Setting

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

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22 September 2006

17/10/2006 12:38:40 17/10/2006 12:38:40 ALLIANCE LEARNING 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 • adult information, advice and guidance services ( nextstep ).

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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. ALLIANCE LEARNING 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 1.00 Overall effectiveness 1 1.00 Key challenges for Alliance Learning Limited 1 1.00 Grades 3 1.00 About the inspection 4 1.00 What learners like about Alliance Learning Limited 7 1.00 What learners think Alliance Learning Limited could improve 7 1.00 Leadership and management 8 1.00

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Summary

8 Leadership and management Equality of opportunity 9 Quality improvement 11 Health, public services and care 13 Engineering and manufacturing technologies 20 Retail and commercial enterprise 24 Business administration and law 27

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DESCRIPTION OF THE PROVIDER

1. Alliance Learning Limited (AL) is a private company limited by guarantee, and also a registered charity. It was formed in April 2001 following the merger of two training providers. The overall management of the organisation is the responsibility of a board of eight trustees. The company has four training centres in Bolton, Bury, Wigan, and Horwich. The head office and administrative centre is also in Horwich. AL employs 90 staff and provides work-based learning programmes for young people and Train to Gain programmes. Learners work towards apprenticeships, advanced apprenticeships, and national vocational qualifications (NVQs), in health and social care, child development and wellbeing, engineering, warehousing and distribution, and administration. The training is funded through contracts with the Greater Manchester Learning and Skills Council (LSC) and, to a lesser extent, Lancashire LSC. AL also delivers a range of

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DESCRIPTION OF THE PROVIDER

commercial training programmes and has learndirect provision.

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Grade 3

2. The overall effectiveness of the provision is satisfactory. The arrangements for leadership and management, and equality of opportunity are satisfactory. Arrangements for quality improvement are inadequate. The provision in retail and commercial enterprise is good. The provision in engineering and manufacturing technologies, and business administration and law is satisfactory. The provision in health, public services and care is inadequate.

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Grade 3

3. The inspection team had some confidence in the reliability of the self-assessment process. The self-assessment process is not sufficiently thorough. All staff are involved in the process but other key stakeholders are not. There is little systematic use of data, such as learner performance, or the outcomes of lesson observations to produce judgements. There is generally insufficient evidence to support the strengths and weaknesses cited in the report, and there is no external moderation of the judgements. The report does not identify many of the weaknesses found at inspection.

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Grade 3

4. The provider has demonstrated that it has sufficient capacity to make improvements. AL is committed to quality improvement. It has comprehensive and clear policies and procedures that cover all aspects of the learners’ experience. However, staff do not receive sufficient guidance to ensure that their activities meet agreed quality standards. The company has an annual quality improvement cycle, which is generally well established, although recently some observations have not been completed on time. Audits of the quality of information in learners’ files have not identified weaknesses effectively.

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KEY CHALLENGES FOR ALLIANCE LEARNING LIMITED:

continue to enhance the very productive partnerships with employers and schools • maintain the high level of support given to learners • ensure that learners continue to develop high levels of vocational skills •

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KEY CHALLENGES FOR ALLIANCE LEARNING LIMITED:

1 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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KEY CHALLENGES FOR ALLIANCE LEARNING LIMITED:

continue the good support for newly appointed staff and managers • maintain the high commitment to staff appraisal and continuous professional development •

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KEY CHALLENGES FOR ALLIANCE LEARNING LIMITED:

continue the effective promotion of equality and diversity and work to recruit more learners from under-represented groups •

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KEY CHALLENGES FOR ALLIANCE LEARNING LIMITED:

further develop the role of the board and maintain the clear direction it gives the company •

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KEY CHALLENGES FOR ALLIANCE LEARNING LIMITED:

provide systematic literacy and numeracy support to meet learners’ individual needs • ensure sustainable improvements in overall and timely success rates • ensure that appropriate learner performance data is used to aid management decisions • ensure that good assessment practice is implemented across the provision • ensure that learners are provided with better medium- and long-term target-setting, particularly in progress reviews •

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KEY CHALLENGES FOR ALLIANCE LEARNING LIMITED:

ensure that learning resources in business administration are adequate to meet learners’ needs •

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KEY CHALLENGES FOR ALLIANCE LEARNING LIMITED:

review the current self-assessment process to make it more critical and objective •

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KEY CHALLENGES FOR ALLIANCE LEARNING LIMITED:

2 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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GRADES

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

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Leadership and management 3

Contributory grades: Equality of opportunity 3 Quality improvement 4

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Health, public services and care 4 Health, public services and care

Contributory areas: Number of learners Contributory grade Social care 4 Apprenticeships for young people 127 4 Train to Gain 257 4 Early years 2 Apprenticeships for young people 99 2 Train to Gain 24 2

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Engineering and manufacturing technologies 3 Engineering and manufacturing technologies

Contributory areas: Number of learners Contributory grade Engineering Apprenticeships for young people 229 3 Train to Gain 32 3

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Retail and commercial enterprise 2 Retail and commercial enterprise

Contributory areas: Number of learners Contributory grade Warehousing and distribution Apprenticeships for young people 18 2 Train to Gain 52 2

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Business administration and law 3 Business administration and law

Contributory areas: Number of learners Contributory grade Administration Apprenticeships for young people 64 3 Train to Gain 16 3

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Business administration and law 3 Business administration and law

3 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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ABOUT THE INSPECTION

5. The last scheduled inspection of AL was in February 2003 and inspectors judged the provision to be inadequate. In May 2004 there was a full reinspection and all aspects of leadership and management, and areas of learning, were graded good, apart from retailing, customer services and transportation which were judged to be satisfactory.

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ABOUT THE INSPECTION

6. In this inspection, inspectors graded provision in engineering, administration, warehousing and distribution, and social care, and early years. An overall grade was awarded for health, public services and care, and all areas had contributory grades for work-based learning for young people and Train to Gain.

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ABOUT THE INSPECTION

Number of inspectors 8 Number of inspection days 29 Number of learners interviewed 74 Number of staff interviewed 43 Number of employers interviewed 28 Number of subcontractors interviewed 1 Number of locations/sites/learning centres visited 46

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Strengths

very effective partnerships with employers, schools and other organisations 00 • good promotion of equal opportunities to learners and employers 00 • good staff development and appraisal 00 • effective strategic direction from the board 00 •

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Weaknesses

insufficiently thorough self-assessment process 00 • inadequate literacy and numeracy support for adults 00 • insufficiently detailed arrangements for monitoring subcontractors 00 • ineffective use of data to aid quality improvement 00 •

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Social care

Strengths well-supported and highly motivated learners 00 • well-established partnership working with employers 00 •

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Social care

4 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Social care

Weaknesses very low overall success rates 00 • inadequate management of training 00 •

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Early years

Strengths good and improving success rates for apprentices 00 • good development of workplace skills 00 • good training for learners 00 • particularly effective employer liaison 00 • Weaknesses insufficient literacy and numeracy support 00 •

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Engineering and manufacturing technologies

Strengths good development of skills 00 • good progress review process 00 • very effective working relationships with employers 00 • very good learner support 00 • Weaknesses poor overall success rates on apprenticeship and Train to Gain programmes 00 • insufficient assessment by observation in the workplace 00 •

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Retail and commercial enterprise

Strengths good and improving overall success rates 00 • good development of learners’ skills 00 • programmes well matched to employer development and training strategies 00 • very good support for learners 00 • Weaknesses insufficient range of evidence in distribution and warehousing portfolios 00 • insufficient use of medium- and long-term targets 00 •

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Business administration and law

Strengths good personal and vocational skills development 00 •

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Business administration and law

5 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Business administration and law

good overall success rates on adult programmes in 2004-05 00 • Weaknesses slow progress in completing frameworks in work-based learning 00 • insufficiently thorough progress reviews and use of targets 00 • insufficient resources to support learning 00 •

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Business administration and law

6 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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WHAT LEARNERS LIKE ABOUT ALLIANCE LEARNING LIMITED:

developing good practical skills • making new friends at the training centre • getting paid while they are learning • ’Alliance Learning found a job for me’ • good working relationships with the training staff • ’Train to Gain gave me a qualification for what I do at work’ • good reinforcement of health and safety requirements • ’Train to Gain helped me to learn how to learn again’ • ’the teachers explain everything well’ • ’improving my career chances’ • getting very good support • ’learning why you do things – not just how’ • using the internet to carry out research • ’the assessors are easy to get hold of, reliable and give good support’ • ’it’s not just getting a certificate, it’s the knowledge you have for the future’ •

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IMPROVE:

the wording of NVQ questions • ’the NVQ could be finished sooner’ • the repetitiveness of the paperwork in progress reviews • ’there could be more practical work and less paperwork’ •

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IMPROVE:

7 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Strengths

very effective partnerships with employers, schools and other organisations • good promotion of equal opportunities to learners and employers • good staff development and appraisal • effective strategic direction from the board •

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Weaknesses

insufficiently thorough self-assessment process • inadequate literacy and numeracy support for adults • insufficiently detailed arrangements for monitoring subcontractors • ineffective use of data to aid quality improvement •

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Weaknesses

7. AL has very effective partnerships with employers, schools and other organisations. As well as the mutually beneficial links it has with its member companies, AL works with a much wider group of employers through its work-based learning and adult training programmes. At its previous inspection, links with local schools were good, and these have recently been enhanced. AL has established a multi-skills workshop in an area previously used for motor vehicle training. This provides good vocational training for 14-16 year olds from local schools. Links with Radcliffe Riverside School are particularly effective. A second initiative for childcare has been established at the school. There are plans to provide another motor vehicle training workshop when the school moves to new premises in 2008. The headteacher of this school is a member of the AL board and this is one of two schools that are full members of the group training association.

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Weaknesses

8. Staff development and appraisal are good. All staff complete a comprehensive annual appraisal and mid-year review. The chief executive officer is appraised by the Vice Chair of the board. The organisational structure is clear and all staff have up-to-date job descriptions. Appraisal outcomes are linked to departmental staff development plans and to strategic objectives. The annual business plan identifies corporate training needs. Completed training programmes are formally evaluated and are discussed at the next appraisal or review. When managers take on new posts a comprehensive job change induction sheet is produced. This ensures all necessary systems and procedures are covered during the induction period. The induction checklists are detailed and tailored to the needs of individuals and there new job roles.

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Weaknesses

9. The board of directors gives clear strategic direction to the organisation and its managers. Since its previous inspection, a finance and general purposes committee has been formed and meets every two months. Full board meetings are also held every two months. All meetings are well attended. The board has recently increased its membership. It now includes more female members, representatives from the care sector, and the headteacher of a partner school. The responsibility of chairing the board is rotated and there is good succession planning. The board monitors regularly a wide range

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Weaknesses

8 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Weaknesses

of key performance indicators. However, the data relating to learner performance does not enable directors to accurately monitor success rates and trends. Although the finance and general purposes committee receives a copy of AL’s self-assessment report, it is not involved in the self-assessment process.

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Weaknesses

10. Internal and external communications are satisfactory. Managers meet staff regularly to discuss learners’ progress. They also meet staff on an individual basis and there are regular team meetings. The chief executive briefs all staff every two months on progress towards the company’s strategic objectives. Since the previous inspection, AL has developed its internet site and has introduced an intranet. It has also appointed a marketing manager and increased the frequency with which it publishes its newsletter.

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Weaknesses

11. Overall, management of training is satisfactory. All learners are well supported by their learning and development officers and they develop good vocational skills. However, in some subject areas, aspects of training management are unsatisfactory. In social care, for example, the management of training is inadequate. Managers and staff in this area focus mainly on assessment activities and progress reviews rather than developing an effective teaching and learning programme. The schemes of work and session plans for apprenticeships in social care are inadequate. In other areas there is inadequate literacy and numeracy support for adults, and the approach to progress reviews is not consistent across the provision.

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Weaknesses

12. Literacy and numeracy support for adults in training is inadequate. Some adult learners receive appropriate support, but this is not centrally co-ordinated or consistent across the departments. Literacy and numeracy support for young people is good. Diagnostic initial assessment is used effectively to identify additional support needs. This is provided either in group sessions, on an individual basis, or as in-class support by qualified tutors. The exception is in early years where literacy and numeracy support does not meet all learners’ individual needs. For example, insufficient work is carried out to help learners develop their spelling and to ensure that learners can support the development of children’s literacy and numeracy.

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Weaknesses

13. Arrangements for monitoring subcontractors are insufficiently detailed. AL has signed contracts with each of its subcontractors. These refer to the subcontractors’ responsibilities regarding equality of opportunity and the arrangements for quality assuring subcontracted provision. However, there is no service level agreement that enables AL’s managers to clearly judge whether the requirements of the contract are being met.

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Equality of opportunity Contributory grade 3

14. The promotion of equality of opportunity to learners and employers continues to be good. Induction includes a well-planned session that uses video and discussion effectively to explore learners’ understanding and awareness of equality and diversity issues. Activities focus appropriately on bullying, disability and stereotyping, and how to deal with these in the workplace. Learners are given a clearly written induction handbook. This provides detailed guidance on discrimination, bullying and harassment, and learners’ entitlements, as well as a comprehensive employment rights and responsibilities booklet. Posters challenging aspects of discrimination in the workplace, such as age, gender, disability and sexual orientation, are displayed widely in training centres.

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Equality of opportunity Contributory grade 3

15. Learning development officers use a good range of structured equal opportunities

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Equality of opportunity Contributory grade 3

9 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Equality of opportunity Contributory grade 3

prompt questions during progress reviews to discuss specific equality and diversity topics. Most staff use these well to develop learners’ understanding. However, some staff are not using effective questioning techniques to explore these issues sufficiently with learners. Learners do not routinely receive copies of the guidance for future reference.

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Equality of opportunity Contributory grade 3

16. AL provides helpful guidance on equality of opportunity to employers. The employers’ guide sets out the company’s expectation of employers and their obligations to equality and diversity. It covers key legislation and provides good explanations of bullying, harassment, discrimination and diversity. AL continues to offer advice to employers on equality of opportunity, where necessary. Information from employer questionnaires is used in recruitment to match learners with employers that have good appropriate access for people with restricted mobility.

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Equality of opportunity Contributory grade 3

17. AL is involved in a broad range of activities to widen participation in training. It works closely with schools, local partnership groups and community organisations, and Connexions to promote work-based learning. The company has made sustained efforts to increase the representation of minority ethnic groups and women in engineering training through taster sessions in engineering for young women, presentations at school assemblies, regular involvement in career conventions, and Year 10 and 11 personal and social education programmes. It also provides engineering programmes for Year 10 and 11 students through its engineering academy. A range of well-designed and well-produced publicity materials, using positive role models and including an interactive DVD, are used to support the strategies to widen participation. Despite these attempts to improve participation, there has been no significant increase in the recruitment of either

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Equality of opportunity Contributory grade 3

targeted group, and modest equality and diversity targets have not been met during the past two years for women and minority ethnic learners or for staff.

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Equality of opportunity Contributory grade 3

18. AL has satisfactory equal opportunities procedures and a policy that covers key areas of legislation. However, recent amendments to legislation relating to aspects of human rights and race equality are not included. Responsibilities in implementing the policy are outlined for managers, employees and learners and emphasise the company’s expectation that everyone will adhere to the principles of equal opportunities. Learner and employee charters outline entitlements to fair treatment and the resources available for support. An appropriate protection policy with related procedures for children and vulnerable adults has been introduced. Named staff responsible for child and vulnerable adults protection issues have either completed relevant training or are due to do so. Training is planned for all staff in the implementation of the procedure. AL carries out criminal records bureau checks on all staff.

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Equality of opportunity Contributory grade 3

19. Equality of opportunity is routinely discussed at team, staff and management review meetings. Staff and managers receive regular updates on changes to legislation, internal developments, current learner profiles and examples of good practice. Staff training is satisfactory. All staff are required to attend equal opportunities training once each year to ensure they are aware of changes to legislation. The company has responded positively to requests from staff for training to enable them to work effectively with, for example, disaffected young people and those with learning difficulties and disabilities. However, the range of equality and diversity training planned for staff does not focus sufficiently on the particular needs of staff with specific roles or different levels of awareness.

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Equality of opportunity Contributory grade 3

20. Access to most training centres has improved with the installation of ramps and

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Equality of opportunity Contributory grade 3

10 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Equality of opportunity Contributory grade 3

adapted facilities. One centre does not have adequate access for learners with mobility difficulties. However, the company has satisfactory procedures for making alternative arrangements. The Bolton centre remains inaccessible to participants with restricted mobility.

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Quality improvement Contributory grade 4

21. Managers and staff have a clear commitment to quality improvement. They use comprehensive, clearly documented policies and procedures that cover all aspects of the learners’ experience. These are easily accessible on the company’s intranet and are reviewed regularly at the monthly meetings of AL’s quality forum. However, staff do not receive sufficient guidance to ensure that their activities meet agreed quality standards. The company has established an annual quality improvement cycle that schedules activities such as quality audits, observations and learner and employer feedback. This is generally well established, although recently some observations have not been completed on time. Audits of the quality of information in learners’ files have not identified weaknesses in, for example, the quality of target-setting during progress reviews in administration. As part of this cycle, AL has developed and improved a range of current

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Quality improvement Contributory grade 4

measures and introduced new ones. Protection arrangements for children and vulnerable adults have been formalised and a member of staff has received appropriate training. Good practice is discussed by the quality forum, shared with staff at team meetings, and published on the company’s intranet.

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Quality improvement Contributory grade 4

22. Observations of teaching and learning, progress reviews and assessments are carried out systematically, within the company and with subcontractors, and staff are given helpful verbal and written feedback. AL produces action plans for, and monitors closely, any matters that are raised. The observations do not, however, focus sufficiently on learners’ attainment or on the extent to which learning is taking place. The grades given to lessons by the company were higher than those given by inspectors.

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Quality improvement Contributory grade 4

23. Internal verification overall remains satisfactory and there is evidence of continued improvement in the verification process in most areas. It is well planned with appropriate formative and summative sampling of assessment. Assessors receive appropriate training and support. They are observed regularly and actions are monitored closely. However, feedback to assessors is not sufficiently detailed in some occupational areas. Some weak assessment practices in engineering, and warehousing and distribution have not been tackled.

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Quality improvement Contributory grade 4

24. AL collects and analyses employer feedback, which shows a good level of satisfaction with the training programmes. Changes to initial interviews, induction and the provision of more flexible off-the-job training, have been introduced in response to learner and employer feedback. However, analysis of learners’ evaluation of training sessions does not focus sufficiently on concerns learners raise about, for example, the effectiveness of teaching methods and staff understanding of aspects of the curriculum.

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Quality improvement Contributory grade 4

25. The self-assessment process is not sufficiently thorough. All staff are involved in the process. They review progress made in implementing the current action plan and other quality improvement developments and take account of judgements made in inspection and awarding body reports. However, other key stakeholders, such as learners, subcontractors and the board, are informed of the outcomes, but are not involved in the development of the self-assessment report. There is little systematic use of a range of

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Quality improvement Contributory grade 4

11 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Quality improvement Contributory grade 4

data, such as learner achievement and the outcomes of observations, to produce judgements on achievement and standards of teaching and learning. There is, generally insufficient evidence to support the strengths and weaknesses given in the report and no external moderation of the judgements in the report. The report identifies many of the strengths found by inspectors, although many were found to be no more than normal practice. The report does not identify many of the weaknesses found at inspection. The action plan reflects the strengths and weaknesses of the self-assessment report and appropriately identifies timescales, milestones and responsibilities. However, it does not include measurable targets, linked to action points and expected outcomes, against which progress can be monitored effectively.

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Quality improvement Contributory grade 4

26. AL has not systematically achieved improvements in success rates across all areas. Data used by managers does not enable them to make sound judgements relating to learner performance. Senior managers and board members examine a wide range of key performance indicators on a regular and frequent basis. The indicators used to monitor learner performance meet the requirements of the funding body, but do not give a clear and accurate picture of performance, nor enable managers to identify trends.

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Quality improvement Contributory grade 4

12 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Health, public services and care Grade 4

Number of learners Contributory areas: Contributory grade Social care 4 Apprenticeships for young people 127 4 Train to Gain 257 4 Early years 2 Apprenticeships for young people 99 2 Train to Gain 24 2

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Health, public services and care Grade 4

27. Currently there are 384 learners on social care programmes. Of these, 257 learners are on Train to Gain programmes working towards NVQs at level 2 and there are 68 apprentices and 59 advanced apprentices. All learners are employed in nursing and residential care homes, or community care provision. Learners can join a training programme at any time of the year. Apprentices attend a generic induction and complete an initial assessment of their skills at one of two training centres. Learners on Train to Gain complete an induction and initial assessment of skills, in small groups or individually, in the workplace. All learners are assigned a learning and development officer who carries out assessments, progress reviews with the employer, and provides individual learner support in the workplace. Some learners have work-based assessors. Individual support for learners is available. Learners are supported in the workplace by a supervisor or

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Health, public services and care Grade 4

mentor. Apprentices attend a training programme to develop their background knowledge for the technical certificate. There are drop-in sessions for portfolio-building. Apprentices and Train to Gain learners carry out written assignments to develop their background knowledge.

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Health, public services and care Grade 4

28. Currently there are 123 learners on early years programmes. Of these, 18 are working towards an apprenticeship and 81 towards an advanced apprenticeship. Twenty-four learners are on the Train to Gain programme, working towards an NVQ at level 2. Currently there are two male learners and two learners from minority ethnic groups. All learners are employed in early years settings including schools, nurseries, and playgroups. Most training and assessment takes place at work. Learning development officers visit learners every six weeks. Some settings have additional work-based assessors and some use expert witnesses. Learners attend off-the-job training for half a day every three weeks. Learning takes place at the provider’s premises in Radcliffe, Bolton and Leigh. In 2004 an early years academy was established in conjunction with a local secondary school to meet the increase in demand for a broadened vocational curriculum

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Health, public services and care Grade 4

for young people aged between 14 and 16.

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Social care

Strengths well-supported and highly motivated learners 00 • well-established partnership working with employers 00 •

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Social care

13 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Social care

Weaknesses very low overall success rates 00 • inadequate management of training 00 •

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Achievement and standards

29. Overall success rates on adult programmes are low, and in work-based learning are very low. The overall success rate on Train to Gain 2002-03 was relatively high at 89 per cent, but only nine learners were on the programme. In 2003-04 and 2005-06, the number of learners increased with over 150 learners in both years. However, the overall success rate fell to 59 per cent in both years, which is well below the average for this type of programme. Overall success rates for advanced apprentices rose from 6 per cent, in 2003-04, to 33 per cent in 2004-05. Although the figure for 2004-05 is above the national average, it is still low. For apprentices, the overall success rate is very low at 18 per cent in 2003-04 and 17 per cent in 2004-05.

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Achievement and standards

30. Most learners develop good practical skills and appropriate background knowledge. Written work in portfolios is of an appropriate standard for the level of qualification. A small number of learners develop good study skills, and use them to develop their learning beyond the expectations of the programme, and to prepare for further and higher education programmes. Most learners develop good self-confidence. Many Train to Gain learners have successfully returned to learning after a significant break, and a few have moved into a different type of employment while in training. Most learners are progressing at a satisfactory rate. However, a small number of learners experienced a delay between the induction and the start of their assessment activities in the workplace. Two advanced apprentices were without an assessor for several weeks. Health, public services and care No, of learners Success Rate

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Achievement and standards

Provider framework rate National NVQ Rate Provider NVQ Rate Programme End Year National framework rate

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Achievement and standards

Advanced Apprenticeships 2 47 2003-04 overall timely 17 71 17 31 14

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Achievement and standards

2004-05 overall timely 6 67 13 31 9 Apprenticeships 2 39 2003-04 overall timely 17 65 5 16 17

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Achievement and standards

2004-05 overall timely 35 34 9 18 32 NVQ training for young 2 49 2003-04 overall timely 36 42 0 32 37

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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 ).

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Achievement and standards

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The quality of provision

31. Partnerships with employers are well established and effective. AL has a good reputation for reliability, flexibility and responsiveness to the training needs of different organisations. In most cases there is a smooth transition for learners from the employers’ mandatory induction programme into the Train to Gain or apprenticeship programmes. Employers and AL’s staff communicate very effectively, and share information about learner progress and individual assessment needs. They jointly agree arrangements for off-the-job training, visits and assessment. These arrangements meet business and learners’ needs. Where either party has concerns about a learner’s progress or practice standards, there is effective consultation. Most employers plan duty rosters to accommodate training needs, although this is not always the case, and some learners attend training in their own time. Not all learners regularly attend training. Attendance at

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The quality of provision

training centres is not possible for all learners due to travel restrictions. In these cases, AL’s staff provide alternative individual support. However, these learners do not benefit from group learning. Some home managers routinely provide rooms for training and assessment purpose. Attendance at off-the-job training sessions for apprentices is monitored effectively. In most cases, good workplace support is provided by a mentor or supervisor.

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The quality of provision

32. Learners are well supported and highly motivated. Work-based and Train to Gain learners are all encouraged to consider future career opportunities, and significant numbers continue into higher education. The frequent visits by their learning and development officer, for assessment and support, helps to keep learners interested in their work and provides sufficient direction for them to produce written evidence. There is good consideration for learners’ personal circumstances and effective flexible arrangements are put in place to overcome difficulties and help learners remain on programme. AL’s staff provide sensitive guidance to help learners with literacy and numeracy needs make a successful return to learning. The learning and development officers access appropriate personal and/or learning support, or use alternative approaches to assessment, to improve learners’ confidence and to help learners achieve

p.19

The quality of provision

33. Progress reviews are generally satisfactory. However, learners are not encouraged sufficiently to self-evaluate and propose their own future learning, personal development and assessment targets. Assessment planning is incorporated into the review process. Reviews cover health and safety and equality of opportunity, but not in enough detail. Learning and development officers do not initiate discussion with learners and do not use sufficiently challenging, developmental questions. Employers are routinely present at reviews, and they have a good understanding of learners’ targets. However, their contribution to the review is limited. Following the reviews, learners and employers receive a copy of a clear action plan that helps learners to complete assessment tasks and actions that aid their progress. Learning and development officers routinely visit learners at weekends and outside normal working hours.

p.19

The quality of provision

34. Schemes of work and session plans for apprenticeship programmes do not show how key skills will be integrated with vocational training, how differentiation will be managed, or how on- and off-the-job training will be co-ordinated. The delivery of background knowledge for Train to Gain learners is also not structured well. While there is a timetable

p.19

The quality of provision

15 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

p.19

The quality of provision

of dates for drop-in sessions, arrangements for the delivery of off-the-job training is not sufficiently clear. Similarly, arrangements for learners on Train to Gain are unclear. The drop-in service is helpful for individual learners generating portfolio evidence, but the sessions are not structured well. However, they have been useful in helping learners to access appropriate technology and to develop skills and confidence in using the internet to research topics.

p.20

Leadership and management

35. The management of training in social care is inadequate. Learning and development officers focus on assessment activities and progress reviews, with insufficient attention to arrangements for teaching and learning. Schemes of work and session plans for apprenticeships and adult programmes are not structured well. Off-the-job training is monitored through observation of training sessions, but judgements do not match the standard of delivery. Quality assurance arrangements for training delivered on employers’ premises, usually for individual learners instead of groups in the training centre, are unclear. Members of the care team are not able to critically analyse their provision accurately. The self-assessment report did not identify either of the weaknesses identified at inspection, and inspectors judged two of the strengths identified in the report to be no more than normal practice.

p.20

Early years

Strengths good and improving success rates for apprentices 00 • good development of workplace skills 00 • good training for learners 00 • particularly effective employer liaison 00 • Weaknesses insufficient literacy and numeracy support 00 •

p.20

Achievement and standards

36. Overall success rates for apprentices have improved significantly over the past two years and are now good. The success rate in 2003-04 was 21 per cent, the same as the national average, and increased to 63 per cent in 2004-05, compared with the national average of 36 per cent. The overall success rate for advanced apprentices is also improving. It was 21 per cent in 2003-04, and 28 per cent in 2004-05, as compared with national averages of 27 and 22 per cent respectively. Data provided by AL’s managers clearly indicates that this trend has been sustained, and that overall success rates for apprenticeships and advanced apprenticeships continued to improve in 2005-06. Overall success rates for NVQ programmes were 71 per cent in 2003-04. It is currently 50 per cent in 2004-05, with just over 30 per cent of learners still on programme. All of the year 10 learners who started on the early years programme were retained and achieved their

p.20

Achievement and standards

37. Learners develop good workplace skills and are able to effectively apply their knowledge at work. Learners increasingly work independently to plan activities which

p.20

Achievement and standards

16 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Achievement and standards

meet the individual needs of children in the workplace. Planned activities are appropriate to children’s age, are sufficiently varied and enable children to meet their early learning goals. Learners have a good understanding of these goals and of individual children’s needs. They make good use of their background knowledge to plan and deliver a range of activities in the workplace. Learners demonstrate good knowledge about the nutritional needs of children and creating a safe and healthy environment. Learners work safely and with confidence, and dress and behave appropriately.

p.21

Achievement and standards

38. Learners are very clear about what they need to do to complete their qualification. Progress reviews keep learners on target. Learners receive useful detailed feedback at reviews and assessments that is used to plan future learning. Attendance and punctuality are good both in the workplace and for off-the-job training. Learners’ portfolios are good and contain a wide range of work-based evidence. 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.21

Achievement and standards

Advanced Apprenticeships 2 55 2003-04 overall timely 24 71 15 31 25

p.21

Achievement and standards

2004-05 overall timely 18 78 11 26 15 Apprenticeships 2 49 2003-04 overall timely 14 71 7 20 18

p.21

Achievement and standards

2004-05 overall timely 16 75 15 22 11 NVQ training for young 2 48 2003-04 overall timely 20 70 0 25 19

p.21

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.21

The quality of provision

39. On- and off-the-job training is very good and promotes effective learning. Lessons are well planned and meet learners’ individual needs. Good use is made of learners’ initial assessment to plan learning and assessment activities. Tutors and learning development officers are knowledgeable about their subject and link theory well to practical work. Most learners attend additional courses provided in the workplace, such as behaviour management, curriculum planning and the development of play. Employer needs, and the individual interests and career aims of learners, are taken into account when planning learning and assessment. Learners have access to a wide range of flexible learning opportunities. All apprentices are provided with a useful training plan that clearly identifies when off-the-job training is taking place. Train to Gain learners can access the off-the-job training offered to apprentices. Learners have access to online learning that

p.21

The quality of provision

enables them to develop their knowledge and to complete assignments. Where

p.21

The quality of provision

17 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

p.21

The quality of provision

appropriate, learners are supported through additional teaching and more frequent assessment, to complete their programme early. Learners who miss planned training are provided with individual teaching in the workplace or at the training centre. Learners are encouraged to complete their own assessment plans. Outcomes of assessment are recorded well and contain useful feedback. All learners have a learning plan and regular progress reviews are used to monitor and plan progress.

p.22

The quality of provision

40. Employer liaison is particularly effective. Learning development officers develop very good working relationships with employers. All employers receive an information pack that clearly outlines the provider’s equality of opportunity policy, the employer agreement, and course content and structure. Tutors, employers and learners work very well together in the workplace to plan assessment and the application of skills developed in the classroom. Employers are kept up to date with learners’ progress and what they will be learning during their off-the-job-training. Employers have a very good understanding of their learners’ programme and are able to provide them with relevant support in the workplace. AL ensures that employers are fully involved in the training and maintains regular contact by telephone, frequent visits and six-weekly reviews. An effective working relationship has been established with a local school to develop an early years academy.

p.22

The quality of provision

Currently there are 25 students aged 14 to 16 attending the academy. All year 11 learners are successfully participating in work placements.

p.22

The quality of provision

41. Induction is satisfactory and comprehensive, and provides learners and employers with useful information about the provision. Health and safety, and equality of opportunity are covered adequately. Learners are aware of the complaints procedure and how to access it. Resources and accommodation are satisfactory. Staff are professionally qualified and experienced. A satisfactory range of learning materials is used to support learners.

p.22

The quality of provision

42. Learners receive appropriate advice and guidance about all aspects of their training programme before they start. They are fully informed about the qualifications that are available and how these will be covered during the programme. Many learners progress from their advanced apprenticeships to higher education or training, either in management or early years education.

p.22

The quality of provision

43. There is insufficient literacy and numeracy support to meet learners’ individual learning needs. All learners take literacy and numeracy tests at induction. Language support for learners whose speak English as an additional language is available through AL’s external links. Apprentices who have identified literacy and numeracy support needs receive additional learning support in lessons, in small groups and in individual sessions, in the workplace and at the training centres. However, learners on the Train to Gain programme, and apprentices who do not have specific identified support needs, receive no specialist support. Learning development officers provide some support for these learners, but they have not received training in how to identify and support individual learning needs. They do not routinely correct subject-related spelling errors. Insufficient attention is given to the development of spelling and the use of dictionaries. Little

p.22

The quality of provision

attention is given to ensuring that learners can support the development of children’s literacy and numeracy.

p.22

Leadership and management

44. Operational management is effective. Staff are monitored well through appraisal. 0

p.22

Leadership and management

18 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Leadership and management

Monthly meetings are held where learners’ progress is reviewed and challenging targets are set. Staff are encouraged to attend a wide range of training activities and funding is provided. Regular team meetings are held to discuss issues relating to the training programme.

p.23

Leadership and management

45. AL has well-planned internal verification arrangements. The internal verification sampling plan is well established. Areas for development arising from internal verification are followed up at individual monthly staff meetings. Each assessor has a regularly updated and reviewed training plan. Standardisation meetings take place on a regular basis. Training is an essential part of these meetings and includes information from tutors on the assignments learners are currently working on. This information helps assessors to support learners in the workplace.

p.23

Leadership and management

19 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

p.23

Engineering and manufacturing technologies Grade 3

Number of learners Contributory areas: Contributory grade Engineering Apprenticeships for young people 229 3 Train to Gain 32 3

p.24

Engineering and manufacturing technologies Grade 3

46. There are 144 advanced apprentices and 85 apprentices on programmes. Twenty-three of these learners are on a programme led pathway (PLP). There are also 32 learners on Train to Gain programmes. Most learners are employed and are recruited through advertising and Connexions, or their employers. AL assesses learners’ literacy and numeracy needs, and if necessary their key skill levels, during recruitment. Most learners attend the training centre on day release or on 16-week block release to work towards a level 2 NVQ in engineering. Apprentices and advanced apprentices also work towards key skills units during their time at the training centre. However, some learners receive all their training in the workplace. After completing their level 2 NVQ, advanced apprentices receive practical training in the workplace for a level 3 NVQ, and attend the training centre on day or block release. During these visits to the training centre learners receive

p.24

Engineering and manufacturing technologies Grade 3

key skills, and literacy and numeracy support. Qualified assessors visit learners at work every four to six weeks to review their progress. AL has 14 engineering staff, all of whom are qualified and occupationally competent. All are qualified assessors for NVQs and five are qualified internal verifiers. Strengths good development of skills 00 • good progress review process 00 • very effective working relationships with employers 00 • very good learner support 00 • Weaknesses poor overall success rates on apprenticeship and Train to Gain programmes 00 • insufficient assessment by observation in the workplace 00 •

p.24

Achievement and standards

47. Overall success rates are poor on apprenticeship and Train to Gain programmes. In 2003-04 overall success rates for apprenticeship programmes were 30 per cent. In 2004-05 they increased to 58 per cent, but fell in 2005-06 to 34 per cent. In 2003-04 overall success rates for Train to Gain programmes were 61 per cent, but these also fell in 2004-05. Success rates for advanced apprenticeships are satisfactory at 61 per cent in 2003-04, 49 per cent in 2004-05 and 52 per cent in 2005-06 to date.

p.24

Achievement and standards

48. Development of learners’ skills is good. Training activities are planned well and delivered effectively. Learners produce very good test pieces in the training centre and many produce excellent portfolios. The best portfolios are well produced and contain a wide range of evidence including technical drawings, digital images, work records, witness

p.24

Achievement and standards

20 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Achievement and standards

testimonies, and particularly good job write-ups. When learners transfer to the workplace, employers continue to ensure good development of training. Employers encourage learners to experience a wide range of work in the early stages of their training. Learners quickly develop effective skills and require only limited supervision. Engineering and manufacturing technologies No, of learners Success Rate Provider framework rate National NVQ Rate Provider NVQ Rate Programme End Year National framework rate

p.25

Achievement and standards

Advanced Apprenticeships 2 57 2003-04 overall timely 67 64 27 34 53

p.25

Achievement and standards

2004-05 overall timely 68 60 25 33 73 Apprenticeships 2 48 2003-04 overall timely 66 62 13 22 48

p.25

Achievement and standards

2004-05 overall timely 76 66 19 27 75 NVQ training for young 2 47 2003-04 overall timely 23 70 0 32 31

p.25

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.25

The quality of provision

49. Progress reviews are good. Reviews carried out by learning and development officers are very thorough. Reviews begin with a review of targets set and agreed at the previous meeting. If targets have not been met, the reason is discussed and targets are re-set. Effective short-term targets are recorded on an action plan. Most targets are specific, and enable learners to work at their own pace and to progress. Medium- and long-term goals are written into the individual learning plan. These are also reviewed at each meeting, and the plans are amended as targets and goals are achieved. Individual learning plans are used particularly well, are referred to during most reviews, and are amended as necessary. Some learners and workplace supervisors use the mid-term goals, as an aid to planning work and creating assessment opportunities. Employers are fully involved in the review process. When possible, workplace supervisors or managers attend the interview and

p.25

The quality of provision

contribute to the target-setting. If they are not available, then the learning and development officer will ensure that workplace supervisors are informed of any issues or new targets. Most review records have employer comments recorded. One learner is due to achieve his advanced apprenticeship a year earlier than originally planned. There is good reinforcement of health and safety, and equality of opportunity during progress reviews.

p.25

The quality of provision

50. Working relationships with employers are very effective and there are good employment opportunities for learners. AL has a good range of programmes that meets the needs of learners and their employers. This includes the recently introduced schools

p.25

The quality of provision

21 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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The quality of provision

academy that recruits 14 to16 year old learners and begins to develop their basic engineering skills and knowledge. Other programmes available are PLP, apprenticeships and advanced apprenticeships. AL carries out some of the selection activities on behalf of employers from learners on the PLP programme. There is a strong employer base and AL has a long association with many of them. The provider has a strong reputation with employers and colleges. Several local colleges refer students and employers to AL. AL’s representatives work very well to help learners select their optional NVQ units.

p.26

The quality of provision

51. Learner support is very good. Learning and development officers carry out frequent visits to the workplace. Train to Gain learners are visited every four weeks and apprentices and advanced apprentices are visited every six weeks. All learners are encouraged to maintain contact with their learning and development officer between visits, particularly by e-mail when working on background knowledge requirements. For learners with identified additional learning needs, additional literacy and numeracy training is provided at the centre. However, there is too much reliance on the results of initial assessment. Employers provide good support for their learners. Good learning and assessment opportunities are made available. Some employers rearrange work schedules and move learners to different sites if necessary. There are very good progression opportunities in many organisations. Learners can take higher level qualifications and

p.26

The quality of provision

progress to more responsible positions such as supervisory positions and design activities. Many senior members of staff are ex-apprentices and are good role models for learners. Train to Gain learners are supported well. Employers use the programme to develop staff and prepare them for more demanding and responsible roles.

p.26

The quality of provision

52. There is insufficient assessment by observation in the workplace. Some Train to Gain learners have very few observations of their working practices. One learner, in the tenth month of a 12-month programme, has not yet been observed while working. One learner who has completed his programme had only two observation assessments. There is little or no evidence of observation assessments in completed level 2 NVQ and level 3 portfolios. There is too much use of witness testimonies. Some assessor observations are too short. Some written feedback is not sufficiently detailed and does not contain information on what the learner should do next. Completed NVQ portfolios do not contain clear, effective assessment plans.

p.26

The quality of provision

53. The selection and recruitment process is well structured. All apprentices are assessed for literacy and numeracy needs and occupational skills before being invited to an interview. For PLP learners interviews are well structured and effective in collecting relevant information that is used to match learners to suitable employers. Standard procedures and forms are in place for selection and recruitment. All young people receive a satisfactory one-day generic induction with a good introduction to equal opportunities and diversity. This is followed by a one-day occupational induction with good emphasis on health and safety, and the requirements of the framework.

p.26

Leadership and management

54. Within the engineering team, communications are satisfactory. The self-assessment process included all members of staff who had the opportunity to contribute to the draft report. However, many of the strengths in the self-assessment report were judged to be no more than normal practice and the key weakness regarding poor success rates was not identified. Staff have access to training and development activities that help maintain their occupational knowledge and develop their training expertise. All staff complete annual

p.26

Leadership and management

22 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

p.26

Leadership and management

training in equality and diversity. This is put into good practice in progress reviews where staff have the confidence to engage learners in relevant discussions. Engineering staff who interview applicants have received training on interviewing techniques.

p.27

Leadership and management

23 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

p.27

Retail and commercial enterprise Grade 2

Number of learners Contributory areas: Contributory grade Warehousing and distribution Apprenticeships for young people 18 2 Train to Gain 52 2

p.28

Retail and commercial enterprise Grade 2

55. Seventy learners are on retail and commercial enterprise programmes. Of these, 52 are following Train to Gain programmes and 18 are on work-based learning programmes. There are 37 learners working towards apprenticeships or level 2 NVQs in distribution, warehousing and stores operations, and 33 working towards apprenticeships or level 2 NVQs in specialised plant and machinery operations, or plant operations. One work-based learner is an advanced apprentice, the remaining 17 are apprentices. Advanced apprentices take 24 months to complete their framework and apprentices between 15 to 18 months. Train to Gain learners take eight months to complete their programme. Learners are referred to the programme by Connexions or Business Link, or are recruited directly by the provider. They are all employed in small local businesses, larger regional or national companies. Most training is provided by employers in the

p.28

Retail and commercial enterprise Grade 2

workplace. Some off-the-job training for key skills, literacy and numeracy support, and practical lift truck training is provided by the provider. All assessment is carried out in the workplace, by qualified assessors with relevant occupational experience. Strengths good and improving overall success rates 00 • good development of learners’ skills 00 • programmes well matched to employer development and training strategies 00 • very good support for learners 00 • Weaknesses insufficient range of evidence in distribution and warehousing portfolios 00 • insufficient use of medium- and long-term targets 00 •

p.28

Achievement and standards

56. Overall success rates in work-based learning are good and improving. Overall success rates for all apprenticeships in 2003-04 were only 17 per cent. For 2004-05, they had risen to 31 per cent, and in 2005-06 to 67 per cent. Success rates for Train to Gain warehousing programmes have also improved from 18 per cent in 2003-04 to 61 per cent in 2004-05. In the current year, 18 from a total of 21 apprentices are still in learning, and 44 out of 52 Train to Gain learners are still on programme.

p.28

Achievement and standards

57. Development of learners’ skills is good. Learners develop good and relevant work-related skills in the course of their training programmes, which specifically meet employers’ needs. Many learners have also improved their personal skills. Learners develop good self-confidence and show good use of initiative at work. Many learners have also gained promotion or other progression at work, with several becoming

p.28

Achievement and standards

24 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Achievement and standards

managers. At one company, learners have their job roles rotated to gain experience in other departments, and develop their multi-skill capabilities. Levels of job satisfaction, staff motivation and performance, within the company, have noticeably improved. At another company, one learner’s progress and development has been recognised by their employer by payment of a substantial financial bonus, and formal recognition as apprentice of the year. Retail and commercial enterprise No, of learners Success Rate Provider framework rate National NVQ Rate Provider NVQ Rate Programme End Year National framework rate

p.29

Achievement and standards

Advanced Apprenticeships 2 31 2003-04 overall timely 5 20 13 19 5

p.29

Achievement and standards

2004-05 overall timely 3 33 15 22 3 Apprenticeships 2 45 2003-04 overall timely 7 57 18 24 9

p.29

Achievement and standards

2004-05 overall timely 13 69 23 30 11 NVQ training for young 2 39 2003-04 overall timely 9 78 0 28 11

p.29

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.29

The quality of provision

58. Learning programmes are well matched to employers’ staff training and development strategies. The learning programmes support well employers’ strategies and policies for staff development. AL has worked very closely with one employer to ensure that the learning programmes are specifically matched to its business needs. This close liaison has further enhanced working relationships between AL and the company, and key managers now have regular monthly meetings for updating, the sharing of information, and the development of further learning opportunities. Other employers have been assisted by AL in the planning and organising of learning programmes. This has helped them to develop key staff for more senior roles, such as warehouse manager and acting operations manager. Achievement of qualifications and the provision of specific training have met specific skills gaps in employer companies.

p.29

The quality of provision

59. Support for learners is very good. Learners benefit from high levels of support from their assessors and other AL support staff. Employers also provide a good support for learners, by giving them access to computers, other equipment and training facilities at work, and time off to attend additional off-the-job support workshops when required. Support for learners’ literacy and numeracy needs is good, with additional individual sessions provided at local training centres. A specialist interpreter has been used on a regular basis for one learner with language support needs, funded by the provider.

p.29

The quality of provision

25 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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The quality of provision

Because of administrative problems with awarding bodies with regards to changes in qualification standards, several learners are being supported beyond their funding end dates by AL.

p.30

The quality of provision

60. The range of evidence presented in distribution and warehousing portfolios is insufficient. There is too much use of written evidence in the form of answers to background knowledge questions, transcripts of recorded professional discussion interviews, and witness testimony statements by learners’ managers. These assessment methods are satisfactory, and some essential, in meeting qualification requirements. However, inadequate use is made of direct observation of learners’ work activities in proving competence, particularly in the operational NVQ units. Insufficient use is made of meaningful assessment planning. Although an overall assessment plan is devised covering all NVQ units and assessment methods to be used during the programme, no use is made by assessors of individual assessment plans to clearly indicate to learners the precise detail of planned activity for each assessment. There is very little evidence in portfolios of

p.30

The quality of provision

detailed feedback from assessors to learners following assessment, other than brief comments on review records. Insufficient cross-referencing of evidence is carried out by learners.

p.30

The quality of provision

61. Insufficient use is made of medium- and long-term targets. Targets set at progress reviews are short-term and often aimed at completion for the next assessor visit. Little use is made by assessors of medium-term targets or achievement milestones, to indicate learners’ overall progress toward final achievement. In a number of cases, short-term review targets are carried over to be repeated at later reviews, and sometimes this happens two or three times. Many targets recorded in review action plans are unclear as to exactly what learners need to do to, particularly where this involves preparing for assessment. Insufficient routine use is made of individual learning plans at reviews to set learners’ progress to date in the context of the whole qualification, and of their planned dates for final achievement.

p.30

Leadership and management

62. Managers have been effective in improving overall success rates and maintaining good links with their employers. Progress reviews are generally well managed, though there is not enough target-setting. Communications are good, and there are regular team meetings. Assessment and internal verification meets awarding body requirements and verification sampling is comprehensive. The self-assessment process is inclusive and inspectors agreed with many of the strengths and weaknesses identified in the report. However, the report did not identify that overall success rates had improved.

p.30

Leadership and management

26 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

p.30

Business administration and law Grade 3

Number of learners Contributory areas: Contributory grade Administration Apprenticeships for young people 64 3 Train to Gain 16 3

p.31

Business administration and law Grade 3

63. There are 64 learners on work-based learning programmes for young people. Of these, there are 51 apprentices and one advanced apprentice in business administration, and 11 apprentices and one advanced apprentice in customer service. There are 16 Train to Gain learners of whom four are on business administration programmes, three are on customer service programmes and nine are on team leading programmes. All learners are employed. Learners are mainly recruited through Connexions or direct enquiries from employers and potential learners who can start their programme at any time of the year. All learners are interviewed and complete an initial assessment in literacy and numeracy. Additional learning support is offered when a need is identified. All learners receive an induction. Most work-based learners attend off-the-job training for technical certificates and key skills at training centres in Horwich, Bolton or Leigh. Off-the-job training for adults

p.31

Business administration and law Grade 3

is provided at learners’ workplaces. Learning development officers visit learners in the workplace every three to six weeks and review their progress every six weeks. There is one head of department and five learning development officers, all of whom are assessors. Four of them are also internal verifiers and one is a trainer. Strengths good personal and vocational skills development 00 • good overall success rates on adult programmes in 2004-05 00 • Weaknesses slow progress in completing frameworks in work-based learning 00 • insufficiently thorough progress reviews and use of targets 00 • insufficient resources to support learning 00 •

p.31

Achievement and standards

64. Learners develop good personal and vocational skills. They demonstrate significant gains in self-confidence and self-esteem, and an increasing ability to work on their own initiative and organise their own work. Learners are able to use a wide range of office equipment well and many show particularly good skills in the use of information technology. They communicate well with colleagues and clients and become valued team members. Learners benefit from supportive employers who generally provide a good range of experience to enhance their learning, enabling them to take on increasing responsibility and complexity of tasks. For example, one work-based learner now has responsibility for ordering fuel for her employer. Another learner is responsible for departmental budgeting. One adult learner has been promoted to team leader.

p.31

Achievement and standards

65. Overall success rates on adult programmes in 2004-05 are good at 81 per cent,

p.31

Achievement and standards

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Achievement and standards

showing much improvement from the previous year. Success rates in administration were particularly good at 94 per cent, with team leading at 78 per cent and customer service at 75 per cent. Current learners are making satisfactory progress. However, of those who started in 2005-06, 27 per cent have left the programme early without any qualification.

p.32

Achievement and standards

66. Overall success rates for apprentices have much improved in 2005-06 to 74 per cent. Rates for advanced apprentices and those on NVQ programmes have also improved to a satisfactory rate of 50 per cent. However, over the last three years, timely success rates for apprentices have been consistently low, averaging 31 per cent. AL has recently changed to online testing for technical certificates and of the 33 learners who have taken the tests, all have been successful. Many current learners on work-based learning programmes make slow progress, particularly in key skills and technical certificates. Few learners who started in the last six months are making adequate progress and some have yet to complete their first unit on any aspect of the framework. Business administration and law No, of learners Success Rate Provider framework rate National NVQ Rate Provider NVQ Rate Programme End Year National framework rate

p.32

Achievement and standards

Advanced Apprenticeships 2 46 2003-04 overall timely 9 11 18 30 9

p.32

Achievement and standards

2004-05 overall timely 1 0 23 35 1 Apprenticeships 2 51 2003-04 overall timely 34 71 18 25 23

p.32

Achievement and standards

2004-05 overall timely 63 56 28 35 67 NVQ training for young 2 48 2003-04 overall timely 14 86 0 35 13

p.32

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.32

The quality of provision

67. Learners generally receive good on-the-job training, although this is not always adequately co-ordinated with off-the-job training. Arrangements for the delivery of technical certificates are flexible. Learners can attend a rolling programme at either the Bolton or Leigh training centre. Where learners are unable to attend, individual training is provided by AL in the workplace. Delivery of key skills training is satisfactory. Very recent changes to improve the delivery and achievement of key skills have been implemented, but it is too soon to judge the effectiveness of these measures.

p.32

The quality of provision

68. Assessment is satisfactory and meets awarding body requirements. Assessments are generally well planned and learners have a clear understanding of the process. Assessors make good use of professional discussions, together with a range of other appropriate

p.32

The quality of provision

28 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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The quality of provision

assessment methods, including observations in the workplace. Recording and referencing is satisfactory and appropriate feedback is given to learners.

p.33

The quality of provision

69. Induction is satisfactory. Assessors make frequent visits to learners in the workplace, usually every three weeks. Support from AL’s staff is good. The needs of individual learners and employers are met. Where appropriate, learners receive satisfactory pastoral support. Arrangements for initial assessment, to identify additional learning needs for literacy and numeracy, are satisfactory and these needs are appropriately met. Where learners are identified as being at risk of leaving early, they are offered the opportunity to attend extra drop-in sessions one evening a week.

p.33

The quality of provision

70. Learners receive satisfactory information, advice and guidance on recruitment. They also receive further advice during their programmes, and on progression opportunities. Programmes are appropriate to meet the needs of learners and employers.

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The quality of provision

71. Progress reviews, and particularly the use of targets, are insufficiently thorough. Individual learning plans and training schedules are completed for all learners, but these do not always contain adequate medium- or long-term targets for the various components of the learning programme. Progress towards achievement of NVQ, and key skills and technical certificates where required, is recorded by showing a percentage rate of completion. This is determined by assessors, but is not based on clear criteria. Assessors refer to previous progress reviews, but they do not routinely refer to individual learning plans or training schedules to review medium- or long-term targets. Short-term targets set in reviews are sometimes too general to be easily measurable. They often focus more on assessment planning rather than overall skills development. Most employers are not sufficiently involved in reviews. This does not adequately facilitate the negotiation and

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The quality of provision

monitoring of targets covering all aspects of learners’ development. It does not promote effective co-ordination of workplace activities with off-the-job training. Wider targets for personal, skills, and job role development are not set. Although learners’ knowledge and understanding of health and safety, and equality and diversity is monitored, this is not done in sufficient detail.

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Leadership and management

72. Communications are satisfactory. Meetings are regular and frequent with standard agenda items and staff are well informed. They have an awareness of the strategic direction of the subject area. There is a strong focus on staff training and development. All staff are encouraged to take a range of higher level qualifications. Staff attend a good range of training including annual updating on equality and diversity. Promotion of equality and diversity is good during induction, but is often superficially monitored during progress reviews. Learners have an adequate awareness and understanding of equality and diversity.

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Leadership and management

73. Internal verification is satisfactory. Regular meetings are held to share best practice and appropriate standardisation activities are carried out. However, sampling plans do not adequately cover the range of assessment methods and no evaluation is made of internal verifier interviews with learners. Observations of teaching sessions, assessments and reviews are adequate. Although they are appropriately linked to appraisal and staff training and development, there is no evidence to show that they are effective in raising standards or improving achievement. The self-assessment process is inclusive but the report is insufficiently critical. It identified many strengths that are no more than normal

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Leadership and management

29 © 2006 ADULT LEARNING INSPECTORATE ALLIANCE LEARNING LIMITED

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Leadership and management

74. The use of data to monitor learner progress and staff performance is not effective. Data is collected and regular reports are produced, but the manager does not understand the management information system and is not able to access more useful, detailed reports. For example, the extent of learners’ slow progress was not adequately identified.

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Leadership and management

75. Resources to support learning are insufficient, a weakness identified in the self-assessment report. There are not enough textbooks for administration and none for customer service. Learners are not able to borrow textbooks to support independent learning. There are no online vocational learning materials. New computers have been purchased, but there are not enough for the number of learners. Insufficient equipment is available to ensure all aspects of health and safety are covered when using computers. For example, at one centre, there are no wrist rests and only one foot rest. The computer room at one centre does not meet the requirements of the online technical certificate test. AL has to book other facilities for testing purposes. Staff have relevant experience and appropriate assessment qualifications. However, most do not have a teaching qualification or an appropriate level of vocational qualification. Staff are not able to teach the

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Leadership and management

administration technical certificate at level 3. There is no access for people with restricted mobility at the Bolton centre.

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