeracy tests. Applicants for engineering training take an additional test of basic mechanical comprehension and applicants for training in business administration take a test of basic keyboard skills. The company selects a training programme and draws up an individual learning plan for each learner on the basis of the learner’s interests and the results of the interview and tests. Learners can start their training at any time of the year. However, many start in July, on leaving school. Most learners attend a two-day induction at the company’s training centre when they start their training and receive an induction to the workplace when they start their work placements. Learners who do not attend the induction at the training centre have a more detailed induction in the workplace

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Trainee support Grade 2

with a member of the company’s staff. Learners who require additional learning support receive this at the training centre. None of the current staff have qualifications in counselling or teaching basic skills but the company plans to provide training in these areas.

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Trainee support Grade 2

At the original inspection, the main weaknesses identified were: ♦ poor review process ♦ no systematic initial assessment of basic or key skills ♦ poor support for trainees with additional needs ♦ lack of clear responsibility for trainee support

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Trainee support Grade 2

30. Since the original inspection, the company has rectified the weaknesses in reviews of learners’ progress. It now assesses the basic and key skills of new learners thoroughly. Staff within the organisation are now clear who is responsible for each of the various aspects of support for learners. The company now identifies learners who need additional support and provides this as part of their day-release training. However, staff have not yet had training in teaching basic skills. T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Trainee support Grade 2

 Adult Learning Inspectorate STRENGTHS ♦ good progression by many learners ♦ good support for learners ♦ comprehensive induction for learners ♦ good work placements

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Trainee support Grade 2

WEAKNESSES ♦ ineffective use of individual learning plans in some areas of training ♦ no staff qualified to teach basic skills

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Trainee support Grade 2

31. There are good opportunities for learners to progress. The company uses interviews and initial assessments to identify training programmes which are appropriate to learners’ abilities and interests. Learners who achieve the NVQs on their individual learning plans often go on to work towards NVQs at a higher level. Training in key skills begins at the start of training programmes and is fully integrated with activities in the workplace and training in theory. Learners understand how to gather evidence for their key skills awards. This enables them to progress swiftly to advanced training. A high proportion of workplace mentors and supervisors have taken NVQs themselves and many of these were learners with the company. This motivates learners. It also results in workplace supervisors understanding NVQs sufficiently to be able to assist learners in gathering evidence. Several former learners hold supervisory positions and one former

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Trainee support Grade 2

32. Trainers visit the workplace to carry out assessments and review learners’ progress. Learners receive good support from their trainers and can telephone them to arrange an assessment at any time. Trainers arrange assessments at short notice. If they cannot attend themselves, they appoint another trainer to carry out the assessment. Trainers arrange their visits to suit the working patterns of employers and learners. For example, trainers in business administration have visited learners during the evening.

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Trainee support Grade 2

33. All learners have a comprehensive induction. At the start of their training, learners attend a two-day induction at the training centre. This includes an introduction to the company and information about health and safety, equal opportunities, work placements, the training programme, and the requirements of NVQs and key skills awards. There are separate inductions for learners in each occupational area but some of the content is common to all inductions. For example, all learners receive the same general training in health and safety but learners in engineering also receive information specific to the motor vehicle industry and learners in business administration receive information specific to the office environment. At the end of the two-day induction at the training centre, learners sit a test in health and safety. Learners also have an induction to the workplace. During this induction, employers follow a standard checklist provided

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Trainee support Grade 2

by the training provider. The training provider monitors the quality of employers’ GOOD PRACTICE The company arranges off-the-job training so that groups of learners from the same area attend on the same day. It collects and returns these learners by minibus. This encourages learners to attend lessons. The company pays the travel expenses of learners whose workplaces are not served by the minibus. T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Trainee support Grade 2

 Adult Learning Inspectorate inductions. Learners start to build their portfolios during their inductions.

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Trainee support Grade 2

34. The company has built up effective relationships over many years with employers which operate in the local area. These range from small businesses to large national companies. The employers have considerable experience of providing work placements and know how to equip learners with the skills they need. In their work placements, learners practise up-to-date industrial techniques. The company keeps a list of work placements and matches learners to vacancies as they arise. Whenever possible, it places learners in workplaces which are near their homes. Many employers provide each learner with a mentor. If learners cannot acquire the experience they need in their work placements, the company arranges alternative work placements for them.

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Trainee support Grade 2

35. The company does not use learners’ individual learning plans effectively. Trainers in business administration refer to learners’ individual learning plans during progress reviews and enter and update the targets on them. They also involve employers in regular reviews of learners’ roles at work in order to co- ordinate on- and off-the-job training. However, trainers in engineering and warehousing and distribution do not carry out these activities. Inspectors observed one progress review at which the trainer did not update the individual learning plan to reflect that the learner was progressing from a level 2 NVQ to a level 3 NVQ. Most learners do not have copies of their individual learning plan. Many learners do not understand the plan’s relevance to their training and progression. The company questions new learners about their previous achievements but has no system for accrediting prior learning.

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Trainee support Grade 2

36. Learners who achieve below 50 per cent in the initial assessment of their literacy and numeracy skills also take a basic skills test. The company uses the basic skills test to identify learners’ needs for additional support. It places learners who need additional support on training programmes which are appropriate to their abilities and arranges additional support as part of their day-release training. However, the additional support is provided by trainers from the occupational areas who are not qualified to teach basic skills. The company has recognised this weakness and plans to train its staff in teaching basic skills by February 2002.

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Management of training Grade 3

37. The Doncaster, Rotherham & District Motor Trade Group Training Association has 35 member employers, a chairman and nine directors. A training director manages the day-to-day operation of the company, which employs 25 staff. All members of staff have written job descriptions. Their performance is appraised annually and each has an annual training plan. The company has been recognised as an Investor in People since 1994. Training is managed in accordance with a quality system which is subject to regular reviews. The company does not use any subcontractors for training. All off-the-job training is carried out in the GOOD PRACTICE When a learner is absent from off-the-job training, the company notifies the learner’s employer. If a learner is absent three times within a short period, the company writes to the learner’s employer. The letter emphasises the requirement for learners to have time off work to study and the importance

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Management of training Grade 3

of off-the-job training. T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Management of training Grade 3

 Adult Learning Inspectorate company’s own purpose-built training centre and most assessments are conducted in the workplace by the company’s staff. Internal communications are good. There are regular, minuted staff meetings and daily discussions among staff. Information obtained from the management information systems is used to set targets and plan future developments in relation to the company’s contracts. Inspectors regarded some of the strengths identified in the self-assessment report as no more than normal practice and identified additional strengths and weaknesses. They awarded a lower grade than that cited in the self-assessment report.

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Management of training Grade 3

STRENGTHS ♦ effective staff appraisal and staff development ♦ good internal communications ♦ good induction for staff

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Management of training Grade 3

WEAKNESSES ♦ employers’ lack of understanding of their roles and responsibilities ♦ ineffective co-ordination of on- and off-the-job training

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Management of training Grade 3

38. The provider has good staff appraisal procedures and demonstrates a strong commitment to staff development. The workshop manager or the training director appraises every member of staff; the chairman of the company appraises the training director. Appraisals take place annually. They cover performance, personal qualities, and attitudes towards trainees and fellow staff. The appraiser observes training sessions. The company also uses the independent services of an external organisation to report on the quality of teaching and learning. Discussions at the appraisal meetings lead to action plans. Each employee has an agreed annual training plan. All staff have received a substantial amount of training directly related to work-based training over the last few years.

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Management of training Grade 3

39. Communication within the company is good. Regular minuted meetings of staff take place once a month: one month there is a full staff meeting; the following month there is a meeting of management staff. Minutes of the management meetings are circulated to all staff. Staff work as a team. They communicate effectively and often hold informal meetings. They understand their roles and carry out their work in accordance with their job descriptions.

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Management of training Grade 3

40. The company has a comprehensive induction programme for employees. New employees are welcomed into the company, and provided with information on the work of the company and the job they will be doing. They receive copies of their job description, the company’s employment terms and conditions, the staff handbook and company rules and regulations. They are also given a tour of the premises and a personal introduction to other members of staff. Two employees who recently joined the company said that they immediately felt part of the team, and the name of another person shortly to take up post has already been added to T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Management of training Grade 3

 Adult Learning Inspectorate the organisational plan displayed in the company’s information literature.

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Management of training Grade 3

41. Many employers do not fully understand their roles and responsibilities in providing training and support for trainees. The company has a formal agreement with employers and supplements this with a handbook for employers. Employers also receive a copy of the course information booklet when a trainee first starts the programme. However, many employers do not understand the NVQ process or the requirements of the training programme, particularly in respect of NVQ assessment and key skills. As a result, opportunities for learning, gathering evidence and assessment are being missed.

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Management of training Grade 3

42. On- and off-the-job training are not co-ordinated effectively, especially in engineering. Employers do not plan their training and many of them do not know what training is being delivered at the company’s training centre. Employers, therefore, are unable to support trainees effectively by selecting appropriate tasks related to the work they are doing off the job. Although procedures for assessment and action planning in business administration ensure that trainees and trainers relate activities on the job to the work being carried out at the centre, workplace supervisors are not necessarily involved in this. The new review process is intended to address these issues.

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Quality assurance Grade 3

43. The company has a set of written policies and procedures which are readily available to staff. These cover topics such as equal opportunities and staff appraisal and development. The company reviews the policies and procedures and audits its application of them once each year. A specific manual contains the procedures and standard paperwork for NVQs and apprenticeships. External audits of the company’s finance and management have resulted in few recommendations. Consequently, auditors have judged that the risk of irregularities is low. In 1994, the company was accredited with the Investors in People standard, an award for organisations which improve their performance by developing their staff. It was reaccredited as an Investor in People in 1997 and is preparing for further reaccreditation in February 2002. The training director is responsible for quality assurance, in consultation with the management team.

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Quality assurance Grade 3

At the original inspection, the main weaknesses identified were: ♦ inadequate use of data for planning improvements and addressing weaknesses ♦ insufficiently rigorous self-assessment ♦ no formal feedback from employers ♦ failure to complete or update required paperwork

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Quality assurance Grade 3

44. The company has made some progress towards rectifying the weaknesses identified at the original inspection. The six-monthly questionnaires to learners, T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Quality assurance Grade 3

 Adult Learning Inspectorate which were introduced just before the original inspection, have continued. Self- assessment is now adequate. The company now collects and analyses employers’ views. Internal and external audits are highlighting fewer errors in paperwork. However, the company is not yet making adequate use of data on performance.

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Quality assurance Grade 3

STRENGTHS ♦ thorough internal verification ♦ effective use of observation to improve trainers’ performance ♦ good opportunities for staff to exchange good practice

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Quality assurance Grade 3

WEAKNESSES ♦ inadequate use of data on performance ♦ insufficient review and evaluation of training activities and paperwork

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Quality assurance Grade 3

45. Internal verification is thorough and meets the standards of the awarding bodies. Nine of the company’s 11 trainers are qualified internal verifiers. They internally verify all aspects of assessment, examining all portfolios and all records of assessments. Most external verifiers’ reports have judged the quality of assessment and internal verification to be good. All learners understand that their work is regularly internally verified.

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Quality assurance Grade 3

46. The company has effective arrangements for monitoring the quality of training. There are yearly plans for observing training in the classroom which ensure that most staff are observed once each year. The company uses the results of the observations in staff appraisals. Additionally, several external organisations, including a local further education college and an awarding body, observe teaching and provide feedback, which leads to ongoing improvements.

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Quality assurance Grade 3

47. Staff have good opportunities to exchange good practice. These include team meetings and meetings of all staff, which form part of a yearly plan. Staff discuss external verifiers’ recommendations at their meetings and this sometimes results in changes to paperwork and practices throughout the company. Staff who attend external courses share their learning with other staff. Since the original inspection, staff have focused on improving training in key skills for all learners. This has been particularly effective.

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Quality assurance Grade 3

48. The company collects sufficient data to comply with its contracts. However, it does not keep sufficient information to identify trends in retention and achievement. The company sets few targets for the occupational areas or for the organisation as a whole. It does not monitor data on equal opportunities effectively during recruitment and training.

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Quality assurance Grade 3

49. Although the company carries out regular internal audits, it has no system for reviewing and evaluating its paperwork and training. Since the original inspection, the company has improved initial assessments and reviews of learners’ progress. T R A I N I N G S T A N D A R D S C O U N C I L I N S P E C T I O N R E P O R T : D O N C A S T E R , R O T H E R H A M & D I S T R I C T M O T O R T R A D E S G R O U P T R A I N I N G A S S O C I A T I O N L I M I T E D J U L Y 2 0 0 0 A D U L T L E A R N I N G I N S P E C T O R A T E R E I N S P E C T I O N N O V E M B E R 2 0 0 1

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Quality assurance Grade 3

 Adult Learning Inspectorate However, these improvements have not arisen from regular reviews of activities throughout the company. There is no written record of regular reviews of courses, lesson plans or learning materials.

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