Setting

27 June 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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27 June 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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27 June 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 learning 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. 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, • leadership and management are judged to be less than satisfactory. • work-based learning 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:

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INSPECTION REPORT

Text5: Michael John Training (Liverpool)

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Contents

Description of the provider 1 Scope of provision 1 About the inspection 2 Overall judgement 2 Grades 2 Key findings 2 What learners like about Michael John Training (Liverpool) 8 What learners think Michael John Training (Liverpool) could improve Key challenges for Michael John Training (Liverpool) 9

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Contents

Leadership and management 10 Equality of opportunity 12 Quality assurance 13 Hairdressing & beauty therapy 15 MICHAEL JOHN TRAINING (LIVERPOOL)

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DESCRIPTION OF THE PROVIDER

1. Michael John Training (Liverpool) is a private training provider which was established in 1978 to offer training in hairdressing. Following expansion in 1999 the company relocated to premises in the centre of Liverpool. Two other training centres in Southport and Liverpool Old Swan were opened, but the Southport centre was closed in March 2003. Michael John Training (MJT) now offers both hairdressing and beauty therapy training programmes which are funded by Greater Merseyside Learning and Skills Council (LSC).

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DESCRIPTION OF THE PROVIDER

2. There are two partners who have separate director roles. One takes responsibility for financial control, employer liaison and premises management, the other concentrates on business planning, recruitment, salaries and external networks. The board comprises these two and the chief executive. The chief executive has overall responsibility for day- to-day operations, with particular reference to equal opportunities and quality assurance, staff training, development, appraisal and performance review. There are 21 other staff. These include: a business manager, office manager, programme manager who is the lead internal verifier, five programme co-ordinators, five trainer/assessors, six practical trainer/assessors, a full-time work-placement officer and two administrative assistants.

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DESCRIPTION OF THE PROVIDER

3. Liverpool has a long history as a manufacturing city and seaport. Since the late 1960s these assets have been in decline. The city is now recognised as a designated area in need of regeneration, owing to high levels of economic and social deprivation. Unemployment rates are high, at 6.9 per cent, compared with the national average of 2.7 per cent. The percentage of long-term unemployed is also higher than the national average with 25.2 per cent of Liverpool claimants having been unemployed for more than one year, compared with a national figure of 15.07 per cent. The proportion of minority ethnic groups in the national population is 6.2 per cent, but in the Liverpool area the proportion is 3.8 per cent. In 2001, the proportion of school leavers gaining five or more general certificates of secondary education (GCSEs) at grade C or above was 37.5 per cent. This compares with a national average of 47.9. Over half of MJT’s learners, 54

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DESCRIPTION OF THE PROVIDER

per cent, have additional learning or social needs.

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Hairdressing & beauty therapy

4. There are 224 learners on hairdressing and beauty therapy training programmes. Eighty-three are following NVQ programmes at level 1 or level 2. One-hundred and fourteen are following foundation modern apprenticeships in hairdressing and 27 are working towards advanced modern apprenticeships. Six of these are beauty therapists. Fifty-four per cent of MJT’s learners are identified as having additional learning and/or social needs. All of the advanced modern apprentices are employed in local hair or beauty salons and all other learners receive a training allowance. Learners are in

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Hairdressing & beauty therapy

© 2003 ADULT LEARNING INSPECTORATE 1 MICHAEL JOHN TRAINING (LIVERPOOL)

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Hairdressing & beauty therapy

employment or work placement in the Liverpool area. Off-the-job training is provided at MJT’s training centre in the city centre. All modern apprentices attend the centre for one day each week for practical and background knowledge training in hairdressing or beauty therapy. NVQ beauty therapy learners attend the training centre for two or three days each week. Some of these learners are in work placements.

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OVERALL JUDGEMENT

5. The quality of the provision is adequate to meet the reasonable needs of those receiving it. More specifically, MJT’s leadership and management are good. Its provision for equality of opportunity and quality assurance is good. The quality of work-based learning in hairdressing and beauty therapy is satisfactory.

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ABOUT THE INSPECTION

Number of inspectors 3 Number of inspection days 12 Number of learner interviews 30 Number of staff interviews 33 Number of employer interviews 9 Number of locations/sites/learning centres visited 1 Number of visits 13

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GRADES

grade 1= outstanding, grade 2 = good, grade 3 = satisfactory, grade 4 = unsatisfactory, grade 5 = very weak

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GRADES

Leadership and management 2 Contributory grades: Equality of opportunity 2 Quality assurance 2

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GRADES

Hairdressing & beauty therapy 3 Contributory grades: Work-based learning for young people 3

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Achievement and standards

6. Despite evidence of poor retention in the past, retention rates for the current year and those still in learning show a good improvement. For example, 96 per cent of foundation modern apprentices who started in 2002 are still in learning. Learners

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Achievement and standards

© 2003 ADULT LEARNING INSPECTORATE 2 MICHAEL JOHN TRAINING (LIVERPOOL)

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Achievement and standards

acquire satisfactory practical skills and develop their confidence and personal skills. NVQ learners in beauty therapy, in particular, produce written work of a very good standard. The quality of portfolios is high, although over 50 per cent of learners have additional learning needs. Some learners produce standards of work that extend beyond the qualification requirements.

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Achievement and standards

7. Completion rates for modern apprenticeship frameworks are poor. Progress is slow and many learners have not completed the framework within the agreed timescales. Of the 153 modern apprentices who started their apprenticeships in 2000, only 25 per cent completed the framework. For learners on NVQ programmes between 1999 and 2001, only 30 per cent did so. Managers have taken steps to resolve problems with poor achievement. A reward scheme for learners who achieve unit accreditation has motivated learners to complete units more quickly. After three units there is a bronze badge in the shape of scissors, six earn a silver badge, and nine, a gold. The achievement of units is now much better, but it is too soon for these measures to be reflected in full framework completion.

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Achievement and standards

8. No unsatisfactory teaching was observed. Most of the learning sessions observed were good.

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Achievement and standards

9. Trainers provide good coaching in hairdressing. They are skilled at providing clear instructions and suggesting different approaches. The ratio of learners to trainers is good. Trainers are knowledgeable in their subject and background knowledge training is good. Off-the-job training is well planned. Schemes of work are comprehensive and cover all aspects of the learning process. The work is well paced. There are now strong links between vocational and key skills training. Learners are encouraged to participate fully and are motivated to attend and enjoy the sessions.

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Achievement and standards

10. Learning materials are of a good quality. Handouts are all checked for accuracy, content and quality of information. They enable learners to remember key points. The hairdressing salon is a satisfactory learning environment, fitted out to a good professional standard. The range of products for learners to use is appropriate, but there are few examples of promotional posters or display items in any of the training rooms. The beauty therapy salon is small. There are not always enough couches for all learners to practise at the same time. The range of beauty retail products is limited and insufficient effort has been made to help learners practise professional recommendation of products.

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Achievement and standards

11. Managers have taken steps to ensure that key skills training is fully integrated into vocational training for all learners from the start of the learning programme. This resolves the recognised problems of slow progress and completion of the modern apprenticeship

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Quality of education and training

Grade 1 Grade 2 Grade 3 Grade 4 Grade 7 Total Grades awarded to learning sessions Grade 5 Grade 6 Hairdressing & beauty therapy 0 0 4 2 0 6 0 0 Total 0 0 4 2 0 6 0 0

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Quality of education and training

© 2003 ADULT LEARNING INSPECTORATE 3 MICHAEL JOHN TRAINING (LIVERPOOL)

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Quality of education and training

framework. Some learners did not start working for key skills units until they had been on programme for a year. Some only became aware of key skills towards the end of their modern apprenticeship. All lesson plans now indicate how key skills training will be included and managed alongside vocational areas.

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Quality of education and training

12. Work placements are good. They provide learners with good opportunities for learning. A wide range of salons enable learners to work in high-fashion city centre salons, small suburban establishments, or barber shops. MJT takes note of learners’ specific requirements before finding work placements. However, some beauty therapy work placements do not offer a comprehensive enough range of treatments to fulfil the requirements of the qualification.

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Quality of education and training

13. Induction arrangements include the assessment of learners’ literacy and numeracy skills. Most learners’ support needs are appropriately identified. Lesson plans require staff to note how learners with additional needs will be helped in their training sessions. Support is given either on an individual or group basis. This helps learners in achieving their NVQs. Records are kept of additional support. There is insufficient training to enable learners to improve their literacy and numeracy skills beyond the immediate needs of the qualification. There is no system to accurately detail what specific support has been given and how this has helped to improve standards. A new learner support suite has been created, but at the time of inspection, had not been used for the purpose. No member of staff has a specialist qualification for teaching adults literacy or numeracy, beyond the minimum introduction to initial assessment.

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Quality of education and training

14. Assessment practices are satisfactory. There is helpful feedback, and assessment records are up to date. However, there is insufficient co-ordination of on- and off-the-job training. Employers and supervisors receive copies of the scheme of work which learners will complete at the training centre, but the training that takes place in the salons does not routinely complement this. MJT identified that this area required improvement in the self-assessment report. There are no work-based assessors. Assessment in the workplace is not widely available to learners, although it has recently been offered to a few. Everyday work experience is not used in assessments in the workplace. Not all employers and learners clearly understand the modern apprenticeship framework or the learners’ programme.

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Leadership and management

15. MJT manages the day-to-day training operations in hairdressing and beauty therapy well. Operational and strategic planning is good. Clear strategic objectives have timescales, measurable outcomes, identified responsible persons, and are effectively communicated to staff. Staff understand the long-term goals and their own part in achieving them. Senior managers have recently taken significant steps to improve the quality of training and retention and achievement rates. All staff have been involved in this process.

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Leadership and management

16. Internal communications are good. Communication on an informal basis occurs throughout the working day. More formal meetings and group work enable detailed

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Leadership and management

© 2003 ADULT LEARNING INSPECTORATE 4 MICHAEL JOHN TRAINING (LIVERPOOL)

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Leadership and management

discussions and the development of training programmes. Managers involve staff in the self-assessment and development plans which follow. There is particularly good teamwork which ensures that all staff are well informed of all procedures and developments. Staff work together in small teams and across areas of responsibility to share good practice.

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Leadership and management

17. Staff receive effective appraisals and development opportunities. Thorough inductions and a three-month probationary period are followed by annual appraisal and quarterly reviews of individual performance targets which are linked clearly to quality assurance arrangements. Improvement measures are implemented at once when targets are not reached.

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Leadership and management

18. Equality of opportunity provision is good. The equal opportunities policy has clearly defined aims which, generally, the company has achieved. There are good initiatives to promote equal opportunities and attract learners from under-represented groups. Men have been attracted to learning through the introduction of barbering courses. MJT have made significant attempts to attract learners from minority ethnic groups by attending careers events, local schools with high proportions of minority ethnic learners, and offering bite-size courses. Marketing literature, effectively promotes cultural diversity and reflects the composition of the local minority ethnic population. MJT has developed a very effective project involving investigation and discussion of a range of equal opportunities issues, including Liverpool’s involvement in the slave trade, women’s rights and social inclusion. Progress reviews do not re-emphasise equal opportunities issues

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Leadership and management

19. Over half of MJT’s learners have additional learning and/or social needs. In the past year, two hearing-impaired learners have been successfully supported by MJT. One has been given a full-time employment contract and the other has achieved an NVQ at level 1 in hairdressing. Trainers have made good use of teaching strategies, including assistive technology, to ensure that neither learner has felt disadvantaged.

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Leadership and management

20. Quality assurance arrangements are good. There is a comprehensive quality assurance system with clear policies and procedures. This ensures that staff work to a consistent and established system. Ten per cent of the provision is audited monthly. Audit reports are summarised and the information is supplied to senior managers quarterly. These plans inform the six-monthly reviews.

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Leadership and management

21. Internal verification is thorough, well-planned, and wide-ranging. It includes observations of training, assessment of the quality of portfolios, assessment decisions, progress reviews, classroom management and discipline and standards of professionalism in training rooms. Staff receive comprehensive written feedback on required improvements. The frequency of verification and sampling has been increased to significantly improve the quality of portfolios. However, there has been a decline in emphasis on the internal verification of on-the-job assessment.

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Leadership and management

22. There is a thorough system for evaluating customer satisfaction. Surveys are regularly carried out and analysed, and the progress on any recommendations is

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Leadership and management

© 2003 ADULT LEARNING INSPECTORATE 5 MICHAEL JOHN TRAINING (LIVERPOOL)

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Strengths

The following strengths and weaknesses were identified during this inspection:

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Leadership and management

good strategic and operational management ! good internal communications ! good teamwork ! effective staff appraisal and development ! good initiatives to attract learners from under-represented groups ! active promotion of cultural diversity ! good support for hearing-impaired learners ! good promotion of equality of opportunity ! effective quality assurance arrangements !

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Weaknesses

poor management information system ! incomplete support arrangements for learners’ literacy, numeracy and language needs ! insufficient emphasis on equality of opportunity in learners’ progress reviews ! poor target-setting in the company’s development plan ! monitored through the minutes of staff meetings. Surveys have led to some improvements. In response to one survey, staff had three days’ inset training in how to help learners with additional literacy or numeracy needs. MJT has made a significant effort to introduce support for basic skills needs, including a dedicated learning suite and promotion of the support facilities to staff and learners. However, support arrangements

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new premises are not currently in use. Staff do not have specialist qualifications beyond

23. MJT has poor systems for collecting, analysing and using data to inform management planning. Data are collected and analysed, targets are set for improvements, and the information is shared with all staff. However, the calculation of retention and achievement rates is inaccurate and misleading. The data supplied for the inspection were based on an inaccurate collection system. They do not routinely gather information about learner intakes. Instead, the data detail those who join programmes on a roll-on/roll-off basis and those who leave with a qualification. The figures do not take all early leavers into account. Targets set for staff performance are based on percentages of learners in groups and do not take into account the sizes of groups, which may vary considerably. The company development plan includes targets which are not based on figures from which improvements can be measured.

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new premises are not currently in use. Staff do not have specialist qualifications beyond

© 2003 ADULT LEARNING INSPECTORATE 6 MICHAEL JOHN TRAINING (LIVERPOOL)

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Strengths

very good standard of written work in beauty therapy ! good background knowledge training ! effective individual coaching in practical hairdressing sessions ! very good quality learning materials ! good work placements ! well-planned off-the-job training ! effective pastoral support for learners !

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Weaknesses

poor achievement rate for qualifications ! slow progress towards achievement of qualification by learners ! delayed introduction of key skills training for some learners ! insufficient co-ordination of on- and off-the-job training ! weak support for learners with literacy , numeracy and language needs ! poor understanding of programmes by learners and employers !

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Weaknesses

© 2003 ADULT LEARNING INSPECTORATE 7 MICHAEL JOHN TRAINING (LIVERPOOL)

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(LIVERPOOL):

helpful, supportive staff ! good background knowledge sessions ! friendly trainers ! the atmosphere of college ! meeting other learners during off-the-job training ! the fact that trainers do not shout at them ! that they are treated like adults and with respect !

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(LIVERPOOL) COULD IMPROVE:

the facilities to have a break and smoke when it is raining ! its organisation, passing messages on ! individual attention in practical sessions: classes are too large ! the number of models in practical hairdressing ! continuity in staffing ! the number of products to work with, for example small hand tools and styling products !

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(LIVERPOOL) COULD IMPROVE:

© 2003 ADULT LEARNING INSPECTORATE 8 MICHAEL JOHN TRAINING (LIVERPOOL)

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KEY CHALLENGES FOR MICHAEL JOHN TRAINING (LIVERPOOL):

improve poor management information systems ! support learners’ literacy, numeracy and language needs more quickly ! strengthen partnership arrangements with employers ! more effective emphasis on equality of opportunity in learners’ progress reviews ! improve learners’ achievement through effective target-setting !

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KEY CHALLENGES FOR MICHAEL JOHN TRAINING (LIVERPOOL):

© 2003 ADULT LEARNING INSPECTORATE 9 MICHAEL JOHN TRAINING (LIVERPOOL)

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LEADERSHIP AND MANAGEMENT Grade 2

The following strengths and weaknesses were identified during this inspection:

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Strengths

good strategic and operational management ! good internal communications ! good teamwork ! effective staff appraisal and development ! good initiatives to attract learners from under-represented groups ! active promotion of cultural diversity ! good support for hearing-impaired learners ! good promotion of equality of opportunity ! effective quality assurance arrangements !

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Weaknesses

poor management information system ! incomplete support arrangements for learners’ literacy, numeracy and language needs ! insufficient emphasis on equality of opportunity in learners’ progress reviews ! poor target-setting in the company’s development plan !

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Weaknesses

24. MJT has a detailed business and strategic plan. It is linked to an effective marketing strategy which identifies target groups, measures to be taken, and the desired outcomes. It is reviewed by senior managers every six months. The plan is prioritised and costed, with clear timescales. Managers have taken appropriate steps to rectify recognised weaknesses in achievement and retention rates. Recent management decisions linked to the plan required some staff to relocate to other premises and to change work patterns. These changes were well-managed.

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Weaknesses

25. Managers at MJT have an open, consultative management style. They welcome comment and respond to suggestions, such as adopting the badging scheme for unit achievement. Roles and responsibilities are clearly communicated. Staff know how their contribution influences management strategies and business planning. Informal communications are good. Staff also have the director’s home and mobile phone number for out-of-hours contact. Formal meetings, with agenda, minutes and actions allow detailed discussions about all aspects of training and the planning of programmes. A published newsletter every two months provides information about new developments and the latest achievement rates.

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Weaknesses

26. All MJT staff work particularly well together. There is a strong team spirit. A significant number of learners have a variety of barriers to learning which require a wide

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Weaknesses

© 2003 ADULT LEARNING INSPECTORATE 10 MICHAEL JOHN TRAINING (LIVERPOOL)

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Weaknesses

resource base, resilience and flexibility from the staff. Teamwork enables strategies and good practice to be shared. Trainers work together to support individual learners who are having difficulties. Managers are accessible to assist staff with training problems, advise on alternative strategies and offer support when it is required.

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Weaknesses

27. MJT gives staff training and development a high priority. All new staff receive a thorough induction. This is followed by a three-month probationary period, during which there is extensive job-shadowing and observation of performance. Existing staff have annual appraisals with clear developmental and performance targets, linked to business and corporate planning. These are reviewed thoroughly every three months, followed by comprehensive action-planning. Managers have invested heavily in staff training to meet new developments in supporting learners’ additional literacy, numeracy and language needs.

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Weaknesses

28. Resources are managed satisfactorily. Staff are occupationally competent, and there is a good learner to trainer ratio. Some training sessions use two trainers to allow additional support to be provided. MJT has some good teaching accommodation and is developing the learning suite for all learners to improve their literacy, numeracy, language or information technology (IT) skills. There are relevant vocational books, but there are no graded readers at appropriate levels to encourage those learners with reading difficulties to read for pleasure. The learning suite was not operational at the time of inspection. The beauty therapy salon is located at the rear of the building in a cramped room which does not allow all learners to use couches at the same time. This room has no natural light.

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Weaknesses

29. Managers at MJT have recognised the need for more efficient data collection. However, at the time of inspection there is no identified system for the collection and analysis of data to replace the one which senior staff have already acknowledged is inadequate. Inspectors have had difficulty in obtaining accurate data with which to establish judgements. MJT has not routinely been collecting or analysing data by intake to support an analysis of trends over time. The actual process for identifying learners’ achievement and retention rates is inaccurate, though data are collected and analysed in order to help set staff performance targets.

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Weaknesses

30. MJT has an open-door policy for learners, many of whom have additional learning or social needs. Managers recognise the importance of developing an effective support strategy for learners who have literacy, numeracy and language needs. They have made a significant start by creating an attractive learning support suite, which is ready to be opened, recruiting staff to manage and deliver the necessary support, and promoting it to learners and staff. This valuable initiative is in a very early stage of its development and has not yet had any effect on learner support. Staff have not completed the necessary training. At the time of inspection, no member of staff had an appropriate qualification for teaching adult literacy or numeracy.

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Weaknesses

© 2003 ADULT LEARNING INSPECTORATE 11 MICHAEL JOHN TRAINING (LIVERPOOL)

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Equality of opportunity Contributory grade 2

31. MJT has good initiatives to attract learners from under-represented groups. The company has made significant attempts to encourage learners from nearby Afro- Caribbean and Chinese communities to participate in training. A short course for adult Chinese women was successfully provided in the training centre. MJT has developed links with the Afro-Caribbean community through attending careers events in the community centre and by giving careers talks in three local schools with high proportions of minority ethnic pupils. Afro-Caribbean hair styling is one of the available options to MJT learners.

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Equality of opportunity Contributory grade 2

32. Men have been attracted into hairdressing through a training programme for barbers. There are currently five men on this programme. A director gives careers talks in local schools and has actively promoted the barbering course in three boys schools. MJT monitors learners by gender, race, and disability, and sets targets for improvements to recruitment. The equal opportunities policy makes reference to the equal opportunity acts of parliament, but it does not make reference to the ’Race Relations Act 2001’. Complaints and harassment procedures are clear and the system is effective.

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Equality of opportunity Contributory grade 2

33. MJT actively promotes cultural diversity in its marketing literature. A learner from an Asian ethnic background won the UK hairdressing student of the year award in 2002. MJT has successfully promoted her success and the company’s image of cultural diversity in a poster campaign and through press advertising. MJT was featured on the front of a hairdressing trade journal in 2000, again using a learner from a similar background. Images on the covers of MJT’s promotional literature features learners from the three main cultures in the area, white, Afro-Caribbean and Chinese. The main headings on this literature are in English and Chinese.

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Equality of opportunity Contributory grade 2

34. During the past year MJT has effectively supported two hearing-impaired learners One learner is studying for an NVQ at level 2 in beauty therapy. A second hearing- impaired learner, has recently successfully completed her NVQ at level 1 in hairdressing. Access to premises for people with mobility problems is satisfactory.

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Equality of opportunity Contributory grade 2

35. MJT’s staff have developed an effective project to promote equality of opportunity. A trainer took learners to a permanent exhibition in Liverpool, which explained the importance of equal opportunities issues. This visit was in response to the learners demonstrating a poor understanding of this subject. Learners are helped to debate the issues of race, women’s rights and social inclusion and to reach a better understanding of equal opportunities. All new beauty therapy learners and many new hairdressing learners now take part in similar projects. Each trainer develops the project further.

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Equality of opportunity Contributory grade 2

36. Learners’ progress reviews do not emphasise equality of opportunity sufficiently. Staff have not received sufficient training to monitor equal opportunities effectively during the reviews. At the end of a progress review, the learner completes a short self- evaluation questionnaire. One of the questions asks if the learner is being treated fairly. Virtually all learners answer yes. There is no further attempt to determine the environment in which the learners are working, or their individual experiences.

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Equality of opportunity Contributory grade 2

© 2003 ADULT LEARNING INSPECTORATE 12 MICHAEL JOHN TRAINING (LIVERPOOL)

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Quality assurance Contributory grade 2

37. MJT has a comprehensive quality assurance system which ensures that staff work to an established and consistent standard. Policies and procedures are updated annually. Ten per cent of the provision is audited each month. Audit reports are summarised quarterly and used in the production of a full review every six months. The second of these six-monthly reviews is also the annual self-assessment report. The self-assessment report accurately reflects the quality of provision and the effectiveness of leadership and management. Inspectors made many of the same judgements, found others which had not been recognised and found that some strengths were merely standard practice. Audits effectively highlight areas for development, for example, better updating and more appropriate use of individual learning plans. The senior management team have revised the individual learning plans, which now include an achievement incentive

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Quality assurance Contributory grade 2

scheme, and have given appropriate guidance to staff about completing them. It is too early to judge whether these measures have been successful. The audits are effective in highlighting areas for improvement, but remedial action is slow. Many of the older individual learning plans are missing required information.

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Quality assurance Contributory grade 2

38. The internal verification system is thorough. It covers: the observation of training sessions, assessment of the standards of learners’ portfolios and staff’s assessment decisions; the observation of on-the-job assessment and centre-based and workplace progress reviews; the verification of internal verifiers’ decisions; and unannounced checks on the standards of presentation and discipline in the salons. Common to each area of the internal verification system is comprehensive written feedback to staff about improvements needed. All elements of the internal verification system are planned in advance to ensure that all appropriate staff, training programmes, and the elements themselves, are covered.

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Quality assurance Contributory grade 2

39. The frequency of the observation of training varies according to the experience of the staff, from every month for new staff, to twice a year for experienced staff. Staff receive very detailed written feedback at the end of each observation, with areas for improvement clearly highlighted. These observations feature in the quarterly staff appraisals and can lead to appropriate staff development.

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Quality assurance Contributory grade 2

40. The internal verification system highlighted significant issues with the standards of learners’ portfolios. As a result, the frequency of verification and number of portfolios sampled was increased. This has led to improvements in the quality of learners’ portfolios. However, during this period, there has been insufficient internal verification of on-the-job assessment decisions.

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Quality assurance Contributory grade 2

41. There is a comprehensive system for monitoring staff performance. Staff are graded on each element of the internal verification system and the grades are recorded on an overall monitoring document. Targets are set for improvement and subsequent performance is monitored against these in the quarterly staff appraisals.

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Quality assurance Contributory grade 2

42. MJT thoroughly evaluates learners’ and employers’ views. Surveys are carried out twice a year and the results are collated into a summary of findings and

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Quality assurance Contributory grade 2

© 2003 ADULT LEARNING INSPECTORATE 13 MICHAEL JOHN TRAINING (LIVERPOOL)

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Quality assurance Contributory grade 2

recommendations report. Progress on recommendations is monitored through the minutes of staff meetings. The surveys have led to some improvements. For instance, three staff training days have been offered about how to help learners develop their spelling abilities, strategies for meeting the needs of all learners in a training session, and how to help learners recognise their progress in developing literacy and numeracy skills.

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Quality assurance Contributory grade 2

43. Target-setting in the company development plan is poor. Targets are not appropriate to allow for specific learner groups. Percentage improvement figures are applied without consideration for the size of the groups. Some targets are not challenging enough. For instance, despite a significant amount of initiatives to improve learners’ completion of modern apprenticeship frameworks, the target achievement rate is 10.4 per cent, and for those learners with additional learning and/or social needs, the target is 6.9 per cent.

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Quality assurance Contributory grade 2

© 2003 ADULT LEARNING INSPECTORATE 14 MICHAEL JOHN TRAINING (LIVERPOOL)

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Grade 3 Hairdressing & beauty therapy

The following strengths and weaknesses were identified during this inspection:

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Achievement and standards

44. Learners acquire satisfactory practical skills. Most learners produce practical work to the standard expected of them. Portfolios and standards of written work in hairdressing are satisfactory. The standard of written work in beauty therapy learners’ portfolios is very good. There are detailed and comprehensive assignments which include effective use of illustrations and diagrams. Some learners produce a good deal of additional work beyond the requirements of their qualification. A very comprehensive project about equality of opportunity has resulted in extensive research and written work of a high standard, which includes the history of Liverpool’s involvement in slavery, racism, sexism and regionalism. This is further supported by discussion and informed debate. Learners take pride in their work which is well organised in their files. However, there is sometimes not enough feedback to learners to help them identify areas for improvement.

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Achievement and standards

45. The self-assessment report recognised that completion rates for modern apprenticeship frameworks are poor. Recruitment to the advanced modern apprenticeship (AMA) has reduced considerably from 30 starts in 1998 to only 13 in Programmes inspected Number of learners Contributory grade 3 224 Work-based learning for young people

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Strengths

very good standard of written work in beauty therapy ! good background knowledge training ! effective individual coaching in practical hairdressing sessions ! very good quality learning materials ! good work placements ! well-planned off-the-job training ! effective pastoral support for learners !

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Weaknesses

poor achievement rate for qualifications ! slow progress towards achievement of qualification by learners ! delayed introduction of key skills training for some learners ! insufficient co-ordination of on- and off-the-job training ! weak support for learners with literacy , numeracy and language needs ! poor understanding of programmes by learners and employers !

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Weaknesses

© 2003 ADULT LEARNING INSPECTORATE 15 MICHAEL JOHN TRAINING (LIVERPOOL)

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Weaknesses

2002. Achievement over this period has been poor. Achievement declined between 1997 and 2001 from 27 per cent successful completion of the full framework, to 6 per cent. Completion of the foundation modern apprenticeship (FMA) has also been poor, declining from 18 to 16 per cent. Of the 74 learners who began their NVQ programmes between 1999 and 2001, only 22 achieved the qualification. However, staff training and new performance targets are showing results. Retention rates for the current year and those still in learning are showing good improvement. Of the 122 starts for 2002, 90 per cent remain in learning. This compares with a retention rate across all programmes of 31.8 per cent in 2001-02. Ninety-five per cent of FMAs, who started in 2002, are still in learning. Learners are responding well to new merit badge schemes, but it is too soon to judge their effect on completion rates.

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Weaknesses

The following tables show the achievement and retention rates available up to the time of the inspection.

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Weaknesses

% % % % Advanced modern apprenticeships (AMA) 2002-03 2001-02 2000-01 No. No. No. LSC funded work-based learning

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Weaknesses

1999-2000 No. 1998-99 No. % No. % No. % No. % 13 42 48 44 Number of starts 30 0 0 8 10 23 Retained* 10 33 0 3 3 7 16 Successfully completed 8 27 8 11 8 0 0 Still in learning 0 0 *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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Weaknesses

% % % % Foundation modern apprenticeships (FMA) 2002-03 2001-02 2000-01 No. No. No. LSC funded work-based learning

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Weaknesses

1999-2000 No. 1998-99 No. % No. % No. % No. % 67 78 105 109 Number of starts 78 0 0 29 46 42 Retained* 36 46 0 16 17 31 28 Successfully completed 14 18 64 33 17 0 0 Still in learning 0 0 *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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Weaknesses

© 2003 ADULT LEARNING INSPECTORATE 16 MICHAEL JOHN TRAINING (LIVERPOOL)

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Quality of education and training

46. Learners in hairdressing receive good individual coaching in practical sessions. The ratio of trainers to learners is good. Trainers have a good understanding of learners’ needs. They work effectively with individuals or small groups to improve the outcomes of detailed tasks and ensure learners’ understanding. Learners are asked good, probing questions to ensure their understanding and to build on their existing knowledge. Trainers are skilled at providing clear instructions and suggesting different approaches. They have high expectations of learners.

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Quality of education and training

47. Internal verification is satisfactory. It includes short-term planning and very detailed feedback to assessors. To rectify identified problems with the standards of portfolios there has been particularly frequent verification of learner’s portfolios, and written work, but now observations of assessors do not take place regularly enough.

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Quality of education and training

48. Background knowledge training is good. Sessions are well structured and contain varied methods of teaching and learning. Active tasks are included in the sessions. Questioning is used well to check learning. In some classes activities are designed to help learners with identified learning needs. Information is presented effectively and are related to practical tasks and examples from the workplace, which help learners’ understanding. Trainers encourage learners to participate fully in the classes.

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Quality of education and training

49. Off-the-job training is well planned. Schemes of work have been revised and comprehensively cover all aspects of the learning process. They are used effectively to plan lessons and to standardise the quality of training provided. Detailed objectives are produced and the work is well paced for learners. Strong links to key skills activities and learners’ achievements are clearly identified in the document.

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Quality of education and training

50. Work placements are good and provide learners with good opportunities for learning. This strength was identified in the self-assessment report. All salons offer additional training opportunities, including product manufacturers’ training and the opportunity for learners to bring in models to practise on while at work. There is evidence that learners’ specific requirements are considered before being offered a % % % % NVQ Training 2002-03 2001-02 2000-01 No. No. No. LSC funded work-based learning

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Quality of education and training

1999-2000 No. No. % No. % No. % No. % 42 156 64 10 Number of starts 0 22 30 5 50 Retained* 0 18 17 5 50 Successfully completed 38 44 1 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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Quality of education and training

© 2003 ADULT LEARNING INSPECTORATE 17 MICHAEL JOHN TRAINING (LIVERPOOL)

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Quality of education and training

suitable work placement. However, some beauty therapy work placements do not offer a comprehensive enough range of treatments to fulfil the requirements of the qualification.

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Quality of education and training

51. Learning materials are of good quality. Handouts and materials are produced to a standard template. The materials are simply designed to enable learners to remember key points. All learning materials are subjected to quality assurance checks and tutors give learners clear information. The hairdressing training salon is a satisfactory environment. It is located in a prominent position at street level, and fitted out to a good professional standard. Learners are able to use an appropriate range of products. There are few examples of promotional posters or display items in any of the training rooms. The beauty therapy salon is small and there are not always enough couches for all learners to practise at the same time. There is a very limited range of beauty retail products and insufficient effort has been made to help learners practise the professional recommendation of products.

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Quality of education and training

52. Learners receive particularly effective pastoral support from MJT’s staff which supports those learners with significant personal and social problems. Learners find staff very approachable. They create a friendly working environment. Learners can confidently talk to managers and directors in the training centre and raise any concerns about their training or work placement. The good rapport between staff and learners is valued, helps learners to remain motivated and improves their self-confidence. Trainers use a team consolidation exercise effectively at the end of classes for discussions, then to record and credit learners for the additional achievements that have taken place in the session.

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Quality of education and training

53. Many learners’ progress is slow, they have not achieved within agreed timescales and remain in learning long after their planned completion dates. Some short-term targets are set during tutorial reviews and progress review meetings, but these are not specifically focused and do not give clear deadlines for achievement. Learners’ individual learning plans are not regularly updated. In many cases, targets set at induction do not take account of individual learner’s needs. Progress reviews do not clearly record achievements made since the last review, or targets which were set at the tutorial reviews.

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Quality of education and training

54. MJT has arrangements to assess learners’ literacy and numeracy skills during their induction. Most learners’ support needs are appropriately identified. Additional support is provided within a vocational context, such as help with assignments and written work to help them achieve their qualification. Records are kept of these support sessions. However, the provision for learners with literacy or numeracy needs does not help them to improve their literacy and numeracy skills sufficiently. There is no system to measure how far the literacy or numeracy needs of learners are being met or have been improved following support. Specialist support is not available for learners with some learning needs, such as dyslexia, although managers will contact agencies wherever such needs are specifically requested. A new learning support suite, equipped with computers and with a range of vocationally relevant support resources is ready to be opened to the

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Quality of education and training

learners. Some staff have received introductory training in basic skills, however at

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Quality of education and training

© 2003 ADULT LEARNING INSPECTORATE 18 MICHAEL JOHN TRAINING (LIVERPOOL)

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Quality of education and training

present no member of staff has an appropriate qualification.

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Quality of education and training

55. Key skills training has been delayed for some learners. It has not always been introduced to learners at the start of their modern apprenticeship. Some learners did not start working towards their key skills qualifications until one year after they began training. Some learners only became aware of key skills towards the end of their apprenticeship. Since July 2002 key skills have been introduced at the start of training and are now integrated with vocational training for all learners.

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Leadership and management

56. Assessment practice is satisfactory and helpful feedback is provided to learners. Assessment records are up to date. Internal verification is thorough. Short-term planning takes place and very detailed feedback, both written and verbal, is provided to assessors. Portfolios are checked frequently for the quality of content, thoroughness of marking and presentation, following concerns about previous portfolios. There are scheduled and random checks. Assessors are given performance targets and are graded on the presentation of learners’ portfolios. However, observations of assessors do not take place regularly enough.

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Leadership and management

57. Overall management of the training area is satisfactory. However, there is insufficient co-ordination of on- and off-the-job training. Employers and supervisors are given a copy of the scheme of work which learners will be completing at the training centre, but the training in salons does not complement this. Although all salons offer additional training, employers are not routinely encouraged to co-ordinate training and help learners to develop identified skills and achieve their NVQ units. For example, in some cases training takes place in the workplace on aspects of work that are not covered in off-the-job training for many months. MJT has identified that this area requires improvement in the recent self-assessment report. Assessment in the workplace is not widely available to learners, although more recently this has been offered to a few. There are no work-based assessors. Assessment opportunities are not used sufficiently.

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Leadership and management

Some learners are producing good examples of practical work in the salons, but they are unable to progress more quickly by having this work assessed.

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Leadership and management

58. Employers and learners often do not sufficiently understand the programme or framework they are working towards. Employers have little understanding of the assessment standards, key skills, or their relevance in the workplace. Learners and employers are not clear about the components of the modern apprenticeship framework. In one case a learner was not aware that she was a modern apprentice.

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