Quality and standards in education and training in Wales. A report on the quality of work-based learning programmes. Coleg Gwent

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1 Quality and standards in education and training in Wales A report on the quality of work-based learning programmes in Coleg Gwent June 2009 by Estyn, Her Majesty s Inspectorate for Education and Training in Wales

2 The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting: nursery schools and settings that are maintained by, or receive funding from, local authorities (LAs); primary schools; secondary schools; special schools; pupil referral units; independent schools; further education; adult community-based learning; youth support services; youth and community work training; local authority education services (LAES) teacher education and training; work-based learning; careers companies; offender learning; and the education, guidance and training elements of the Department for Work and Pensions funded training programmes. Estyn also: provides advice on quality and standards in education and training in Wales to the National Assembly for Wales and others; and makes public good practice based on inspection evidence. Every possible care has been taken to ensure that the information in this document is accurate at the time of going to press. Any enquiries or comments regarding this document/publication should be addressed to: Publication Section Estyn Anchor Court Keen Road Cardiff CF24 5JW or by to This and other Estyn publications are available on our website: Crown Copyright 2009: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the report specified.

3 Introduction Coleg Gwent was inspected as part of a six-year ( ) national programme of inspections. The purpose of the programme is to identify good features and shortcomings in order that the provider may improve the quality of education and training offered and raise the standards achieved by learners. Inspection is also designed to give learners more information about the quality of providers of work-based learning and the learning options available. All inspections conducted under the arrangements apply the following principles: the use of a common inspection framework which is common to all sectors of education and training in Wales; an emphasis on the provider s evaluation of its work; the involvement of a provider nominee who works with the inspection team; and the inspection of a sample of provision. The inspection took place from 1 June 2009 to 5 June A team of Her Majesty s Inspectors from Estyn, a statutory body independent of, but funded by the Welsh Assembly Government, undertook the inspection. The team included additional inspectors and a peer assessor released from another work-based learning provider in Wales. The team was required to report on standards achieved by learners, the quality of education and training provided, the quality of leadership and management and to judge if the company provides value for money. The report was produced in accordance with Section 77 of the Learning and Skills Act (2000). Estyn s reports follow its guidance for the writing and editing of reports, which is available on the Estyn website ( The table below shows the terms that Estyn uses and a broad idea of their meaning. The table is for guidance only. Nearly all with very few exceptions Most 90% or more Many 70% or more A majority over 60% Half/around half close to 50% A minority below 40% Few below 20% Very few less than 10%

4 Grade descriptors The five-point scale used to represent all inspection judgements in this report is as follows: Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 good with outstanding features good features and no important shortcomings good features outweigh shortcomings some good features, but shortcomings in important areas many important shortcomings The Learning and Skills Act 2000 requires the company to prepare a written statement of the action that they propose to take to address the recommendations in the inspection report and the timescales for completing the proposed actions.

5 Contents Page Context 1 Summary 2 Recommendations 4 Standards 5 Key Question 1: How well do learners achieve? 5 The quality of education and training 6 Key Question 2: How effective are teaching, training and assessment? 6 Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? 7 Key Question 4: How well are learners cared for, guided and supported? 8 Leadership and management 10 Key Question 5: How effective are leadership and strategic management? 10 Key Question 6: How well do leaders and managers evaluate and improve quality and standards? 11 Key Question 7: How efficient are leaders and managers in using resources? 13 Standards achieved by learners in learning areas inspected 15 Engineering and Manufacturing Technologies Construction, Planning and the Built Environment Provider s response to the report findings Appendix 1 The evidence base of the inspection Appendix 2 The inspection team

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7 Context The nature of the provider 1 Coleg Gwent is the largest further education college in Wales and one of the biggest in the United Kingdom. The college operates from six campuses in Newport, Ebbw Vale, Crosskeys, Pontypool, Abergavenny and Usk. These are located across five local authority areas in the greater Gwent area of south-east Wales. Work-based learning programmes are integrated into the work of schools and faculties across the college. 2 At the time of the inspection, there were 247 learners in training. Types of inspection 3 Under the current inspection arrangements, there are three types of inspection available to Estyn for the inspection of providers of work-based learning. These are full, standard and short inspections. 4 The designation of a particular type of inspection is based on clear criteria that determine the level of risk presented by the provider. The criteria are set out in the Work-Based Learning Guidance Handbook on the Estyn website ( As a result of the application of these criteria, Estyn identified that Coleg Gwent required a standard inspection. 5 During a standard inspection, inspectors evaluate and report on: all seven key questions across the provider; and half of the learning areas which have significant learner numbers. 6 The learning areas for the inspection of Coleg Gwent are: Engineering and Manufacturing Technologies; and Construction, Planning and the Built Environment. The provider s priorities and targets 7 Coleg Gwent has a mission to deliver a sustainable education and training environment that is innovative, responsive and inclusive, meeting the needs of individuals, businesses and key stakeholders within the community we serve. 8 The college places learners at the heart of everything we do and has identified three key strategic goals that support its mission. These are to: ensure learners attain their qualifications and acquire valuable and practical learning; strive for excellence in all that we do and use that to promote the reputation of the college; and ensure the college maintains sound financial health. 1

8 Summary Table of grades awarded 9 The inspection team judged the provider s work as follows: Key Question Inspection grade 1 How well do learners achieve? 3 2 How effective are teaching, training and assessment? 3 3 How well do the learning experiences meet the needs and interests of learners and the wider community? 4 How well are learners cared for, guided and supported? 2 5 How effective are leadership and strategic management? 4 6 How well do leaders and managers evaluate and improve quality and standards? 7 How efficient are leaders and managers in using resources? The standards achieved in each of the learning areas inspected are as follows: Learning area Inspection grade Engineering and Manufacturing Technologies 2 Construction, Planning and the Built Environment 4 Standards 11 Standards are good in Engineering and Manufacturing Technologies, but poor in Construction, Planning and the Built Environment. In this learning area, only 26% of leavers from the Modern Apprenticeship programme attained their qualification framework in Overall, too many leavers take longer than the planned timescales to attain their qualification framework. 12 Most of the current learners in Engineering and Manufacturing Technologies are making good progress and demonstrate good, and often very good, practical skills and theoretical knowledge. In Construction, Planning and the Built Environment, many of the current learners benefit from useful opportunities in their workplaces to develop their practical skills to good standards and many are making good progress towards attaining their qualification framework. 2

9 The quality of education and training 13 The quality of teaching, training and assessment is satisfactory. It is much better in Engineering and Manufacturing Technologies than in Construction, Planning and the Built Environment where 80% of sessions observed had some shortcomings (grades 3 and 4). In Engineering and Manufacturing Technologies, trainers and assessors encourage learners and challenge them to remain focused on what they need to do to complete all the requirements of their qualification framework. However, in Construction, Planning and the Built Environment, trainers do not challenge learners enough to improve their performance. 14 Coleg Gwent meets the needs of learners and the wider community and plays a proactive role in developing effective partnerships with five local area networks. A majority of work-based learners have good opportunities to gain a variety of qualifications. Key skills are well planned and learners benefit from their involvement in the enrichment programme. However, the college does not do enough to promote the Welsh language or culture in work-based learning and there are very few opportunities for learners to develop their existing language skills. 15 Coleg Gwent gives work-based learners good support, care and guidance. Most learners benefit from a well-planned and comprehensive induction to make sure they understand their rights and responsibilities. The initial assessment of nearly all learners literacy and numeracy needs is thorough and effective and the college has good procedures in place to address these. The quality of leadership and management 16 The quality of leadership and strategic management is unsatisfactory. Work-based learning has performed poorly in recent years. A useful review of provision, undertaken in , has resulted in senior managers having a clearer focus on work-based learning but, overall, progress since the last inspection in 2004 has been too slow. 17 The college has introduced new procedures to evaluate and improve quality and standards in work-based learning. However, the effectiveness of these arrangements varies too much across campuses and between learning areas. Within the last two years, the college has introduced several initiatives aimed at improving the quality of teaching and learning, but leaders and managers do not focus enough on raising the standard of teaching skills. 18 The college is very committed to the continuous professional development of all staff and about half of the work-based learning staff have gained or are working towards formal teaching qualifications. Resources for learners and staff are good. The standard of accommodation varies from good to satisfactory. 3

10 Recommendations A report on the quality of work-based learning programmes in 19 In order to improve, Coleg Gwent needs to: R1 R2 R3 R4 R5 R6 R7 R8 increase the rate at which learners attain their full qualification framework; make sure that all learners complete their full qualification framework within planned timescales; promote the use of Welsh language in work-based learning; reinforce equality and diversity during learner reviews; share good practice within and across campuses and learning areas to secure the level of consistency needed to achieve the vision of becoming an outstanding college; apply quality systems consistently across the college; improve target setting across work-based learning; and provide teachers with more support to enable them to improve their teaching skills from satisfactory to at least good in all observations. 4

11 Standards Key Question 1: How well do learners achieve? Grade 3: Good features outweigh shortcomings Success in attaining agreed learning goals 20 Overall, the standards achieved by learners are good in Engineering and Manufacturing Technologies, but poor in Construction, Planning and the Built Environment. 21 In Engineering and Manufacturing Technologies, the trend in full qualification framework attainment over the last three years is good. In the period from 1 August 2007 to 31 July 2008, 74% of leavers from the Foundation Modern Apprenticeship (FMA) programme and 77% of leavers from the Modern Apprenticeship (MA) programme attained their qualification framework. 22 In the same period, attainment rates in Construction, Planning and the Built Environment were more variable. The attainment of leavers on the FMA programme was good. Seventy-four per cent of FMA leavers attained their full qualification framework. However, on the MA programme, attainment was poor. Only 26% of MA leavers attained their full qualification framework. Overall, too many leavers take longer than the planned timescale to attain their qualification framework. Progress in learning 23 In Engineering and Manufacturing Technologies, most learners make good progress and demonstrate good, and often very good, practical skills and theoretical knowledge. Most learners have a good understanding of their progress and what they need to do to complete their qualification framework. A minority of learners gain additional qualifications which help to extend their technical knowledge and increase their employability. A majority of learners have well-organised portfolios, but a minority of these do not contain enough evidence of learners own work. 24 In Construction, Planning and the Built Environment, many of the current learners are making reasonable progress towards achieving their qualification framework. Most learners benefit from useful opportunities in their workplaces to develop their practical skills to satisfactory standards. Many learners portfolios are of a good standard and most contain a suitable range of evidence. However, the quality of portfolios varies too much across routes and many learners take too long to collect suitable workplace evidence for their NVQ portfolios. Development of personal, social and learning skills 25 Most learners are well motivated and have good working relationships with their employers, peers, trainers and assessors. Learners attendance and punctuality are satisfactory. 5

12 The quality of education and training Key Question 2: How effective are teaching, training and assessment? Grade 3: Good features outweigh shortcomings Teaching and training 26 Overall, the quality of teaching, training and assessment is satisfactory. It is much better in Engineering and Manufacturing Technologies than in Construction, Planning and the Built Environment where 80% of sessions observed had some shortcomings (grades 3 and 4). 27 All trainers and assessors are occupationally competent and well qualified. They have good up-to-date knowledge of their subject areas and use their expertise well to help learners to develop the skills and knowledge they need to achieve their qualifications, particularly in engineering. 28 Trainers plan and organise sessions well. In the best cases, sessions are structured and purposeful with clear objectives and learner targets. Trainers prepare and use a range of useful handouts. However, in a few cases these are of poor quality. In Construction, Planning and the Built Environment, the pace of many theory sessions is too slow. Trainers rely too much on computer-based presentations and use a narrow range of learning and assessment materials. 29 In Engineering and Manufacturing Technologies, trainers and assessors question learners well to test their understanding of important concepts. However, in Construction, Planning and the Built Environment, questioning is often not probing enough or directed at individual learners. 30 There are good working relationships between college staff, learners and employers. The majority of trainers and assessors are well-motivated and enthusiastic about their work. In most cases, they provide learners with good levels of support in their workplaces and when they attend off-the-job training at college. In Engineering and Manufacturing Technologies, trainers and assessors encourage learners and challenge them to remain focused on what they need to do to complete all the requirements of their qualification framework within agreed timescales. However, in Construction, Planning and the Built Environment, trainers do not challenge learners enough to improve their performance. 31 Most employers support their apprentices well and take an interest in their progress. In Engineering and Manufacturing Technologies, employers often plan good on-the-job training to further develop learners practical skills and knowledge. 6

13 Assessment 32 Assessors carry out regular assessments and many give learners useful feedback which helps them to further improve their work. 33 In Engineering and Manufacturing Technologies, a few assessors leave formal assessment of all NVQ units until the end of learning programmes. While assessors record learners progress, they do not always pass this information promptly to the central work-based learning team. This makes it difficult for the central team to maintain accurate up-to-date records of learners progress. As a result, there are inconsistencies between central records and assessors records of learners progress. 34 In Engineering and Manufacturing Technologies, assessors set learners realistic and achievable targets for the next period. However, in Construction, Planning and the Built Environment, assessors do not set enough challenging time-bound targets for learners to collect evidence for their portfolios or complete NVQ units. As a result, learners take too long to complete all the elements of their qualification framework. Key Question 3: How well do the learning experiences meet the needs and interests of learners and the wider community? Grade 3: Good features outweigh shortcomings 35 Overall, Coleg Gwent meets the needs of learners and the wider community well. A majority of work-based learners have good opportunities to gain a variety of qualifications. The college offers learners a broad range of programmes and progression opportunities. However, work-based learning provision at level 1 is not yet fully developed. 36 Key skills are generally well-planned and, in the majority of cases, effectively integrated into learning programmes. About half of the learners achieve an additional key skill over and above their framework requirement. 37 The college s enrichment programme contributes well to learners personal development and wellbeing. Work-based learning teams are beginning to incorporate a range of tutorial activities, including personal health and finance within vocational programmes. A few motor vehicle engineers have also benefited from their visits to production plants in Prague and Helsinki. 38 The college plays a proactive role in developing effective partnerships with five local area networks and has effectively supported local schools in delivering level 1 and 2 vocational programmes. The college also provides advice and taster sessions for all Year 9 pupils in Gwent which helps them to make informed vocational choices at key stage The Welsh Language Centre at Abergavenny and other local community centres provide a broad range of services and courses to assist learners and members of the wider community who wish to learn or improve their Welsh language skills. However, the college does not do enough to promote the Welsh language or culture in work-based learning and there are very few opportunities for learners to develop their existing language skills. 7

14 40 All staff have a good understanding of equality of opportunity and many recently participated in an effective interactive disability awareness training course. The college promotes equality and diversity well during learner induction. However, assessors do not reinforce equality and diversity enough during learner reviews. 41 The college has good links with large and small employers and Sector Skills Councils. Managers and training staff work well with individual employers to deliver work-based learning programmes. 42 The college has successfully implemented sustainable initiatives, including recycling, waste management and reducing fuel consumption. Plans are in place to further increase learners awareness and responsibility for sustainable development as global citizens through their participation in the college s enrichment activities. Learners entrepreneurial and self-employment skills are also developed adequately within their learning programmes. Key Question 4: How well are learners cared for, guided and supported? Grade 2: Good features and no important shortcomings 43 Coleg Gwent gives work-based learners good support, care and guidance. Learners are entitled to the wide range of college-based services and resources and all learners are fully aware of this entitlement. 44 Careers Wales, work-based recruitment officers and teaching staff work together effectively to recruit and select learners. The majority of staff guide learners well and help them choose the learning programme which is right for them. 45 Most learners benefit from a well-planned and comprehensive induction to make sure that they understand their rights and responsibilities. Most learners have a satisfactory introduction to health and safety and equal opportunities issues during induction. Learners receive a detailed apprenticeship handbook that includes a wide range of information. The handbook is available on request in Welsh. All learners also have a vocational induction which introduces them well to the requirements of their qualification framework. Nearly all learners are clear about what they need to do to achieve all the elements of their qualification framework. 46 Coleg Gwent has a wide range of suitable up-to-date policies to promote the care and support of learners. These include policies for the protection of children and vulnerable adults and the identification of staff with the responsibility for dealing with related issues. All policies and related documentation are available bilingually on the college intranet and the learners virtual learning environment (VLE). All staff have undergone an enhanced Criminal Record Bureau check. 47 Coleg Gwent has good procedures in place to respond to learners basic skills needs. The initial assessment of nearly all learners literacy and numeracy needs is thorough and effective. Learners can undertake their initial assessments through Welsh or English. However, no learners have taken advantage of the opportunity to undertake their assessment in Welsh. The college uses a variety of different methods to provide learners with support for their basic skills needs. These include drop-in basic skills sessions, embedding basic skills within key skills and, where numbers permit, 8

15 stand-alone basic skills classes. A few assessors have basic skills support qualifications which enable them to provide informal support to learners in the workplace. 48 As part of learners induction, assessors identify those with any additional learning needs that could affect their progress. The college gives these learners suitable support which includes providing those with dyslexia and other additional needs, extra time and support to help them complete their work. 49 The College Diversity Steering Group use data well to analyse learner enrolments and attainment in terms of gender, ethnicity and disability. It has recently carried out an audit of its Welsh language provision. However, the college has not yet set targets for increasing learners access to bilingual learning. 50 Assessors in Engineering and Manufacturing Technologies work well with employers to support learners in the workplace. Employers attend reviews and assessors make sure to update them regularly about learners progress. However, in Construction, Planning and the Built Environment, assessors do not always involve employers enough in the review process. In both learning areas, staff monitor learners punctuality and attendance well. 51 Overall, Coleg Gwent develops and reinforces learners understanding of health and safety issues adequately within learning areas. 9

16 Leadership and management Key Question 5: How effective are leadership and strategic management? Grade 4: Some good features, but shortcomings in important areas 52 Overall, leadership and strategic management of the work-based learning contract are unsatisfactory. 53 The college has a clear mission. Core values, which underpin the mission statement give clear guidance on what the college expects from both learners and staff. The principal and senior managers have established clear strategic aims for the college as a whole. They have clear roles and responsibilities and work well together. 54 Work-based learning has performed poorly in recent years. A useful review of provision undertaken in , has resulted in senior managers now having a clearer focus and strategy to improve quality and standards in work-based learning. However, overall progress since the last inspection in 2004 has been too slow. 55 The college has recently established a new organisational structure to improve the performance of its work-based learning contract. A work-based learning manager, appointed in April 2008, effectively manages a small central administration team based at the college headquarters in Usk. She reports directly to the vice-principal (curriculum and learners) who also line manages the six campus directors. Workplace co-ordinators, based on each campus, provide a useful link between the central team and faculty schools which are responsible for the delivery and assessment of work-based learning programmes. However, lines of responsibility and accountability for improving quality and standards in work-based learning are not always clear enough. 56 The central team has established a useful database which has helped to improve the tracking of learners achievements. This identifies what individual learners have achieved and what they need to complete to attain their qualification framework within specified timescales. All staff have access to information on the database and many have used it well to help improve learner outcomes. However, there are inconsistencies in the way managers and staff use this information to effectively monitor learners progress. 57 Communication across this large and complex organisation is improving. Since the last inspection, the college has introduced a schedule of regular meetings between managers and staff which is clearly set out in a comprehensive Managers Planning Handbook. These meetings are becoming increasingly effective in enabling managers and staff to share good practice and discuss learner outcomes and matters related to work-based learning. However, there is still too much variation in the outcomes achieved by work-based learners within and across campuses and between learning areas. 10

17 58 Target setting at campus and faculty levels is beginning to improve. However, targets are not ambitious enough to bring about a significant improvement in learner outcomes. Targets for learner outcomes in work-based learning are less challenging than those set for further education courses in the same faculty. The faculty structure is not yet embedded well enough to secure the level of consistency needed to further improve outcomes and enable the college to achieve its vision of becoming an outstanding college. 59 The college has a wide range of suitable policies and procedures in place to guide all aspects of its business. Staff access these through the staff handbook on the college intranet. 60 The college has a well-established annual appraisal system for staff, including the principal. Staff complete a useful written self-assessment before meeting with their line manger to reflect on their work and future development needs. They also agree suitable targets for the next period. 61 The college has established a useful management development programme which is enabling staff to become better, more confident managers. The programme covers areas such as curriculum planning and performance management. 62 College governors, many of whom are recent appointments, have a broad range of expertise and experience. They receive useful reports about work-based learning and are well informed about the measures in place to improve contract performance. Key Question 6: How well do leaders and managers evaluate and improve quality and standards? Grade 4: Some good features, but shortcomings in important areas 63 Overall, arrangements to evaluate and improve quality and standards in work-based learning are unsatisfactory. 64 Most staff involved in work-based learning share the common aim of improving standards of attainment. Since the last inspection, managers and staff have introduced new procedures to evaluate and improve the quality of work-based learning. However, the effectiveness of these arrangements varies too much across campuses and between learning areas. 65 Leaders, managers and course teams have access to college data and tracking and achievement documentation. The college uses this information to set performance targets, but in , the targets set for all learning areas and campuses are the same. In Construction, Planning and the Built Environment, course leaders across different campuses do not share the analysis of learners performance or identify the causes of underperformance effectively enough. 66 Within the last two years, the college has introduced several initiatives aimed specifically at improving the quality of teaching and learning. In September 2008, the college appointed academic leaders to support staff in improving teaching and learning. However, leaders and managers do not focus enough on raising the teaching skills of teachers judged as satisfactory during observations of training sessions. 11

18 67 The college uses questionnaires well to gather learners and employers views on the quality of work-based learning provision. The college also seeks learners views during their regular meetings with the principal. In a minority of cases, course team members are not involved enough in the self-assessment process. They are not always aware of the good features and issues arising in their learning area and, as a result, the pace of improvement is too slow. 68 The college carried out an internal review of its provision in November The review, led by an external consultant, included four work-based learning areas. The report is detailed and provides a useful evaluation of quality and standards in the learning areas reviewed and overall performance in Key Questions 4 and 6 of the Common Inspection Framework. College staff used the report well to prepare for the external Estyn inspection of work-based learning provision. 69 Overall, the college s self-assessment reports are not effective tools to bring about improvement in its work-based learning provision. The college self-assessment report for includes references to work-based learning and identifies overall key strengths and weaknesses for each of the seven key questions in Estyn s Common Inspection Framework. The report contains many references to data, but managers have not made enough use of this information to identify the best performing areas or those where further improvements are required. 70 For the first time in , the college prepared an additional self-assessment report for its work-based learning provision which includes Key Questions 1 and 2 only. However, the report is too vague and does not provide a clear enough basis for quality improvement. 71 The Quality Development Plans partially address issues identified in the self-assessment reports, but these are not always clear or specific enough to identify areas of work-based learning where the college needs to bring about improvement. 72 There is a poor match between the grades in the self-assessment reports and those awarded by the external inspection team. The grade for one learning area was the same as the grade awarded by the external inspection team, while the grade for the other learning area was one grade higher than the grade awarded by the external inspection team. 73 The college did not grade the generic key questions specifically to cover these generic aspects in relation to its work-based learning provision. Rather, the generics have been graded for the whole college provision. The grades awarded by the college for generic key questions matched Estyn grades for two key questions and were one grade higher for the other five generic key questions. 12

19 Key Question 7: How efficient are leaders and managers in using resources? Grade 3: Good features outweigh shortcomings 74 Coleg Gwent employs enough teaching, training and administration staff to manage and deliver the work-based learning programmes effectively. Staff are suitably qualified and experienced. Fifty-three per cent of work-based learning staff have gained or are working towards formal teaching qualifications. 75 The work-based learning manager manages a small team of work-based learning officers and work placement officers well. All work-based learning NVQ assessors are based within subject specialist schools at each campus. The work-based learning manager has good links with these schools to monitor the progress of learners and ensure the delivery of the work-based learning contract. 76 Coleg Gwent is very committed to the continuous professional development of all staff. The college s management development programme matches the priorities of the college well. Managers identify staff training and development needs effectively through the annual appraisal system. All staff have opportunities to take part in an extensive staff development programme during annual INSET (in-service training) days. These days cover a range of useful topics such as leadership, improving performance, conflict management and effective communication. 77 The induction programme for new staff is well planned and structured to provide staff with a wide range of appropriate information. Managers are issued with a useful Managers Planning Handbook with key information about the college s planning cycle. All staff have job descriptions that are up-to-date with clearly set out responsibilities. Staff understand their roles and responsibilities well. 78 Overall, resources for learners and staff are good. Staff encourage learners and employers to make more use of the college s VLE to access a wide variety of learning resources. The VLE is also available for employers to check on learners training activities and monitor their progress. Many learners make good use of the college s learning resource centres to study or to undertake research when they are on their off-the-job training days. Resources in engineering and construction workshops are particularly good with up-to-date tools and equipment. However, in a few classrooms, there are not enough interactive whiteboards. 79 Overall, the standard of accommodation at Coleg Gwent varies from good to satisfactory. However, a few classrooms do not have enough space for the number of learners attending class. The college undertook an audit to address disabled access on campus and have completed all priority actions. Most learners work with good quality local and national employers where they have good opportunities to develop their skills and knowledge. 80 The college has an effective estates strategy. This links well to the college s strategic aims. The college has made good use of successful capital bids to secure an ongoing programme of phased improvement. For example, the new build at the Crosskeys campus which will provide an energy efficient building, housing a sports hall, theatre and dance studio. 13

20 81 The college devolves budgets effectively to key business areas. Senior managers maintain comprehensive records of the college s financial performance against targets and keep a close eye on unnecessary expenditure. Managers meet regularly to carefully monitor and review the work-based learning provision budget and expenditure against agreed targets. 82 Standards are good in Engineering and Manufacturing Technologies but unsatisfactory in Construction, Planning and the Built Environment. Overall, Coleg Gwent provides satisfactory value for money. 14

21 Standards achieved by learners in learning areas inspected Engineering and Manufacturing Technologies Grade 2: Good features and no important shortcomings Summary of provision in Engineering and Manufacturing Technologies 83 At the time of the inspection there were 125 learners following the Foundation Modern Apprenticeship (FMA) and Modern Apprenticeship (MA) programmes. Apprentices follow programmes in automobile engineering, fabrication and welding, engineering maintenance and mechanical manufacturing disciplines. Prior to the start of their training, most learners have completed a full-time period of training at the college. All apprentices are employed. 84 The numbers of learners currently on the programme is shown in the table below: Number of learners in training Foundation Modern Apprenticeship Modern Apprenticeship The programme frameworks for learners on the FMA and MA programmes include key skills at the levels indicated in the table below. All learners also have to complete Employers Rights and Responsibilities, the relevant Technical Certificate and a national vocational qualification (NVQ) at Level 2 or level 3. Framework Application of Number Communication Information Technology Improving own learning and performance Working with others FMA Engineering FMA Motor Vehicle n/a n/a MA Engineering MA Motor Vehicle n/a n/a Success in attaining agreed learning goals 86 Overall, in the period from 1 August 2007 to 31 July 2008, the rates at which leavers attained their qualification frameworks were good. Seventy-four per cent of leavers from the FMA programme, and 77% of leavers from the MA programme gained their qualification frameworks. Unverified data for the period from 1 August 2008 to 1 June 2009, show that the college is at least maintaining these rates. The trend in qualification framework attainment over the last three years is good and shows considerable improvement from the previous low rates. 87 Most learners successfully attain key skills at college early in their learning programme. This is particularly the case for learners following the first year off-the-job training for the performing engineering operations (PEO) programme. 15

22 Learners benefit from key skills tutors who contextualise and embed key skills well into learning programmes. A few learners complete key skills above the level required by their qualification framework. 88 Most learners demonstrate good, and often very good, practical skills and theoretical knowledge in all of the engineering and manufacturing programmes. A fabrication and welding learner used specialist welding equipment to manufacture a thick plate weldment as part of a large bridge construction. In another company, a motor vehicle learner used electrical diagnostic techniques effectively to locate the lighting fault on a private vehicle. Progress in learning 89 Most learners make good progress. Learners benefit from information in their individual learning plans and tracking documentation which gives them a clear working structure to develop and progress their NVQ units and key skills. However, a few learners take longer than their planned timescales to attain their qualification framework. A minority of learners gain additional qualifications beyond their framework requirements which help to extend their technical knowledge. A minority of learners progress to higher education programmes within their apprenticeship period. 90 Learners have a very good understanding of their progress and what they need to do to complete their qualification framework. A majority of learners have well-organised portfolios that provide clear evidence of their good progress, developing knowledge and practical capability. However, in a minority of cases, portfolios do not include enough evidence of learners own work, such as calculations, sketches and written work. Development of personal, social and learning skills 91 Nearly all learners are well motivated and have good working relationships with their employers, peers, trainers and assessors. Learners attendance and punctuality are satisfactory. 92 Most learners take responsibility for meeting their learning targets. Learners, and a minority of employers, make good use of the college s online systems to check learners progress. Learners develop respect for others in the workplace and the confidence and ability to work independently or as part of a team. Learners are highly regarded by their employers and most will gain permanent employment with their current employer on the completion of their apprenticeship. 16

23 Construction, Planning and the Built Environment Grade 4: Some good features, but shortcomings in important areas Summary of provision in Construction, Planning and the Built Environment 93 All learners work in a wide range of construction workplaces. They follow Foundation and Modern Apprenticeship programmes in a variety of trades, such as, carpentry and joinery, plumbing and electrical installation. All training takes place on-the-job with employers and off-the-job at college. Learning programmes Number of learners in training Foundation Modern Apprenticeship Modern Apprenticeship The training frameworks for learners on the Foundation and Modern Apprenticeship programmes include key skills at the levels indicated in the table below. Learners also have to complete the appropriate technical certificate in order to achieve the qualification framework. Framework Application of Number Communication Information and Communications Technology Modern Apprenticeship Foundation Modern Apprenticeship ((Plumbing) Foundation Modern Apprenticeship (Carpentry & Joinery) & (Brickwork) Foundation Modern Apprenticeship (Electrical Installation) 2 2 n/a 1 1 n/a Success in attaining agreed learning goals 95 In the period from 1 August 2007 to 31 July 2008, the attainment of leavers on the FMA programme was good and poor on the MA programme. Seventy-four per cent (45) of FMA leavers attained their qualification framework. In the same period, 26% (six) of the MA leavers attained their qualification frameworks. 96 Overall, too many leavers take longer than the planned timescale to attain their qualification framework. Of the 51 leavers who achieved their qualification framework during this period, 25% (13) took between four and 64 weeks longer than expected. Of these late completers 77% (10) took between 11 and 36 weeks beyond the scheduled completion date. Only 18% (six) of the 33 learners who left training before their scheduled end date gained an NVQ. 97 In the period from 1 August 2006 to 31 July 2007, the attainment of leavers on both the FMA and MA programmes was poor. Only 12% of the 41 FMA leavers and none of the 25 MA leavers attained their qualification framework. Unverified data for the period from 1 August 2008 to 1 June 2009 shows that current learners are making reasonable progress towards completing their frameworks. 17

24 Progress in learning A report on the quality of work-based learning programmes in 98 Many current learners make reasonable progress towards achieving their qualification framework. In their workplaces, most learners benefit from useful opportunities to develop their practical skills to satisfactory standards when they undertake tasks such as fitting a hardwood staircase to a new build residential property or building a garden boundary brick wall. 99 Many learners portfolios are of a good standard. Most contain a suitable range of evidence. However, the quality of portfolios varies too much across training routes. The majority of learners written work is of reasonable standard. However, learners do not always benefit from constructive written feedback from trainers and assessors on how they can improve their performance. 100 Most learners receive regular visits from assessors who undertake progress reviews. During these visits, learners agree what evidence they need to collect for their NVQ portfolios and their assessment targets for the next period. However, many learners lack challenging individual targets to achieve within clear timescales and take too long to collect suitable workplace evidence for their portfolios. A few learners with good experience and practical skills do not have opportunities to achieve their frameworks earlier than planned. Development of personal, social and learning skills 101 Most learners have good working relationships which help to build their confidence and self-esteem. Most learners are motivated and enthusiastic about their work. Learners attendance and punctuality are satisfactory. 18

25 Provider s response to the report findings We welcome this report and subsequent recommendations, which further support our improvement plans. We accept the majority of judgements made and feel in a strong position to implement the recommendations through the improved structure, systems and processes already established and on which we are building. The College is pleased that the Estyn team have recognised the steps that the College has recently taken to improve its performance in work-based learning. It is gratifying to receive recognition that senior managers now have a clearer focus and strategy to improve quality and standards in work-based learning and that performance is improving. It is particularly pleasing to be recognised as a good provider of Engineering programmes and to be graded good for Key Question 4. We recognise that we still have work to do to continue to build on these improvements in Construction, Planning and the Built Environment. We will, in particular, focus on further improving full framework attainment, ensuring learners attain within timescale and developing teaching and learning to outstanding. These areas have already been identified in our self-assessment report, as has the need to promote the use of Welsh language. The College has an already established comprehensive staff development programme, which focuses on teaching and learning. This will continue to be developed further together with the implementation of our teaching and learning strategy. Our Quality Development Plan will encompass all recommendations identified by Estyn. The College is confident that it can continue to build on the improvements in work-based learning to complete the work necessary for a successful re-inspection and ensure continuing sustained improvements in work-based learning provision. 19

26 Appendix 1 The evidence base of the inspection Inspectors visited: learners in the workplace and in off-the-job training at the college. Members of the team held meetings with: the principal, senior and middle managers and other members of staff; learners in off-the-job and on-the-job locations; and employers. The inspection team also considered: a selection of learners work and records of achievement; and comprehensive documentation provided both before and during the inspection.

27 Appendix 2 The inspection team Una Connolly Huw Collins Sandra Barnard Mark Evans Bernard Hayward Robert Bland Eugene Brennan Steve Nelson Rob Osborne Sue Scott Nikki Gamlin Lin Howells Bernard O Reilly Reporting Inspector Deputy Reporting Inspector Team Inspector Team Inspector Team Inspector Additional Inspector Additional Inspector Additional Inspector Additional Inspector Peer Assessor Provider nominee MHMI Quality Assurance MHMI Moderator