Setting

09 September 2002

NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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09 September 2002

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.

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09 September 2002

Inspectors use a five-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas. 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.

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09 September 2002

The two grading scales relate to each other as follows:

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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

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Grading

NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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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:

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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 • 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 • learning and job preparation programmes funded by Jobcentre Plus • education and training in prisons, at the invitation of Her Majesty’s Chief Inspector of Prisons.

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learndirect

NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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SUMMARY

North West Community Services (Training) Ltd is a private training organisation based in Liverpool and founded in 1996. It offers work-based learning for 147 young people in Life Skills, care and childcare. It also provides training in information and communications technology, but at the time of the original inspection and the reinspection there were too few learners in this area for it to be inspected. There are seven foundation modern apprentices and 11 advanced modern apprentices in care. The numbers for childcare were 24 and 19 respectively. Seventy-eight learners were taking national vocational qualifications (NVQs) in care at level 2 or 3. Eight young people were on the Life Skills programme at the time of the reinspection. Training is funded through a contract with the Greater Merseyside Learning and Skills Council.

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SUMMARY

The organisation consists of 17 staff including the training manager, who reports to a board of directors. There are two co-ordinators who are responsible for the internal verifiers and assessors in care and childcare, Life Skills and information and communications technology. Training is provided on a day-release basis at the company’s premises in Liverpool. Most learners attend for a half day each week and those requiring additional support attend for a full day.

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SUMMARY

The original inspection in June 2001 found that work-based learning for young people in Life Skills was satisfactory but that in health, care and public services was unsatisfactory. The company’s leadership and management and quality assurance were unsatisfactory. Equality of opportunity was satisfactory. At the end of the reinspection process, Life Skills was found to be good and all other aspects of the provision were satisfactory.

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Overall judgement

4 Health, social care & public services 3 Original Reinspection

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Overall judgement

Contributory grades: Work-based learning for young people 4 None 3

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Grades awarded

Equality of opportunity 3 Contributory grades: Leadership and management 4

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Grades awarded

© 2003 ADULT LEARNING INSPECTORATE 1 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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Grades awarded

3 Foundation programmes 2 Original Reinspection

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Grades awarded

Contributory grades: Work-based learning for young people 3 None 2

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Grades awarded

During the reinspection process, the inspection team identified the following key strengths, weaknesses and other improvements needed:

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KEY STRENGTHS

• very good internal and external communications • effective links between assessors and work placements • effective support for learners • good retention, achievement and progression rates in Life Skills

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KEY WEAKNESSES

• insufficient co-ordination of strategic planning • insufficiently effective internal verification • inadequate integration of key skills with vocational training .

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OTHER IMPROVEMENTS NEEDED

• development of a computer database on learners’ progress • better recording of learners’ support

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 2 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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THE REINSPECTION

1. Four inspectors spent a total of 13 days reinspecting North West Community Services (Training) Ltd (NWCS) in September and November 2002, followed by a final visit in February 2003. They observed and graded three learning sessions. They interviewed 19 learners during off-the-job training sessions and at their workplace. Inspectors interviewed seven employers and 15 of NWCS’s staff. Inspectors examined the self- assessment report and the development plan, which was written after the original inspection, and its updates. They also looked at a range of the company’s paperwork including the strategic plan, the quality assurance manual and 21 learners’ portfolios.

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THE REINSPECTION

Grade 1 Grade 2 Grade 3 Grade 4 Grade 7 Total Grades awarded to learning sessions at the original inspection Grade 5 Grade 6 Health, social care & public services 0 0 2 2 0 4 0 0

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THE REINSPECTION

Foundation programmes 0 0 0 1 0 1 0 0 Total 0 0 2 3 0 5 0 0

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THE REINSPECTION

Grade 1 Grade 2 Grade 3 Grade 4 Grade 7 Total Grades awarded to learning sessions at reinspection Grade 5 Grade 6 Health, social care & public services 0 0 1 1 0 2 0 0

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THE REINSPECTION

Foundation programmes 0 0 1 0 0 1 0 0 Total 0 0 2 1 0 3 0 0

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THE REINSPECTION

© 2003 ADULT LEARNING INSPECTORATE 3 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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LEADERSHIP AND MANAGEMENT Grade 3

2. The good internal and external communications noted as a strength in the original inspection has been maintained and improved. Staff and managers have regular meetings. The organisation has been restructured and there are co-ordinators for each occupational area who meet the training manager at least monthly. The co-ordinators also meet the internal verifiers for each area who, in turn, meet formally once a month with the assessors. Minutes of meetings are generally well documented and a consistent format has been developed. Action plans are produced and reviewed at the next meeting, although there are occasional omissions. There is good contact with external organisations and there are good relationships and regular contact with workplace providers. The organisation has developed a newsletter for workplace providers. NWCS is involved with a wide range of local partnerships and has good links with local

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LEADERSHIP AND MANAGEMENT Grade 3

3. Staff have regular reviews. There is now a clear and structured approach to staff review. The training manager has a monthly review with the board chairman and an action plan is drawn up which is checked at the next meeting. The training manager carries out a monthly review with the co-ordinators who, in turn, review their staff. Action plans are clear and generally set measurable targets and timescales. This was not the case at the last inspection. Staff fill out a weekly planner to ensure they are carrying out their responsibilities. The board of directors has now put a system in place which looks at the role of the board and its performance and has carried out its first review. The staff appraisal process is satisfactory, but lacks clear links to the development plan. An overall staff development plan is now in place, which is linked to the strategic plan, although the benefits to the organisation of specific staff development activities are not

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LEADERSHIP AND MANAGEMENT Grade 3

clearly identified. During the reinspection process, the inspection team identified the following strengths, weaknesses and other improvements needed:

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STRENGTHS

• very good internal and external communications • thorough staff review process • good induction on equal opportunities for learners

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WEAKNESSES

• insufficient co-ordination of strategic planning • insufficient progress in recruiting from under-represented groups

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OTHER IMPROVEMENTS NEEDED

• development of a computer database on learners’ progress

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 4 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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OTHER IMPROVEMENTS NEEDED

4. The training manager makes three-monthly reports to the board, which contain a wide range of statistical information. The management information system produces a variety of reports. A separate system has been developed for monitoring whether progress reviews have taken place. The destinations of leavers are also recorded. Learners’ progress towards their NVQs has not yet been monitored on the database, but there are good monitoring systems in each of the training rooms, so that staff and learners are fully aware of learners’ progress. The achievement of targets is discussed at the monthly staff meetings together with any actions to be taken.

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OTHER IMPROVEMENTS NEEDED

5. Strategic planning has improved since the original inspection but is still not sufficiently co-ordinated with the organisation’s development plan. Some of the objectives are vague and the plan lacks measurable targets for retention and achievement rates, for instance. There are no clear links between the strategic objectives and the organisation’s development plan. Much of the development plan focuses on the weaknesses identified in the original inspection report. Although there is a good analysis of the issues that NWCS is facing, these are not reflected in the strategic plan.

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Equality of opportunity

6. The induction process for new learners has been revised and is now good. Sessions are well structured and involve discussions where learners decide the possible actions that could be taken in various realistic scenarios. Learners are clear about the objectives and make perceptive comments. Learners remember their induction well and are able to explain the implications of equal opportunities for the workplace. The equal opportunities policies are reviewed regularly and checks are made to see that employers have policies in place.

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Equality of opportunity

7. All learners are assessed on entry for basic skills and are told about the results. Learners know whom they should approach for support and extra lessons are available each week for those in need. Learners are able to take time off from their work placements to attend these lessons. The local Connexions service arranges support for learners who require more in-depth help with literacy and numeracy. The centre has purchased a range of resources, which are aimed specifically at young learners.

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Equality of opportunity

8. There are very few men or learners from minority ethnic groups. NWCS is aware of this and the board has proposed a number of actions. These are not yet fully in place. Promotional material still lacks a statement of the organisation’s commitment to equal opportunities or images to counter gender stereotyping. Although new material is being produced, it is not yet available. Equal opportunities is a regular item at staff meetings. However, reference is sometimes superficial and does not look at the progress being made on the equal opportunities strategy. A new equal opportunities committee has been formed which includes learners. However, it is too soon to judge its effectiveness. The learners’ handbook contains a statement on equal opportunities, but the language used is not sufficiently clear for all learners.

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Contributory grade 3

© 2003 ADULT LEARNING INSPECTORATE 5 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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Quality assurance

9. NWCS has a comprehensive set of procedures to assure the quality of the training process. The organisation has made good progress in rectifying the weaknesses identified in the previous inspection and quality assurance is now satisfactory, although some systems, for example observation of the review process, are new. Staff are now regularly observed during training sessions. The observer produces a very detailed feedback report for the trainer. There is too much emphasis on the actual teaching process, rather than on whether learning has taken place. Observations of progress reviews include checks that health and safety issues and equal opportunities have been discussed with the learner and that their understanding is checked. Learners’ are asked to evaluate learning sessions, but it is not clear how these evaluations are analysed and acted on to bring about improvements. There is no system to monitor the quality of any additional

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Quality assurance

support. No analysis is carried out to monitor the retention and achievement rates of those receiving additional support.

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Quality assurance

10. Internal verification procedures are now in place and are sufficiently detailed, although there are some concerns about their effectiveness in the care programme. There are clear sampling plans in place. Internal verification procedures meet the needs of the awarding bodies and external verifiers’ reports indicate that they are satisfactory. Learners’ portfolios are now submitted regularly for assessment and internal verification.

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Quality assurance

11. NWCS has carried out a careful review of the retention issues, which had previously been a weakness in the care programme. A strategy has been devised in order to improve retention rates, but no clear targets have yet been set. A recently appointed learning support officer assesses and monitors at-risk learners. The indications are that retention rates have improved compared with the equivalent position last year, but it is too soon to measure the full impact of the new strategy.

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Good Practice

NWCS has recently set up an equal opportunities committee on which learners are represented. This will enable the organisation to get feedback directly from learners and help to emphasise the importance that the organisation attaches to equal opportunities. The learners have agreed to attend the new induction sessions on equal opportunities and give their opinions as to how the sessions could be improved. Other learners are made aware of this representation through notices on an equal opportunities display board.

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Good Practice

© 2003 ADULT LEARNING INSPECTORATE 6 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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Health, social care & public services Grade 3

Programmes inspected Number of learners Contributory grade 3 139 Work-based learning for young people

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Health, social care & public services Grade 3

12. The recruitment and induction process is thorough. Potential learners complete an application form and a written statement about why they have chosen care or childcare. All applicants are interviewed by occupational experts and are given an initial assessment. Once accepted, learners have a trial period in a work placement, to make sure that it meets the needs of the learner and the employer. Learners have thorough inductions in the centre and the workplace, which help them to understand all aspects of their learning programme and their rights and responsibilities.

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Health, social care & public services Grade 3

13. Off-the-job training is well planned. In childcare, there are detailed teaching plans for every taught session. Learners enjoy these sessions and find them helpful in developing their knowledge and understanding. Time for individual work on portfolios During the reinspection process, the inspection team identified the following strengths, weaknesses and other improvements needed:

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STRENGTHS

• thorough recruitment and induction process • well-planned off-the-job training • effective links between assessors and work placements • effective support for learners

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WEAKNESSES

• insufficiently effective internal verification • poor achievement rates • inadequate integration of key skills with vocational training • inadequate resources for care learners

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 7 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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OTHER IMPROVEMENTS NEEDED

is built into the programme. Individual tutorials enable learners to seek help when they need it. Sessions on key areas of childcare, such as child development and child observation, are repeated every six weeks, to meet the needs of learners who have started the programme at different times of the year. Daytime and evening sessions are offered, to meet the needs of employed learners and those on shift work. Employers are expected to release learners for training, and attendance is generally good. Absences are followed up promptly. However, there are instances of poor attendance for some learners. Employers receive an information pack which gives details about the training programme, so that they can link workplace activities to the theory sessions. Employers speak very highly of the training that the learners receive and of its relevance to the work they do in work placements.

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OTHER IMPROVEMENTS NEEDED

14. There are effective links between the NWCS assessors and the employers or work- based supervisors. Assessors visit the learners in the workplace each week or fortnight to plan and carry out assessments. They discuss the learners’ needs and progress with the supervisor or employer during their visits. NWCS has introduced a skill scan for employers, which identifies the practical skills learners need to gain in the workplace. Employers sign off each skill as the learner becomes competent. NWCS has encouraged employers to nominate staff to train as assessors. Currently 17 employers’ staff are working to become qualified assessors. They are beginning to assess learners, and are being well supported by the visiting assessors. They are invited to a weekly drop-in workshop for assessors. They also receive a cash incentive to assess learners. Employers have commented that since visits have become more frequent, learners are

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OTHER IMPROVEMENTS NEEDED

making better progress towards their qualification.

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OTHER IMPROVEMENTS NEEDED

15. Learners receive effective support. Progress is reviewed every three months. Work permitting, the employer or workplace supervisor is fully involved in the learners’ progress review. Progress reviews are thorough, but recording is insufficiently detailed and learners are not set specific targets. Learners who have difficulty with their work receive additional progress reviews and extra help and support. They are offered an optional half day each week in addition to the weekly off-the-job training, for support in basic skills. NWCS has negotiated individual support for a learner identified as dyslexic and dyspraxic. Most learners receive weekly visits from assessors who are flexible about visiting times to fit in with the routine of the workplace and shift patterns. Where learners are having personal difficulties, assessors are quick to offer support. However, assessors do not keep clear records of additional contact with learners.

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OTHER IMPROVEMENTS NEEDED

16. The internal verification strategy is not fully assuring the quality of assessment. No standardisation meetings are taking place to deal with the assessment issues that have been identified. Assessment practices have improved greatly since the original inspection. Assessors are observed frequently and witness testimony accounts of learners’ practice in the workplace are recorded. Learners write detailed reflective accounts. However, learners’ portfolios do not have a good quality or range of evidence to show background knowledge, particularly at NVQ level 3. For instance, there is little evidence that learners have observed children in the unit on child observation, and no evidence of writing activity plans for the unit on planning activities.

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 8 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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OTHER IMPROVEMENTS NEEDED

There is insufficient difference in depth of knowledge between level 2 and level 3.

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OTHER IMPROVEMENTS NEEDED

17. There are poor achievement rates. From 1999-2002, 21 per cent of foundation modern apprentices completed the full modern apprenticeship framework. Forty-eight per cent of advanced modern apprentices completed the full framework. For the same period, 37 per cent of NVQ learners achieved their NVQ. However, these results need to be set in context. Many learners are from disadvantaged areas of Liverpool and over a third of them are receiving additional learning support and/or social needs support. Achievement rates have improved from the original inspection where only 6 per cent of foundation modern apprentices and 7 per cent of advanced modern apprentices completed the full modern apprenticeship framework in 1999-2000. Training in key skills is still not an integral part of the learners’ training programme. Key skills workshops take place at the centre. Assignments have been designed which are appropriate for the

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OTHER IMPROVEMENTS NEEDED

occupational area. However, few learners have completed key skills units. Assessors lack confidence in assessing learners’ key skills and work-based assessors have a poor understanding of key skills.

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OTHER IMPROVEMENTS NEEDED

18. Although training resources in childcare are satisfactory, in care they are inadequate to support the learners. However, all learners are taught by professionally qualified and appropriately experienced staff. The background knowledge sessions for care have moved to a new room at NWCS which is yet to be established as a base room. Currently, it is a poorly equipped and uninteresting. There are no reference books for learners to use. Handout materials are of poor quality and do not promote or extend the learners’ knowledge and understanding. Training resources in early years care and education are adequate but are badly organised and are not up to date.

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 9 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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Foundation programmes Grade 2

Programmes inspected Number of learners Contributory grade 2 8 Work-based learning for young people

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Foundation programmes Grade 2

19. NWCS has maintained good achievement and retention rates. Progression rates into mainstream provision are also good. The support structure for learners is excellent and effective. The relationships between Life Skills staff and learners remain excellent.

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Foundation programmes Grade 2

20. Learners receive individual support from both the Life Skills and Connexions staff. When on work placement, learners are also supported by the work-placement supervisor. Supervisors are told about learners’ needs before they arrive on work placement. Most supervisors discuss the learners’ individual development plans with Life Skills staff before the learners start their work placements.

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Foundation programmes Grade 2

21. Since the original inspection, NWCS has increased the level of individual support made available for learners. Learners are supported with their learning and also receive help for personal problems. For example, staff occasionally help learners to find suitable living accommodation. A new post of learning support officer has been created to offer additional support. The learning support officer’s key objective is to increase retention rates through support. The learning support officer monitors and tackles non-attendance on learning programmes or on work placement. She also identifies, sets and monitors achievement of milestones for learners. This is recorded in the learners’ files.

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Foundation programmes Grade 2

22. Training activities are now planned on an individual basis to match learners’ needs and interests. Details of these activities are recorded in learners’ files. A range of external training specialists are now regularly contracted to provide input on various topics, such as sexual health and drugs education. They use a range of role-play and During the reinspection process, the inspection team identified the following strengths, weaknesses and other improvements needed:

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STRENGTHS

• good retention, achievement and progression rates • excellent support for learners • excellent personal tutoring for learners

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WEAKNESSES

• insufficient training resources and activities for basic skills

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WEAKNESSES

© 2003 ADULT LEARNING INSPECTORATE 10 NORTH WEST COMMUNITY SERVICES (TRAINING) LTD REINSPECTION

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WEAKNESSES

23. Life Skills staff are all now registered for a basic skills qualification. The range of learning activities across basic skills is limited and activities are not sufficiently linked to the vocational element of Life Skills provision. NWCS is investing in more training resources. There are insufficient targeted resources in basic skills and there are still too few relevant books available to learners although some expenditure is taking place to improve the situation.

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