Stoke-on-Trent Unitary Authority

Published date June 2010 Inspection Number 345747 Unique reference number: 54636

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Name of lead inspector: Harmesh Manghra HMI

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Type of provider: Independent learning provider

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Address:

North Staffordshire Regeneration Partnership City of Stoke-on-Trent Civic Centre Glebe Street Stoke-on-Trent ST4 1HH

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Information about the company

1. Stoke-on-Trent City Council (the council) provides adult safeguarded learning and work-based learning in sport and leisure for apprenticeships and for Entry to Employment (E2E) programmes under contract from the former Staffordshire Learning and Skills Council (LSC). Ofsted inspected the whole provision in April 2009 and judged the council’s overall effectiveness to be satisfactory. Inspectors found all aspects of adult and community learning, European Social Fund provision and the apprenticeship provision in sport and leisure to be satisfactory. However, inspectors judged the overall effectiveness of the work- based learning, including the provision in employability training, to be inadequate.

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Information about the company

2. After the inspection in April 2009, the LSC put restrictions on the recruitment of new learners onto the E2E programme and removed these after the reinspection monitoring visit in January 2010. The LSC offered the council a contract for providing apprenticeships in business administration and childcare for 12 learners. PM Training delivers this provision. The service manager for adult and community learning is responsible for the management of the whole provision. Two managers, four full-time tutors/assessors and a further two temporary tutors assist her in providing learning, assessment and support for the learners on work-based learning. The council works with local schools to provide alternative provision for learners aged 14 to 16. The council has changed its delivery model and now provides 70% of the adult safeguarded learning in-house. The council is the sole provider of apprenticeships in the

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Information about the company

3. According to the census of 2001, some 6% of the population of Stoke-on Trent is of minority ethnic heritage as compared to 9% in England. Youth unemployment in the council area is high. The number of learners not in education, employment and training is twice as high as the national figure.

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Information about the company

4. The following provider offers training on behalf of the council:  PM Training

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Young learner provision:

14-16 Entry to Employment 8 full-time learners 39 full-time learners

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Employer responsive provision

Apprenticeships 20 full-time apprentices

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Summary report

Grades: 1 is outstanding; 2 is good; 3 is satisfactory; 4 is inadequate

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Grade

Leadership and management 3 Safeguarding Equality and diversity

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Overall effectiveness

5. The overall effectiveness of work-based learning is satisfactory. The outcomes for learners are now good. The progression rates of E2E learners into apprenticeships, employment and education have dramatically improved since the previous inspection. Learners significantly improve their self-confidence, gain qualifications, and develop sound knowledge and skills for work in the sport and leisure industry. They demonstrate these skills during extensive work placements. Apprentices also complete their qualifications in good numbers and an increasing number are completing in the allocated time.

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Overall effectiveness

6. The quality of provision is satisfactory. Teaching, training and assessment are satisfactory. The programmes are well matched to the needs of the learners and the employers. Learners benefit from good personal support to complete their programmes. Leadership and management, including arrangements for safeguarding and equality and diversity, are satisfactory. The council has implemented many improvements since the last inspection and overall performance shows an improving trend.

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Main findings

 The outcomes for apprentices and E2E learners are now good and have improved substantially since April 2009. Some 85% of the E2E leavers have gone into the in-house apprenticeships, training, employment or further education. They gain excellent experience of working in a variety of sports and leisure settings and improve their chances of securing a career in the industry.  The E2E learners are highly motivated and display great enthusiasm for learning practical sports skills. However, a minority of learners display poor behaviour in theory classes and disrupt learning. They do not fully appreciate the impact of their actions on their fellow learners and the importance of good behaviour in classes, work and life.  The quality of induction is good and learners use this time well to develop a good level of knowledge of the sports industry. They become fully aware of the requirements of working in the industry and gain relevant qualifications. They

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Main findings

use this time positively to develop their coaching skills and prepare for work placements.  Tutors use a good range of techniques to teach the practical skills of coaching. They encourage learners to develop these skills by using clear explanations, practical demonstrations, imitation and practice. Learners respond to this approach positively and produce a good standard of work in classes and in practical sessions with other groups.  Teaching in theory lessons is satisfactory. Tutors plan lessons well and use information technology appropriately to make lessons interesting and interactive. However, they do not allow sufficient time for learners to reflect on how they can apply this learning to their daily lives or in employment. Learners focus on completing tasks without sufficient reflection on the skills’ development.  The council does not have enough qualified and experienced staff to assess learners on National Vocational Qualifications (NVQ) at work. Learners

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Main findings

demonstrate good levels of skills at work and/or in work placements. Most learners have gathered substantial evidence; however, the assessors have not yet assessed their work.  The E2E learners continue to develop literacy skills satisfactorily to prepare for national tests. However, inspectors found significant spelling and grammatical errors in learners’ portfolios. Tutors had not corrected these errors while assessing their assignments and portfolios. Tutors do not sufficiently stress to the learners the importance of literacy skills in life and for their employment.  The tutors have recently made good improvements to the individual learning plans and progress reviews for E2E learners. This was a main area for improvement at the previous inspection. The learning plans closely focus on learners’ individual needs, their barriers to learning and key objectives. Tutors work well with the learners to review their progress.

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Main findings

 The council has taken highly effective action to improve inadequacies in the work-based learning. Some of the notable improvements are in the highly improved outcomes for learners, strategic planning, the safeguarding arrangements, observations of teaching and learning and in collection and use of data. It has supported its staff well to bring about the improvements.  The arrangements for quality improvement and self-assessment are thorough. The council makes extensive use of a broad range of evidence including the views of learners, staff and employers to improve the quality of provision. Action planning for improvement is strong and thoroughly monitored.

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What does Stoke-on-Trent City Council need to do improve further?

 Fully embed the newly improved process of engaging with E2E learners by refining the current individual learning plans. Set learners challenging targets to improve all aspects of their skills and monitor their progress against clearly defined expectations and measurable outcomes.  Increase the capacity of the assessment team by either appointing some new members or training the work-place supervisors. Further ensure that staff assess learners’ work as soon as they have gathered sufficient evidence so that they are able to gain qualifications in good time.  Improve the behaviour of all E2E learners by making them aware of the importance of good behaviour in life and in work by setting them appropriate targets for improvement.  Reinforce literacy for all learners in lessons and assessment. Fully resource and implement the council’s Skills for Life strategy through developing the skills of all tutors.

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What does Stoke-on-Trent City Council need to do improve further?

 Improve the standards of teaching and learning by making them highly interactive and engaging. Ensure clear instructions and ample time for learners to reflect on the importance of skills learnt and their application in life and in work.  Continue to embed the quality improvement arrangements, particularly the observation of teaching and learning, to raise the standard of learning sessions.

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What learners like:

 the whole experience of learning, gaining confidence and qualifications  the development of practical skills needed in the sport and leisure industry  making new friends  the opportunity to work and enjoy sport at the same time  the supportive tutors  the good training and work placement opportunities  the very relaxed and adult learning environment  the teaching that is better than at school.

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What learners would like to see improved:

 more frequent opportunities for assessment of observations at work.

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What employers like:

 the good induction that prepares learners well for work  the high standard of learners’ work  the good knowledge of the sport and leisure industry demonstrated by the apprentices and learners  the excellent service they receive.

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What employers would like to see improved:

 the assessment of E2E learners at work.

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Capacity to make and sustain improvement Grade 2

7. The council demonstrates a good capacity to improve. It has successfully dealt with most of the areas for improvement identified at the previous inspection. Outcomes for learners are now good. Success rates on the sport apprenticeship programme have improved to a good level. Positive progressions for E2E learners are now also good. Teaching and learning have improved. The overall quality of work-based learning provision is now satisfactory. Quality assurance and improvement arrangements are now sound. Managers make much better use of data to reach judgements about performance and the quality of provision. The self-assessment process is now robust. The council uses the views of learners and stakeholders well to support judgements. The self- assessment report is highly analytical and rich in judgements. It accurately identifies most of the key strengths and areas for improvement found by inspectors. Inspectors awarded the same grades as those in the self-

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Capacity to make and sustain improvement Grade 2

assessment report for most aspects of provision.

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Outcomes for learners Grade 2

8. The outcomes for apprentices have improved. These are now good. Some 75% of learners completed their framework in the last academic year. An increasing number are completing their qualifications in the allocated time. Current apprentices are making good progress. The council expects all learners to complete their qualification in the allocated period in the next two months.

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Outcomes for learners Grade 2

9. E2E learners’ progression into training, employment or education is now good including for the ‘looked after children’. All learners are progressing and achieving positive outcomes equally. They gain relevant qualifications in the sport and leisure industry including health and safety awards. Whilst learners continue to develop satisfactory levels of numeracy skills and qualifications, their development of literacy skills and qualifications is low. All learners gain a sports leadership award. Attendance is very good. A minority of learners demonstrate poor behaviour in some theory classes that disrupts the learning of the others in groups.

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Outcomes for learners Grade 2

10. Learners attain high standards and develop good coaching skills. In their voluntary capacity, learners have used these skills to benefit their local communities; for example, running fitness classes for mothers from minority ethnic groups and sports coaching in primary schools. Learners feel safe both in the training centre and in the workplace.

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The quality of provision Grade 3

11. The council has improved several aspects of teaching, training and assessment. Tutors have improved the planning of lessons; they include a greater range of activities and use information learning technology in lessons appropriately to maintain a good pace and learners’ interest. In a minority of theory lessons such as citizenship, literacy and numeracy, the tutors do not sufficiently relate the learning to the learners’ work contexts. In other cases, they quickly move to the next activity without allowing sufficient time for learners to reflect on how they could apply the learning in the work context or in real life. The tutors use findings from a range of initial assessment tools to devise good schemes of work and lesson plans with high level details of meeting the needs of the individual learners. Training in equality and diversity matters in classes is challenging and encourages learners to examine their own assumptions and

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The quality of provision Grade 3

attitudes towards other groups in society.

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The quality of provision Grade 3

12. All tutors/assessors are appropriately experienced and qualified. Those without a teaching qualification are working towards one. However, the council does not have enough assessors and staff qualified in literacy. Assessors offer good advice and support learners well in collecting evidence for their portfolios; however, they fail to correct some spelling and grammatical errors. All learners undertake substantial work experience and demonstrate their competencies and knowledge. The council staff have not yet assessed their work. Learners cannot complete their qualifications.

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The quality of provision Grade 3

13. The programmes meet the needs and interests of the learners as well as the training needs of the employers extremely well. The council works particularly effectively in partnership with employers, schools and other partners to provide a range of progression opportunities. Learners are able to progress into a range of job roles in the industry including promotion to supervisory levels. The learners work from one of the local leisure centres where they practice and learn their skills in a broad range of sports. All learners attend work placements with local gyms and leisure centres. Those learners who do not achieve a positive outcome of a place on training, further education or employment join extended work placements with a range of employers. All learners enjoy sport and are highly motivated. They join the programme that provides them with an ideal opportunity to play sport and work in the sport and leisure industry.

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The quality of provision Grade 3

14. Learners benefit from good levels of personal support from the staff and the employers. They receive very clear information about training and learning pathways to develop careers in the sport and leisure field. Tutors provide strong support for the learners to help them seek employment. Learners with additional learning needs receive effective additional support for numeracy and communication .

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Leadership and management Grade 3

15. The managers have improved the strategic planning of the work-based learning. They have conducted a thorough analysis of the provision and earmarked a number of apprenticeship places for the E2E learners. The managers have provided clear direction. They have set challenging targets for recruitment, retention and achievement of learners and provided staff with relevant resources and support. Managers are open and consultative. They support staff well and effectively monitor their performance through appraisals. The council has improved the quality and use of management information to a significant level. A clear meetings structure helps to ensure that staff share information and good practice. The reorganisation carried out about a year ago is working well. Staff fully understand their roles and responsibilities. The planning of training programmes has improved. The council has correctly recognised that

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Leadership and management Grade 3

the number of assessors is insufficient to cope with the heavy demands of the assessment for the NVQ qualification. It is currently training a number of employers’ staff to fulfil this role.

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Leadership and management Grade 3

16. The council has devised an appropriate ‘Skills for Life’ policy and has plans to recruit a manager to implement the policy in the near future. The level of provision for literacy and numeracy has increased, however; not all staff have sufficient knowledge and skills to reinforce literacy to the learners.

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Leadership and management Grade 3

17. The council has satisfactory arrangements for safeguarding young people and vulnerable adults including the progress to implement the Independent Safeguarding Authority Vetting and Barring requirements in 2010. All staff, including administrative and support staff, have received an enhanced Criminal Records Bureau check. The council provides appropriate guidance and support on safeguarding matters through the nominated safeguarding officer and two safeguarding champions. Learners become well aware of safeguarding matters after a useful induction. The council ensures that all learners are safe at work. All staff have received appropriate training in safeguarding and are appropriately aware of the issues and their role in implementing the safeguarding policy.

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Leadership and management Grade 3

18. The council has made improvements to several aspects of the promotion and reinforcement of equality and diversity. This includes improved levels of training for all staff in safeguarding and equality and diversity and the appointment of two equalities champions to promote and update staff and learners about equality and diversity. The council has made good attempts to increase the participation of women learners and learners from minority ethnic groups. For example, staff have provided football coaching for young women, a swimming class for people with disabilities and short introductory health and fitness classes for women from minority ethnic groups. Observers satisfactorily monitor the promotion of equality and diversity in learning sessions through the observation of teaching and learning. The council makes good use of data to narrow the achievement gap between different groups although the numbers of

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Leadership and management Grade 3

learners on programmes are too small to make any sensible comparisons. The council has been successful at increasing the number of young women on sports apprenticeships but has not been able to recruit learners from minority ethnic groups onto these programmes.

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Leadership and management Grade 3

19. As part of its user engagement strategy, the council has recently established an employer and learner forum. This is working well. Learners have secured a number of improvments to their programme such as the much improved individual learning plans and progress reviews, greater availability of the work experience placements and opportunities for the learners to play sports in their own time. 20. The self-assessment report is highly analytical and clearly focused on measuring the quality of work-based learning. The process of the observation of teaching and learning is now much sharper and the grades for teaching and learning more realistic. Action plans following observations focus on supporting tutors to improve their skills through the good range of additional training available.

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Leadership and management Grade 3

21. The council uses its resources well to achieve satisfactory value for money. Learners with a significant level of underachievement at school and barriers to learning engage well and develop a set of very useful social and employability skills.

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Information about the inspection

22. Two of Her Majesty’s Inspectors (HMI), assisted by the provider’s service manager for the adult and community learning, as nominee, carried out the inspection. Inspectors also took account of the provider’s most recent self- assessment report and development plans, comments from the local Learning and Skills Council (LSC) or other funding bodies, the previous inspection report, reports from the inspectorate’s quality monitoring inspection, and data on learners and their achievement over the period since the previous inspection.

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Information about the inspection

23. Inspectors used group and individual interviews, telephone calls and emails. They looked at questionnaires learners and employers had recently completed on behalf of the provider. They also observed learning sessions, assessments and progress reviews. Inspectors collected evidence from programmes in the main subject area the provider offers. Record of Main Findings (RMF)

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Stoke On Trent City Council

Learning types: 14 – 16: Young apprenticeships; Diplomas; 16-18 Learner responsive: FE full- and part-time courses, Foundation learning tier, including Entry to Employment; 19+ responsive: FE full- and part-time courses; Employer responsive: Train to Gain, apprenticeships

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Stoke On Trent City Council

Outcomes for learners 2 2 2 How well do learners achieve and enjoy their learning? 2 2 How well do learners attain their learning goals? How well do learners progress? How well do learners improve their economic and social well-being through learning and development? How safe do learners feel? 3 Are learners able to make informed choices about their own health and well being?* How well do learners make a positive contribution to the community?* 3 Quality of provision 3 3 3 How effectively do teaching, training and assessment support learning and development? How effectively does the provision meet the needs and interests of users? 2 How well partnerships with schools, employers, community groups and others lead to benefits for learners? How effective are the care, guidance and support learners receive in helping them to achieve? Leadership and management 3 3 3 How effectively do leaders and managers raise expectations and promote

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Stoke On Trent City Council

ambition throughout the organisation? How effectively do governors and supervisory bodies provide leadership, direction and challenge?* na

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Stoke On Trent City Council

How effectively does the provider promote the safeguarding of learners? 3 How effectively does the provider actively promote equality and diversity, tackle discrimination and narrow the achievement gap? How effectively does the provider engage with users to support and promote improvement? How effectively does self-assessment improve the quality of the provision and outcomes for learners? How efficiently and effectively does the provider use its available resources to secure value for money? *where applicable to the type of provision Grades using the 4 point scale 1: Outstanding; 2: Good; 3: Satisfactory; 4: Inadequate Overall 16-18 Learner responsive Employer responsive

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Stoke On Trent City Council

Approximate number of enrolled learners Full-time learners Part-time learners - -

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Stoke On Trent City Council

Overall effectiveness 3 Capacity to improve 2 inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Stoke On Trent City Council

If you would like a copy of this report in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk.

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Stoke On Trent City Council

You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way.

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Stoke On Trent City Council

Royal Exchange Buildings St Ann’s Square Manchester, M2 7LA

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Stoke On Trent City Council

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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