Setting

10 March 2005

ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.2

10 March 2005

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.

p.2

10 March 2005

Inspectors use a five-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas. The same scale is used to describe the quality of leadership and management, which includes quality assurance and equality of opportunity. The descriptors for the five grades are: • grade 1 - outstanding • grade 2 - good • grade 3 - satisfactory • grade 4 - unsatisfactory • grade 5 - very weak.

p.2

10 March 2005

The two grading scales relate to each other as follows:

p.2

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

p.2

Grading

ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.3

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:

p.3

Adult Learning Inspectorate

Inspections are carried out in accordance with the by teams of full-time inspectors and part-time associate inspectors who have knowledge of, and experience in, the work which they inspect. All providers are invited to nominate a senior member of their staff to participate in the inspection as a team member. Common Inspection Framework • work-based learning for all people over 16 • provision in further education colleges for people aged 19 and over • the University for Industry’s provision • Adult and Community Learning • learning and job preparation programmes funded by Jobcentre Plus • education and training in prisons, at the invitation of Her Majesty’s Chief Inspector of Prisons.

p.3

REINSPECTION REPORT

Text5: Rochdale Training Association Reinspection

p.4

Contents

Description of the provider 1 Scope of provision 1 About the reinspection 2 Overall judgement 2 Grades 2 Key findings 3

p.4

Contents

Leadership and management 8 Equality of opportunity 10 Quality assurance 10 Engineering, technology & manufacturing 12 Business administration, management & professional 16 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.4

DESCRIPTION OF THE PROVIDER

1. Rochdale Training Association (RTA) is a training provider with charitable status that was formed in 1984 by the merger of the Rochdale Engineering Training School and the Rochdale Engineering Group Training Scheme. RTA is located in central Rochdale and works with over 100 local companies to provide employment or work experience for its youth and adult learners. Thirty-one of these companies are full members of RTA. The management board consists of elected representatives from the member companies. Twenty-two staff are employed and a further eight staff are used on a regular but part- time basis.

p.5

DESCRIPTION OF THE PROVIDER

2. RTA contracts with Greater Manchester Learning and Skills Council (LSC) for a range of programmes that includes modern apprenticeships, programme-led apprenticeships and the Employment Training Pilot (ETP). It also contracts with Lancashire LSC for the ETP. Current programmes include the engineering, technology and manufacturing, and business administration, management and professional areas of learning.

p.5

DESCRIPTION OF THE PROVIDER

3. Rochdale Metropolitan Borough is one of 10 districts that make up Greater Manchester. In 2001 the population was 205,375. In 2004 the unemployment rate was 6.1 per cent, compared with 5 per cent nationally. The proportion of people from minority ethnic groups is 13.9 per cent, and 46.3 per cent of school leavers achieved five or more general certificates of secondary education (GCSEs) at grade C or above, compared with the national average of 53.4 per cent.

p.5

Engineering, technology & manufacturing

4. RTA provides apprenticeships and modern apprenticeships in mechanical engineering, fitting, milling, turning, maintenance, fabrication and welding, electrical and electronic engineering and engineering design. Eighty-six learners are in training, of whom 48 are advanced apprentices, 23 are apprentices and 15 are on ETP programmes. Nine of the apprentices are working on the programme-led apprenticeship scheme. Apprentices complete the national vocational qualification (NVQ) at level 2 in year one, and attendance at this stage is made flexible to meet the needs of employers. Apprenticeships are planned for completion in 18 months, and advanced apprenticeships in 42 months. Over 30 employers are involved in work-based learning programmes.

p.5

Engineering, technology & manufacturing

© 2005 ADULT LEARNING INSPECTORATE 1 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.5

Business administration, management & professional

5. Seventy-one learners are training on the business administration programmes, of whom 11 are apprentices and four are advanced apprentices. There are 56 learners on the ETP scheme. All the learners are employed and work in a wide variety of workplaces, including large retailing organisations, manufacturing and packaging companies, hotels and a housing association. All learners complete an initial assessment and an induction briefing, mostly on an individual basis. Learners receive training and assessment in the workplace and at the training centre. Courses are offered for technical certificates, key skills qualifications and an examination-based qualification in information technology, together with a range of other short courses.

p.6

OVERALL JUDGEMENT

6. At the previous inspection, leadership and management, equality of opportunity and quality assurance were unsatisfactory. Engineering, technology and manufacturing, and business administration, management and professional were satisfactory.

p.6

OVERALL JUDGEMENT

7. At the end of the reinspection process, all aspects of the provision were found to be satisfactory or better.

p.6

ABOUT THE REINSPECTION

Number of inspectors 3 Number of inspection days 4 Number of learners interviewed 30 Number of staff interviewed 17 Number of employers interviewed 15 Number of subcontractors interviewed 1 Number of locations/sites/learning centres visited 18

p.6

ABOUT THE REINSPECTION

Leadership and management 4 Contributory grades:

p.6

GRADES

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

p.6

GRADES

Equality of opportunity 4 Quality assurance 4

p.6

GRADES

© 2005 ADULT LEARNING INSPECTORATE 2 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.6

GRADES

3 Engineering, technology & manufacturing Contributory grades: None 3 Apprenticeships for young people

p.7

GRADES

3 Business administration, management & professional Contributory grades: None 3 Other government-funded provision None 3 Apprenticeships for young people

p.7

Achievement and standards

8. In engineering, achievements of NVQs at level 2 are good for apprentices and adults on the ETP programme.

p.7

Achievement and standards

9. The retention rates during the period 2004-05 for all apprenticeship programmes are very good. All apprentices have been retained.

p.7

Achievement and standards

10. In business administration, retention and achievement rates are good for the grade 1= outstanding, grade 2 = good, grade 3 = satisfactory, grade 4 = unsatisfactory, grade 5 = very weak Grades awarded at reinspection

p.7

Achievement and standards

Leadership and management 2 Contributory grades: Equality of opportunity 3 Quality assurance 2

p.7

Achievement and standards

Engineering, technology & manufacturing 3 Contributory grades: Apprenticeships for young people 3 Employer training pilot 2

p.7

Achievement and standards

Business administration, management & professional 2 Contributory grades: Employer training pilot 2 Apprenticeships for young people 2

p.7

Achievement and standards

© 2005 ADULT LEARNING INSPECTORATE 3 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.7

Achievement and standards

apprenticeship and ETP programmes. Poor retention rates and the slow completion of NVQ units were identified as weaknesses at the previous inspection.

p.8

Achievement and standards

11. Retention is good on the ETP programme, with 100 per cent retained in 2002-03 and 15 out of 44 learners have completed the programme in 2003-04, with 29 learners still on programme. All 26 starters on the 2004-05 intake are still in training. In the first year of the programme, 2002-03, 77 per cent of learners achieved their qualifications.

p.8

Achievement and standards

12. Skills development is good in engineering. Work produced in the training centre is of a very good standard, as is the portfolio and logbook work.

p.8

Achievement and standards

13. Many learners gain qualifications additional to their apprenticeship framework requirements. The qualifications are relevant to employers’ needs and learners’ individual requirements.

p.8

Achievement and standards

14. At the previous inspection, some learners made slow progress in key skills training. Since 2004, learners have begun their key skills training during their first year, and most achieve their qualifications within this period.

p.8

Achievement and standards

15. The standard of learners’ portfolios in business administration is satisfactory. The evidence is indexed and well organised, and the portfolios contain records of assessment by observation and satisfactory written answers to the knowledge questions.

p.8

Achievement and standards

16. Tutors provide good training in the practical and background knowledge aspects of engineering. Coaching is good and tutors use a variety of teaching methods to engage the learners.

p.8

Achievement and standards

17. Learners produce high-quality fabrications in stainless steel and good examples of technical wiring installations in the second and third years of their programmes. Learners are well motivated and respond well to challenges.

p.8

Achievement and standards

18. The monitoring of learners’ progress is very effective. Learners progress well at level 2 of the NVQ. Clearly displayed progress charts in the workshops provide everyone with an effective guide as to what stage individual learners have reached in their programmes.

p.8

Achievement and standards

19. The well-planned first year of training consists of learners attending on a block- release basis of two or four weeks in the training centre, followed by a similar number of weeks with their employer. On- and off-the-job training is integrated more effectively using these methods. Communications are also more effective.

p.8

Achievement and standards

20. The six-weekly progress reviews are generally satisfactory and learners are set specific, measurable, achievable, realistic and time-related targets. Employers do not have sufficient involvement in discussions about workplace targets at level 3 of the NVQ.

p.8

Quality of education and training

© 2005 ADULT LEARNING INSPECTORATE 4 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.8

Quality of education and training

21. At the previous inspection, some assessment practice was inadequate. Assessment is now satisfactory.

p.9

Quality of education and training

22. Support for learners in the workplace is satisfactory. All learners interviewed had progressed through and enjoyed their training, and no problems were reported.

p.9

Quality of education and training

23. Learners’ workplace skills are well developed in business administration. They successfully attain their unit achievement targets. Learners’ progress is monitored effectively. Any shortfalls in meeting programme objectives are identified.

p.9

Quality of education and training

24. Learners have good opportunities for career progression by applying the skills they learn. Optional units focus on the demands of the job. These units change if the demands of the job change. Learners have progressed to supervisory and managerial positions based on the training they have received, and the ability to work under pressure.

p.9

Quality of education and training

25. Learners are well supported by their employers and their assessors. Employers and assessors work as a team to help their learners. Assessors provide good pastoral support when needed.

p.9

Quality of education and training

26. All learners receive an initial assessment. Arrangements for learners with additional learning needs are satisfactory. Learners have access to additional support in literacy, numeracy or language skills, either from their assessor or from a local college of further education.

p.9

Quality of education and training

27. Progress reviews take place every 12 weeks, with satisfactory action-planning for the next quarter. Learners are on appropriate programmes that meet their current needs.

p.9

Leadership and management

28. The operational management of training programmes in both areas of learning is now good. Effective actions have resolved the weaknesses found at the previous inspection. The provider’s strong links with employers and other external agencies have been further developed.

p.9

Leadership and management

29. RTA’s use of data was a weakness at the previous inspection. Much-improved systems provide managers and teams with data in a number of formats to enable staff to monitor learners’ progress against set targets. Regular staff and management meetings review learners’ progress and the retention of learners.

p.9

Leadership and management

30. The current three-year business plan for 2004-07 is not detailed enough regarding the achievement of year on year targets. Headline objectives and subsequent targets are vague in relation to their effect on individual areas of learning. Targets do not include consideration of their effects on income and expenditure for the period of the plan.

p.9

Leadership and management

31. The promotion of equal opportunities and diversity has improved since the previous inspection. All staff have undergone training designed to improve their understanding

p.9

Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 5 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.9

Leadership and management

and awareness of equality and diversity issues.

p.10

Leadership and management

32. The amended equal opportunities policy now fully reflects all the current legislation. RTA is aware of the requirements of the Disability Discrimination Act 1995, and although the upper floors of the training centre present access problems for learners with mobility difficulties, alternative arrangements are available to meet their needs.

p.10

Leadership and management

33. RTA actively promotes its training to under-represented groups. However, the provider does not have well-developed strategies to effectively challenge vocational stereotypes and encourage learners from these groups.

p.10

Leadership and management

34. Employers and learners now have a better understanding of equality and diversity. Learners’ understanding is checked at progress reviews and by the annual evaluation questionnaire. In engineering, the employment rights and responsibilities unit provides additional knowledge and understanding.

p.10

Leadership and management

35. A newsletter aimed at learners and employers actively promotes training and celebrates learners’ success in a positive style. Good role models illustrated in the newsletter promote training to a wide range of individuals.

p.10

Leadership and management

36. A comprehensive quality improvement manual contains procedures for all the major areas that concern the learner, as well as processes to manage the business of training provision. An internal audit process ensures compliance. The staff who carry out this role have received training in the auditing process. An audit schedule exists for all the quality improvement processes.

p.10

Leadership and management

37. External verifier reports for both areas of learning are positive and indicate that RTA meets all awarding body requirements.

p.10

Leadership and management

38. RTA’s relationships with the external consultants who carry out assessment and verification roles are managed through service-level agreements. A detailed agreement between RTA and a local college ensures that RTA receives detailed information about learners’ progress, and that RTA can access the college quality improvement systems.

p.10

Leadership and management

39. The new system for observing teaching and learning is effective, but only the business administration team fully implemented the process by the target date. The

p.10

engineering team has been slow to implement this procedure and has not met the

40. The self-assessment process has improved and now involves all staff, as well as including the views and comments of learners and employers. Inspectors agreed with many judgements in the current version. RTA has developed a detailed and comprehensive action and development plan. This plan focuses on the strengths and weaknesses identified at the previous inspection.

p.10

engineering team has been slow to implement this procedure and has not met the

© 2005 ADULT LEARNING INSPECTORATE 6 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.10

Leadership and management

During the reinspection process, the inspectors identified the following strengths and weaknesses:

p.11

Strengths

very effective continuing links with employers and other external agencies ! good post-inspection action and development plan ! good use of data to monitor learners’ progress !

p.11

Strengths

good achievement rates of NVQs at level 2 ! good acquisition of skills by learners ! very effective monitoring of progress ! good operational management of training programmes !

p.11

Weaknesses

slow implementation of observations of teaching and learning !

p.11

Strengths

good retention and achievement rates for apprenticeship and ETP programmes ! good development of workplace skills ! good support for learners ! good management of the area of learning !

p.11

Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 7 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.11

LEADERSHIP AND MANAGEMENT Grade 2

During the reinspection process, the inspectors identified the following strengths and weaknesses:

p.12

Strengths

very effective continuing links with employers and other external agencies ! good post-inspection action and development plan ! good use of data to monitor learners’ progress !

p.12

Weaknesses

41. RTA’s links with employers were a strength at the previous inspection. This strength remains and is being developed. The board of directors consists of local employers, and a number of other employers are members of RTA. Some members are very long- standing and a significant number of new members have been recruited recently. Good two-way communications ensure that each organisation benefits fully from the association. Learners’ work placements and employee recruitment activities are mutually beneficial. RTA provides good support and assistance to learners and employees in these companies who find themselves made redundant, or who wish to change employer.

p.12

Weaknesses

42. RTA has developed good links with a number of other organisations specifically aimed at developing and improving recruitment from identified under-represented groups. These links include schools with high proportions of pupils from minority ethnic groups.

p.12

Weaknesses

43. After the previous inspection, RTA developed a detailed and comprehensive action and development plan. This plan focuses on the identified strengths and weaknesses from the previous inspection. Proposed actions clearly identify matters to be resolved or maintained and allocate and record the staff responsible. Improvements include the co- ordination of engineering training and the development of a range of strategies within each area of learning to increase retention and achievement rates of learners.

p.12

Weaknesses

44. A new member of staff has responsibility for developing the quality improvement systems and for promotion of equality and diversity. A range of staff training initiatives has raised staff’s awareness and abilities in a number of areas, such as equality and diversity and observations of teaching and learning.

p.12

Weaknesses

45. RTA’s use of data was a weakness at the previous inspection. Much-improved systems provide managers and teams with data in a number of formats to enable staff to

p.12

Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 8 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.12

Weaknesses

monitor progress against set targets. Regular staff and management meetings review learners’ progress and retention rates. Improved systems are used to monitor learners’ progress through their individual programmes.

p.13

Weaknesses

46. Data is used well in business administration to review learners’ progress against retention and achievement targets. Meetings between the manager and individual assessors support the reviews of assessor/learner caseloads. Identified actions are used to support individual learners who are at risk of leaving before completing their programmes or not completing on time.

p.13

Weaknesses

47. Learners’ progress is well monitored in engineering. All learners are monitored using a traffic light system to identify learners at risk or those falling behind the schedule. Learners’ progress in relation to their expected completion date is reviewed at regular team meetings. The monitoring of retention rates, however, is not clearly recorded in the minutes of the meetings.

p.13

Weaknesses

48. Senior staff have been trained in business management to develop their skills in contributing to the planning process. An amended mission statement has been developed. This new statement is concise and focuses effectively on the training aims of RTA.

p.13

Weaknesses

49. Support for learners’ literacy, numeracy and language skills needs is satisfactory. All learners have an initial assessment and diagnosis of their literacy and numeracy skills. Few of the current learners need additional support. Although none of the RTA staff have relevant qualifications, seven are currently attending a further education training course at level 2 and two have started a level 3 course. Arrangements have also been made with the local college to access their learner support unit if necessary. Learners with identified needs receive good additional support from tutors and assessors.

p.13

Weaknesses

50. The business plan identifies a number of targets relating to recruiting from under- represented groups, greater involvement in 14-19 years activities, and increased marketing of services to a broader range of clients. The plan is largely narrative with large sections describing the current situation in many areas. Some of the terminology used in the plan reinforces existing stereotypes and does not use current terms regarding the apprenticeship schemes.

p.13

Weaknesses

51. The current three-year business plan for 2004-07 is not sufficiently detailed with regard to the achievement of year on year targets. Work-based learning headline improvement targets relate to 2003-04, whereas the business plan runs from 2004-07. Targets relate to success rates rather than to learners in training and future learners. Headline objectives and subsequent targets are vague in relation to their impact on individual areas of learning. Targets do not include details of their impact on income and expenditure for the period of the business plan. The plan does not sufficiently analyse the company’s current performance, or clearly link the improvement plans to actions required or individual targets.

p.13

Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 9 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.13

Equality of opportunity Contributory grade 3

52. RTA is actively promoting its training to under-represented groups. Staff at RTA provide good role models to learners in terms of gender and ethnic background.

p.14

Equality of opportunity Contributory grade 3

53. Employers and learners now have a better understanding of equality and diversity. Learners’ understanding is checked at progress reviews and by the annual evaluation questionnaire. In engineering, the employment rights and responsibilities unit provides additional information for learners. A newsletter aimed at learners and employers actively promotes training and focuses on learners’ successes in a positive style. Good role models illustrated in the newsletters promote training to a wide range of individuals.

p.14

Equality of opportunity Contributory grade 3

54. RTA’s promotion of equal opportunities and diversity is satisfactory and has been maintained since the previous inspection. All staff have had training designed to improve their understanding and awareness of equality and diversity issues. Despite this, they do not fully understand the obstacles to training experienced by under-represented groups. An action and development plan includes maintaining effective links with companies. A number of seminars are provided relating to employment law awareness, with a focus on equal opportunities and diversity issues. Productive links exist and are being further developed with schools, a range of other external organisations and specific community groups. No clear strategies have been developed to challenge existing stereotypes effectively and begin to remove the obstacles to learning experienced by these groups.

p.14

Quality assurance Contributory grade 2

55. Quality improvement procedures at RTA are now good. A comprehensive quality improvement manual includes procedures for all the main areas that affect learners as well as processes to manage the business of training provision. An internal audit process is effective and ensures compliance with procedures. Staff who carry out this role have received training in the auditing process. An audit schedule exists for all the quality improvement processes. A follow-up process ensures that all incidents of non- compliance are resolved.

p.14

Quality assurance Contributory grade 2

56. External verifier reports for both areas of learning are positive and indicate that RTA meets all awarding body requirements.

p.14

Quality assurance Contributory grade 2

57. Service-level agreements are used to manage RTA’s relationships with the external consultants who carry out assessment and verification. A detailed agreement between RTA and a local college ensures that RTA receives detailed information about learners’ progress and can access the college quality improvement systems.

p.14

Quality assurance Contributory grade 2

58. A new and effective system has been introduced for the observation of teaching and learning, but only the business administration team has fully completed the implementation process by the target date. The engineering team has been slow to implement this process and has not met set targets. No one maintains an overall record of observations to ensure that teams meet completion targets.

p.14

Quality assurance Contributory grade 2

59. The self-assessment process has been improved and now involves all staff, as well as

p.14

Quality assurance Contributory grade 2

© 2005 ADULT LEARNING INSPECTORATE 10 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.14

Quality assurance Contributory grade 2

including opinions and comments from learners and employers. Inspectors’ judgements matched many of those in the current version of the report.

p.15

Quality assurance Contributory grade 2

© 2005 ADULT LEARNING INSPECTORATE 11 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.15

Grade 3 Engineering, technology & manufacturing

During the reinspection process, the inspectors identified the following strengths and weaknesses:

p.16

Achievement and standards

60. Achievements of NVQs at level 2 are good for apprentices and adults on the ETP programme. Pass rates are very good on advanced apprenticeship programmes at between 75 and 95 per cent over the past four years. RTA’s expertise gained in the delivery of level 2 NVQ programmes has been successfully applied in the workplace with adult learners. In the first year of the programme, 2002-03, 77 per cent of learners achieved their qualifications. Since then the retention rate is good, averaging 95 per cent over two years. The retention rates in 2004-05 for all apprenticeship programmes are very good at between 80 and 100 per cent.

p.16

Achievement and standards

61. Learners’ skills development is good. Tutors provide good training in the practical and background knowledge aspects of engineering, using good coaching methods, and employing a variety of teaching methods to engage the learners. Work produced in the training centre is of a very good standard, as is the portfolio and logbook work. Learners make tools and equipment that will be useful in the workplace. Their employers give learners responsibility for the production of industry-standard work. There are examples of high-quality fabrications in stainless steel and of good technical wiring installations by second- and third-year learners. Learners are well motivated and respond well to challenges.

p.16

Achievement and standards

62. Many learners achieve qualifications additional to their apprenticeship framework requirements. These qualifications are relevant to employers’ and learners’ needs. Many Programmes inspected Number of learners Contributory grade 3 71 Apprenticeships for young people 2 15 Employer training pilot

p.16

Strengths

good achievement rates of NVQs at level 2 ! good acquisition of skills by learners ! very effective monitoring of progress ! good operational management of training programmes !

p.16

Weaknesses

slow implementation of observations of teaching and learning !

p.16

Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 12 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.16

Weaknesses

learners complete additional units during the first year of training and some progress to level 4 qualifications. Additional training is available in portable appliance testing, information technology (IT) and health and safety-related courses, which are outside framework requirements.

p.17

Weaknesses

63. At the previous inspection, learners were making slow progress in key skills achievements. Since 2004, learners have begun key skills training during their first year and most achieve their qualifications within this period. Some older learners continue to make slow progress towards the achievement of key skills qualifications. Four learners on advanced apprenticeships who began in 2001-02 are just completing their key skills training. Five out of 15 learners who began in 2002-03 are also just completing their key skills training. A new training officer has the responsibility for improving the achievement rate for key skills qualifications. The overall achievement rates for advanced apprenticeship frameworks are still low.

p.17

Quality of education and training

64. RTA’s monitoring of learners’ progress is very effective. Learners progress well at level 2 NVQ. Progress charts in the workshops provide everyone with a clear guide as to what stage individual learners have reached in their programmes. Learners are able to see their progress at a glance, regarding completion of practical tasks and assessments. Learners’ files contain regularly updated, computer-generated progress monitoring sheets. Actions to be taken are discussed at assessor team meetings.

p.17

Quality of education and training

65. The well-planned first year of training consists of learners attending on a block- release basis of two or four weeks in the training centre, followed by a similar number of weeks with their employers. On- and off-the-job training is integrated more effectively using these methods. Communications are also more effective. Staff and learners are able to use examples from the workplace in their training more effectively and demonstrate a good understanding of engineering terminology. Some employers have good training plans for workforce development. Portfolios are generally satisfactory.

p.17

Quality of education and training

66. RTA’s initiatives in dealing with schools and colleges are good. A pilot scheme in programme-led training for young people with low GCSE grades has proved successful. Eight learners achieved an NVQ and were placed with companies new to RTA. ‘Taster’ courses are available for school groups to sample engineering. A good example of effective participation is one group with problems of school attendance. These learners are now working towards an NVQ at level 1. RTA holds a presentation evening for learners at the local town hall.

p.17

Quality of education and training

67. Resources for all the programmes are satisfactory. At the previous inspection, there were insufficient resources for fabrication and welding training.

p.17

Quality of education and training

68. The six-weekly progress reviews are generally satisfactory and learners are set specific, measurable, achievable, realistic and time-related targets. However, employers are not sufficiently involved in discussions about workplace targets at level 3 NVQ.

p.17

Quality of education and training

© 2005 ADULT LEARNING INSPECTORATE 13 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.17

Quality of education and training

Many employers do not attend progress reviews and receive information at a later stage from training officers.

p.18

Quality of education and training

69. At the previous inspection, some of the assessment practice was inadequate. Assessment practice is now satisfactory. Observations of assessment tasks are now more frequent and take place at stages of the programme appropriate to the needs of employers and learners. Assessors respond well to requests for assessment by learners, who are now better able to identify suitable assessment tasks. Witness testimony however, is not used effectively. No formal procedures exist for witnesses to record evidence of learners’ work. In most cases, supervisors sign assessment documents without indicating clearly the actual level of involvement by the learner in the task. Portfolios do not have samples of witnesses’ signatures or information about witnesses’ job roles.

p.18

Quality of education and training

70. Support for learners in the workplace is satisfactory. All learners interviewed had progressed through and enjoyed their training, with no reported problems. All speak highly of the management of their programme by RTA.

p.18

Quality of education and training

71. Initial assessment for literacy, numeracy and language skills support is adequate. Learners complete a mechanical aptitude test followed by key skills tests. Individual learner support needs are identified.

p.18

Quality of education and training

72. At the previous inspection there was no structured programme of literacy and numeracy support to help learners improve and develop their skills. Formal arrangements for the delivery of individual learning support are still not clear. Learners receive informal additional training on an individual basis or as part of larger groups. Tutors at the subcontracted college are supportive of learners with literacy and numeracy needs.

p.18

Leadership and management

73. The operational management of engineering programmes is good. Effective actions have resolved weaknesses identified at the previous inspection, with the exception of the formal procedures to provide support in literacy and numeracy. On- and off-the-job training is satisfactory. Assessment is now satisfactory, a key feature being more assessment by direct observation. Learners receive support at all stages of their programmes and speak very highly of the training and management of programmes.

p.18

Leadership and management

74. The use of data to assist in the management programmes and monitor equality of opportunity is much improved and is now good. RTA is able to provide more accurate data. Performance is monitored at least every three months. Progression reports are produced which identify learners at risk of leaving before completing the programme. T raining officer s are allocated learners and are responsible for thei r training and progress . Twelve-monthly reviews analyse learners’ and employers’ feedback and monitor yearly progress at level 2 and 3 NVQ. Short-term reviews of performance are held every two months. Progress in all components of the apprenticeship frameworks are reviewed and

p.18

Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 14 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.18

Leadership and management

75. The first year of training includes a range of training activities which supports learners’ understanding of equality and diversity. Learners’ completion of the employment rights and responsibilities aspect of the apprenticeship framework makes a positive contribution to their understanding of equality of opportunity.

p.19

Leadership and management

76. Arrangements to improve the quality of training at the previous inspection were inadequate. Most quality improvement arrangements have now been formally documented and are applied to the programmes. Procedures and guidelines apply to the key processes and training activities. Short-term activities, which are having an impact, include performance reviews with learners and staff, the early introduction of learners’ questionnaires and better use of initial assessment results to determine appropriate programmes for learners. The self-assessment process is now more thorough. The findings of the self-assessment report matched some of the strengths and weaknesses identified by inspectors.

p.19

Leadership and management

77. RTA’s system for conducting observations of training and other key activities is being implemented slowly. Target dates for completion of the observation of all staff have not been met. The sharing of good practice has also been slow between business administration and engineering.

p.19

Leadership and management

© 2005 ADULT LEARNING INSPECTORATE 15 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.19

Grade 2 Business administration, management & professional

During the reinspection process, the inspectors identified the following strengths and weaknesses:

p.20

Achievement and standards

78. Retention and achievement are good on the apprenticeship and ETP programmes, where low retention and slow completion of units were identified as weaknesses at the previous inspection. Effective strategies exist to improve retention rates. Learners at risk of leaving before completing the programme are identified at an early stage and effective steps are taken to retain them. Learners who leave their employment are kept in training.

p.20

Achievement and standards

79. Retention rates are good on the ETP programme, and all learners were retained in 2002-03. Fifteen of 44 learners completed the programme in 2003-04, and 29 learners are still in training. All 26 starters from the 2004-05 intake are still in training. Seventy- one per cent of learners who began the apprenticeship programme in 2003-04 have been retained, 59 per cent have completed their apprenticeship frameworks and three learners are still in training.

p.20

Achievement and standards

80. The standard of learners’ portfolios is satisfactory. The evidence is indexed and well organised, with records of assessment by observation, and satisfactory written answers to the knowledge questions. Individual learning plans are up to date and include a record of units completed towards the full qualification. Programmes inspected Number of learners Contributory grade 2 56 Employer training pilot 2 15 Apprenticeships for young people

p.20

Strengths

good retention and achievement rates for apprenticeship and ETP programmes ! good development of workplace skills ! good support for learners ! good management of the area of learning !

p.20

Weaknesses

© 2005 ADULT LEARNING INSPECTORATE 16 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.20

Quality of education and training

81. Learners’ workplace skills are well developed. Unit achievement targets have been reached successfully. Learners can work for additional qualifications appropriate to their job roles. There are effective resources to help in skills development, particularly in the area of IT. Learners’ progress is monitored effectively, and any shortfalls in meeting programme objectives are identified. Meetings between the assessor and the training manager are used to scrutinise individual learners’ performances. Detailed action- planning resolves any problems that would jeopardise learners’ successful achievement of their qualifications.

p.21

Quality of education and training

82. The skills acquired by learners allow them good opportunities for career progression. Optional units focus on the requirements of the job, and the demands of the job change. Learners confirm increased confidence in their own abilities, and the contribution of key skills training to their effectiveness on the job. Off-the-job training also contributes to the acquisition of skills. Employers recognise that learners have improved their presentation skills and their ability to complete more complex tasks. Learners have progressed to supervisory and managerial positions using the training they have received, and the ability to work in pressurised work situations.

p.21

Quality of education and training

83. Employers and assessors provide good support working as a team to help their learners. Assessors provide good pastoral support when needed. One tutor is a qualified signer, and can give invaluable help to hearing-impaired learners. Employers are involved with their learners’ learning programmes and are aware of their progress towards completing their apprenticeship frameworks. Time is allocated for assessor visits. Some time is allocated for portfolio-building when the responsibilities of the job permit this. Communications are good between employers and assessors. Employers appreciate updates on their learners’ progress from the assessor and the opportunity to discuss any problems or queries. Employers are involved in the progress review process, although they are not always present throughout the review meetings. Sometimes they give comments after the event. The assessors are sensitive to their learners’ needs and

p.21

Quality of education and training

flexible during busy work periods, being prepared to reschedule visits to fit in with the needs of the employer. Assessors are easily contactable between visits in case of any queries or problems.

p.21

Quality of education and training

84. All learners receive an initial assessment. Arrangements are satisfactory for learners with additional learning needs, allowing access to additional support for literacy, numeracy or language skills, either from their assessor or from a local college of further education. The standard of assessment is satisfactory. A range of assessment methods is used, including professional discussion.

p.21

Quality of education and training

85. Progress reviews take place every 12 weeks, and include satisfactory action-planning for the next quarter. Learners are on appropriate programmes that meet their current needs. Most of them join as apprentices at level 2 NVQ, but opportunities are available for learners to progress to advanced apprenticeships at level 3 NVQ if their abilities and job roles provide the evidence requirements.

p.21

Quality of education and training

© 2005 ADULT LEARNING INSPECTORATE 17 ROCHDALE TRAINING ASSOCIATION REINSPECTION

p.21

Leadership and management

86. RTA is committed to the continuous professional development of its staff. All staff are well qualified or working towards appropriate qualifications in teaching and adult literacy and numeracy. Additional qualifications are offered to assessors. Induction for new members of staff is effective and the operational management of the area of learning is good. Staff are highly motivated and work effectively as a team. Staff’s performances are monitored and staff are supported within a manageable work load. Internal verification is satisfactory. Observation of teaching and learning takes place routinely and includes an established system of moderation. Communications between the staff and local employers are good. Employers speak highly of the service they receive from the provider. RTA has regular meetings and clearly understood procedures. Staff observe each other’s working practices and discuss any identified

p.22

Leadership and management

problem areas. They work with the welfare of the learners at the heart of all their activities.

p.22