Setting

15 January 2004

BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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15 January 2004

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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15 January 2004

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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15 January 2004

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

BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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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: Basingstoke ITeC (Basingstoke Youth Action Trust Ltd)

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Contents

Description of the provider 1 Scope of provision 1 About the inspection 3 Overall judgement 3 Grades 3 Key findings 4 What learners like about Basingstoke ITeC (Basingstoke Youth Action Trust Ltd) What learners think Basingstoke ITeC (Basingstoke Youth Action Trust Ltd) could improve Key challenges for Basingstoke ITeC (Basingstoke Youth Action Trust Ltd)

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Contents

Leadership and management 12 Equality of opportunity 1 3 Quality assurance 14 Land-based provision 16 Business administration, management & professional 20 Information & communications technology 24 Retailing, customer service & transportation 28 Health, social care & public services 32 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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DESCRIPTION OF THE PROVIDER

1. Basingstoke ITeC is a division of Basingstoke Youth Action Trust Ltd and is a registered charity. Basingstoke Youth Action Trust Ltd was founded in 1980 by Basingstoke and Deane Borough Council to provide education and leisure facilities for young people in the Basingstoke area. Basingstoke ITeC was established in 1985 to offer government- funded training in information technology (IT). Basingstoke ITeC now trains foundation and advanced modern apprentices, and learners working solely towards national vocational qualifications (NVQs) in information and communications technology (ICT), business administration, management and professional, and retailing, customer service and transportation. There were too few learners in engineering, manufacturing, and technology for this area to be inspected separately. Since November 2002, Basingstoke ITeC has taken on two subcontractors which manage the delivery of health, social care

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DESCRIPTION OF THE PROVIDER

and public services and land-based provision. The organisation has a training and administrative centre in Basingstoke and also provides training at the subcontractors’ premises in north Hampshire.

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DESCRIPTION OF THE PROVIDER

2. There are seven full-time members of staff based at Basingstoke ITeC. The manager is responsible for the overall management of the organisation, and reports directly to its board of governors. The two subcontractors deliver training in veterinary and dental nursing. Basingstoke ITeC places learners with over 50 employers, throughout Hampshire, Surrey, West Sussex and Berkshire.

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DESCRIPTION OF THE PROVIDER

3. The training is funded through Hampshire and the Isle of Wight Learning and Skills Council (LSC). The Basingstoke area has a minority ethnic representation of 3.4 per cent, compared with around 9 per cent for England as a whole. The unemployment rate for young people in Hampshire and the Isle of Wight is 25.8 per cent, compared with 28.3 per cent for England as a whole.

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Land-based provision

4. Basingstoke ITeC provides subcontracted training in veterinary nursing for 38 learners, 19 of whom are working towards NVQs at level 2, and 19 at level 3. An external awarding body for veterinary nursing qualifications regulates the training programme and assessment. All learners are employed in approved veterinary practices, which are linked to an approved veterinary nursing assessment centre. Learners attend off-the-job training for one day each week at a specialist veterinary nursing provider to prepare them for external examinations that are held twice a year. In September and January each year, learners can start the off-the-job training, which covers the background knowledge for veterinary nursing and prepares them for the written and practical examinations for NVQs at levels 2 and 3. The awarding body requires veterinary practices to allocate three hours each week to formal on-the-job training, in addition to the off-the-job training. All

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Land-based provision

© 2004 ADULT LEARNING INSPECTORATE 1 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Land-based provision

assessment and on-the-job training are carried out in the workplace. There is no modern apprenticeship for veterinary nurses and no requirement for them to complete key skills training.

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Business administration, management & professional

5. There are seven foundation modern apprentices and 17 advanced modern apprentices on work-based learning programmes in business administration. All the learners recruited since September 2003 are working towards a technical certificate. Most foundation modern apprentices are recruited through Connexions and are unemployed. All advanced modern apprentices are employed. Learners may join the programme at various times of the year. Foundation modern apprentices take part in an initial seven-week training programme at the provider’s premises. Work placements are offered, initially on a three-month trial period. An assessor visits learners in the workplace every two to three weeks.

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Information & communications technology

6. There are 12 foundation modern apprentices and six advanced modern apprentices on work-based learning programmes in using IT at levels 2 and 3. Most learners are recruited through Connexions and are unemployed. Basingstoke ITeC finds appropriate work placements for them by contacting employers to introduce and promote their programmes. Work placements are varied and include small and large IT companies or organisations with suitable IT work-placement opportunities. Learners referred by Connexions can join the seven-week induction programme at any of the five annual intakes. Initial assessment and skills screening are carried out by Connexions. Referred learners are interviewed by Basingstoke ITeC, and given a literacy and numeracy skills diagnostic test. A training adviser visits learners in the workplace every two or three weeks to carry out training and assessment of their NVQ and key skills, and review their

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Information & communications technology

progress. Formal progress reviews are planned to take place quarterly.

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Retailing, customer service & transportation

7. There are 40 learners on customer service and call handling programmes. There are eight foundation modern apprentices in customer service, 31 advanced modern apprentices in customer service and one advanced modern apprentice in call handling. All learners work for local employers. Most learners are referred for training by their employers, but two of the current learners are on work placements found after they completed the initial seven-week training programme at the provider’s premises. Some learners have additional training and support from staff at Basingstoke ITeC to help them achieve key skills qualifications. Learners are visited in the workplace every three weeks.

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Retailing, customer service & transportation

© 2004 ADULT LEARNING INSPECTORATE 2 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Health, social care & public services

8. There are 31 learners taking NVQs at level 3 in oral healthcare. The programme runs for two academic years and there is one annual intake, starting in September. All learners are required to be employed in dental practices before they are accepted for training. Practices are located in Hampshire, Surrey and Berkshire. Training for dental nurses has been subcontracted since November 2002. All learners attend off-the-job training at the subcontractor’s premises in Aldershot for half-a-day each week. It is a requirement of the national examination board for dental nurses that all learners take an external examination. Learners take this examination in May of their second year.

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OVERALL JUDGEMENT

9. The quality of the provision is not adequate to meet the reasonable needs of those receiving it. More specifically, Basingstoke ITeC’s leadership and management are unsatisfactory. Its approach to equality of opportunity is unsatisfactory and its quality assurance arrangements are unsatisfactory. The quality of work-based learning in land- based learning, and in health, social care and public services is good. Work-based learning in business administration, management and professional, ICT, and retailing, customer service and transportation is unsatisfactory.

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ABOUT THE INSPECTION

Number of inspectors 7 Number of inspection days 28 Number of learner interviews 55 Number of staff interviews 19 Number of employer interviews 24 Number of subcontractor interviews 11 Number of locations/sites/learning centres visited 38

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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 4 Contributory grades: Equality of opportunity 4 Quality assurance 4

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GRADES

© 2004 ADULT LEARNING INSPECTORATE 3 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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GRADES

Land-based provision 2 Contributory grades: Work-based learning for young people 2

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GRADES

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

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GRADES

Information & communications technology 4 Contributory grades: Work-based learning for young people 4

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GRADES

Retailing, customer service & transportation 4 Contributory grades: Work-based learning for young people 4

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GRADES

Health, social care & public services 2 Contributory grades: Work-based learning for young people 2

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Achievement and standards

10. Veterinary nurses are required to achieve NVQs at levels 2 and 3. In 2002-03, the achievement rate for the examination part of the level 2 NVQ was good at 68 per cent. Some learners have not yet completed their portfolios of evidence, so cannot achieve the full level 2 NVQ or progress to level 3.

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Achievement and standards

11. Retention rates are poor for advanced modern apprentices and foundation modern apprentices in ICT. The maximum possible achievement rate for foundation modern apprentices who started the programme in 2001-02 is 22 per cent, rising to 34 per cent for learners recruited in 2002-03. Retention rates for advanced modern apprentices in retailing, customer service and transportation are unsatisfactory. The maximum retention and achievement rates for learners recruited in 2002-03 are 45 per cent. A large proportion of learners who started the foundation modern apprenticeship programme in business administration, management and professional, and the level 3 NVQ programme in health, social care and public services in 2002-03 left the programme early.

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Achievement and standards

© 2004 ADULT LEARNING INSPECTORATE 4 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Achievement and standards

12. Advanced modern apprentices in business administration make slow progress towards their qualifications. None of the 41 learners recruited since 2000-01 has achieved the NVQ, and there has been slow achievement of key skills qualifications. Progress reviews have been ineffective and have not been used to set clear targets. Some recent changes have led to better action-planning during reviews, but it is too early to assess the impact of these developments on current learners.

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Achievement and standards

13. Learners on business administration and ICT programmes take part in an effective period of initial training. They benefit from opportunities to gain a range of technical, social and business skills. They gain confidence and the motivation to find employment. Employers value the training learners receive.

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Achievement and standards

14. Individual learning plans are poor in business administration, management and professional and in retailing, customer service and transportation programmes. Initial assessment is not used to devise the individual learning plan. Individual learning plans are not reviewed, updated or shared with employers. Many learners are confused about the requirements of their qualifications and the progress they are making.

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Achievement and standards

15. Learners’ workplaces are good. All learners benefit from opportunities to develop their occupational skills. Employers provide good practical support and learners have access to a wide range of resources.

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Achievement and standards

16. There is insufficient involvement of employers in training in business administration, management and professional, ICT, and retailing, customer service and transportation. There has been inadequate involvement of employers in learners’ progress reviews, and no joint planning of on-the-job learning activities. Employers have a poor understanding of the training learners receive and this makes it difficult for them to help learners in the workplace.

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Achievement and standards

17. There is very good support for learners in health, social care and public services. All employers pay for their learners to be trained and have high expectations of them and the provider. Employers value the training and adjust their schedules to allow time for assessment and portfolio work. Learners have their assessors’ telephone numbers and are able to contact them for any additional help they require.

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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 Land-based provision 0 0 1 0 0 1 0 0 Business administration, management & professional 0 0 0 1 0 1 0 0

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Quality of education and training

Retailing, customer service & transportation 0 0 3 0 0 3 0 0

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Quality of education and training

Health, social care & public services 0 1 0 0 0 1 0 0

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Quality of education and training

© 2004 ADULT LEARNING INSPECTORATE 5 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

18. There is poor implementation of literacy and numeracy assessment and support. Learners in business administration, management and professional, ICT and retailing, customer service and transportation take the Basic Skills Agency test, but some learners who would benefit from support are not receiving it. Workbooks are issued to learners who are identified as having additional needs, but their progress is not monitored and they do not all complete the workbooks. All learners in land-based provision and in health, social care and public services complete an internal literacy and numeracy test, but this does not adequately diagnose their literacy and numeracy levels and other learning support needs.

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Leadership and management

19. Basingstoke ITeC’s development plan is clear and well structured and contains specific and measurable targets for retention and achievement rates, involvement of employers, feedback from learners, staff development and marketing. It includes clear responsibilities, timescales and measurable success criteria.

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Leadership and management

20. Basingstoke ITeC provides good support for its two subcontractors. It has helped in areas such as health and safety, equality of opportunity, monitoring of learners and the progress review system. Recently there has been good liaison over the production of the self-assessment report and the development plans.

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Leadership and management

21. Regular reports are provided from the management information system for the use of staff and managers. These have identified the weaknesses in retention and achievement in most areas. Strategies have been introduced to deal with these but it is too early to judge their effectiveness. Declining recruitment has also been identified and there are plans to carry out a major marketing campaign.

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Leadership and management

22. Overall, the resources provided for learners are adequate. Accommodation and equipment at the training centre are satisfactory and some training materials are good. Staff are suitably qualified, although some new staff are still undergoing training. Resources at the subcontractors’ premises and in workplaces are good.

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Leadership and management

23. The management of literacy, numeracy, language and key skills is inadequate. Arrangements for literacy, numeracy and language support are unsatisfactory. There is no strategy for its provision and no member of staff with designated responsibility. The effectiveness of the support is not evaluated. There is no systematic testing of the literacy, numeracy and language skills of learners who come directly from employers. Monitoring of the progress of learners receiving support is unsatisfactory. Learners’ progress with key skills is monitored, but key skills assessment is not always sufficiently integrated with the vocational training and assessment. Learners’ equivalent qualifications are not always recognised. Some learners do not understand the key skills requirements.

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Leadership and management

24. There is no clear strategy for widening participation. Basingstoke ITeC has recognised the need to encourage diversity, but has not set targets for it. Although some equal opportunities data are collected, they are not used for action-planning. There are

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Leadership and management

© 2004 ADULT LEARNING INSPECTORATE 6 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Strengths

The following strengths and weaknesses were identified during this inspection:

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Leadership and management

good development planning ! good working relationship with subcontractors ! some good use of learners’ feedback !

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Weaknesses

inadequate monitoring of subcontractors’ performance ! no data on trends over the past three years and no current targets relating to equality and diversity issues.

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Weaknesses

25. Some good use is made of the feedback from learners who take part in the initial training programme. Learners’ views are analysed, evaluated and acted upon quickly. A learners’ committee, consisting of elected members, meets managers fortnightly to discuss learners’ programme and the training. Feedback is passed on to trainers, and improvements are made.

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Weaknesses

26. Although there is good support for subcontractors, the monitoring of their performance is inadequate. The formal agreement with the subcontractors is not detailed enough and fails to specify clearly the standards required in training. There are no reports on learners’ progress, and the quality of training is not monitored. Basingstoke ITeC does not request reports on the subcontractors’ observations of off-the- job training, progress reviews or assessment, and does not carry out such observations itself. However the subcontractors do provide information on learners’ feedback, and the provider has included the subcontractors in its audit of learners’ records.

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Weaknesses

27. The quality assurance system is incomplete and procedures do not focus sufficiently on the quality of training. Procedures describe how training is to be carried out rather than specifying the standards to be reached. There are no procedures for the observation of on- and off-the-job training, interviews, induction and reviews. Some observation of off-the-job training sessions does take place, but this is not systematic.

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Weaknesses

28. Procedures for internal verification are appropriate and meet the awarding body requirements. However, internal verification failed to identify some poor assessment practice, and there is not enough sharing of good practice between assessors.

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Weaknesses

29. The self-assessment process is satisfactory. Staff attended a one-day workshop at which they received training and produced a draft report for each area of learning. All staff contributed to the assessment of leadership and management. However, there is no involvement of employers or learners in self-assessment. The report is clear and identifies some of the strengths and weaknesses found by inspectors. Some major weaknesses were overlooked and some strengths were understated.

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Weaknesses

© 2004 ADULT LEARNING INSPECTORATE 7 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Weaknesses

inadequate arrangements for the management of literacy, numeracy and language, and key skills support !

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Weaknesses

no clear strategy for widening participation ! incomplete quality assurance arrangements !

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Strengths

good achievement rate for the veterinary nursing examination in 2003 ! good-quality off-the-job training ! very good workplace learning opportunities ! good training resources ! good assessment practice ! effective support for learners !

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Weaknesses

slow progress by some learners towards achievement of their qualification ! insufficient monitoring of the quality of training !

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Strengths

effective initial training ! good work placements !

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Weaknesses

large proportion of early leavers on foundation modern apprenticeship programmes ! slow progress by learners ! poor individual learning plans ! poor assessment practice !

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Weaknesses

© 2004 ADULT LEARNING INSPECTORATE 8 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Strengths

good development of occupational skills ! effective initial training !

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Weaknesses

poor retention and achievement rates on modern apprenticeship programmes ! poor involvement of employers ! poor assessment practice ! insufficiently detailed individual learning plans !

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Strengths

good vocational training by provider ! good workplaces !

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Weaknesses

unsatisfactory retention and achievement rates on advanced modern apprenticeship programmes !

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Weaknesses

poor individual learning plans ! inadequate involvement of employers ! poor induction for work-based learners ! poor implementation of literacy and numeracy assessment and support !

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Strengths

very good delivery of training ! good resources ! good assessment practice ! good support for learners ! very good management of training !

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Weaknesses

large proportion of early leavers in 2002-03 !

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Weaknesses

© 2004 ADULT LEARNING INSPECTORATE 9 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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(BASINGSTOKE YOUTH ACTION TRUST LTD):

getting a qualification while they are working ! the training - ’it got me where I am’ ! being helped to get a job ! the chance to develop confidence ! the initial training ! being given a chance !

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YOUTH ACTION TRUST LTD) COULD IMPROVE:

the opportunities to train at the centre for learners who are employed ! employers’ understanding of the training ! the amount of time available to do coursework ! the support for mathematics and English - ’someone to give me help’ ! the computers at the centre - ’they’re too slow’ ! the progress reviews - make the targets clearer !

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YOUTH ACTION TRUST LTD) COULD IMPROVE:

© 2004 ADULT LEARNING INSPECTORATE 10 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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YOUTH ACTION TRUST LTD):

improve the progress review process ! improve retention and achievement rates ! develop a quality assurance system ! improve employers’ involvement in IT, retailing, and business administration training ! develop a strategy for the management of literacy, numeracy, language and key skills ! improve the promotion of equality of opportunity to learners in the workplace !

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YOUTH ACTION TRUST LTD):

© 2004 ADULT LEARNING INSPECTORATE 11 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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LEADERSHIP AND MANAGEMENT Grade 4

The following strengths and weaknesses were identified during this inspection:

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Strengths

good development planning ! good working relationship with subcontractors ! some good use of learners’ feedback !

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Weaknesses

inadequate monitoring of subcontractors’ performance ! inadequate arrangements for the management of literacy, numeracy and language, and key skills support !

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Weaknesses

no clear strategy for widening participation ! incomplete quality assurance arrangements !

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Weaknesses

30. Basingstoke ITeC has produced a well-structured and clear three-year development plan which contains specific and measurable targets for retention and achievement rates, involvement of employers, feedback from learners, staff development and marketing. It is linked to the self-assessment development plan which deals with weaknesses identified in the self-assessment report. There are clear responsibilities, timescales and measurable success criteria. Staff have the opportunity to contribute to the plans and have taken part in an analysis of the strengths, weaknesses, opportunities and threats faced by the organisation. Basingstoke ITeC’s board of governors meets four times a year and oversees the provision satisfactorily. It receives a copy of the self-assessment report and has agreed the business plan.

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Weaknesses

31. Basingstoke ITeC has developed a good working relationship with the two subcontractors and has given them practical support in areas such as health and safety, equal opportunities, monitoring of learners and the progress review system. When the subcontracts began in November 2002, the subcontractors were new to the requirements of LSC-funded training and the ’Common Inspection Framework’. As Basingstoke ITeC has developed its quality assurance systems, these have been shared and adapted for use by the subcontractors. The subcontractors value the support they have been given and have developed an excellent working relationship with Basingstoke ITeC. Recently there has been good liaison in the production of the self-assessment report and the development plans.

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Weaknesses

32. Regular reports are provided from the management information system for the use of staff and managers. These include information on starts, numbers in training and success rates for each period and are accurate and timely. Retention and achievement rates have been poor in most areas and this has been recognised by Basingstoke ITeC.

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Weaknesses

© 2004 ADULT LEARNING INSPECTORATE 12 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Weaknesses

Action has been taken, but it is too early to judge its effectiveness although there are some signs of improvement. Declining recruitment has also been identified and there are plans to carry out a major marketing campaign.

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Weaknesses

33. Internal and external communications are satisfactory. Staff meet regularly and there is much informal discussion. However, meetings are not minuted well and there are insufficient clear action points. There are insufficient links with employers in some areas of learning. Basingstoke ITeC has devised an attractive and very informative website but this has not yet been updated to reflect the complete training provision. Links with Connexions are good.

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Weaknesses

34. Overall, the resources provided for learners are adequate. Accommodation and equipment at Basingstoke ITeC’s training centre are satisfactory, and some training materials are good. Staff are suitably qualified although some new staff are undergoing training. Resources at the subcontractors’ premises and in workplaces are good.

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Weaknesses

35. The appraisal process is satisfactory. There is adequate induction and support for new staff. The performance of staff is monitored regularly, and assessors meet at least monthly with the training officer.

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Weaknesses

36. Despite the good support given to the subcontractors, the monitoring of their performance is inadequate. The formal agreement with the subcontractors is insufficiently detailed and fails to specify clearly the standards required in training. Although regular meetings take place they have only recently been minuted, and monitoring is limited to performance against the LSC contract. There are no reports on learners’ progress, and the quality of training is not monitored. Basingstoke ITeC does not request reports on observations of off-the-job training, progress reviews, or assessment, and does not carry out such observations itself. However, information is provided on learners’ feedback and Basingstoke ITeC has included the subcontractors in its audit of learners’ records. Despite insufficient monitoring, the quality of training at both subcontractors is good.

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Weaknesses

37. The management of literacy, numeracy and language, and key skills training is inadequate. The arrangements for literacy, numeracy and language support are unsatisfactory. There is no strategy for its provision and no member of staff with designated responsibility. Basingstoke ITeC does not evaluate the effectiveness of the support, and there is no systematic testing of learners who are referred directly by employers. Monitoring of the progress of learners receiving support is unsatisfactory. Learners’ progress with key skills training is monitored but some key skills assessment is not sufficiently integrated with the learners’ vocational tasks, and equivalent qualifications are not always recognised. Some learners do not understand the key skills requirements.

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Equality of opportunity Contributory grade 4

38. Basingstoke ITeC’s manager is responsible for the promotion and monitoring of equality of opportunity. The equality of opportunity policy is satisfactory. It has recently been updated and is clear and comprehensive. The subcontractors’ policies have also

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Equality of opportunity Contributory grade 4

© 2004 ADULT LEARNING INSPECTORATE 13 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Equality of opportunity Contributory grade 4

been revised recently. Equality of opportunity is briefly covered in learners’ induction but is not reinforced in teaching. All new staff have an induction but there are no further training or updating sessions. Basingstoke ITeC has produced a guide for work-based learning which states the provider’s commitment to promoting equality of opportunity, but many employers could not remember the contents in any detail. Although learners’ progress reviews include a question on equality of opportunity, there is no discussion or development of equality and diversity issues. Learners have a very basic understanding of equal opportunities.

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Equality of opportunity Contributory grade 4

39. Learners are aware of their rights and how to complain. Employers are generally supportive and learners feel confident about the procedures for complaints. There is a complaints log, and two complaints have been recorded in the past six months. Both relate to assessment and training issues and have been dealt with promptly. An anti- harassment policy has recently been developed for the 16-19 age group. It is clear and detailed, but has not been sufficiently promoted to learners.

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Equality of opportunity Contributory grade 4

40. There is no clear strategy for widening participation. Basingstoke ITeC has recognised the need to consider diversity, but has not yet set targets for it. There is an inclusive recruitment policy and Basingstoke ITeC works positively with Connexions to encourage all learners to attend for initial assessment. However, this is not reflected in an appropriate support strategy. Although some data are collected, they are not used for action-planning. There are no data to measure trends over the past three years, and there are no current targets relating to equality and diversity issues. The provider collects some data on the achievement rates of learners from minority ethnic groups but these have not been analysed or compared with the achievement rates for other groups. There are currently three learners from minority ethnic groups at Basingstoke ITeC and only one learner at the subcontractors is a man. Some promotional material reinforces

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Equality of opportunity Contributory grade 4

traditional gender stereotyping. No action has been taken to deal with the imbalance or to promote the recruitment of under-represented groups. There is access for learners with mobility difficulties at the subcontractors’ premises but not at Basingstoke ITeC. However, arrangements are in place to interview potential learners at alternative premises and there are satisfactory arrangements with a range of employers to accommodate learners who have disabilities.

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Quality assurance Contributory grade 4

41. Some good use is made of feedback from learners who take part in initial training at Basingstoke ITeC. Learners’ views are sought at the beginning of their work placement, and during, and at exit from, the programme. The results are analysed, evaluated and acted upon quickly. A learners’ committee consisting of elected members meets fortnightly with managers to discuss programmes and training. Feedback is given to trainers, and improvements are made. However, learners at work are only surveyed once a year, when a sample of 20 per cent of learners is contacted by telephone. Basingstoke ITeC’s manager also visits learners at work and collects informal feedback which is shared with staff. The response to questionnaires sent to employers is poor, although the questionnaires are supplemented by some telephone contact. Employers do not always receive feedback on the points they raise.

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Quality assurance Contributory grade 4

© 2004 ADULT LEARNING INSPECTORATE 14 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality assurance Contributory grade 4

42. The self-assessment process fully involved the staff. They attended a one-day workshop at which they received training and produced a draft report for each area of learning. All staff contributed to the assessment of leadership and management. Employers and learners were not involved. The report is clear and identifies some of the same strengths and weaknesses as the inspectors. Some major weaknesses were overlooked and some strengths were understated. The report did not distinguish between business administration and ICT.

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Quality assurance Contributory grade 4

43. The quality assurance system is incomplete and its procedures do not focus sufficiently on the quality of training. Procedures detail how training is to be carried out rather than specifying the standards to be reached. There are no procedures for the observation of training, interviews, induction or progress reviews. Some observation of off-the-job training sessions does take place but this is not systematic. The feedback given to trainers focuses on the structure of teaching rather than the learning taking place. The quality assurance policy shows the various components of the quality assurance system and sets out quality indicators but these do not include the standard of training. A compliance audit of learners’ records takes place at least twice a year and corrective action is taken to ensure accuracy. However, the audits failed to identify the unsatisfactory use of individual learning plans in some areas. The procedure for internal

p.19

Quality assurance Contributory grade 4

verification is appropriate and meets the awarding body’s requirements. However, some poor assessment practice has not been identified and there is insufficient sharing of good practice between assessors.

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Quality assurance Contributory grade 4

© 2004 ADULT LEARNING INSPECTORATE 15 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Grade 2 Land-based provision

The following strengths and weaknesses were identified during this inspection:

p.20

Achievement and standards

44. In 2003, the pass rate for the veterinary nursing examination at level 2 was good at 68 per cent. Results for the level 3 examination were not available at the time of the inspection. The quality of written work in the portfolios of level 2 and level 3 learners is good. All learners demonstrate a good understanding of the background knowledge and practice of veterinary nursing.

p.20

Achievement and standards

45. Some learners are slow to achieve their full veterinary nursing qualification. Despite the success rate in the final examinations, there has been a delay for some learners in completing their portfolios and achieving their NVQ. Of the 13 learners who were successful in the most recent examination at level 2, seven have not yet completed their portfolios and cannot achieve their NVQ until they have done so. However, all these learners now have only one or two units to complete. Programmes inspected Number of learners Contributory grade 2 38 Work-based learning for young people

p.20

Strengths

good achievement rate for the veterinary nursing examination in 2003 ! good-quality off-the-job training ! very good workplace learning opportunities ! good training resources ! good assessment practice ! effective support for learners !

p.20

Weaknesses

slow progress by some learners towards achievement of their qualification ! insufficient monitoring of the quality of training !

p.20

Weaknesses

© 2004 ADULT LEARNING INSPECTORATE 16 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

46. Off-the-job training in veterinary nursing is good. The subcontractor offers good- quality training to prepare learners for the background knowledge examination. Detailed lesson planning links training sessions to the knowledge requirements of the NVQ. Homework is set frequently and marked promptly. The teaching of background knowledge is closely linked to practice in veterinary surgeries, and learners are able to understand the tasks they carry out at work.

p.21

Quality of education and training

47. Workplace learning opportunities are very good. Veterinary practices offer the full range of veterinary nursing duties. Duties include helping veterinary surgeons with routine and complex surgery, dealing with clients and their pets, reception duties and the daily care of sick animals. The learners’ supervisors make good use of these duties to develop learners’ knowledge and experience in line with the requirements of the NVQ, and they regularly assess learners’ performance. Supervisors arrange regular and effective progress reviews for learners, identifying future learning and assessment opportunities and setting appropriate targets. Learners find these meetings very valuable and have a good understanding of the progress they are making towards their qualification. In general, good use is made of the allocated on-the-job training time required by the awarding body.

p.21

Quality of education and training

48. Training resources are good. The subcontractor’s training centre has a comprehensive range of specialist veterinary equipment, appropriate textbooks and interactive learning materials in a dedicated teaching room and laboratory facility. The subcontractor’s director and three tutors are well qualified and experienced in veterinary surgery and veterinary nursing. All staff are well respected by learners and their employers. All veterinary practices have excellent resources that are readily made available to support learners’ training.

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Quality of education and training

49. Assessment practice is good. Assessments are carried out well, both on and off the The following table shows the achievement and retention rates available up to the time of the inspection.

p.21

Quality of education and training

% % % % NVQ Training 2003-04 2002-03 No. No. No. LSC funded work-based learning

p.21

Quality of education and training

No. No. % No. % No. % No. % 16 35 Number of starts 0 0 Retained* 0 6 Successfully completed 16 22 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

© 2004 ADULT LEARNING INSPECTORATE 17 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

job. To prepare learners for the background knowledge examinations, the subcontractor sets high standards and tight timescales. Tutors help learners prepare for their examinations by setting regular tests using a similar format to that used in the examination. Both on and off the job, learners are encouraged to achieve high standards so that they will be able to pass their examinations. The awarding body requires all assessments to be carried out in the workplace by a qualified assessor. All veterinary practices have an appropriate number of trained assessors. Workplace assessors are well qualified and experienced and carry out thorough assessments. Learners receive useful feedback following assessment. The subcontractor is an approved veterinary nursing assessment centre. It verifies assessments and provides good support for assessors in veterinary practices.

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Quality of education and training

50. Tutors, assessors and employers work together to give learners effective informal learning support throughout their programme. Tutors and supervisors provide excellent informal learning and pastoral support when learners identify problems with their coursework. Employers give learners access to specialist equipment at times to suit them. They respond quickly to detailed progress reports, providing any support needed with practical training. Learners value the informal contact with tutors and supervisors and they know where to go for help. Those interviewed felt that any concerns were acted upon very quickly. Their induction to the subcontractor and to veterinary nursing training is good, and they gain a good understanding of the job requirements of a veterinary nurse. Initial assessment ensures that learners have the appropriate practical skills and general certificate of secondary education grades to meet the awarding body’s

p.22

Quality of education and training

requirements. It also includes an assessment of learners’ literacy and numeracy skills, although this does not adequately diagnose literacy and numeracy levels or other learning support needs.

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Quality of education and training

51. Co-ordination of on- and off-the-job training is satisfactory. Learners receive a schedule of lessons planned for the year and, when this is shared with their supervisor, co- ordination of on- and off-the-job training is very effective. Employers and learners value the opportunities offered by day-release training as it allows learners to apply their knowledge effectively in the workplace. However, employers do not all fully understand the training programme, and some learners do not have sufficient opportunities to apply and extend their knowledge in the workplace.

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Leadership and management

52. Most day-to-day aspects of the programme are managed well by the subcontractor. Staff work well together to plan and deliver a programme that effectively meets the needs of learners and employers. Internal verification is good. Assessors hold regular meetings to standardise assessment practice. All staff were involved in the self- assessment process and received good practical support and advice from Basingstoke ITeC.

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Leadership and management

53. There is insufficient monitoring of the quality of training. There is good communication between Basingstoke ITeC and the subcontractor and a new quality assurance cycle has been established. However, there are insufficient measures to

p.22

Leadership and management

© 2004 ADULT LEARNING INSPECTORATE 18 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Leadership and management

ensure consistency in the effectiveness of off-the-job training. Although the subcontractor produces a clear and detailed schedule of the training programme, it is not always shared with workplace supervisors and used effectively. There are no observations of on- or off-the-job training and the training learners receive in the workplace is not always good. However, the subcontractor regularly seeks the views of employers and learners and has recently started to analyse this feedback to improve provision.

p.23

Leadership and management

54. Learners receive an effective introduction to equality of opportunity during their induction, but there is little development and reinforcement of this during the course. Learners have a very basic understanding of equality of opportunity but feel well- protected in the workplace.

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Leadership and management

© 2004 ADULT LEARNING INSPECTORATE 19 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Grade 4 Business administration, management & professional

The following strengths and weaknesses were identified during this inspection:

p.24

Achievement and standards

55. A large proportion of foundation modern apprentices leave their programmes early. Only four of the nine learners who started the programme in 2002-03, 44 per cent, remain in learning. The proportion of advanced modern apprentices remaining in learning is satisfactory. Of the 13 who started programmes in 2002-03, eight, or 62 per cent, are still in learning.

p.24

Achievement and standards

56. Learners make slow progress towards achieving their qualification. None of the 53 modern apprentices recruited since 2000-01 has achieved an NVQ, and there has been slow achievement of key skills qualifications. Two learners who had almost reached the end of their advanced modern apprenticeship had achieved very few units towards their NVQ. One learner who has been on programme for almost two years and two learners who started the programme 12 months ago have not completed any units. Learners have a poor understanding of key skills and many learners are unsure whether they have completed their key skills training. Progress reviews have been ineffective and have not included clear targets. However, some recent changes have led to better action-planning during reviews, with written feedback to learners and clearer timescales. Learners have commented positively on this development, but it is too early to assess its impact on

p.24

Achievement and standards

learning. Programmes inspected Number of learners Contributory grade 4 24 Work-based learning for young people

p.24

Strengths

effective initial training ! good work placements !

p.24

Weaknesses

large proportion of early leavers on foundation modern apprenticeship programmes ! slow progress by learners ! poor individual learning plans ! poor assessment practice !

p.24

Weaknesses

© 2004 ADULT LEARNING INSPECTORATE 20 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

57. Preparatory training for learners on foundation modern apprenticeship programmes is effective and is valued by learners and employers. The seven-week training course prepares learners well for the requirements of employment. The training includes IT, key skills and interview techniques. Learners’ confidence grows, and they gain a good understanding of the responsibilities of the workplace. Employers value this training in monitoring and preparing learners for work.

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Quality of education and training

58. The quality of work placements is good and learners benefit from the support employers provide. Learners are placed in a range of businesses, including specialist furniture suppliers, kitchen specialists, and solicitors. They have good access to good quality resources and they gain a wide range of occupational skills. Employers give good practical support to learners. Many offer additional training sessions to enable them to develop their skills. Learners also attend external courses which extend their knowledge and understanding. They enjoy their work and are valued by their employers. Twenty- two of the 24 learners who were on work placements for a trial period of three months have now been taken on as permanent employees by their work-placement providers. However, although employers are keen to be more involved in the training, they do not The following tables show the achievement and retention rates available up to the time

p.25

Quality of education and training

% % % % Advanced modern apprenticeships (AMA) 2003-04 2002-03 2001-02 No. No. No. LSC funded work-based learning

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Quality of education and training

2000-01 No. No. % No. % No. % No. % 2 13 12 14 Number of starts 0 0 0 0 0 Retained* 0 0 0 0 0 Successfully completed 2 8 7 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

% % % % Foundation modern apprenticeships (FMA) 2003-04 2002-03 2001-02 No. No. No. LSC funded work-based learning

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Quality of education and training

2000-01 No. No. % No. % No. % No. % 3 9 Number of starts 0 0 Retained* 0 0 Successfully completed 3 4 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

© 2004 ADULT LEARNING INSPECTORATE 21 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

fully understand the qualification and are not able to identify opportunities for learners to achieve the qualification more quickly.

p.26

Quality of education and training

59. Resources are generally satisfactory. Learners value the quality of the handouts they receive to support their technical certificates and their initial training. The assessor is new to Basingstoke ITeC and is appropriately qualified but has little experience. Classroom resources are very limited. There was no overhead projector or video in the training session observed. There was sufficient classroom furniture to accommodate all the learners.

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Quality of education and training

60. Support for learners is generally satisfactory. All learners have an initial interview and some learners take the Basic Skills Agency test. However, there is insufficient support for learners who have weak literacy and numeracy skills and some learners who would benefit from additional support are not receiving it. Assessors are supportive and respond quickly to difficulties when they arise. They make frequent visits to the learners in the workplace. A handbook has recently been produced to help learners understand the requirements of their qualification. This is now being made available at induction, but it is too early to assess its impact on current learners.

p.26

Quality of education and training

61. Individual learning plans are unsatisfactory. They are not reviewed or kept up to date, and some learners do not recall having completed one at all. Individual learning goals are not broken down into achievable units and there are no target dates. Learners are confused about the requirements of their qualifications and the progress they are making. Although the results of the initial assessment are recorded, they are not used to design the individual learning plan. Targets are unclear, and they are not updated during reviews or used to monitor progress. Employers do not have a copy of the individual learning plan and are not systematically involved in the review process.

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Quality of education and training

62. Assessment practice is poor. There are no individual assessment plans identifying target dates for completion of individual units. Formal assessment takes place infrequently. Learners have a poor understanding of the assessment process, and some are confused about the difference between review of portfolios and formal assessment. There is insufficient recording of progress against each component of the qualification, including key skills.

p.26

Leadership and management

63. Although internal communication is satisfactory, there are insufficient links with employers. Employers do not fully understand the training programme.

p.26

Leadership and management

64. The self-assessment process involved all staff but did not involve employers and learners. The strengths identified matched the findings of the inspectors quite closely but some key weaknesses were not recognised.

p.26

Leadership and management

65. There is no strategy to carry out initial assessment of literacy and numeracy and no member of staff has responsibility for, or experience of, delivering support in this area.

p.26

Leadership and management

© 2004 ADULT LEARNING INSPECTORATE 22 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Leadership and management

66. Learners have insufficient understanding of equality of opportunity. It is briefly covered in induction and learners have a copy of the policy in their files. However, learners are aware of their rights and feel well protected in the workplace.

p.27

Leadership and management

67. Internal verification is unsatisfactory. The assessor is new and inexperienced and has received inadequate support. Standardisation meetings have been infrequent and internal verification has sometimes taken place a long time after the assessment. These issues are now being dealt with but it is too early to assess their impact on the assessment process.

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Leadership and management

© 2004 ADULT LEARNING INSPECTORATE 23 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

p.27

Grade 4 Information & communications technology

The following strengths and weaknesses were identified during this inspection:

p.28

Achievement and standards

68. Many learners develop good occupational skills which are related to their work placements. Employers are supportive and provide a wide variety of training opportunities. Workplaces are good and learners benefit from the resources available to them. For many learners, their work placement is an opportunity to become permanent employees. Eight of the 12 foundation modern apprentices who began work placements on a trial basis have now have been taken on as permanent employees. Learners develop confidence and self-esteem. Their attendance is generally good and employers are enthusiastic about the contribution they make to their businesses. Some learners also have the opportunity to extend their skills by attending additional training courses provided by their employer.

p.28

Achievement and standards

69. Retention and achievement rates are poor on the advanced modern apprenticeship programme. Forty-two per cent of the learners recruited in 2000-01 were retained and achieved their qualification. Only 50 per cent of the learners recruited in 2001-02 are still in learning, and none has achieved their qualification. Since 2002-03, only three learners have been recruited, and all are still on programme. There is evidence that learners currently in learning are starting to make more satisfactory progress towards their qualification.

p.28

Achievement and standards

70. The retention and achievement rates for foundation modern apprentices who started programmes in 2000-01 are poor, at 37 per cent. The maximum possible achievement rate for learners who started the programme in 2001-02 is 22 per cent, rising to 34 per cent for those who started in 2002-03. Many of the foundation modern apprentices who started the programme in 2001 have made slow progress. However, there is evidence that some of the learners who started more recently are making better progress towards Programmes inspected Number of learners Contributory grade 4 18 Work-based learning for young people

p.28

Strengths

good development of occupational skills ! effective initial training !

p.28

Weaknesses

poor retention and achievement rates on modern apprenticeship programmes ! poor involvement of employers ! poor assessment practice ! insufficiently detailed individual learning plans !

p.28

Weaknesses

© 2004 ADULT LEARNING INSPECTORATE 24 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

71. The seven-week initial training course effectively prepares learners for the foundation modern apprenticeship. Learners benefit from learning a combination of technical, social and business skills. They gain in confidence and are motivated to find employment. It is the first time many of these learners experience the responsibilities of working life. They also develop a good understanding of computer software, hardware and peripheral devices. Learners and their employers value the training. About 60 per cent of learners are retained for the duration of the initial training course. Some learners leave the course early when a suitable work placement has been identified.

p.29

Quality of education and training

72. Resources are generally satisfactory. Learners have access to industry-standard hardware and software in a well-lit and spacious environment, and access to satisfactory learning materials. However, at the training centre, monitors are positioned on desks that are too low for most users. Learners are not provided with any recommended technical materials to support learning. Most learners have access to good technical resources at their work placement. Some long intervals between assessments have had a The following tables show the achievement and retention rates available up to the time of the inspection.

p.29

Quality of education and training

% % % % Advanced modern apprenticeships (AMA) 2003-04 2002-03 2001-02 No. No. No. LSC funded work-based learning

p.29

Quality of education and training

2000-01 No. No. % No. % No. % No. % 3 6 12 Number of starts 0 0 5 42 Retained* 0 0 5 42 Successfully completed 3 3 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

p.29

Quality of education and training

% % % % Foundation modern apprenticeships (FMA) 2003-04 2002-03 2001-02 No. No. No. LSC funded work-based learning

p.29

Quality of education and training

2000-01 No. No. % No. % No. % No. % 4 32 49 60 Number of starts 0 7 17 22 37 Retained* 0 5 9 22 37 Successfully completed 4 6 2 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

© 2004 ADULT LEARNING INSPECTORATE 25 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

negative impact on the progress of some learners. This situation has recently improved with the appointment of a new assessor who is technically competent and working towards appropriate assessor qualifications.

p.30

Quality of education and training

73. The initial interview and assessment process is mostly satisfactory. All learners have an initial interview and complete a literacy and numeracy skills diagnostic test. The test is used to identify the learners’ key skills level and whether they need literacy or numeracy support. However, this information is not always included in the individual learning plan. Many learners do not understand whether they have exemptions from key skills tests or not. No ICT learners are currently receiving literacy or numeracy support. Those who are identified as needing additional support are given a workbook, but its use is not monitored. There is no staff member with responsibility for providing support.

p.30

Quality of education and training

74. Employers’ involvement in the training process is unsatisfactory. This was partly identified in the self-assessment report. Basingstoke ITeC has good relationships with employers and the standard of work placements is good. However, there are no work- based assessors, and many employers have insufficient understanding of the training programmes. There has been little recent involvement of employers in learners’ progress reviews, and no joint planning of on-the-job learning opportunities. There is no structured off-the-job training and the provider relies on the work-placement provider to ensure that learners gain the necessary background knowledge. However, most workplaces are good and learners enjoy their work.

p.30

Quality of education and training

75. Assessment practices are unsatisfactory. Recent staff changes have revealed inconsistencies in assessment practices. Some learners have had insufficient support and have made slow progress with their qualification. Many learners expressed confusion about their training programme. Learners do not take responsibility for their portfolios. Some do not know whether they are taking key skills qualifications or at what level. The internal verification system has been unsatisfactory in identifying these problems and has recently been restructured to include a new internal verifier for ICT. A new assessor has also been appointed recently and is also starting to deal with these issues. However, it is too soon to judge the impact of these changes.

p.30

Quality of education and training

76. Individual learning plans have insufficient detail. Basingstoke ITeC does not work with the learner and their employer to identify individual training needs. Individual learning plans are not kept up to date. Information that is gathered is not drawn together to help learners’ and employers’ understanding. Some learners do not know where they on the programme. The individual learning plan contains no reference to learners’ existing skills or experience and does not record the results of diagnostic tests. Employers do not have a copy of the individual learning plan. Work-based supervisors and employers have a poor understanding of the training programme and this limits their ability to help the learner in the workplace.

p.30

Quality of education and training

© 2004 ADULT LEARNING INSPECTORATE 26 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Leadership and management

77. Internal verification is unsatisfactory and has failed to identify weaknesses in assessment practice. The new assessor is occupationally experienced but not qualified. A mentor has been appointed and is now working effectively to help the assessor achieve appropriate qualifications. A new internal verifier has also recently been appointed. However, is too early to assess the impact of these changes.

p.31

Leadership and management

78. The self-assessment report did not include a separate section for ICT. ICT was included in business administration. Some of the strengths identified matched those identified by inspectors but some key weaknesses were missed. Equality of opportunity is covered at induction but there is very little promotion of it during progress reviews. Learners have a very basic understanding of equality of opportunity, but they are aware of their rights in the workplace and how to complain.

p.31

Leadership and management

© 2004 ADULT LEARNING INSPECTORATE 27 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

p.31

Grade 4 Retailing, customer service & transportation

The following strengths and weaknesses were identified during this inspection:

p.32

Achievement and standards

79. Retention and achievement rates for foundation modern apprentices are satisfactory. Of the seven learners who started the programme in 2002-03, four are still in learning and one has completed the modern apprenticeship framework. Most learners currently on programme are making satisfactory progress. Learners complete good portfolios of evidence that are structured well. In addition to the NVQ in customer service and a key skills qualification, learners take four additional NVQ units in business administration. Learners and employers are pleased with the skills learners develop while on programme.

p.32

Achievement and standards

80. Retention rates are poor for advanced modern apprentices. They fell by 7 per cent between 2000-01. Sixty-five per cent of 2001-02 learners recruited on to the programme in 2002-03 have already left, so the maximum possible achievement and retention rates for this intake are 45 per cent. Programmes inspected Number of learners Contributory grade 4 40 Work-based learning for young people

p.32

Strengths

good vocational training by provider ! good workplaces !

p.32

Weaknesses

unsatisfactory retention and achievement rates on advanced modern apprenticeship programmes !

p.32

Weaknesses

poor individual learning plans ! inadequate involvement of employers ! poor induction for work-based learners ! poor implementation of literacy and numeracy assessment and support !

p.32

Weaknesses

© 2004 ADULT LEARNING INSPECTORATE 28 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

81. Basingstoke ITeC’s tutors provide good vocational training. Training and review sessions take account of individual learners’ needs, and teaching styles are appropriately varied. Learners value the regular contact with tutors and the frequency of the visits. Tutors are well prepared for their visits and engage learners in lively discussions. They are well qualified and have good subject knowledge. Learners are well motivated and most prepare well for training sessions. They are encouraged to take responsibility for their learning and to identify evidence from the workplace. Verbal and written feedback on their work is clear and supportive. However, key skills training and assessment are not integrated with the NVQ programme, and some learners do not have a clear understanding of how to achieve the key skills qualifications.

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Quality of education and training

82. Work placements are good. Learners benefit from the variety of activities they carry out and the quality of resources available to them. Most have access to the range of evidence required to achieve the qualifications. Most learners receive good pastoral support from their employers, and employers comment positively about the benefits of the training learners receive. Learners enjoy their work and some have been promoted during their training. Learners can also use the resources available at Basingstoke ITeC’s The following tables show the achievement and retention rates available up to the time of the inspection.

p.33

Quality of education and training

% % % % Advanced modern apprenticeships (AMA) 2003-04 2002-03 2001-02 No. No. No. LSC funded work-based learning

p.33

Quality of education and training

2000-01 No. No. % No. % No. % No. % 5 33 23 31 Number of starts 0 0 12 52 18 58 Retained* 0 0 0 0 15 48 Successfully completed 5 15 12 52 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

% % % % Foundation modern apprenticeships (FMA) 2003-04 2002-03 No. No. No. LSC funded work-based learning

p.33

Quality of education and training

No. No. % No. % No. % No. % 4 7 Number of starts 0 1 Retained* 0 1 Successfully completed 4 4 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

p.33

Quality of education and training

© 2004 ADULT LEARNING INSPECTORATE 29 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

training centre. However, many learners work and live some distance away and attendance is difficult.

p.34

Quality of education and training

83. The assessment process is satisfactory. Learners are assessed by the completion of case studies and observation by the tutor. Assessment feedback is good. Most portfolios are clear and well structured. However, although learners understand the requirements of case studies and know when one is successfully completed, they are unable to effectively monitor the number of NVQ units they have completed. A revised assessment plan and monitoring documents have recently been introduced but it is too soon to judge their impact. There are no records of learners who leave the programme early and claim unit certification.

p.34

Quality of education and training

84. Individual learning plans are poor. The individual learning plan is used as a template and includes all possible qualifications. However, it is not amended to take account of qualifications that learners may have already achieved or may be exempt from. It is not completed consistently or individualised. Most employers do not have a copy. It is not kept up to date or adapted to reflect changes in learners’ circumstances. It does not include a record of learners’ literacy and numeracy test results, any support they have been given or the progress they have made. It is not linked to the assessment plan. Learners do not fully understand the qualifications they are working towards. Some learners interviewed thought they were on a general national vocational qualification programme.

p.34

Quality of education and training

85. There is poor involvement of employers with work-based learning. Employers receive formal feedback about the progress of learners every 12 weeks. However, they are unclear about the detail of the training programme and their role in it. Basingstoke ITeC has recently produced and distributed a guide to work-based learning for employers. However, many employers are not familiar with it. There are no formal procedures to ensure that all learners receive similar treatment from their employer. The provider does not always carry out risk assessments of employers’ premises before training begins, and there is no systematic monitoring of employers’ health and safety and equal opportunities procedures. Employers’ views are not used effectively to improve training programmes. One employer was pleased that, having recently agreed to some young employees being trained by Basingstoke ITeC, he would not have to have

p.34

Quality of education and training

86. Induction is poor for work-based learners. Many learners do not understand the qualifications they have signed up to. The time allocated for induction is not always adequate. Much of the induction focuses on filling in forms and handing out copies of policies and procedures. Induction is brief and not interactive. There is insufficient checking of learners’ understanding. However, learners value the on-programme support and guidance they receive during regular visits from tutors.

p.34

Quality of education and training

87. There is poor implementation of literacy and numeracy assessment and support. Some learners with level 3 and 4 vocational and academic qualifications are assessed in numeracy. Others, with level 2 qualifications, are not assessed. For learners who are assessed, the results are recorded and support is given through workbooks. However,

p.34

Quality of education and training

© 2004 ADULT LEARNING INSPECTORATE 30 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

there is no monitoring or testing of progress, and not all learners complete the workbooks. There is no evidence that literacy is tested or support offered. There is currently no member of staff with the knowledge and experience to provide this support. The distinction between basic and key skills is not fully understood by learners or staff.

p.35

Leadership and management

88. Internal verification is satisfactory. Assessment decisions are monitored through observation of assessments and internal verification of portfolios. Most internal verification takes place at the end of the NVQ programme. Internal verification meets awarding body requirements and any action points which are identified are quickly dealt with.

p.35

Leadership and management

89. Induction procedures adequately support new staff in understanding Basingstoke ITeC and the requirements of their job role. The organisation recently arranged for a newly appointed member of staff to shadow an experienced tutor and be trained by an external verifier. Members of the customer services team have taken part in a one-day training session to update their industrial knowledge and skills.

p.35

Leadership and management

90. Staff were involved in the self-assessment process. The self-assessment report has identified some of the same strengths and weaknesses identified by inspectors, but has overlooked some weaknesses.

p.35

Leadership and management

91. All learners receive a copy of the equality of opportunity policy at induction. Equality of opportunity is not reinforced in teaching, although learners have a basic understanding of the subject.

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Leadership and management

© 2004 ADULT LEARNING INSPECTORATE 31 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Grade 2 Health, social care & public services

The following strengths and weaknesses were identified during this inspection:

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Achievement and standards

92. Basingstoke ITeC’s programme for dental nurses only began in November 2002 and no learners have yet achieved the level 3 NVQ in oral healthcare. All learners are making satisfactory progress and there is evidence that some learners are now achieving units more rapidly that would normally be expected. Portfolios are clear and well structured and the standard of written work is good.

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Achievement and standards

93. A large proportion of the learners who started programmes in 2002-03 have left early. Only 15 of the 29 learners remain in learning, although five left early because of personal circumstances or illness. This weakness was identified in the self-assessment report and the subcontractor is now looking at new ways of encouraging learners to return to the programme after a period of absence. Attendance at both on- and off-the- job training is very good. All learners who started the programme in 2003 are still in learning. Programmes inspected Number of learners Contributory grade 2 31 Work-based learning for young people

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Strengths

very good delivery of training ! good resources ! good assessment practice ! good support for learners ! very good management of training !

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Weaknesses

large proportion of early leavers in 2002-03 !

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Weaknesses

© 2004 ADULT LEARNING INSPECTORATE 32 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

94. The delivery of training is very good. On- and off-the-job training are co-ordinated well. Employers, assessors and tutors work closely together to produce a cohesive programme of learning that enables learners to progress through the qualification. Learners’ understanding is regularly checked and assessed during training sessions to prepare them for the external examination. Learners enjoy their training and are well- motivated. Employers reinforce off-the-job training by using informal opportunities to question the learners and to respond to queries. Learners’ progress reviews are carried out every four to six weeks by the internal verifiers, who closely monitor the progress being made. Learners’ files contain copies of all current targets, assessment plans and review reports, as well as detailed monitoring documents.

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Quality of education and training

95. Resources are good and are used effectively to support learning. The subcontractor’s training room is resourced with basic teaching equipment including an overhead projector and video equipment, and specialist dental equipment including facilities for producing dental radiographs. All workplaces are fully equipped to carry out a full range of dental procedures and all these resources are available for learners to use. Staff are well qualified and knowledgeable about their roles, and maintain their own continuous professional development.

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Quality of education and training

96. Assessment practice is good. All learners meet their assessors at least every four to five weeks. Assessment plans are very detailed and give learners the opportunity to decide how they would prefer each unit to be assessed and to ensure that they understand the process. Assessors support the learners’ choice with oral or written questions and carry out observations according to learners’ requirements and the demands of the workplace. Homework and classroom projects are set and marked by the tutor, and are designed to provide evidence of background knowledge. Learners are involved in assessing them against performance criteria and have a good understanding of the process. The following table shows the achievement and retention rates available up to the time of the inspection.

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Quality of education and training

% % % % NVQ Training 2003-04 2002-03 No. No. No. LSC funded work-based learning

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Quality of education and training

No. No. % No. % No. % No. % 16 29 Number of starts 0 0 Retained* 0 0 Successfully completed 16 15 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

© 2004 ADULT LEARNING INSPECTORATE 33 BASINGSTOKE ITEC (BASINGSTOKE YOUTH ACTION TRUST LTD)

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Quality of education and training

97. Learners are well supported. All employers pay for their learners to be trained and have high expectations of their learners and the training provider. One employer recently supported two learners to attend a training course in London. The learners used this experience to present evidence for one of the optional units. Employers allow flexibility in their schedules to enable learners to complete portfolio work. They work closely with the training provider to identify reasons for poor attendance or late completion of work. This allows problems to be identified promptly and effectively. Assessors are always welcomed into dental practices to assess work or to support portfolio-building. Visits sometimes take place in consecutive weeks. Learners value this additional support and the quality of the feedback they receive. Learners have their assessors’ telephone numbers and are able to contact them if they need any additional

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Leadership and management

98. The management of training is very good. The training programme is well planned. Clear deadlines are set for the completion of homework, projects and units. These plans and deadlines are shared with employers and assessors. Employers have a very good understanding of the training learners receive.

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Leadership and management

99. There are regular meetings between the managers at Basingstoke ITeC and at the subcontractor. Basingstoke ITeC has recently started to monitor learners’ files and has made some suggestions for improvements in the areas of equality of opportunity and health and safety. However, it is too early to assess their impact. Staff received good, practical support from Basingstoke ITeC in writing the self-assessment report and development plan for this area of learning. They have a good understanding of it.

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Leadership and management

100. There has been little promotion of equality of opportunity. Learners receive a copy of the policy at induction but it is not reinforced in teaching or promoted to employers. There are no members of minority ethnic groups and no men on the programme. Learners’ files and promotional material contain some examples of traditional stereotyping. Although this has very recently been recognised, Basingstoke ITeC has no strategy to deal with it.

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Leadership and management

101. Internal verification is thorough. Assessors are observed regularly and tutors carry out peer observation. Assessors, verifiers and tutors meet regularly to standardise practice. All learners take an initial assessment, which includes an internal test of literacy and numeracy. No learners have yet been identified as needing additional support. However, there is no strategy to identify, or provide appropriate support for, any learner who may need it in the future.

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