Setting

10 February 2003

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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10 February 2003

Inspectors use a five-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas and Jobcentre Plus programmes. 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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10 February 2003

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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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

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Overall judgement

This provision will be subject to a full reinspection.

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Overall judgement

The final decision as to whether the provision is inadequate rests with the Chief Inspector of Adult Learning. A statement as to whether the provision is adequate or not is included in the summary section of the inspection report. In those cases where the overall judgement is that the provision is adequate, only those aspects of the provision which are less than satisfactory will be reinspected.

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Overall judgement

• more than one third of published grades for occupational/curriculum areas, or • leadership and management are judged to be less than satisfactory • work-based training for all people over 16 • provision in further education colleges for people aged 19 and over • provision • Adult and Community Learning • training 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

Provision will normally be deemed to be inadequate where: CANTO LIMITED

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SUMMARY

Canto Limited is a not-for-profit limited company in Northampton which offers foundation training for 16 to 24 year olds who have a variety of additional learning support needs.

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SUMMARY

The quality of provision is adequate to meet the reasonable needs of those receiving it. The quality of the foundation provision is good. The quality of leadership and management, equality of opportunity and quality assurance are satisfactory.

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Overall judgement

Foundation programmes 2 Contributory grades: Life Skills 2

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KEY STRENGTHS

• very good pastoral and training support for learners • good progress for learners towards achieving their learning aims • good individual learning support • very effective partnerships with external organisation • good training

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KEY WEAKNESSES

• poor accommodation • poor learning resources .

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GRADES

Equality of opportunity 3 Contributory grades: Leadership and management 3

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GRADES

© 2003 ADULT LEARNING INSPECTORATE 1 CANTO LIMITED

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OTHER IMPROVEMENTS NEEDED

• improved access to up-to-date information • improved planning of learning

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 2 CANTO LIMITED

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THE INSPECTION

1. A team of two inspectors spent a total of eight days with Canto Limited (Canto) in February 2003. They carried out 15 interviews with staff and interviewed 10 learners at the company, four learners at the subcontractor and one learner at the local college. The inspectors also interviewed staff at the subcontractor and examined 16 individual learning plans and six learners’ portfolios of evidence. Inspectors observed and graded 10 learning sessions and also studied a wide range of the company’s documents including the self-assessment report and action plan, which were produced in November 2002.

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THE INSPECTION

Grade 1 Grade 2 Grade 3 Grade 4 Grade 7 Total Grades awarded to learning sessions Grade 5 Grade 6 Foundation programmes 0 0 7 2 0 10 1 0 Total 0 0 7 2 0 10 1 0

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THE INSPECTION

© 2003 ADULT LEARNING INSPECTORATE 3 CANTO LIMITED

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THE PROVIDER AS A WHOLE

2. Canto is a not-for-profit limited company based in Northampton, which was founded in November 1992 to provide the employment action programme for the local chamber of commerce. Canto provides training for learners aged 16 to 24 years old with moderate to severe learning difficulties or other severe disadvantages. The training centre has facilities to support 45 learners and comprises four workshops, five teaching rooms, a warehouse, a production office and administration offices. Most learners are referred by Connexions and come from Northampton and the surrounding area. The training is funded by the Northamptonshire Learning and Skills Council (LSC) and is provided in partnership with a local college and in collaboration with a local specialist subcontractor. Canto also has contracts with the local social care and health services and provides the New Deal programme for disabled people, and work preparation as part of

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THE PROVIDER AS A WHOLE

a consortium of local training providers.

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THE PROVIDER AS A WHOLE

3. The largest sectors of employment in Northampton are retailing and distribution, and manufacturing and production. In May 2002, the unemployment rate in Northampton was 2.4 per cent, compared with the national rate of 3 per cent. According to the 1991 census, the proportion of people from minority ethnic groups is 4.8 per cent, compared with 6.2 per cent nationally. In 2001, the proportion of school leavers in Northampton achieving five or more general certificates of secondary education (GCSEs) was 41 per cent, compared with 47.9 per cent nationally.

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Life Skills

4. Foundation learners benefit from good training, good individual learning support, and very good pastoral support. Learners are encouraged to stay in training and achieve their learning aims, and they make good progress. They are able to express their concerns and these are dealt with quickly and effectively. However, the accommodation at Canto is poor and the learning resources at the training centre are inadequate.

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Life Skills

© 2003 ADULT LEARNING INSPECTORATE 4 CANTO LIMITED

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LEADERSHIP AND MANAGEMENT Grade 3

6. Canto has particularly good formal internal communications. The company has effective management meetings, which are held every two weeks and involve all staff. The meetings have a formal agenda, the minutes are well recorded and circulated to all staff, and actions are detailed and followed up effectively. The vision and purpose of the organisation are well understood by all staff. Informal communication is strong, and staff demonstrate a good team spirit. Informal staff meetings take place whenever it is necessary to discuss specific issues. For example, additional meetings were held to 5. Canto is a not-for-profit company and is recognised locally as having charitable intent although it is not registered as a charity. The project director, who is one of two company directors, runs the company. There are six full-time staff and four part-time staff. Canto is contracted to Northamptonshire LSC to provide a Life Skills programme

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LEADERSHIP AND MANAGEMENT Grade 3

for young people aged between 16 to 24. In July 2000, Canto started a pilot programme for learners with autism and, in April 2001, expanded the learning programme to include learners with moderate to severe learning difficulties. A programme manager and five staff co-ordinate training, which is provided by Canto, a local college, and a local subcontractor. Since April 1999, Canto has provided support to learners on a work-preparation programme and New Deal for disabled people, as part of a consortium of local training providers. Canto also provides support to the social services programme which prepares learners for either employment or training. The company completed its first self-assessment report in February 1998 and produced its most recent report in November 2002. Canto has both an equality of opportunity policy and a quality assurance process. Although Canto offers limited literacy, numeracy

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LEADERSHIP AND MANAGEMENT Grade 3

and language support, learners can attend a local college for literacy and numeracy classes in which externally accredited qualifications are available.

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STRENGTHS

• particularly good internal communications • very effective management of the subcontractor • very good pastoral support for learners • thorough self-assessment and development process

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WEAKNESSES

• poor accommodation • inadequate equality of opportunity procedures • incomplete quality assurance system

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OTHER IMPROVEMENTS NEEDED

• improved access to up-to-date information

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 5 CANTO LIMITED

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OTHER IMPROVEMENTS NEEDED

develop the self-assessment report. Staff and learners hold weekly events to celebrate success by announcing achievements and presenting certificates. Learners enjoy and value these meetings, which the company also uses to reinforce health and safety, behaviour and other issues. Learners are represented on a well-established committee, which discusses housekeeping and maintenance, as well as training and related issues. The committee’s recommendations are acted on and followed up at the next meeting. Internal communication is recognised as a strength in the self-assessment report.

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OTHER IMPROVEMENTS NEEDED

7. Management of the subcontractor is very effective, with well-recorded, comprehensive and effective monthly management meetings. Both parties demonstrate mutual trust, which is strengthened by close contacts, regular visits and clear communication. The subcontractor uses Canto’s review procedures and paperwork. Canto also has a partnership arrangement with the local college of further education, which provides learners with access to additional basic skills support.

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OTHER IMPROVEMENTS NEEDED

8. There are annual staff appraisals and the appraisal process is satisfactory. Staff training and development needs are identified initially through self-assessment and then through discussion with the project director. Staff development is linked to the business development plan and funds are available for staff to receive external training. The management information system is adequate and comprises both manual and computer- based recording systems. For example, the recording of attendance is through a clock-in system and signing-in sheets held by tutors. The information is then transferred to a database for the calculation of invoices. Learners’ information is also held on a computer database.

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OTHER IMPROVEMENTS NEEDED

9. The accommodation at Canto is poor and the building is in poor decorative order. For example, ceiling damage from a leaking roof has not been repaired and in one working area the wooden floor is bare, rough and uneven. The facilities for people with restricted mobility on the ground floor, although recently improved, are still unsatisfactory. Many of the learners interviewed commented on the poor condition of the accommodation. The necessity for improvements to the accommodation is recognised in the self-assessment report.

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OTHER IMPROVEMENTS NEEDED

10. The project director has good contacts with a range of local organisations and has access to information from the networks of local training providers. There are few links with organisations which provide primary sources of information.

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 6 CANTO LIMITED

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Equality of opportunity

11. Canto provides learners with very good pastoral support. Staff understand the learners and are fully committed to their training and welfare. The learners fully understand how they should be treated and how they should treat others. This is explained at their induction and reinforced throughout the learning programme. The process for dealing with complaints and harassment is simple, and is used by the learners. Staff take quick and effective action to deal with any problems. Learners feel respected and valued and that they are listened to through informal contact with staff, formal progress reviews, and through the committee. The company’s management also supports staff, informally and through quarterly formal counselling sessions. Three of Canto’s staff were previously learners on the company’s learning programmes and a further three were employed following a period as volunteer helpers.

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Equality of opportunity

12. The equality of opportunity procedures are inadequate. The analysis of information on under-represented groups is insufficient and there are no plans to increase their participation. Staff training to raise awareness of the wider equality of opportunity issues is inadequate, as is the coverage of equality of opportunity in staff induction. The system for checking the practice of equality of opportunity in the company, its subcontractor, or in potential work placements, is inadequate. Canto does not have a procedure covering equality of opportunity in recruitment. Police checks have not yet been carried out on staff, although all staff have completed self-declarations of criminal records. There is a comprehensive health and safety check on potential work placements, but there is no corresponding procedure for equality of opportunity. The company does not have hearing loops to help learners with auditory impairment, but it has recruited a volunteer

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Equality of opportunity

with British Sign Language qualifications. The improvement required in equality of opportunity procedures is recognised in Canto’s self-assessment report.

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Contributory grade 3

© 2003 ADULT LEARNING INSPECTORATE 7 CANTO LIMITED

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Quality assurance

13. The self-assessment process and development planning is thorough. The local LSC has provided consultancy support and Canto’s staff have attended its self-assessment seminars. All relevant staff have been involved in the formulation of the report and action plans. The development plan clearly identifies most of the company’s strengths and weaknesses, but does not adequately identify the weaknesses in learning resources and initial assessment. The development plan is used as a business planning tool. Actions and their achievement are monitored effectively through a quality assurance action diary, where each action is detailed on a separate planning sheet. Progress is recorded, monitored in management meetings and, when completed, signed by the project director.

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Quality assurance

14. The quality assurance system is incomplete. Until recently, Canto relied on informal systems, through close staff working and good learners’ progress reviews. The company has new procedures to cover the main areas of the management and provision of training, but not for equality of opportunity, health and safety, or administration. The system used to check the effectiveness of, and adherence to, the procedures is inadequate. Observation, monitoring and evaluation of training is insufficient, as is the analysis of performance data. Canto recognises the need to improve quality assurance in its self-assessment report.

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Good Practice

A specialist interpreter was arranged for the arrival of a learner who had little understanding of English and this service was used again for progress reviews and at other times.

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Poor Practice

The consumables in the toilet facilities are replaced intermittently and only following learners’ requests. The toilets were without basic requirements on several occasions during the inspection.

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Poor Practice

© 2003 ADULT LEARNING INSPECTORATE 8 CANTO LIMITED

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Foundation programmes Grade 2

15. Canto runs its Life Skills learning programme from its training centre in Northampton. Learners are aged between 16 and 24 years and are all referred by Connexions. The learning programme has been in operation since July 2000 and was originally intended for young people with autism. Recruitment now includes learners with a variety of additional learning support needs. There are 24 learners in training, of whom seven are women and 17 are men. Learners must attend for at least 16 hours each week, but most attend for 31.5 hours each week for 52 weeks or more. Learners receive a full training allowance, provided that their attendance is regular and they maintain effort. The learning programme is divided into three parts, the first of which supports learners who are assessed as having significant additional learning needs. The second part consists of the training modules and the final stage includes intensive work

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Foundation programmes Grade 2

skills and careers guidance. Learners are assessed on entry and an individual learning plan is drawn up, which identifies achievement targets. The balance of the programme is at the discretion of the programme manager, based on initial assessment, the learners’ progress review and individual needs. The main areas of learning include confidence-building, social skills, personal development, information and computer technology, money management and work experience. Canto subcontracts some of the training provision to a local charity experienced in providing training to learners with learning difficulties. Canto offers limited literacy, numeracy and language support and nine of its learners attend a local college for literacy and numeracy classes, in which externally accredited qualifications are available. The learning programme is run by the programme director and manager. There are four other full-time staff, two part-time

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Foundation programmes Grade 2

support workers, a part-time administrator and five volunteers. Learners are divided into teams of up to five, which cover each module of the learning programme in turn. Learners can attend a weekly individual support session. Learners’ progress reviews are regular and include parents, carers, a Connexions adviser and other agencies that are involved in the learners’ lives. The results of progress reviews are then recorded in their individual learning plans. Programmes inspected Number of learners Contributory grade 2 24 Life Skills

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Foundation programmes Grade 2

© 2003 ADULT LEARNING INSPECTORATE 9 CANTO LIMITED

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STRENGTHS

• good progress for learners towards achieving their learning aims • good individual learning support • very effective partnerships with external organisations • good training

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WEAKNESSES

• poor learning resources • inadequate initial assessment

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OTHER IMPROVEMENTS NEEDED

• improved planning of learning • better target-setting within milestones The following table shows the achievement and retention rates available up to the time of the inspection.

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OTHER IMPROVEMENTS NEEDED

% % % % Life Skills 2002-03 2001-02 2000-01 No. No. No. Work-based learning for young people

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OTHER IMPROVEMENTS NEEDED

1999-2000 No. No. % No. % No. % No. % 15 15 4 Number of starts 0 4 4 100 Retained* 0 1 3 75 Successfully completed 15 9 0 0 Still in learning *retained learners are those who have stayed in learning for at least the planned duration of their training programmes, or have successfully completed their programme within the time allowed

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OTHER IMPROVEMENTS NEEDED

16. Learners make good progress through the three stages of the learning programme at a pace which challenges them. This is recognised in the self-assessment report. Targets in their learning plans set realistic goals for achievement which they understand. Canto celebrates the achievement of targets by awarding certificates, which are kept in learners’ files. Although achievement targets are set, these are not sufficiently short-term or individually planned. Module planning does not adequately identify learning outcomes or recognise the amount of progress which learners might achieve. Learners

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 10 CANTO LIMITED

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OTHER IMPROVEMENTS NEEDED

move to a subcontractor as soon as they have met the agreed targets in the first stage of the learning programme and have gained sufficient self-confidence to participate in a more challenging environment. Thirty-five per cent of learners who left training gained employment over the first two years of the learning programme, which is high given the difficulty of entry into the employment market for young people with learning difficulties. Learners who return to Canto for the third stage of the programme join the adult workskills programme and also receive relevant careers guidance and carry out jobsearch activity.

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OTHER IMPROVEMENTS NEEDED

17. Learners receive good individual support to help them stay in training. This is recognised in the self-assessment report. A support worker with counselling skills offers individual sessions to learners, to help them resolve problems that affect their lives. Support workers and volunteers work effectively alongside staff to help the learners achieve their learning aims throughout the learning programme. Learners are divided into small teams to ensure a high level of individual support from staff, and partner organisations provide specialist support. For example, one learner was supported by a worker from another organisation who had specialist knowledge of autism. The review process is thorough in providing individual support. Information is shared and strategies to support learners are developed by people from the key areas of their lives, including parents and carers.

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OTHER IMPROVEMENTS NEEDED

18. Partnerships with other providers and agencies are very effective. The Connexions service values the programme as it is designed for young people who are not able to access other learning or training available in the area. The review process includes a Connexions personal adviser who is able to provide both additional information and careers guidance. A charity provides advice and staff training to raise awareness of autism and the company places learners with a subcontractor that specialises in training people with learning difficulties. To avoid duplication, staff from Canto and the subcontractor plan project modules together. Canto assesses learners’ work from the subcontractor to ensure consistency of assessment procedures. The subcontractor offers a variety of work experiences, including catering, woodwork, ceramics, office skills, horticulture and packaging. Learners are excited and inspired by this second stage

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OTHER IMPROVEMENTS NEEDED

of the learning programme. Two learners have identified a possible career path while attending training at the subcontractor. Canto has also recently negotiated literacy and numeracy classes for learners at a further education college within walking distance of its premises, where learners are able to improve their skills and gain entry-level qualifications. Contracts with companies provide real work experience for learners who are made aware of deadlines and production targets.

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OTHER IMPROVEMENTS NEEDED

19. The training is good. Learners value their training and the confidence they gain from the workskills programme. For example, a learner was proud of learning to count up to thirty in units of five as a result of packing toy components. Support workers note any lack of numeracy skills on an evaluation sheet to inform the learning programme manager, who includes it in the learner’s review. Tasks are also allocated in the workshop that build on numeracy skills. The subcontractor provides a wide variety of valuable training opportunities with some accreditation for learners. Learners’

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OTHER IMPROVEMENTS NEEDED

© 2003 ADULT LEARNING INSPECTORATE 11 CANTO LIMITED

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OTHER IMPROVEMENTS NEEDED

20. Learning resources are poor. The self-assessment report recognises this as a weakness. Canto does not have the specialist equipment needed to support the learners. For example, there are no colour overlays for learners with dyslexia, or hearing loops for learners with an auditory impairment. There is no audit of learning materials for readability and handouts are given to all learners without adaptation to their reading ages. Some learners do not understand these adequately. Many resources are out of date, for example an assignment for a literacy qualification which is no longer valid was on the shelf in a teaching room. Many resources are children’s games and toys, which are inappropriate in a setting for young people. Canto’s computers are old and the software in workplace settings is out of date. Internet access is limited to one computer and there is no specialist software to support the development of literacy and

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OTHER IMPROVEMENTS NEEDED

numeracy. The range of teaching and learning styles on offer to learners is limited. Staff use few audiovisual aids and although some photographs of learners are on display, there are no cameras for learners to use or videotapes to watch. In a numeracy class there was one calculator, which belonged to the tutor, and learners had to count on their fingers. Many of the learners interviewed complained about the lack of resources at Canto.

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OTHER IMPROVEMENTS NEEDED

21. Initial assessment is inadequate. This was not recognised as a weakness in the self- assessment report. There is no diagnostic testing of learners to establish their individual learning needs. When a literacy or numeracy test is carried out, the results are not transferred to the individual learning plan. There is poor communication of initial assessment information to teaching staff.

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Good Practice

Experts in autism attended a learner’s progress review to advise on strategies to manage the learner’s behaviour and enable the learner to stay on the learning programme.

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