Care Training East Midlands Limited

Inspection number 331943 Care Training East Midlands Limited

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Contents

Background information ......................................................................................................... 3 Inspection judgements........................................................................................................... 3 Scope of the inspection.......................................................................................................... 3 Description of the provider...................................................................................................... 3 Summary of grades awarded .................................................................................................. 5 Overall judgement.................................................................................................................... 5 Effectiveness of provision ..................................................................................................... 6

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Contents

Capacity to improve............................................................................................................ 6 Key strengths ............................................................................................................................ 6 Key areas for improvement..................................................................................................... 7 Main findings............................................................................................................................ 7 Achievement and standards................................................................................................... 7 Quality of provision............................................................................................................... 8 Leadership and management ................................................................................................. 9

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Contents

Equality of opportunity....................................................................................................... 9 What learners like.................................................................................................................. 11 What learners think could improve...................................................................................... 11 Learners’ achievements......................................................................................................... 18

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Inspection judgements

Inspectors use a four-point scale to summarise their judgements about achievement and standards, the quality of provision, and leadership and management, which includes a grade for equality of opportunity .

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Key for inspection grades

Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate

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Key for inspection grades

Further information can be found on how inspection judgements are made on www.ofsted.gov.uk.

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Scope of the inspection

In deciding the scope of the inspection, inspectors take account of the provider’s most recent self-assessment report and development plans, and comments from the local Learning and Skills Council (LSC) or other funding body. Where appropriate, inspectors also consider the previous inspection report ( www.ofsted.gov.uk ), reports from the inspectorates’ monitoring visits, and data on learners and their achievements over the period since the previous inspection.

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Scope of the inspection

In addition to reporting on overall effectiveness of the organisation, its capacity to improve further, achievement and standards, quality of provision and leadership and management, this inspection focused on specialist provision in:

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Scope of the inspection

 Health, public services and care  Preparation for life and work

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Description of the provider

1. Care Training East Midlands Limited is a private training company, established in 1995 as Target Training 2000 Ltd and based in Nottingham. In 2000, the company was renamed as Care Training East Midlands Limited (CTEM). The company works with learners from disadvantaged backgrounds in the city. CTEM provides training through learndirect programmes and is subcontracted to other organisations for the delivery of nextstep and Department of Work and Pensions (DWP) provision.

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Description of the provider

2. CTEM has recently opened a second training facility in Nottingham and works with community partners to increase its range of training programmes. Since August 2007, Care Training has provided a range of Train to Gain programmes funded through Nottingham Learning and Skills Council (LSC). In May 2008, the company extended the programme to include literacy and numeracy provision. Programmes include training in health, public services and care, advice and guidance, warehousing and transport and literacy and numeracy programmes. Some of this provision is delivered by CTEM, some is subcontracted to Nottingham City Transport and also to Quantum Training Services based in Derby. The company employs 53 full time staff and 18 part time staff. At the time of inspection there are approximately 241 Train to Gain learners in health, public services and care training, 131 on preparation for life and work courses and 37 in transport

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Description of the provider

training. Warehousing and transport training is not inspected.

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Summary of grades awarded

Effectiveness of provision Satisfactory: Grade 3

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Summary of grades awarded

Achievement and standards Satisfactory: Grade 3

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Summary of grades awarded

Quality of provision Satisfactory: Grade 3

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Summary of grades awarded

Equality of opportunity Contributory grade: Satisfactory: Grade 3

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Sector subject areas

Health, public services and care Satisfactory: Grade 3

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Sector subject areas

Preparation for life and work Satisfactory: Grade 3

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Satisfactory: Grade 3

3. The overall effectiveness of the provision is satisfactory. The provision in Train to Gain for health, public services and care and preparation for life and work is satisfactory. Achievement and standards and the quality of provision are satisfactory. CTEM’s leadership and management are good and equality of opportunity is satisfactory.

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Good: Grade 2

4. CTEM has good capacity to improve. This is identified in their self-assessment report. This is CTEM’s second inspection and the first since the introduction of Train to Gain in 2007. Success rates for Train to Gain learners are satisfactory for all the sector subject areas. However, some preparation for life and work learners are making slow progress.

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Good: Grade 2

5. The self-assessment report and development planning are good overall. The self- assessment report provides an accurate reflection of the provision. The report is critical, evaluative and clearly identifies the strengths and areas for improvement. The process is inclusive and uses input from all stakeholders. Staff clearly understand and are involved in the self-assessment process and identify its importance in driving continuous improvement.

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Good: Grade 2

6. However, at the time of inspection staff had not had the opportunity to comment on the finalised report. The self-assessment report includes many of the strengths and areas for improvement identified by inspectors. The development plan included in the self- assessment report is a clear analysis of the areas for improvement and the provider’s capacity to deal with the issues identified. Actions to bring about improvement are sufficiently detailed and thorough.

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Good: Grade 2

7. CTEM has a quality assurance system based on the learner’s journey but it is an overly complex process. CTEM is committed to bringing about improvement for its learners and recently introduced quality improvement activities which have improved their learning experiences. Teaching and learning observations and feedback collected from learners and employers form the basis of quality improvement activities for the organisation. However, observations of key aspects of the provision are insufficient to verify the quality of the feedback they receive.

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Good: Grade 2

8. The recent introduction of a new management information system has provided the opportunity for CTEM to improve the accuracy of its learner data and to increase the use of accurate data in management meetings. The recent additional data recorded on the management information system provides staff with the opportunity to monitor the progress learners are making in relation to their planned end date. They are now able to more quickly identify and provide support for learners who are making slow progress.

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Key strengths

 Good acquisition and development of new and existing skills for all learners  Well planned off-the-job training for health public services and care learners  Good development of information communication technology (ICT) resources to widen provision for Skills for Life learners  Good leadership to diversify into new areas of work  Extensive range of staff training and development  Very good flexible response to the meet the needs of employers  Very good actions to widen participation

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Key areas for improvement

 Inadequate support for identified learning needs for health, public services and care learners  Weak reviewing and monitoring of learners progress  Insufficient use of observation to bring about improvement  Insufficiently well established contractual arrangements  Insufficient formal planning in response to equality legislation

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Satisfactory: Grade 3

9. Achievement and standards are satisfactory. This is recognised in the self-assessment report. In the last year, CTEM experienced considerable growth in their Train to Gain programme. However, during 2007/08 the numbers of learners following programmes in literacy, language and numeracy are too few to be included in the scope of the inspection. It is too early in the programme to make judgements on current success rates. Retention of current learners is satisfactory. In general, the success rate for learners from minority ethnic groups is 3% greater than learners from other groups.

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Satisfactory: Grade 3

10. The acquisition of new practical skills and the development of existing skills are good. Learners have good opportunities to develop and use relevant practical skills and learn through practical demonstration. In both the classroom and the workplace learners show good understanding, and relate theory to their workplaces, homes and community well. They are well motivated to gain qualifications and continue training.

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Satisfactory: Grade 3

11. Historically, progress towards timely completion is slow. In the year 2007/08, of the 66 health, public services and care learners who had the potential to achieve, 40 learners were successful. Of these learners only 35% achieved by their planned end date. However, most current learners are making satisfactory progress.

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Satisfactory: Grade 3

12. Teaching and learning overall are satisfactory. This is recognised in the self-assessment report. CTEM makes good use of ICT resources to widen the methods of delivery available to literacy and numeracy learners. Tutors plan off-the-job training well. Teaching sessions for health, public services and care learners are well planned and delivered. Training in the workplace is good.

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Satisfactory: Grade 3

13. Assessment is satisfactory. There is effective support from assessors who meet with learners in the workplace at least every three weeks. Planned assessments for health, public service and care learners are effectively arranged around the work rota to clearly meet the needs of the learner and the employer.

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Satisfactory: Grade 3

14. The reviewing and monitoring of learners’ progress is weak. Reviews of progress do not set targets to help learners’ progress and are not used effectively to reinforce issues relating to the learners understanding of equality and diversity and health and safety. Employers are not involved in the review process.

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Satisfactory: Grade 3

15. For health, public services and care learners, individual learning needs are inadequately supported. The process for communicating additional learning needs and the results of the initial assessment to assessors is inadequate. The monitoring of actions to deal with learners’ additional needs is inadequate. CTEM identified this as an area for improvement in their self assessment report.

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Satisfactory: Grade 3

16. CTEM has a very good and flexible response to meet the needs of employers. They are very responsive and clearly meet the needs of employers and ensure that learners enrol on courses and programmes that support their aspirations and potential.

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Satisfactory: Grade 3

17. Initial advice and guidance is effective in establishing appropriate learning programmes for learners and employers. Initial advice and guidance accurately refer learners to appropriate programmes of learning, based on initial assessment of skills, experiences and aspirations.

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Good: Grade 2

Equality of opportunity Contributory grade: Satisfactory: Grade 3

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Good: Grade 2

18. Leadership and management are good. This is recognised in the self-assessment report. Strategies to diversify the training into new areas of work have been successful in response to national and local initiatives. CTEM has clearly developed their Train to Gain programme, expanding staff numbers and developing a clear strategic direction for their provision. The provider has a strong focus on building the capacity of their provision through the appointment of new staff. The strategic direction of the organisation is effectively communicated to all staff. Senior managers have implemented a range of working parties with clearly set and focused agendas to review their current position and to develop it further.

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Good: Grade 2

19. Staff training is extensive. Managers self-assess their leadership and management skills, discuss their professional development needs with senior managers and staff and develop action plans to improve their performance. Strategic objectives are set for the training and development of all staff in the organisation and a detailed and thorough impact assessment is made of the benefits training has to the business.

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Good: Grade 2

20. CTEM has a very good and flexible response to meet the needs of employers. The marketing team are successful in developing and using a wide range of marketing strategies. They are very responsive to the needs of employers and ensure that learners enrol on programmes that clearly meet the needs of both parties. The marketing team work on the continuous development and improvement to advertising materials and feedback questionnaires. Regular learner focus groups and employer events provide good opportunities to gain feedback on which to carry out further developments to their services.

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Good: Grade 2

21. CTEM has recognised the importance of using learner performance data to bring about improvement to the provision. The recent introduction of a new management information system has provided the opportunity for CTEM to improve the accuracy of its learner data and to increase the use of data in management meetings. Assessors collect information on the progress learners make. This data, recorded on the management information system, provides staff with the opportunity to monitor the learners’ progress against their planned end date.

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Good: Grade 2

22. CTEM has a quality assurance system based on the learner’s journey but there is an over reliance on external quality systems to bring about improvement which are overly complex. Feedback collected from learners forms the basis of a quality improvement plan for the organisation. However, observations of key aspects of the provision are insufficient to verify the quality of the feedback they receive. Recent quality improvement activities have improved the learners’ experience.

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Good: Grade 2

23. The contractual arrangements with a recently appointed major subcontractor are insufficiently established. The recent expansion of CTEM’s Train to Gain programme and the subcontracting of a significant part of the training provision to Quantum Group has provided CTEM with a number of issues to deal with. The information received from the subcontractor is variable with much time and effort by CTEM managers in improving the accuracy and reliability of the information. CTEM has provided a training day and the recent reorganisation of Quantum’s Train to Gain provision has seen the appointment of new key members of staff who are actively developing and implementing a range of new systems.

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Good: Grade 2

24. The self-assessment process is satisfactory. It adequately includes staff, employer and learner views. Data is used well to illustrate learners’ achievements. The report is evaluative and accurate, inspectors agreed with many of the strengths and areas for improvement described in the report.

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Good: Grade 2

25. Equality of opportunity is satisfactory. Very good actions by CTEM have widened participation. Data is used well to monitor the performance of different groups. In 2007/08 CTEM’s recruitment of learners from minority ethnic groups is very good at 24% and well above the national average of 9%. Learner performance is monitored and targets set to improve gender and disability participation and achievement. The success rate for minority ethnic learners is 3% above the overall success rates for all learners. Learners’ views inform promotional literature, which uses basic English and challenges stereotypical images.

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Good: Grade 2

26. CTEM has insufficient formal planning in response to equality legislation. The response to recent legislation is slow and there are no action plans or steering groups in place to identify and address priorities in this area. Monitoring of learners understanding of equality and diversity at reviews is insufficiently systematic.

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Good: Grade 2

27. CTEM is working towards government safeguarding requirements. The provider has effective arrangements for Criminal Record Bureau (CRB) checking. Existing staff and all volunteers and new staff working with learners are CRB checked. The healthy and safety officer is supporting the implementation of further safeguarding policy and procedures. CTEM adopts a safe learner approach for all its learners. It has no vulnerable adults.

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What learners like :

 To be able to learn around family life  The opportunities to attend completion days  The drop-in sessions  Gaining confidence to do a better job  The individual support but recognise that partnership is required  Assessors who are very approachable and easy to contact  The enjoyable off-the-job training sessions  Learning a lot  ‘Developing skills that are useful in life and with helping my children’  ‘I thought I was confident in mathematics, now, I know I am’  ‘The literacy and numeracy skills which help me with promotion’  The resources which maintain interest  Staff who are helpful

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What learners think could improve :

 More visits from the assessor  Better access to healthcare textbooks in the centre – ‘would like a little library’  The literacy and numeracy sessions by making them longer  More step-by-step instructions on ratio  Improved punctuality by learners at off-site provision based in employer premises

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Context

28. Two hundred and forty one learners are working towards health & social care qualifications on Train to Gain. CTEM works with employers and one subcontractor, Quantum Group, across the counties of Nottinghamshire, Leicestershire, Derbyshire and Lincolnshire. The subcontractor supports training for 52 of these learners. CTEM is responsible for the delivery of training for the remainder of its learners.

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Strengths

 Good standard of learners’ work  Good acquisition and development of new and existing practical skills  Well-planned on and off-the-job training  Good staff training and development  Good team working

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Areas for improvement

 Slow progress towards completion of awards  Incomplete reviews  Inadequate support for identified learning needs

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Achievement and standards

29. Achievements and standards are satisfactory overall. CTEM recognises this in their self- assessment report. The standard of learners’ work is good. Learners show good knowledge and understanding of the National Vocational Qualifications (NVQ) requirements and are able to monitor the progress of their learning through the good standard of evidence retained in their portfolios of work. Portfolios contain a good range of evidence that identifies the links between the knowledge gained in the training centre and the workplace. Learners are making satisfactory progress.

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Achievement and standards

30. The acquisition and development of new and existing practical skills is good. Learners have good opportunity to build on their existing skills and develop new ones through practical demonstration. Confidence is apparent from the way learners respond when questioned and when asking questions for clarity. In both the classroom and the workplace, learners show good understanding and relate theory to their workplaces, homes and community well.

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Achievement and standards

31. Progress towards timely completion is slow. In the year 2007/08, of the 66 learners who had the potential to achieve, 40 learners were successful, of these learners only 35% achieved by their planned end date. However, learners currently on programme are making satisfactory progress.

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Quality of provision

32. The quality of provision is satisfactory. This is accurately identified in the self-assessment report. Tutors plan off-the-job training well. Teaching sessions are well planned and delivered in the training centre or other off site accommodation, such as community centres. Content is appropriate to provide understanding of how knowledge evidence can be collected and linked to practical skills in the workplace. Learners are interested in the topics and assessors show good subject knowledge. Learners on the care programmes complete additional qualifications including first aid, manual handling and food hygiene training.

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Quality of provision

33. Training in the workplace is good. On-the-job training is flexible, relevant and meets the needs of learners and employers. Training sessions to support the learners in developing knowledge and understanding of child development are good, as is portfolio development.

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Quality of provision

34. Assessment is satisfactory. There is good support from assessors who meet with learners in the workplace at least every three weeks, and provide drop in support in the training centre. They have additional telephone and email contact. Planned assessments effectively arranged around the work rota clearly meet the needs of the learner, their client group and the employer. Assessors provide access to a good range of resources and guidance for assessments. Simplified wording of knowledge requirements and assignments increase learners’ understanding of the NVQ process. Well resourced training centres provide learners with good access to computers. Assessors supply a reading list and links to research material but textbooks are not readily available in the centre.

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Quality of provision

35. Progress reviews are incomplete and not used effectively to reinforce issues relating to the learners understanding of equality and diversity and health and safety. Employers are not involved in the review process and their comments are not recorded on the review paperwork. Assessor files identify the learner’s progress overall, and they are at the early stages of supplying detailed information to managers to be recorded on the management information system.

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Quality of provision

36. Individual learning needs are not supported adequately. The process for communicating additional learning needs and the results of the initial assessment to assessors is inadequate. An initial assessment test is carried out but assessors are not sufficiently informed about the outcomes and the monitoring of actions to deal with learners’ additional needs is inadequate. However, CTEM recognise this in its self-assessment report and is currently working to improve the process.

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Quality of provision

37. Programmes and activities to meet the needs and interests of learners and employers are good. The introduction of support sessions for childcare learners called ‘completion days’ are very effective in helping learners towards successfully completing outstanding work. A recent completion day has been successful in supporting learners to better recognise their priorities and provide improved opportunities to work in collaboration with peers and tutors. Since the introduction of these days, several learners have successfully completed the NVQ.

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Quality of provision

38. Learners receive satisfactory, well presented, accurate and helpful information, advice and guidance from CTEM and their employers. Support from employers is effective. Employers and mentors in the workplace support training in the work environment well. Employers are clearly aware of NVQ requirements and work with learners and assessors to help learners complete their work.

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Leadership and management

39. Leadership and management of health and social care programmes are satisfactory. Team working is good and internal verification arrangements are thorough. Assessor performance is monitored and carried out well on all programmes. However, equality of opportunity is not promoted well in progress reviews.

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Leadership and management

40. Standardisation meetings, held monthly, are effective in updating assessors and verifiers and provide opportunities to share and develop good practice. Staff have had input to the self-assessment report but have not had the opportunity to comment on the final version.

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Leadership and management

41. Staff make good use of training and development programmes and identified training needs are supported well. Recent training has been undertaken in health and safety, risk assessment and equality and diversity awareness. Continuing professional development is well planned at programme level ensuring teaching and assessment meets appropriate standards and requirements.

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Context

42. One hundred and thirty one learners follow literacy and numeracy programmes on Train to Gain, of which 67 take literacy programmes and 64 take numeracy. Literacy and numeracy training is provided by CTEM and a subcontractor, Quantum Group. The subcontractor currently provides 76% of the provision. CTEM provides the remainder. Most subcontracted provision is delivered in the North Lincolnshire area and the remainder in and around Nottingham. Twenty-eight learners are male, 23 are from minority ethnic groups. The participation in training by minority ethnic groups is 17.5%, which is higher than the local minority ethnic population. Most learners take literacy and numeracy qualifications alongside health and social care NVQs.

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Strengths

 Good development of a range of skills for some learners  Good development of ICT resources to widen provision

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Areas for improvement

 Some ineffective planning of individual learning  Weak reviewing and monitoring of learners’ progress

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Achievement and standards

43. Achievement and standards are satisfactory overall. CTEM recognises this in their self- assessment report. Learners develop a good range of numeracy skills through attendance at dedicated literacy and numeracy sessions based at National Autoparts. They develop confidence and skills by learning new methods of carrying out multiplication and the use of tools to develop decimal places skills. Learners are well motivated to gain qualifications and continue training. The standard of most learners’ work is satisfactory in relation to target qualifications.

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Achievement and standards

44. During 2007/08, the numbers of learners following programmes in literacy, language and numeracy are too few to be included in the scope of the inspection. In 2008/09, 132 learners started literacy, language and numeracy programmes and an additional three learners carried over into the current year. Of these, one learner left training and four achieved. One hundred and thirty one learners are still in learning, most starting from August 2008. It is too early in the programme to make judgements on current achievement. The retention of current learners is satisfactory.

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Achievement and standards

45. Some learners experience slow progress. One quarter of learners whose learning is subcontracted to Quantum Group have experienced slow progress following recent significant staffing changes and records of their progress not being retained by the provider .

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Quality of provision

46. Teaching and learning for preparation for life and work learners are satisfactory overall. CTEM identified this in its self-assessment report. CTEM makes good use of ICT resources to widen the methods of delivery available to learners and employers. Staff have developed an effective mobile ICT resource incorporating interactive whiteboard technology and internet connection to enable consistent training delivery in the workplace, as provided in their own training centre. The implementation of this technology is new and has not yet been made available to all literacy and numeracy tutors who provide training in the workplace, but this is planned.

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Quality of provision

47. Lesson plans are detailed and show differentiation by the use of resources, but these are not related to individual needs. Tutors make good use of a range of interactive learning resources, which learners appreciate. Learners engage well in learning and confidently take part in whole group learning activities using interactive learning technology. Learning is evident in numeracy sessions. Learners following programmes at CTEM, experience a variety of delivery methods including distance learning, group learning and individual coaching in the workplace. Learners at the subcontractor receive individual visits by the tutor for coaching and support.

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Quality of provision

48. Planning of individual learning for some learners is ineffective. Some individual learning plans do not indicate the level of qualifications being followed or include time-bound targets for completion. Initial assessment results indicate that a small number of learners are not working towards qualifications at the appropriate level. There is an over reliance on verbal agreements in planning work and reviews of progression. This was partially recognised in the self-assessment report.

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Quality of provision

49. Assessment is satisfactory. Learners are set targets to achieve and complete sections of workbooks as indicated by diagnostic results. Past papers are used to assess the progress learners are making in their studies.

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Quality of provision

50. The reviewing and monitoring of learners’ progress is weak. During progress reviews, targets for learners are not set. Learners complete a self-assessment of their development of skills but tutors do not include their own comments to help direct learners’ progression. Reviews across the provision do not include employers or reinforce equality and diversity.

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Quality of provision

51. The range and suitability of provision in literacy and numeracy is satisfactory, it includes accreditation from Entry Level to Level 2, and clearly meets the needs of learners. Training is not specifically provided for English speakers of other languages, although in each organisation there is a member of staff qualified and experienced to support learners. CTEM is piloting a range of delivery methods to meet the needs of learners who do not receive discrete support in the workplace by providing access to distance learning, individual and group sessions at CTEM premises.

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Quality of provision

52. Guidance and support for learners is clear, accurate, and effectively marketed. Initial advice and guidance accurately refer learners to appropriate programmes of learning, based on initial assessment of skills, experiences and aspirations. Staff have appropriate qualifications at Level 4 in information, advice and guidance.

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Leadership and management

53. Management of literacy and numeracy provision is satisfactory and is provided by three staff, each having separate responsibility for different parts of the contract that includes subcontractors, distance learning and learners receiving group tuition. One person is in the process of taking responsibility for the whole contract to improve cohesion.

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Leadership and management

54. Staff development is good and a wide range of development is available. Staff receive training in areas relevant to their job role and beyond. All unqualified staff are enrolled to receive teacher training and are working towards information, advice and guidance qualifications, where necessary. All staff have received training in equality and diversity and risk assessment during the last year.

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Leadership and management

55. Two Train to Gain learners, who are also CTEM employees, are working towards national tests in numeracy as part of the company ethos to increase skills in literacy and numeracy. Staff are appropriately qualified to teach and two members of staff in the team have specialist qualifications at Level 4. Annex

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Leadership and management

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Learners’ achievements

Success rates on work-based learning Train to Gain programmes managed by CTEM 2007 to 2009

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Learners’ achievements

Programme End Year Success rate No. of learners* Provider NVQ rate** overall 171 44 2007/08 timely 31 18 overall 255 14 Train to Gain NVQ 2008/09 (3 months) timely 21 8

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Learners’ achievements

Note: 2008/09 data is ‘part year’ only and is representative of the first three months or greater of the LSC contract year

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Learners’ achievements

* Learners who leave later than originally planned are counted in the year they actually leave. This group of learners are then added to the learners who planned to complete in a given year and did so or left earlier than planned ** NVQ qualification success rates are calculated using data supplied to Ofsted by the provider prior to inspection

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