Setting

11 August 2005

12/09/2005 14:19:54 12/09/2005 14:19:54 DAVIDSON TRAINING UK LIMITED

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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

• work-based learning for all people aged over 16 • provision in further education colleges for people aged 19 and over • learndirect 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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Adult Learning Inspectorate

Inspections are carried out in accordance with the Common Inspection Framework 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.

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Pre-inspection analysis

The resources allocated to a cycle 2 inspection are primarily determined by the findings from the previous inspection. Account is also taken of information about achievement and retention obtained from the funding body, and any significant changes in the size or scope of the provision.

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Pre-inspection analysis

Where a provider has received good grades in cycle 1, the cycle 2 inspection is relatively light. If the provider offers a number of areas of learning, a restricted sample is inspected.

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Pre-inspection analysis

Where a provider has received satisfactory grades in cycle 1, the cycle 2 inspection is less intensive and it is possible that not all areas of learning are included.

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Pre-inspection analysis

Where there are significant unsatisfactory grades from cycle 1, the intensity of the cycle 2 inspection is broadly the same as cycle 1, and all significant areas of learning are inspected.

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Pre-inspection analysis

Providers that have not previously been inspected will receive a full inspection.

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Overall effectiveness

The grades given for areas of learning and leadership and management will be used to arrive at a judgement about the overall effectiveness of the provider.

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Overall effectiveness

An outstanding provider should typically have leadership and management and at least half of the areas of learning judged to be a grade 1. All area of learning grades will be graded 1 or 2.

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Overall effectiveness

A good provider should have leadership and management and at least half of the area of learning grades judged to be a grade 2 or better. A good training provider should not have any grade 4s, and few grade 3s in the areas of learning.

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Overall effectiveness

A satisfactory provider should have adequate or better grades in leadership and management and in at least two thirds of the area of learning grades. An adequate provider might have a range of grades across areas of learning, some of which might be graded 4.

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Overall effectiveness

Provision will normally be deemed to be inadequate where more than one third of the area of learning grades and/or leadership and management are judged to be inadequate.

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Overall effectiveness

The final decision as to whether the provision is inadequate rests with the Chief Inspector of Adult Learning. DAVIDSON TRAINING UK LIMITED

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Grading

Inspectors use a four-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas and Jobcentre Plus programmes, as well as to summarise their judgements about the quality of learning sessions. The same scale is used to describe the quality of leadership and management, which includes equality of opportunity and quality assurance. The descriptors for the four grades are:

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Grading

• grade 1 - outstanding • grade 2 - good • grade 3 - satisfactory • grade 4 - inadequate

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Summary

Description of the provider 1 Overall effectiveness 1 Key challenges for Davidson Training UK Limited 1 Grades 2 About the inspection 2 Key Findings 3 What learners like about Davidson Training UK Limited 8 What learners think Davidson Training UK Limited could improve 8 Leadership and management 9 9

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Detailed inspection findings

9 Leadership and management Equality of opportunity 10 Quality improvement 11 Retail and commercial enterprise 13 Business administration and law 21 DAVIDSON TRAINING UK LIMITED

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DESCRIPTION OF THE PROVIDER

1. Davidson Training UK Limited (Davidson Training) is a private limited company which was established in 1997 and has operated under the name of Davidson Training UK Limited since 1999. It has had a direct contract with London Central Learning and Skills Council (LSC) since March 2000, although it operated as a subcontractor before that. The head office is in Gravesend, Kent. The two directors are based there, with a centre manager, an administrator and three assessors. Hairdressing provision began in 2001. A training salon in central London is the base for the other centre manager and her three staff who deliver work-based learning and assessment in hairdressing. Davidson Training offers apprenticeships in business administration, customer service, retailing and hairdressing. Approximately 50 per cent of the learners are based in central London. The rest are based throughout Kent, Surrey, Essex, and Buckinghamshire. All the learners are employed before

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DESCRIPTION OF THE PROVIDER

they begin their apprenticeships, and all training takes place at work. There are no formal off-the-job sessions, except in hairdressing.

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Grade 3 OVERALL EFFECTIVENESS

2. The overall effectiveness of the provision is satisfactory. The provision in retailing and wholesaling, and hairdressing is satisfactory. In administration, and in customer service, the provision is good. Leadership and management are satisfactory, as is quality assurance. Arrangements for equality of opportunity are also satisfactory.

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Grade 3 OVERALL EFFECTIVENESS

3. The inspection team was broadly confident in the reliability of the self-assessment process. The self-assessment process is consultative and open. The report is very detailed and self-critical and uses data well to back up its evaluations. Many of its judgements matched those of the inspectors. Some aspects of the provision cited as strengths are normal practice, and the report did not identify some serious weaknesses found by inspectors.

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Grade 3 OVERALL EFFECTIVENESS

4. The provider has demonstrated that it is in a good position to make improvements. Retention and achievement rates in all areas of learning are showing steady improvement. Davidson Training is prompt to act on any weaknesses and its strategies have been effective. The quality of provision has been maintained and improved since the reinspection in 2002. Although some weaknesses identified in previous reports still remain, their severity has been greatly reduced.

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KEY CHALLENGES FOR DAVIDSON TRAINING UK LIMITED:

maintain good achievement rate in administration, and retailing and customer service apprenticeships •

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KEY CHALLENGES FOR DAVIDSON TRAINING UK LIMITED:

continue to improve retention and achievement rates in hairdressing • improve achievement level of advanced apprenticeships •

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KEY CHALLENGES FOR DAVIDSON TRAINING UK LIMITED:

1 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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KEY CHALLENGES FOR DAVIDSON TRAINING UK LIMITED:

more effective target-setting for hairdressing learners • involve employers more closely with the learning process • implement quality assurance processes for all aspects of learners’ experiences • improve the co-ordination of information systems • manage literacy and numeracy support more actively • further develop understanding of equality and diversity •

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GRADES

grade 1 = outstanding, grade 2 = good, grade 3 = satisfactory, grade 4 = inadequate

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Leadership and management 3

Contributory grades: Equality of opportunity 3 Quality improvement 3

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Retail and commercial enterprise 3 Retail and commercial enterprise

Contributory areas: Number of learners Contributory grade Retailing and wholesaling 2 Apprenticeships for young people 28 2 Hairdressing 3 Apprenticeships for young people 57 3

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Business administration and law 2 Business administration and law

Contributory areas: Number of learners Contributory grade Administration Apprenticeships for young people 18 2 Customer service Apprenticeships for young people 67 2

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ABOUT THE INSPECTION

5. Seven inspectors spent a total of 18 days visiting the two sites during late July and August 2005. Five inspectors visited learners in Kent and Surrey in early August. No hairdressing training was planned for the week of the main inspection, so a team of two inspectors visited learners in central London on the 26th and 27th July 2005. One inspector inspected hairdressing training in the teaching salon and visited learners working in salons in the central London area. The other inspector visited customer service learners and spoke to them and to their employers. The findings of these visits were recorded and shared with the rest of the team during the main inspection week in August 2005.

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ABOUT THE INSPECTION

2 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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ABOUT THE INSPECTION

Number of inspectors 7 Number of inspection days 18 Number of learners interviewed 48 Number of staff interviewed 23 Number of employers interviewed 20 Number of locations/sites/learning centres visited 27 Number of visits 2

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Achievements and standards

6. Retention and completion rates for apprenticeship frameworks at level 2 are very good in administration and customer service. In both subjects, achievements average 70 per cent and retention 80 per cent. Good achievement rates in retailing are consistent, at just under 60 per cent. For learners beginning in 2003-04, the rate is already 57 per cent. The achievement rate in advanced apprenticeships in customer service is improving and is currently approximately 60 per cent.

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Achievements and standards

7. Retention and completion rates in administration and retailing advanced apprenticeships are low, averaging 44 and 33 per cent respectively, over the three years to 2002-03. The maximum achievable rate in administration for 2003-04 is 50 per cent and the numbers of learners in training is low.

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Achievements and standards

8. Hairdressing learners demonstrate a very good level of practical skills and technical knowledge in keeping with the exacting standards of their work in commercial salons. In the past, learners’ completion of apprenticeship

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frameworks has been slow, but remedial strategies are beginning to take effect,

and recently recruited learners are progressing well. Most have achieved their key skills qualifications and several national vocational qualification (NVQ) units.

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The quality of provision

9. Off-the-job training in hairdressing is good. Background knowledge relates effectively to the commercial context and is supported by adequate teaching resources. The strong emphasis on health and safety in every session is also linked to commercial practice. Learners are attentive and respond confidently to well-phrased open questions. They exhibit a strong understanding of the subjects taught. Employers appreciate the very good standards of practical training in up-to-date hairdressing techniques.

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The quality of provision

10. Assessment planning is very effective in administration, customer service and retailing. Assessment plans set clear and concise short-term targets, taking into account the needs of the learner and the workplace. Assessors visit learners frequently and regularly, and focus strongly on agreed actions which are recorded in the assessment plan. Assessors offer good support to ensure that the learner

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The quality of provision

3 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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The quality of provision

understands what is required and is capable of achieving the targets. The feedback given to learners is good and is understood by them. Learners are motivated through this regular and strong assessor support.

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The quality of provision

11. In hairdressing, a flexible approach is adopted in meeting learners’ needs. Learning plans are highly individualised to support learners through individual sessions and extra off-the-job training. The training salons are well equipped and have a wide range of good-quality hairdressing products and tools. Staff are experienced and skilled.

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The quality of provision

12. Progress monitoring is good in administration, customer service and retailing. The provider has a comprehensive monitoring system. Assessment plans feed into the twice-monthly review. The central system creates up-to-date review documents which are amended to accommodate the changing targets emerging from the assessment process. Detailed monitoring sheets are produced for each learner and used effectively to stimulate discussion. The individual learning plan is also updated regularly and used as a working document to identify long-term targets. The monitoring system includes all the elements of the apprenticeship framework. The learner, assessor and internal verifier are all fully aware of learners’ progress and the long- and short-term targets. However, some targets are ineffective in hairdressing. Davidson Training does not apply specific, measurable, achievable, realistic and time-related (SMART) targets. Long-term targets are often

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The quality of provision

set to the end date of a learner’s programme. Short-term targets are missed repeatedly.

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The quality of provision

13. Learners achieve a good number of additional qualifications in administration, customer service and retail. Additional key skills qualifications are made available to customer service learners over and above the minimum framework requirement. Many learners are able to gain these additional qualifications at no cost to themselves. Learners are encouraged to achieve higher-level key skills qualifications than those required by their apprenticeship frameworks, and most learners in administration do so. Many learners working for level 3 NVQs have progressed from level 2, and others complete an apprenticeship in a second area of learning.

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The quality of provision

14. Employers are not sufficiently involved in the programme. Their level of involvement varies and there is no systematic plan to ensure their maximum contribution. Employers are often not involved in progress reviews and are simply asked to make comments on documents and sign them. Insufficient use is made of witness testimonies from employers. Many of them are supportive, but are not sufficiently aware of the learner’s qualification requirements and are not in a position to help learners to progress. Few employers had a good understanding of the apprenticeship framework. They now receive copies of completed assessment plans, but this initiative has only been introduced recently.

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The quality of provision

15. Opportunities for hairdressing apprentices to be assessed at work are missed. Davidson Training has identified this problem and is in the process of resolving the situation. There are no salon-based assessors, although one member of staff is working towards accreditation.

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The quality of provision

4 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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The quality of provision

16. Literacy and numeracy support is not monitored sufficiently. Initial assessment diagnostic tests set long-term targets, but this process is too generalised. Progress reviews are used to discuss literacy and numeracy needs. Very specific short-term targets are set and there is evidence of good monitoring of progress, and adjustments at the next review. However, this system relies on learners or assessors to recognise the need. The process is informal and piecemeal and is not monitored or managed at a higher level. There is insufficient information about the effectiveness of literacy and numeracy support arrangements. L d hi d

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Leadership and management

17. Davidson Training has implemented a comprehensive monitoring system and the management and recording of learners’ progress is good. Managers are involved in the recording of all progress reviews and take appropriate action to resolve matters of slow progress or incomplete procedural paperwork. The effectiveness of quality assurance procedures is checked by thorough audits of learners’ files.

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Leadership and management

18. Staff are well qualified and have good vocational experience. The provider has

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clear plans to develop its staff, based on business needs. Staff development

arrangements are good. Staff performance is closely monitored, a process which involves coherent actions and reviews. All staff development is shared and evaluated for effectiveness.

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clear plans to develop its staff, based on business needs. Staff development

19. Internal communications and teamwork between staff and management are particularly good. Management gives clear direction and there is much sharing of good practice. Staff’s views are actively sought and are used positively to promote continuous improvements in the provision. Staff are very aware of ongoing improvements and their positive effects on learners’ progress.

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clear plans to develop its staff, based on business needs. Staff development

20. Davidson Training provides good support for learners with particular needs and helps them overcome obstacles to achievement. Staff deal sensitively and flexibly with learners who may have difficulties such as long-term illnesses and emotional problems. Programmes are well adapted for the individual. Learners with disabilities are well supported and all learners receive individual support. Staff act as assertive advocates for learners at risk.

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clear plans to develop its staff, based on business needs. Staff development

21. The provider’s good initiatives in working with under-represented community groups are encouraging learners who would not usually join training programmes to participate in work-based learning. Davidson Training has built a relationship with two inner city providers of Entry to Employment (E2E) and some learners have achieved apprenticeships through this route. The provider’s staff have shown tenacity and perseverance in supporting these learners. Further partnerships are being developed with organisations supporting ex offenders and people with disabilities.

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clear plans to develop its staff, based on business needs. Staff development

22. Some aspects of the quality improvement framework are incomplete and have not been fully implemented. Some key areas of the learners’ programmes are not being formally monitored, but the performance of new staff are monitored by management and staff in general are monitored through feedback and the progress made by learners.

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clear plans to develop its staff, based on business needs. Staff development

5 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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clear plans to develop its staff, based on business needs. Staff development

23. Some learners have a poor understanding of equality and diversity matters , and some have poor recall of their induction. Staff receive updates on current legislation at some meetings, but these are not minuted. There is no standing agenda item to formally raise the profile of equality and diversity matters, and informal discussions are rarely recorded. Individual discussions between assessors and managers do not prompt assessors to consider or promote the wider diversity issues as a matter of routine. These issues are only discussed in the context of learners’ programmes. However, progress reviews with learners have a detailed checklist about equality and diversity issues, and learners’ answers are recorded, evaluated and subjected to a thorough audit.

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clear plans to develop its staff, based on business needs. Staff development

24. Information systems are not developed sufficiently to give management information within acceptable timescales. There is insufficient co-ordination of information systems to allow detailed targets at programme and assessor level to be set in order to monitor performance trends. L d hi d

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Strengths

particularly good communication and close teamwork 00 • good management and recording of learners’ progress 00 • good arrangements for staff development 00 • good support for learners with particular needs 00 • good initiatives to work with under-represented groups 00 •

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Weaknesses

incomplete quality assurance arrangements 00 • insufficient co-ordination of information systems 00 • insufficient monitoring of literacy and numeracy support 00 • some poor understanding of equality and diversity 00 •

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Hairdressing

Strengths very good practical skills 00 • good off-the-job training 00 • flexible delivery that accommodates individual needs 00 • Weaknesses low retention and achievement rates 00 • ineffective target-setting 00 •

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Hairdressing

6 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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Retailing and wholesaling

Retailing and wholesaling Retailing and who Grade 2

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Retailing and wholesaling

Strengths good apprentice achievement rates 00 • very effective assessment planning 00 • good monitoring of learners’ progress 00 • good achievement of additional qualifications 00 • Weaknesses insufficient learning materials 00 • insufficient involvement and understanding of learners’ programme by some employers 00 •

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Business administration and law

Strengths very good apprentice achievement rates 00 • very effective assessment planning 00 • good monitoring of learners’ progress 00 • good achievement of additional qualifications 00 • Weaknesses low achievement rate for advanced apprenticeships in administration 00 • insufficient employer involvement 00 •

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Business administration and law

7 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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WHAT LEARNERS LIKE ABOUT DAVIDSON TRAINING UK LIMITED:

‘proving that I can do Maths’ • pleasant and supportive atmosphere • good training by experienced staff • assessors listen and explain well • small groups allowing individual attention and hairdressing training that is fun • good interaction within the hairdressing groups • good support from staff who will mediate with employers if necessary • programme planned to fit individual needs • assessment planning - the form is a good reminder of what to do before the next visit • doing a qualification at work not at college •

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COULD IMPROVE:

the amount of assignment support particularly for the hairdressing diploma • the low level of content at level 3 NVQ in hairdressing • the amount of ICT equipment for compulsory word-processed assignment work in hairdressing •

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COULD IMPROVE:

the review format - it restricts learners’ comments • availability of learning materials - ‘I would like to keep the textbook as I want to write notes in it’ •

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COULD IMPROVE:

8 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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Strengths

particularly good communication and close teamwork • good management and recording of learners’ progress • good arrangements for staff development • good support for learners with particular needs • good initiatives to work with under-represented groups •

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Weaknesses

incomplete quality assurance arrangements • insufficient co-ordination of information systems • insufficient monitoring of literacy and numeracy support • some poor understanding of equality and diversity •

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Weaknesses

25. Leadership is strong at Davidson Training and gives clear strategic direction. The self-assessment report, business plan and development plan are detailed and focused on the organisation’s aims and objectives. All staff are well informed and are actively involved in reviewing the progress made in improving the quality of the learners’ experiences. Management sets challenging targets for overall achievement.

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Weaknesses

26. Internal communications and teamwork between staff and management are particularly good. Staff have a very clear understanding of their roles and responsibilities and work very closely as a team. Although the team is small, learners’ progress was only slightly affected when a member of staff was absent through illness. Staff and learners are based throughout a wide area of the Southeast, but are in regular telephone and e-mail contact. Monthly meetings of the peripatetic workforce are used to share performance and company information effectively, and for training. These meetings are well recorded and generate concise action plans that are monitored thoroughly. Frequent and well-recorded meetings between team leaders and individual staff are used to review learners’ achievements and to set targets for performance. Much good practice is developed and shared at each training centre, but the two centres operate independently. Staff’s views are

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Weaknesses

actively sought by management and have a measurable, positive impact on continuous improvements. Communications with employers have been restricted in the past, but recent changes to the learners’ review process have improved the situation. It is too soon to measure the effects of these changes on the quality and planning of on- and off-the-job training.

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Weaknesses

27. Staff are well qualified and have good vocational experience. The provider has clear plans to develop its staff, based on business needs. Staff development arrangements are good. Continuous professional development is used to improve the service to learners and the staff are well supported. All staff performances are monitored every two months. Positive reviews and actions take place as necessary. Staff are appraised yearly and detailed reports include agreements on individual performances with clear targets. All staff

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Weaknesses

9 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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Weaknesses

development is shared and evaluated for effectiveness.

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Weaknesses

28. Davidson Training’s management of resources is satisfactory. There are sufficient vocational learning resources for most learners and the provider has recently introduced laptop computers on which learners can use interactive training materials. Resources for literacy and numeracy are good, but there is insufficient recording of the effectiveness of the resources.

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Weaknesses

29. Literacy and numeracy support is not monitored sufficiently. Support needs are identified by diagnostic tests at the beginning of each learner’s programme, or by discussions during progress reviews. However, records of the progress reviews do not always contain sufficient detail to understand what support has been given, or what progress has been made. Adequate support is given at an individual level, but there is no overall system to monitor the process. Managers cannot easily find out who is receiving literacy and numeracy support, and whether it is effective.

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Equality of opportunity Contributory grade 3

30. Comprehensive and up-to-date policies and procedures cover equality and diversity. These policies and procedures are updated at least annually, or when legislation changes, and are distributed electronically to staff. Davidson Training helps employers to maintain their knowledge of equality of opportunity matters and sometimes assists them with their own policies on this subject and on health and safety.

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Equality of opportunity Contributory grade 3

31. Davidson Training provides good support for learners with particular needs and helps them to overcome obstacles to achievement. Staff deal sensitively and flexibly with learners who have difficulties such as long-term illnesses, and emotional problems. Individualised programmes are well adapted to take account of some learners’ reluctance to take part in formal learning. Those learners who were previously with another provider have been well supported in continuing their learning. Learners with disabilities are well supported. One learner with a severe physical disability recently completed a full apprenticeship framework. The provider found a sympathetic employer to take on the learner and supported the workplace in making the necessary adaptations. When learners have difficulties that Davidson Training cannot resolve, the provider uses its contacts well to refer them to suitable support. All learners receive individualised support, therefore no

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Equality of opportunity Contributory grade 3

learner is made to appear different to other learners. Staff act as assertive advocates for learners at risk. Members of staff have resolved issues of low pay and instances where learners felt that they were treated unfairly or inappropriately. This is done sensitively, while protecting confidentiality as far as possible and maintaining the learner’s trust.

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Equality of opportunity Contributory grade 3

32. The provider’s good initiatives in working with under-represented community groups are encouraging people who would not usually join training programmes to participate in work-based learning. Davidson Training has built a relationship with two inner-city providers of E2E. Six learners from a provider that specialises in English for speakers of other languages have progressed to apprenticeships. Two have already completed their apprenticeship frameworks and two have almost done so. The provider’s staff have shown tenacity and perseverance in supporting these learners. Davidson Training is also developing partnerships with an organisation for ex-offenders, and a charity that supports people with disabilities. However, the provider does not market its programmes actively at job fairs or advertise its services widely. All but a few learners are recruited by word of mouth, or through existing relationships with employers.

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Equality of opportunity Contributory grade 3

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Equality of opportunity Contributory grade 3

33. Davidson Training has acquired a wide range of good resources to support learning in equality and diversity which are used during training sessions. At induction, learners and employers each receive a detailed and comprehensive booklet about equality of opportunity. It contains clear guidance about all aspects of equality and diversity and a set of references to signpost learners and employers to other sources of help. However, the language used is sometimes too complex. Recently recruited learners have received a more compact and less complex booklet. Access to the training academy for learners with disabilities is satisfactory.

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Equality of opportunity Contributory grade 3

34. Davidson Training has always monitored its learners for minority ethnic backgrounds and gender. The provider has set targets to encourage groups who would not normally enter training programmes to do so. Recent changes in information systems have enabled managers to begin to monitor and compare the performances of different groups of learners. These systems have not been in operation for long enough to be able to judge their effects.

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Equality of opportunity Contributory grade 3

35. Inspectors interviewed some learners who had a poor understanding of equality and diversity. Some of them had poor recall of their inductions and the issues discussed. Staff are updated on current legislation at some meetings, but this is not minuted. There is no standing agenda item to raise the profile of equality and diversity, and informal discussions are rarely recorded. Records of individual discussions between assessors and managers show that they remain within the context of framework requirements and place a particular emphasis on health and safety. The discussions do not prompt assessors to consider or promote the wider diversity issues as a matter of routine. Progress reviews with learners have a detailed checklist about equality and diversity, and learners’ answers are recorded, evaluated and subject to a thorough audit.

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Quality improvement Contributory grade 3

36. Davidson Training’s comprehensive range of quality assurance policies and procedures is updated regularly and covers many aspects of work-based learning. Staff are knowledgeable about any changes to the procedures. The management of learners’ progress is good. The provider has recently improved the scope of the management information system to give a more comprehensive view of learners’ progress. The rate of achievement by learners has improved. Davidson Training is continuing to develop the system to add further details such as NVQ elements. Managers contribute to the recording of all progress reviews and take prompt action to resolve matters of slow progress, or incomplete procedural paperwork. Such matters are included in staff members’ monitoring meetings with managers. The effectiveness of the quality assurance procedures is checked by thorough audits of learners’ files. Recently, a new member of staff has begun to assist in

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Quality improvement Contributory grade 3

the audit function to allow managers to concentrate on improving the quality of the review process.

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Quality improvement Contributory grade 3

37. Davidson Training has a particularly effective system for collecting and recording data about learners. Management and staff have a very good understanding of how individual learners are progressing. Information about learners is usually updated following progress reviews that take place for most learners every two weeks. Learners’ achievement rates have increased recently on all programmes. Strategies for improvement are effective. One example of this was the difficulty experienced by hairdressing learners in acquiring key skills. The provider identified that the hairdressing staff did not understand how to deliver

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Quality improvement Contributory grade 3

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Quality improvement Contributory grade 3

key skills effectively to their learners. The staff have received training and acquired key skills qualifications. An experienced and well-qualified key skills co-ordinator now visits the hairdressing learning centre several times each week to give individual support to learners and to advise assessors on how to contextualise the work. Achievement rates have improved and learners are gaining their key skills qualifications early in their programmes.

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Quality improvement Contributory grade 3

38. All staff are actively involved in the self-assessment report and development planning. All actions outlined in the development plan are formally reviewed on a six-monthly basis. Managers maintain a good informal understanding of progress with action points throughout the year. This information is communicated to staff at regular meetings. The report is detailed and self-critical, and the strengths and weaknesses identified reflect most of the findings of the inspection team. Learners’ and employers’ views are taken into account. However, there is no systematic procedure for the collection of employers’ feedback other than conversations with employers when assessors visit the learners.

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Quality improvement Contributory grade 3

39. Internal verification is satisfactory. Verification is well planned and takes place throughout the learner’s programme. Records are maintained appropriately. Learners generally receive good assessment feedback and are aware of the appeals and complaints procedures. Standardisation meetings create opportunities to share good practice. Any points raised by awarding bodies are resolved quickly and to the satisfaction of the organisation.

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Quality improvement Contributory grade 3

40. Some aspects of the quality improvement framework are incomplete and have not been fully implemented. The provider is aware that some key areas of the learners’ experiences are not formally monitored and do not have set standards. Training, progress reviews and recruitment are not observed in any formal sense, although some informal work has been carried out to begin the process. This situation was reported in the May 2003 inspection. However, the performance of new staff is monitored by management, and feedback and learners’ progress are used to monitor all staff.

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Quality improvement Contributory grade 3

41. Information systems are not co-ordinated sufficiently. Davidson Training maintains a wide range of information about learners’ progress which is kept on a variety of different computer systems. These databases are not connected. It is difficult and time consuming to keep them all up to date and consistent. Collecting information to measure performance trends involves a great deal of manual processing. The systems are not co-ordinated sufficiently to allow detailed targets to be set at programme and assessor level. Overall achievement targets are set and monitored well, but there is not enough target-setting at programme level to monitor specific improvements. For example, completion rates in hairdressing are very low compared with other programmes, and there are differences in completion rates between apprenticeship levels.

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Quality improvement Contributory grade 3

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Retail and commercial enterprise Grade 3

0.00 Number of learners Contributory areas: Contributory grade Retailing and wholesaling 2 Apprenticeships for young people 28 1 2 Hairdressing 3 Apprenticeships for young people 57 1 3

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Retail and commercial enterprise Grade 3

42. Fifty-seven learners are working as apprentices in hairdressing. Sixteen of these are advanced apprentices. Most are employed in salons in central London, but some are based in Surrey and Berkshire. Off-the-job training is given fortnightly at Davidson Training’s salon in central London. All learners receive initial assessments and diagnostic testing to determine the most appropriate programme for them. Learners with identified literacy or numeracy needs receive individual support with their written work from suitably qualified staff. There are three hairdressing assessors. Two of these carry out on-the-job assessments. Two internal verifiers quality assure the assessment process. Learners are reviewed every six to eight weeks. At the time of inspection there were no salon-based assessors, although one member of staff is being trained. Davidson Training expects its programmes to take 18 to 24 months for apprentices. Advanced apprentices are expected

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Retail and commercial enterprise Grade 3

43. Nine learners are working towards an advanced apprenticeship in retailing and a further 19 are on the apprenticeship programme. All learners are employed before they enter the programme, and are recruited by Davidson Training through their employers. They are working in a variety of retailing outlets, mostly with larger national companies. All training takes place at work and is delivered by the employer and the training provider’s staff. Learners are visited every two to three weeks for assessment, and formal progress reviews take place every eight weeks. There are two assessors and one internal verifier.

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Hairdressing

Strengths very good practical skills 00 • good off-the-job training 00 • flexible delivery that accommodates individual needs 00 • Weaknesses low retention and achievement rates 00 • ineffective target-setting 00 •

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Achievement and standards

44. Learners demonstrate a very good standard of practical skills. One learner demonstrated a confident and professional approach when completing a cut and style. The

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Achievement and standards

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Achievement and standards

learner’s interaction with the client was excellent when consulting with her about styles and preferences. Methods used were appropriate and the learner showed accomplished skills levels. Balance, comfort, health and safety were all taken into account and involved the client at every stage. Learners show a very good understanding of background knowledge in hairdressing. They are able to meet the high standards expected of them at the well-equipped salons where they work. All employers provide training in the salon environment and learners are impressed by the amount and quality of training they receive.

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Achievement and standards

45. Historically, retention and achievement rates are low, but there is clear evidence that they are improving. Some learners, who began training some time ago, made slow progress and achieved few NVQ units. Some learners were coming to the end of their training programmes but had only achieved the health and safety unit. Others could not achieve their NVQ units as their written work was incomplete. However, during the inspection the provider was able to demonstrate that more recently recruited learners were making significant progress towards completing their apprenticeship framework. Many of these learners have completed one or all of their key skills qualifications, and most have already achieved units towards the NVQ. All advanced apprentices still in training from 2002-03 have completed over 90 per cent of their apprenticeship frameworks. All apprentices and advanced apprentices remaining from the 2003-04 intake have achieved

p.18

Achievement and standards

75 per cent of their apprenticeship frameworks. Seven out of 10 apprentices from that year have achieved all their key skills qualifications. Two apprentices who began training in 2004-05 have already completed their full apprenticeship frameworks, and the remaining 31 are still in training.

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Achievement and standards

The following tables show the achievement and retention rates available up to the time of the inspection. LSC funded work-based learning Advanced apprenticeships No. No. No. No. No. No. No. No. % % % % % % % % 2005-06 2004-05 2003-04 2002-03 2001-02

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Achievement and standards

Still in learning 6 4 1 0 5 *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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Achievement and standards

LSC funded work-based learning Apprenticeships No. No. No. No. No. No. No. No. % % % % % % % % 2005-06 2004-05 2003-04 2002-03 2001-02

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Achievement and standards

Still in learning 10 0 0 0 0 0 31 *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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Achievement and standards

14 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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The quality of provision

46. Off-the-job training is good. The learning sessions observed were graded good or better. Inspectors’ findings matched the provider’s evaluation of training in its self-assessment report. Background knowledge training relates well to the commercial context and is supported by adequate visual teaching aids. All learners are attentive and confident, responding satisfactorily to well-phrased open questions. All learners show a comprehensive understanding of the subjects taught. Advanced apprentices demonstrate a very good understanding of the principles of styling. They can describe chemical changes and factors affecting the choices of techniques. Apprentices discussed the penetration levels of all colours. They drew effectively from salon practice to share their experiences with well-expressed explanations of alternative treatments. Learners spoke of the comfortable atmosphere within the training centre. All learning sessions have a strong

p.19

The quality of provision

emphasis on health and safety which is linked to commercial practices. Many learners have completed the health and safety unit.

p.19

The quality of provision

47. All employers speak highly of the level of skills training. They trust the standard of training to support their high commercial standards. Some employers rely on the trainers’ judgements to decide when learners are ready to work with commercial clients.

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The quality of provision

48. Flexible planning of the programme accommodates individual learners’ needs effectively. Individual programmes adjust the amount of background knowledge and practical sessions for each learner. The self-assessment report recognises this flexibility. Support for literacy and numeracy needs is offered by the key skills specialist through drop-in workshops at the training centre. Where learners have more particular needs their programmes are negotiated individually. Two learners affected by dyslexia are receiving individual support with written work. They very much appreciate this help and feel that they are valued by staff. Learners trust the staff to act as their advocates if they need advice about issues in their workplace. However, employers are not informed sufficiently about the key skills or literacy and numeracy needs of learners. Employers are not notified of any areas in need of support while in learners are in the salon. Progress reviews do not always

p.19

The quality of provision

49. The training salons are well equipped and have a wide range of good, quality hairdressing products and tools. Styling units and shampoo facilities are adequate and there are enough products from an acceptable range of manufacturers. Supportive resources are available in the form of head blocks and spare equipment. Staff are skilled and experienced. Schemes of work cover the NVQ units in full and learners have access to work packages produced by the lead body in hairdressing.

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The quality of provision

50. Assessors are responsive to learners’ needs. Learners’ work is checked effectively by the assessor who makes them aware of areas requiring improvement. Relevant questions are well used before and during assessments to check and reinforce learners’ understanding. Learners are well aware of assessment criteria and agree an assessment plan. During assessments, assessors remained unobtrusive and time the assessments effectively. Learners appreciate the practical reviews of achievements and the actions resulting from the assessments. Many assessors provide very positive feedback on the progress review sheets and the practical assessment feedback sheets. However, at the time of inspection, some apprentices had not had a visit from the peripatetic assessor in recent months. Opportunities for assessments at work are missed. Davidson Training has

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The quality of provision

15 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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The quality of provision

identified this problem and is taking remedial action. There are no salon-based assessors, although one member of staff is working towards accreditation.

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The quality of provision

51. When they begin training, learners receive a detailed evaluation of their job roles and the level of work that they carry out at the salon. The induction process includes diagnostic testing for literacy and numeracy skills. Support for learners’ literacy and numeracy needs is effective. All the learners questioned knew and understood the assessment appeals procedure.

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The quality of provision

52. There are insufficient extra-curricular activities. The provision does include a salon international visit, and Davidson Training arranged and funded a photoshoot for the level 3 NVQ learners. Nine learners were involved with the shoot which was completed over two days.

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The quality of provision

53. Target-setting in work-based reviews is ineffective. The progress reviews are very complex and detailed. Much of the information is generated automatically before the review takes place. Every six to eight weeks each unit is reviewed and commented upon. New targets are set and unachieved targets are brought forward. However the process is lengthy. It takes more than one hour to complete a progress review. The provider does not set specific targets which are achievable within a reasonable timescale. Learners feel that the review is prescriptive and repetitive, with insufficient scope to make meaningful comments. Long-term targets are often set to the end date of a learner’s programme. Progress review targets are missed repeatedly. Many of the learners’ reviews had unachieved targets. One learner had the same cutting targets for four consecutive reviews, which were then omitted from the next review. The provider’s self-assessment report

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The quality of provision

identifies detailed reviews as a strength. Managers have a complete overview of every learner’s progress when the result of the review is updated on the computer system. Managers have taken positive action to accelerate learners’ progress since introducing this detailed format, and this initiative is showing results for more recent learners.

p.20

The quality of provision

54. Employers are informed of learners’ activities in off-the-job training, but they are not asked to contribute to the target-setting process. Learners are keen to practise and develop their target skills within the salon environment. Some witness testimony evidence is used from some salons to supplement the assessment process. Although they place a high value on training, none of the employers interviewed have been asked for their comments about the scheduling or content of the programmes. Links between on- and off-the-job training do not focus on the development of practical skills. The provider is aware of this situation and plans have been made to resolve the problem.

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Leadership and management

55. Employers are very impressed by Davidson Training’s prompt action to deal with problems. One learner was not attending training and was performing below standard at the salon. The training centre immediately arranged a meeting between the learner, the employer and the assessor, and there has been a marked improvement in the learners’ performance. Learners who are not progressing in their current salon are helped to find an alternative salon with a more sympathetic approach to salon-based training. All employers commented on the good lines of communication, the accessibility of training centre staff, and their efficiency in resolving problems. Salons are quickly informed if learners do not attend training, or are persistently late.

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Leadership and management

16 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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Leadership and management

56. Regular staff meetings at the training centre area attended by the director. Staff are included in the self-assessment process. The self-assessment report is thorough and detailed and identifies similar strengths and weaknesses to those found by inspectors. However, strategies to deal with the weaknesses are only now beginning to have a measurable effect. Communications are good, although good practice is rarely shared with other areas of learning that are based in Gravesend. One exception to this is the appointment of a key skills expert to assist the hairdressing staff in London. All staff are now more aware of key skills and have achieved qualifications themselves. The assignments completed by learners are now fully contextualised to their work and much of their learning is integrated with their background knowledge sessions. The introduction of this work soon after training begins has meant that many of the learners who began training

p.21

Leadership and management

after the key skills tutor was appointed have completed their framework.

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Leadership and management

57. The provider promotes very strong health and safety practice. Employers confirmed that Davidson Training had helped them to develop their salon health and safety policies and procedures.

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Leadership and management

58. Very few learners remembered the equality of opportunity aspects of the induction, although they clearly remembered the health and safety and appeals procedures. Some learners did not understand the term equal opportunities and had to have it explained to them before they could answer questions.

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Retailing and wholesaling

Retailing and wholesaling Retailing and who Grade 2

p.21

Retailing and wholesaling

Strengths good apprentice achievement rates 00 • very effective assessment planning 00 • good monitoring of learners’ progress 00 • good achievement of additional qualifications 00 • Weaknesses insufficient learning materials 00 • insufficient involvement and understanding of learners’ programme by some employers 00 •

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Achievement and standards

59. Retention and achievement rates for retailing apprentices are good. Fifty-eight per cent of learners beginning in 2001-02 completed their frameworks, as did 59 per cent of those who began in 2002-03. Learners still in training who began in 2003-04 have completed nearly all the elements of their apprenticeship frameworks. All 18 learners who began this year are still in training and making satisfactory progress. Achievements are satisfactory for advanced apprentices. Numbers are very low. Of the six learners who began between 2001 and 2003, three completed the full apprenticeship framework. In 2003-04, both the learners left without completing the programme. The nine who began in 2004-05 are still in training and making satisfactory progress.

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Achievement and standards

60. Learners achieve a good level of additional qualifications. Many retailing learners have progressed from other NVQs, usually customer service, and others progress to customer service after completing their retailing qualification. Several learners have also progressed

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Achievement and standards

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Achievement and standards

from a level 2 qualification to level 3. Learners also often achieve key skills qualifications higher than, or additional to those required for their apprenticeship framework. These key skills include problem-solving, improving own learning and working with others. One apprentice, having failed application of number at college, was extremely pleased to achieve a level 2 certificate, even though only a level 1 qualification was required for the framework. Learners are broadening their skills and knowledge, as well as gaining formal accreditation of this wider learning.

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Achievement and standards

61. Learners are developing retailing skills and knowledge to a satisfactory level. They are competent in their job roles and are making good progress in the workplace. Learners are broadening their skills, taking on additional responsibilities and some gain promotion while on the programme.

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Achievement and standards

The following tables show the achievement and retention rates available up to the time of the inspection. LSC funded work-based learning Advanced apprenticeships No. No. No. No. No. No. No. No. % % % % % % % % 2004-05 2003-04 2002-03 2001-02

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Achievement and standards

Still in learning 0 0 0 0 9 0 0 *retained learners are those who have stayed in learning for at least the planned duration of their training programmes, or have successfully completed their programme within the time allowed

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Achievement and standards

LSC funded work-based learning Apprenticeships No. No. No. No. No. No. No. No. % % % % % % % % 2004-05 2003-04 2002-03 2001-02

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Achievement and standards

Still in learning 0 0 0 0 18 1 *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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The quality of provision

62. Assessment planning is very effective. Assessors visit learners frequently, normally every two weeks. The assessor and learner agree realistic, but challenging, short-term targets for evidence collection and plan observation opportunities effectively. Assessment planning helps to progress learners through their programmes, towards the agreed target achievement dates set at the beginning of the programme. Learners are provided with clear guidelines about the assessment plan which is also shared with employers. Assessors provide the learners with good personal support and coach them effectively in the requirements of the qualification. Learners have a good understanding of what they need to do to progress and their confidence and motivation improves throughout their programmes.

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The quality of provision

18 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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The quality of provision

63. Learners’ progress is well monitored. Their portfolios contain summary of achievement records which detail the framework components to be achieved. This record is updated regularly as units are achieved. Learners have a good understanding of the progress they have made. The assessor continually reviews the targets set in the individual learning plan and uses the review process effectively to monitor and update these targets. The review documents record clear action plans to ensure that targets are met. The management information system is used to produce accurate monitoring records which show achievement of individual units against target achievement dates. These are sent regularly to the assessors for them to monitor learners’ progress. Managers also use this record at meetings with individual assessors, to review the progress of their learners and to plan action where required.

p.23

The quality of provision

64. Initial assessments are satisfactory. Information is collected about learners’ previous qualifications and experiences. Checks are made of literacy, numeracy and language skills and key skills. Learners’ work roles are assessed by the employer and the learner to establish the correct NVQ level and subject. All this information is used well to construct an individual learning plan.

p.23

The quality of provision

65. Inductions are satisfactory. They take place in the workplace and are brief, but the information supplied is sufficient to give learners an adequate understanding of their programmes. The inductions also cover the health and safety and equality of opportunity aspects of the programme satisfactorily. The information is reinforced at subsequent visits to ensure that learners understand the issues.

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The quality of provision

66. Standards of training and learning are satisfactory. All training takes place in the workplace. NVQ training is delivered on an individual basis. The assessors use their occupational knowledge and experience to develop the learners’ skills and knowledge. Employers provide training which meets the requirements of the job and the workplaces offer good opportunities for learners to develop their skills.

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The quality of provision

67. Assessments are satisfactory. The standard of learners’ work and the assessors’ records are sufficient to meet the requirements of the qualifications. A sufficient variety of evidence is used, including observations, learners’ statements, assignments and recorded discussions.

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The quality of provision

68. A satisfactory level of support is available for additional learning needs. Learners’ additional needs are identified at initial assessment, and are met primarily through pastoral support from assessors during their visits. However, the monitoring and recording of the effectiveness of such additional support is inconsistent. Some progress reviews do not record the support provided or progress made.

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The quality of provision

69. Some employers are not sufficiently involved in, and do not understand, learners’ programmes. Although employers are supportive of learning, some of them do not participate sufficiently. The provider does attempt to involve the employer and improvements have been made to their involvement in initial assessments. Employers are also provided with an information pack. However, managers and workplace supervisors do not generally have sufficient understanding of the learners’ apprenticeship framework. Most employers do not participate in learners’ progress reviews. The assessor will go through the review form and discuss any issues with the employer at the end of the visit. Employers’ training provision is not always linked sufficiently with training for the apprenticeship programme. Some employers help to co-ordinate training and assessment

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The quality of provision

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The quality of provision

requirements, but there is not enough effective action to encourage and involve all employers in this process. Some employers provide witness testimonies to support assessments, but there are not enough of these and they are sometimes of poor quality.

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The quality of provision

70. The provider does not have sufficient learning materials to support learners in retailing. There are some materials to support training, but not enough to cover all aspects of the apprenticeship framework and meet the needs of learners. The current materials are dull and uninspiring and do not support learning effectively. Lesson plans and schemes of work have not been developed to support training for the technical certificate. The provider has identified this weakness and is seeking to improve the resources. Information about relevant websites is now being provided to support learners in their training.

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Leadership and management

71. Managers closely monitor learners’ progress. Monthly staff meetings are used well to discuss general issues as well as to update staff as necessary. In addition, there are regular individual meetings between managers and staff to identify any training and development needs. Staff are all appropriately qualified and have relevant occupational experience.

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Leadership and management

72. The promotion of equality of opportunity is satisfactory. Learners have an adequate understanding of the subject, which is covered at induction, and also at progress reviews, where there is further exploratory questioning to check learners’ understanding. Some good work has been done recently to improve learners’ understanding of equality and diversity. A recently developed activity pack is being used effectively to raise learners’ awareness of disability and discrimination. However, not all learners have received a pack.

p.24

Leadership and management

73. Internal verification is satisfactory. The process monitors assessors’ performances, provides detailed feedback and identifies development needs. Meetings are used effectively for standardisation activities and to share good practice. The quality assurance procedures do not monitor the quality of other key processes such as learners’ training, reviews and induction. The self-assessment report provided good information about the programme and was reasonably self-critical. The inspection findings matched some of the strengths and weaknesses found by self-assessment. Additional strengths and weaknesses were identified by inspectors.

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Leadership and management

20 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

p.24

Business administration and law Grade 2

0.00 Number of learners Contributory areas: Contributory grade Administration Apprenticeships for young people 18 1 2 Customer service Apprenticeships for young people 67 1 2

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Business administration and law Grade 2

74. Customer service is Davidson Training’s largest occupational area with 67 learners working towards apprenticeships, of whom 31 are at advanced level. Eighteen learners are working towards administration apprenticeships, including five advanced apprentices. All learners have their suitability assessed by interview and initial assessment. All learners are employed and induction takes place at the workplace. Administration, customer service, and retailing and wholesaling are managed by the same team of three multi-skilled assessors. An assessor visits the apprentices in the workplace every two weeks, and the advanced apprentices every three to four weeks. Progress reviews take place every eight weeks. The provider’s staff carry out training and assessment in the learners’ workplaces. Strengths very good apprentice achievement rates 00 • very effective assessment planning 00 • good monitoring of learners’ progress 00 •

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Business administration and law Grade 2

good achievement of additional qualifications 00 • Weaknesses low achievement rate for advanced apprenticeships in administration 00 • insufficient employer involvement 00 •

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Achievement and standards

75. The retention and achievement rates are good for level 2 NVQ learners. The retention rates for apprentices in customer service and administration average 80 per cent. The achievement rate for those beginning their programmes between 2001 and 2003 is very good, at 70 per cent. The completion rate for advanced apprentices is improving for customer service learners. The retention and completion rates for advanced apprentices in business administration are low, averaging 44 per cent of leavers over the three years to 2002-03. Good retention and achievement rates were identified as a strength by the provider.

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Achievement and standards

76. Learners achieve a good number of additional qualifications. Many learners are able to gain these additional courses at no cost to themselves. They often achieve higher-level key skills qualifications than those required for their apprenticeship framework. The learners are broadening their skills and knowledge, as well as gaining formal accreditation of this wider learning. Many learners on NVQ at level 3 programmes have progressed from level 2 and others achieve a qualification in a second area of learning.

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Achievement and standards

21 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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Achievement and standards

The following tables show the achievement and retention rates available up to the time of the inspection. LSC funded work-based learning Advanced apprenticeships No. No. No. No. No. No. No. No. % % % % % % % % 2004-05 2003-04 2002-03 2001-02

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Achievement and standards

Still in learning 0 0 1 23 12 *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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Achievement and standards

LSC funded work-based learning Apprenticeships No. No. No. No. No. No. No. No. % % % % % % % % 2004-05 2003-04 2002-03 2001-02

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Achievement and standards

Still in learning 0 0 0 0 43 6 *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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The quality of provision

77. Assessment planning is very effective. The provider makes good use of assessment plans that set clear and concise short-term targets. These take into account the needs of the learner and the workplace. Learners have a good understanding of the work they have to do between assessors’ visits. Assessors visit learners frequently every two to three weeks, and each visit focuses strongly on revisiting agreed actions recorded on the assessment plan. Progress made against agreed actions is reviewed and discussed thoroughly. Assessors offer good support to ensure that the learner understands what is required and is capable of achieving the targets. Good feedback is given to the learners which they understand. Most learners are encouraged to complete their own evidence charts. This regular and strong assessor support motivates the learners. Employers normally receive verbal feedback and all get a copy of the agreed assessment plan.

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The quality of provision

78. Learners’ progress is monitored well. The provider has a comprehensive monitoring system. The assessment plan feeds into the two-monthly review system. A central system produces up-to-date review documents. This is amended to reflect the changing targets emerging from the assessment process. Detailed monitoring sheets are produced regularly for each learner, and are used effectively to prompt discussions at the monthly meetings between the assessor with the internal verifier. The individual learning plan is also updated regularly. The monitoring system includes not only the NVQ, but also the key skills qualifications and the technical certificate. The learner, assessor and internal verifier are all fully aware of learners’ progress and the long- and short-term targets.

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The quality of provision

79. Individual learning plans are used as working documents to set long-term targets. The

p.26

The quality of provision

22 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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The quality of provision

targets are influenced by, and changed to respond to, continuous assessment which is used effectively to set challenging short-term targets. These targets are generally being achieved by the learners. They are fully aware of their progress and the work required to achieve their qualifications. Learners are acquiring a satisfactory level of workplace skills and employers are positive about the improvements in their work. Key skills are well integrated with learners’ work and learners value the individual training that they receive. This was identified as a strength by the provider. Learners’ profiles and monitoring sheets demonstrate that most of them are making satisfactory progress. There has been some disruption to learners’ progress in administration programmes due to staff absences.

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The quality of provision

80. Resources are satisfactory. There is a broad range of work placements in customer service. Learners are able to develop personal and work skills. A good range of learning resources is issued to all learners, including textbooks, NVQ and key skills assignments, lesson plans and schemes of work to support achievement of the technical certificate. Assessors have access to laptop computers to support their key skills training in the workplace. All assessors are appropriately qualified and occupationally competent. The assessor to learner ratio is satisfactory.

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The quality of provision

81. Inductions are brief, but learners understand the apprenticeship framework, and all appropriate areas are covered. Programmes meet the aspirations of learners, and the NVQ units they are working on are well matched with their jobs. Learners’ portfolios are developed to a satisfactory standard.

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The quality of provision

82. Initial assessments are satisfactory. The provider uses initial assessment to test the learners’ and employers’ estimation of the learners’ competence against the requirements of the NVQ units, the key skills requirements and those of the technical certificate. Where further assessment is required, a literacy and numeracy skills assessment is used. None of the learners on the programme receives additional learning support, although some have undergone the literacy and numeracy skills assessment. Assessors give appropriate individual support where required. However, this support is not always recorded or monitored sufficiently.

p.27

The quality of provision

83. Employers are not involved sufficiently in the programme. Their involvement in the process varies and there is no systematic plan to ensure that they are involved as much as possible. Employers are often not involved in the progress review interview and are simply asked to make written comments and sign the document. Witness testimonies from employers are not used sufficiently. They are not included in the induction in the workplace, although following the recent introduction of revised initial assessment procedures this is being encouraged. Many employers are supportive, but not sufficiently aware of the learner’s qualification requirements and are not in a position to help significantly with the learner’s progress.

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The quality of provision

84. Many employers offer on-the-job training, but there is no systematic, unified approach by Davidson Training and the employer to decide how this training could be used for the NVQ. Not all employers have access to NVQ standards and only a few have a good understanding of the apprenticeship framework. Employers now receive copies of completed assessment plans, but this measure has only recently been introduced. Employers’ views are not sought systematically by Davidson Training, although these are made available through the progress review process for individual learners. There is no process to inform employers and staff of any agreed outcomes resulting from this

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The quality of provision

23 © 2005 ADULT LEARNING INSPECTORATE DAVIDSON TRAINING UK LIMITED

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Leadership and management

85. Several improvements have been introduced recently to improve identified areas of weakness, such as the progress review and initial assessment procedures. Promoting the wellbeing of the learner is a key focus of the team. Teamworking is effective and communications are good, with regular meetings.

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Leadership and management

86. The provider’s deployment of resources is satisfactory. Members of staff are suitably experienced and competent. Internal verification and standardisation are satisfactory. Standardisation meetings are regular and conducted appropriately. Internal verification meets awarding body standards. Davidson Training’s promotion and awareness of equality and diversity is satisfactory, although some learners had little recall of these matters being covered at induction.

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Leadership and management

87. The self-assessment process identified some of the strengths and weaknesses found at inspection, such as good assessment practice and some poor workplace support systems. It also identified as strengths two areas that were only satisfactory. The areas were the very good progress made by learners and the very effective links between employer training and assessment.

p.28