Setting

Context

Stoke-on-Trent City Council Leisure Services operates nine leisure facilities. The learning and development section (LDS) is part of the sport and leisure services, under the community services directorate. LDS provides apprenticeships training and Entry to Employment (E2E) programmes. Training takes place at the leisure centres in hospitality, sport, leisure and travel and foundation programmes.

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Context

LDS provides training to meet the business needs and corporate priorities of the city council. The section also provides work-based learning opportunities to secondary schools in the city. LSD has also recently started to deliver a leisure management qualification under the Train to Gain programme on behalf of Stoke-on-Trent College.

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Context

A learning and development manager has operational responsibility for five development officers who co-ordinate the training. Supported by an assistant manager, the learning and development manager is directly responsible to the head of leisure services.

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Context

At the time of the monitoring visit, there were 48 learners in programme. Thirty nine learners aged 16 to 24 years are on an Entry to Employment (E2E) programme. There are also eight apprentices and one advanced apprentice undertaking leisure, travel and tourism qualifications.

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Context

LDS was first inspected in 2005 and re-inspected in July 2006. At the reinspection, the overall effectiveness of the provision was satisfactory. Leadership and management and quality improvement were satisfactory. Equality of opportunity was good. The subject sector area of leisure, sport and recreation was satisfactory. The subject sector area of preparation for life and work was not re-inspected.

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progress

After a decline in learner achievement in the year 2005-06, the provider has made significant progress in improving the success rates of all learners.

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Date of visit: 30 August 2007

Although only applicable to a small number of learners, achievement rates for leisure, travel and tourism apprentices have significantly improved from a low 39% in the year 2005-06 to 92% in the current year.

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Date of visit: 30 August 2007

Achievement rates for learners in business administration programmes have also improved from a low rate of 38% for apprentices in 05-06 to a good achievement rate of 63% in the year 06-07. However, this is only relevant to a small number of learners and the provision on this area has now been terminated.

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Date of visit: 30 August 2007

The achievement of positive outcomes has also improved and is now good on Entry to Employment programmes. From 55% in the year 2004-05, to 19% in 05-06 to 63% in 06-07. Learners on this programme hold very poor prior attainment and achievements. Thirty per cent of the learners have severe recognised disabilities. A total of 45% of the current E2E learners are progressing into employment.

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Date of visit: 30 August 2007

The key skill pass rate of learners has also greatly improved. From 33% pass rate in the year 2005-06 to 72% in 06-07.

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Date of visit: 30 August 2007

Learners also achieve a range of additional qualifications which are valued by employers, for example, first aid and fitness. Learners on Entry to Employment programmes gain additional personal confidence and motivation through the early completion of awards in food hygiene.

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Date of visit: 30 August 2007

Most learners successfully complete their programme and in the current year only 12% of the learners have left the programme without achieving a qualification. Learners are making good progress and some are achieving their qualification ahead of their planned end date. For example, ten learners have completed their apprenticeship in seven months.

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progress

At the reinspection, the training provision at advanced level was judged to be inadequate. The provider has made significant progress to rectify this weakness.

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progress

The training provision at level three has now been extensively developed. The provider has gained approval to deliver the leisure management and exercise and fitness qualifications at level 3. LDS has worked well with the awarding bodies to design alternative technical certificates to reduce the high cost of the qualifications. Furthermore, approval has been obtained to deliver the qualifications at level 2 such as gym instructor and exercise and music, which are required to access other qualifications at level 3.

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progress

The provider has designed effective marketing materials to promote the availability of the level 3 programmes and has delivered timely information and guidance to learners and local employers. Regular standardisation meetings have been held to support staff with the introduction of the new qualifications and to increase their understanding of the programmes.

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progress

In the last four years only 11 learners successfully completed an advanced apprenticeship. However, in 05-06, 21 learners have progressed onto a Level 3 qualification.

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progress

At the reinspection, strategic planning was considered weak. The provider has made insufficient progress in strengthening the strategic planning.

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progress

All training outstanding vacancies have now been effectively filled including the appointment of an assistant manager who is responsible for the quality monitoring of the training delivery and the development of the employer engagement. This post has allowed the learning and development manager to implement the post inspection improvement plan efficiently.

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progress

However, currently, due to the change of senior management within the services directorate, there is no strategic plan in the organisation. The three year development plan and the learning and development plan that follows the corporate plan are in the process of being updated. Existing plans do not offer sufficient detail on how objectives will be met. The current business and marketing plans do not consider key objectives such as planning for the growth of the training provision. Through their productive partnership work, the provider is well aware of the local and regional needs and the existing threat of competition, however, these issues are not translated into a formal strategy.

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Quality improvement

Since the reinspection, the provider has made significant progress to strengthen their quality improvement processes. A quality improvement plan clearly records the areas for improvement identified collectively by team members. Progress against agreed targets is thoroughly reviewed and updated. The revised plan is then routinely circulated to staff and made available on the intranet.

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Quality improvement

A quality monitoring plan sets out clear schedules for the monitoring of key aspects of programme delivery throughout the learners’ journey. Areas for improvement are identified effectively through regular meetings of staff, and one-to-one meetings with team leaders. Learner and employer feedback are used effectively to identify further areas for improvement. Detailed feedback from parents and guardians on learner progress is also obtained regularly through telephone contacts and through events which celebrate learner achievements.

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progress

Observation of teaching and learning is routinely carried out across programme areas. Staff receive clear feedback and support to help them improve their performance. Progress reviews of learners are now more closely monitored. Staff have undertaken additional training on nationally organised programmes in setting more effective and specific targets for learners. Further development has taken place to improve induction processes and the initial assessment of learners.

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progress

At the reinspection, it was highlighted that the report did not focus sufficiently on the learning experience. The report was also found to be insufficiently evaluative.

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progress

The provider has made reasonable progress in further developing the self- assessment report. All staff contribute to self-assessment through their involvement in regular reviews of the quality improvement plan and through additional focused meetings. Staff recognise fully the areas identified for improvement through these processes, and take clear ownership of the actions agreed. Feedback from learners, employers and parents on the quality of training contributes effectively to the self- assessment process.

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progress

The annual self-assessment report produced in December 2006 covers the key areas for improving the learner experience as identified by the team. However, the report is too descriptive, and the strengths and areas for improvement in the report do not always link sufficiently clearly to the detailed targets contained within the quality improvement plan.

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progress

information quoted is reproduced verbatim without adaptation, and the source and date of publication are stated. Inspection reports are available on the Ofsted website (www.ofsted.gov.uk).

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