Setting

INSPECTION REPORT FIRST 22/09/2006 00:00:00

p.1

22 September 2006

17/10/2006 13:57:37 17/10/2006 13:57:37 JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.2

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.2

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 • adult information, advice and guidance services ( nextstep ).

p.2

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.

p.2

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.

p.2

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.

p.2

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.

p.2

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.

p.2

Pre-inspection analysis

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

p.2

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.

p.3

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.

p.3

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.

p.3

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.

p.3

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.

p.3

Overall effectiveness

The final decision as to whether the provision is inadequate rests with the Chief Inspector of Adult Learning. JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.3

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:

p.3

Grading

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

p.3

Summary

Description of the provider 1 1.00 Overall effectiveness 1 1.00 Key challenges for JACE (Joint Assessment Centre for Childcare and Education) 2 1.00

p.4

Summary

Grades 2 1.00 About the inspection 3 1.00 What learners like about JACE (Joint Assessment Centre for Childcare and Education) 5 1.00

p.4

Summary

What learners think JACE (Joint Assessment Centre for Childcare and Education) could improve 5 1.00

p.4

Summary

6 Leadership and management Equality of opportunity 7 Quality improvement 9 Health, public services and care 11

p.4

Detailed inspection findings

JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.5

DESCRIPTION OF THE PROVIDER

1. JACE was established in 1981 as a privately owned partnership for training in childcare. It is an arm of the Jancett Group of day nurseries which was established in 1969 in the London Borough of Sutton. In 1990 the Jancett group established after-school and holiday clubs for older children and young people and now has seven after-school and holiday clubs.

p.5

DESCRIPTION OF THE PROVIDER

2. JACE has its main offices in Wallington, Surrey and seven training offices across the southeast of England in Wallington, St. Leonard’s, Guildford, Merstham, Balham, Crawley and Bromley. It holds contracts with London Central Learning and Skills Council (LSC), Sussex LSC, Surrey LSC and London South LSC. The lead LSC is Surrey.

p.5

DESCRIPTION OF THE PROVIDER

3. JACE works with early years and children’s services departments in local authorities and county councils, providing childcare qualifications to local employers across Surrey, Sussex, Kent, and Central and South London. JACE also offers one-day short courses and specialised accredited training in areas such as first aid, food hygiene and child protection, as well as a ’birth to three matters’ course covering the care of young children. These accounts for 40 per cent of JACE’s overall business. In addition, JACE has contracts to run European Social Fund (ESF) projects providing national vocational qualifications (NVQs) at levels 2 and 3 as well as assessors’ and trainers’ awards.

p.5

DESCRIPTION OF THE PROVIDER

4. JACE has 652 learners on a range of programmes, including commercial learners. There are 284 LSC-funded learners on apprenticeship and advanced apprenticeships, of whom 70 are taking early years care and education qualifications at level 2 or 3, eight are playworkers at level 2 or 3 and 206 are on the new children’s care learning and development awards at level 2 or 3. In addition, JACE has 47 Entry to Employment (E2E) learners following a childcare vocational route, literacy and numeracy training and a personal development programme.

p.5

Grade 2

5. The overall effectiveness of the provision is good. JACE’s leadership and management and its arrangements for equality of opportunity are outstanding. Its arrangements for quality improvement are good. Training is good in health, public services and care.

p.5

Grade 2

6. The inspection team had a high degree of confidence in the reliability of the self-assessment process. Staff have very good involvement in self-assessment activity, and the organisation has a well-established culture of reflection and self-improvement. Staff and managers have good knowledge of the performance of various parts of the organisation’s operations. The current self-assessment report identifies as strengths some areas that are in fact no more than normal practice. However, the report does present a thorough consideration of JACE’s operations.

p.5

Grade 2

7. The provider has demonstrated that it is in a good position to make improvements. Since the company’s previous inspection, success rates for apprenticeship frameworks, key

p.5

Grade 2

1 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.5

Grade 2

skills qualifications and technical certificates have risen year on year. Managers share with staff the strategies to bring about improvement, and JACE has made a considerable investment in staff training to enhance performance. Development planning is thorough and realistic, and short- and medium-term targets are being achieved at present.

p.6

CHILDCARE AND EDUCATION):

improve the apprenticeship framework success rates • fully implement the key skills qualification strategy • maintain the outstanding management of training • continue to develop good initiatives to widen participation • continue to develop innovative approaches to teaching and learning •

p.6

GRADES

grade 1 = outstanding, grade 2 = good, grade 3 = satisfactory, grade 4 = inadequate Grades awarded at inspection

p.6

Leadership and management 1

Contributory grades: Equality of opportunity 1 Quality improvement 2

p.6

Health, public services and care 2 Health, public services and care

Contributory areas: Number of learners Contributory grade Early years 2 Apprenticeships for young people 284 2

p.6

Health, public services and care 2 Health, public services and care

2 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.6

ABOUT THE INSPECTION

8. The inspectors inspected, graded and reported on one area of learning, health, public services and care, covering the contributory area of early years care and education. The E2E provision in the area of preparation for life and work was not reported on separately due to low numbers of learners in training just before the start of the inspection, but was included in the early years care and education provision.

p.7

ABOUT THE INSPECTION

Number of inspectors 5 Number of inspection days 20 Number of learners interviewed 96 Number of staff interviewed 29 Number of employers interviewed 27 Number of subcontractors interviewed 1 Number of locations/sites/learning centres visited 5 Number of partners/external agencies interviewed 2

p.7

Strengths

very good staff development 00 • highly supportive and consultative management 00 • outstanding management of training 00 • particularly effective partnership working 00 • good initiatives to widen participation 00 • particularly good use of positive images to reinforce equality and diversity 00 • comprehensive quality improvement arrangements 00 •

p.7

Weaknesses

no significant weaknesses identified 00 •

p.7

Early years

Strengths good development of learners’ personal and occupational skills 00 • good teaching and learning 00 • very effective progress monitoring system 00 • very effective measures to improve success rates 00 •

p.7

Early years

3 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.7

Early years

Weaknesses insufficiently implemented key skills strategy 00 •

p.8

Early years

4 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.8

FOR CHILDCARE AND EDUCATION):

’the placements are great. It’s hands on. More practical. You learn more as you do more with the children’ •

p.9

FOR CHILDCARE AND EDUCATION):

’they are here to help when you get stuck’ • ’you are allowed to have your opinion. It is different from school’ • ’you are encouraged to be independent’ • ’the trainee action group meeting is helpful. You can voice a concern and sort out a problem’ •

p.9

FOR CHILDCARE AND EDUCATION):

the additional qualifications such as first aid and food hygiene • the very supportive assessors • the approachable teachers • increasing in confidence •

p.9

CHILDCARE AND EDUCATION) COULD IMPROVE:

the pay - E2E learners don’t receive any • the amount of individual study time for level 3 learners • the language used in NVQs • the opportunities for learners to complete more quickly • the amount of time off to do written work • the frequency of visits •

p.9

CHILDCARE AND EDUCATION) COULD IMPROVE:

5 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.9

Strengths

very good staff development • highly supportive and consultative management • outstanding management of training • particularly effective partnership working • good initiatives to widen participation • particularly good use of positive images to reinforce equality and diversity • comprehensive quality improvement arrangements •

p.10

Weaknesses

9. JACE provides very good development opportunities for its staff. During the past 12 months the organisation has provided or supported a very wide range of internal and external training events. Staff and managers have engaged in 35 days of internal training, and JACE’s staff have attended 47 external courses. At area team meetings, a standing agenda item on training enables staff who have attended courses to give thorough feedback and share information from training events. JACE has made a major investment in management training, with 15 middle and senior managers recently receiving nine days of training. The organisation has a well-established annual training cycle, with a thorough training needs analysis being conducted before publication of a comprehensive learning plan. Of 60 current members of staff, 44 are former learners with JACE.

p.10

Weaknesses

10. The organisation has highly supportive and consultative management. The proprietor and her managers are constructive and highly supportive in their dealings with staff. At area team, standardisation and other meetings, there is a strongly felt culture of respect and support. Staff are encouraged to learn and develop by taking on a broad range of tasks and by developing new skills. Numerous working parties provide staff with very good opportunities to express views on the organisation’s performance and future direction, and to play a major part in shaping new procedures and policies. An outstanding level of communication is achieved by means of individual meetings between all employees and their line managers. These meetings are very well used to share information, development needs, concerns and evaluations of performance in a constructive and supportive way. Learners are given exceptional opportunities to

p.10

Weaknesses

contribute to JACE’s policy and direction through trainee action group meetings. Learners are encouraged to develop good administrative and organisational skills by taking responsibility wherever possible for agendas, minutes and the organisation of these meetings.

p.10

Weaknesses

11. Management of training at JACE is outstanding. Managers and staff have an exceptionally thorough understanding of the organisation’s performance and activity. Very good monitoring systems and efficient reporting mechanisms give assessors, trainers

p.10

Weaknesses

6 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.10

Weaknesses

and managers a clear picture of each learners’ progress through their qualifications. Learners have a very good understanding of their own progress. The frequency and quality of reviews are very effectively monitored by similarly clear reporting systems. Representative working parties are used very well to examine aspects of training and bring about continuous improvement. During the past two years, managers have introduced very effective measures to improve key skills qualification success rates and to improve staff members’ understanding of key skills. Sixty-five per cent of JACE’s staff now hold key skills assessors’ qualifications. JACE provides very good support for employers and is training many nursery managers to become assessors. A system of performance tables exists to give area teams a view of their own performance and those of other teams. The proprietor and other senior managers are very knowledgeable about national, regional

p.11

Weaknesses

and local training matters in the vocational area, and share information very effectively with staff.

p.11

Weaknesses

12. JACE works very effectively with partner organisations. It has a prominence in local and regional training networks and its proprietor is very well respected in the vocational area. JACE has developed productive relationships with local schools and community organisations and is a very active participant in local 14 to19 and 14 to16 initiatives. Currently, a number of staff members deliver vocational training at a local secondary school, and pupils are able to gain a range of qualifications in childcare as a precursor to enrolling for apprenticeship training. JACE makes a very strong contribution to a number of learning partnerships and work-based learning networks. In the past two years it has delivered training to other providers around aspects of its own work, and is active in sharing good practice. Managers from JACE are well respected in local networks and are seen as valuable members of partnership organisations. The provider has some very

p.11

Weaknesses

productive links with local Connexions services and with a wide range of specialist agencies.

p.11

Equality of opportunity Contributory grade 1

13. JACE has a comprehensive equal opportunities and anti-discrimination policy, equal opportunities statement and strategy which relate to all aspects of the Jancett Group’s businesses. These are reviewed and updated twice a year. The most recent policy is due for amendment in December 2006 to include the new age discrimination legislation. The policy and strategy usefully make reference to all aspects of the learners’ experience and appropriate legislation as it affects staff, learners and the children and families that JACE works with. There is an additional section relating to harassment and bullying and a separate disability statement and complaints and grievance procedures. All learners and staff are aware of the organisation’s values, and equality of opportunity is a substantial component of the learners’ induction programme. Learners receive a summarised policy specifically relating to equality of opportunity as it affects their learning and work

p.11

Equality of opportunity Contributory grade 1

experience. Employers’ own policies and procedures are checked and agreements detailing JACE’s equality and diversity requirements are complied with.

p.11

Equality of opportunity Contributory grade 1

14. JACE has introduced good initiatives to widen participation. It offers a wide variety of routes to enable young people to access childcare courses. The organisation has made good efforts to encourage young people from under-represented groups to participate in training. Learners can take E2E courses, the apprenticeship scheme or ESF projects such as ‘young mums to be’. The E2E programme recruits young people with multiple barriers to employment, education and training and those with lower achievements and/or social issues. Many learners successfully progress to the apprenticeship programme. JACE

p.11

Equality of opportunity Contributory grade 1

7 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.11

Equality of opportunity Contributory grade 1

works very effectively with a youth partnership group to deliver basic childcare awareness training to disadvantaged young people in the Hastings area. Alternative education programmes to learners not attending local mainstream education have raised awareness of childcare training and employment. The Jancett Group’s nurseries offer work placements to young people in year 11 from local schools in Sutton.

p.12

Equality of opportunity Contributory grade 1

15. JACE routinely collects data on the profile of its learners. The current statistics show that just over 70 per cent of learners are white British. Twenty per cent are from other ethnic groups, with the background of 8 per cent not known. A very high proportion of learners, 41 per cent, have declared a disability, with just over 30 per cent having an additional learning and/or social need. Five per cent of learners are men. All learners have a very thorough one-day equal opportunities workshop as part of their induction, which is reinforced throughout their time on scheme. They are also given a useful diary which offers hints and tips to support their learning, including reference to their rights and responsibilities, complaints and anti-harassment procedures. JACE offers weekday, evening and Saturday training sessions to enable learners to access the knowledge requirements of their qualification, in addition to support and study skills. Fifty per cent of

p.12

Equality of opportunity Contributory grade 1

the training venues are accessible to people with restricted mobility, and alternative venues are used when necessary.

p.12

Equality of opportunity Contributory grade 1

16. Equality and diversity are discussed at all managers’ meetings, placement interviews and assessors’ reviews. Learners’ awareness of equality is monitored through the review process, although until recently it was not routinely recorded on the progress review forms.

p.12

Equality of opportunity Contributory grade 1

17. Particularly good use is made of positive images to reinforce equality and diversity. JACE’s marketing materials, information guides and website display positive images of under-represented groups and challenge stereotypes. JACE’s training centres have very good resources to encourage and enhance learning. These include leaflets, guides, displays, posters and presentations. Apprentices’ achievements are celebrated through a very well-presented and informative newsletter, ’learner of the month’ awards, achievement boards and award ceremonies. Learners are aware of their achievements and are proud to have their success acknowledged by JACE. The ethos and values of the organisation are powerfully presented to learners, staff, parents and visitors as they enter JACE’s training centres and the Jancett Group’s nurseries. This message is continually reinforced through staff discussions, further training, research and development. The

p.12

Equality of opportunity Contributory grade 1

marketing officer has made a particularly good contribution to promoting training and equality and diversity, producing very professional posters, photographs and carefully crafted displays.

p.12

Equality of opportunity Contributory grade 1

18. JACE very successfully contributes to the government’s ‘change for children’ agenda and the five outcomes for children set out in the ’Every Child Matters’ initiative. Very clear, strong messages are given in each training centre that clearly relate to how JACE meets the requirements for learners of ’Every Child Matters’. The five outcomes for children are cross referenced to the expected outcomes in the teaching and learning, the NVQ, key skills qualifications and technical certificate standards. Very specific work with the 14 to 19 partnerships has further enhanced the ’Every Child Matters’ outcomes. Very productive and useful links with community midwives, health visitors and the Connexions services add to learners’ knowledge and understanding of the outcomes. JACE promotes good relationships with the communities in which it works and often uses external

p.12

Equality of opportunity Contributory grade 1

8 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.12

Equality of opportunity Contributory grade 1

speakers such as the police, drug and alcohol awareness groups and other specialist agencies to talk to learners. Training workshops cover personal safety, nutrition and healthy eating, with food hygiene offered as an additional qualification to all learners.

p.13

Quality improvement Contributory grade 2

19. The arrangements for quality improvement at JACE are comprehensive and carefully managed. The organisation has a well-established culture of continuous improvement shared by all managers and staff. A carefully planned and coherent calendar of events commands the various activities in JACE’s quality cycle. Staff are knowledgeable about the calendar and understand its importance to JACE’s success. Over the past two years there has been a consistent upward trend in success rates for apprenticeship frameworks, and in the completion of key skills qualifications and technical certificates.

p.13

Quality improvement Contributory grade 2

20. Policies and procedures are clearly written and well understood by staff. Key documents for quality monitoring and the promotion of continuous improvement have been standardised and progressively refined across all arms of the organisation’s operation. All documents relating to continuous improvement are audited annually and updated for clarity and ease of use by representative working parties led by senior managers.

p.13

Quality improvement Contributory grade 2

21. The data held centrally by JACE is used very effectively to monitor learners’ progress. The management systems provide a comprehensive record of the current progress being made by learners on all the component parts of their programmes. JACE’s managers receive a good range of well-presented reports to monitor the performance of each learner, assessor and intake. Regional centres have been set targets for the framework completion of each intake of learners assigned to them.

p.13

Quality improvement Contributory grade 2

22. Arrangements to monitor the assessment of learners’ work are satisfactory. JACE has clear procedures for assessment sampling, direct observation of assessment and learners’ interviews following assessment. Sampling plans and the monitoring of assessment decisions are good. Assessment teams have frequent standardisation meetings, which are well managed and constructive. Feedback to assessors is clear and constructive. External verifiers’ reports are very positive and recently have contained no action or improvement points for the organisation. JACE has sufficient occupationally competent and qualified assessors.

p.13

Quality improvement Contributory grade 2

23. JACE has established effective measures for the observation of teaching and learning. Staff are observed three times during their first year of service and at least annually thereafter. Observation reports are very comprehensive, with constructive advice given to trainers about ways to improve performance. A clear and well-accepted grading system is in place. Observation reports are subject to satisfactory moderation by senior managers.

p.13

Quality improvement Contributory grade 2

24. Arrangements to collect feedback from learners and employers are satisfactory. Feedback from employers is collected three times a year, and four times a year from learners. Learners are also separately asked to provide feedback on training sessions as part of the teaching and learning observation process. JACE analyses responses thoroughly and identifies action points.

p.13

Quality improvement Contributory grade 2

25. Appraisals are carried out for all staff, but not for managers. Where appraisals are completed, they are thorough, with clear recording of outcomes, development needs and

p.13

Quality improvement Contributory grade 2

9 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.13

Quality improvement Contributory grade 2

26. JACE has a broad range of health and safety measures suitable to the vocational area. Learners are given good instruction on health and safety as part of their induction, and are able to carry out risk assessments in the workplace. A comprehensive planned and responsive maintenance programme is in place at JACE’s training and commercial premises.

p.14

Quality improvement Contributory grade 2

27. The self-assessment process is well established at JACE and involves high levels of input from staff. All employees take part in self-assessment discussions through focus groups. Information and comment from the focus groups is examined and translated into text for the self-assessment report by a management group which meets once a week. Draft text for the annual self-assessment report is reviewed by staff before the report is signed off by managers. The self-assessment report provides a useful overall assessment of the provision. However, several of the areas identified in the report as strengths are no more than normal practice. A well-formulated development plan accompanies each annual self-assessment.

p.14

Quality improvement Contributory grade 2

10 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.14

Health, public services and care Grade 2

Number of learners Contributory areas: Contributory grade Early years 2 Apprenticeships for young people 284 2

p.15

Health, public services and care Grade 2

28. There are 284 learners on programmes in early years care and education or the more recent children’s care learning and development. One hundred and fifty-one are apprentices and 125 are advanced apprentices. JACE also has eight playwork learners, four of whom are apprentices and four advanced apprentices. Just over 20 per cent of learners are from a minority ethnic group, 5 per cent are men and just over 40 per cent have been identified as having a learning difficulty or disability. Early years learners are recruited throughout the year and many of those on programme have completed the E2E course comprising literacy and numeracy training, personal and social development and vocational training.

p.15

Health, public services and care Grade 2

29. Approximately 32 staff are involved in either teaching or assessing the childcare training programmes. Five staff are qualified internal verifiers. Key skills are taught by a specialist tutor. Additional literacy and numeracy support is also provided. Early years learners are placed in private, community or local education authority nurseries. JACE works with a bank of approximately 200 nursery organisations, eight of which are large nursery chains. Forty per cent of learners are employed.

p.15

Health, public services and care Grade 2

30. Apprentices attend off-the-job training once a week at one of JACE’s eight training centres. Advanced apprentices attend off-the-job training once a week or as and when they can be released from work, sometimes attending at weekends or in the evening. Routine progress reviews are carried out every 12 weeks. Additional reviews are completed during the early stages of the learners’ training programme.

p.15

Early years

Strengths good development of learners’ personal and occupational skills 00 • good teaching and learning 00 • very effective progress monitoring system 00 • very effective measures to improve success rates 00 • Weaknesses insufficiently implemented key skills strategy 00 •

p.15

Achievement and standards

31. Learners develop particularly good vocational and personal skills. They work confidently with young children, showing initiative at quite an early stage in their

p.15

Achievement and standards

11 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.15

Achievement and standards

programmes. In one nursery, a learner devised an imaginative role-play based upon hairdressing. Children of both sexes participated with interest and purpose. Many learners lack confidence at the beginning of their training, yet soon become effective in the occupational settings. They show enthusiasm for the job, taking practical ideas from the training days and using them in the nurseries. They become more reflective about their professional practice and show a significant increase in role awareness. They produce lively and well-presented display work in the training centres.

p.16

Achievement and standards

32. Apprenticeship success rates are now satisfactory. In 2004-05 the overall success rate was 11 per cent for advanced apprentices but the latest rate for 2005-06 is 54 per cent. In 2004-05 the overall success rate for apprentices was 29 per cent but the latest rate for 2005-06 is 58 per cent. JACE has taken a range of measures to improve framework success rates. The latest NVQ success rates are 85 per cent for advanced apprentices and 69 per cent for apprentices. Progression from E2E courses is satisfactory at 46 per cent in 2004-05 and 35 per cent in 2005-06, with 23 per cent of this year’s intake still in learning. In the past, key skills qualification success rates have been unsatisfactory. JACE has recognised this and taken steps to rectify it.

p.16

Achievement and standards

33. The standard of the learners’ portfolios is satisfactory. Portfolios are well organised and learners understand the different components. Current learners are making satisfactory progress towards their qualifications. In group work, learners work collaboratively and effectively, with concentration and focus. E2E learners have established ground rules for learners and tutors about expectations of behaviour. Health, public services and care No, of learners Success Rate Provider framework rate National NVQ Rate Provider NVQ Rate Programme End Year National framework rate

p.16

Achievement and standards

Advanced Apprenticeships 2 51 2003-04 overall timely 116 43 16 31 108

p.16

Achievement and standards

2004-05 overall timely 133 35 12 28 138 Apprenticeships 2 43 2003-04 overall timely 166 30 6 18 170

p.16

Achievement and standards

For details of how to calculate overall and timely success rates please refer to the "Quality Improvement Pack" (available from the Learning and Skills Council's website: www.lsc.gov.uk ).

p.16

The quality of provision

34. Off-the job training at the centres is good, as recognised in the self-assessment report. Trainers are able to provide more realistic activities as the centres have small rooms which simulate a nursery environment. In one workshop, learners working in pairs were introduced to observation of children. One learner played with the toys in the nursery room while the other recorded the activities. The roles were then reversed. The key aspects of ’Every Child Matters’ have been incorporated into the off-the-job training. The

p.16

The quality of provision

12 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.16

The quality of provision

training ensures that nursery managers’ needs for trained staff are being met. There is a good range of resources to support learning, including workbooks and ’virtual’ babies. Extremely effective games and activities have been purposely designed to produce evidence for key skills qualification portfolios. Learners are given study materials which include the holistic assessment plan workbook and complimentary CD ROM of underpinning knowledge created by JACE. Many employers provide good additional training courses.

p.17

The quality of provision

35. There are very effective systems for monitoring learners’ progress. Returns from the central information system provide information about the percentage of the framework which the learner has achieved. This information is also produced on a bar chart and is usually shared with learners and employers. Learners find that it helps their motivation. It is used effectively in the planning for assessment and for individual action-planning.

p.17

The quality of provision

36. Assessment is satisfactory. For most learners it is frequent and accompanied by sound action-planning. Most learners’ targets are realistic and achievable. Learners’ progress and planning are shared with managers or supervisors in most cases. However, in a small number of cases assessment visits have been infrequent or there have been delays in providing additional support. Alternative assessment methods are used with learners to meet individual learning needs.

p.17

The quality of provision

37. JACE has strong and effective partnerships with a wide range of organisations. These ensure that the most up-to-date topics and initiatives are disseminated to staff and learners, sometimes through visiting speakers. Learners participate in a variety of charity fundraising activities with enthusiasm. Their successes are celebrated on display boards in the centres. Compliance checks on employers’ premises are sound. Learners are provided with advice about staying safe and healthy in the nursery environment. When learners apply for the programmes, thorough advice and guidance ensures that they make appropriate choices.

p.17

The quality of provision

38. Most learners value the support that they receive from their assessors. In each occupational setting there is a nominated mentor who also provides support. Where learners have additional social or learning needs, they receive more frequent assessor visits. In some cases, individual key skills support has been provided in the workplace as well as in workshops. Saturday workshops are also provided to support some learners. Assessors are contactable by telephone and some visit nurseries early in the morning to collect or return learners’ work. A few learners and employers feel that the gaps between assessments are too long.

p.17

Leadership and management

39. JACE has taken very effective measures to improve success rates and other aspects of the provision. The restructuring of the curriculum, the key skills qualification strategy and the additional workshops and support have taken place in response to the concern about framework success rates. The effective use of management information helps staff to make regular reports on learners’ progress, identifying any who may be in danger of exceeding their target end dates. There is strong leadership and staff share a good understanding of the measures for improvement. Managers are well informed to ensure the continuity and consistency of the training. JACE is characterised by a culture of continuous improvement. Good resources contribute to the effectiveness of the teaching and learning. There are good professional development opportunities for staff which are

p.17

Leadership and management

13 © 2006 ADULT LEARNING INSPECTORATE JACE (JOINT ASSESSMENT CENTRE FOR CHILDCARE AND EDUCATION)

p.17

Leadership and management

linked to the appraisal process. New staff are supported well.

p.18

Leadership and management

40. Staff are appropriately qualified. They are involved in the self-assessment process through their regular team meetings. The quality of training and assessment is ensured through observations and the internal verification system is effective. There is effective promotion of equality of opportunity and active involvement in a range of initiatives to widen participation.

p.18

Leadership and management

41. Although there are many positive aspects to the key skills strategy it has not yet been fully implemented. Some learners have failed their tests several times, particularly in application of number. Between August 2005 and August 2006, 20 per cent of learners did not attend for their tests. JACE has recognised this issue and taken measures to rectify it, but it is too early to assess the effect of these measures.

p.18