City & Islington College/ Wells Training and Employment Centre

Transcription

1 TRAINING STANDARDS COUNCIL INSPECTION REPORT NOVEMBER 2000 City & Islington College/ Wells Training and Employment Centre

2 SUMMARY City & Islington College/Wells Training and Employment Centre provides good training in business administration with most employers fully involved. Training on the management and professional course is satisfactory, although the subcontractors are not adequately monitored. The health, care and public services programme provides effective work-based assessment. The system for ensuring equality of opportunities is outstanding, with established policies and procedures which extend to the workplace. Good trainee support is offered through a range of learning, pastoral support and additional services. Both management of training and quality assurance are good. There is effective evaluation of training programmes and good use of data. Comprehensive systems for quality assurance are used to identify and resolve weaknesses. GRADES OCCUPATIONAL AREAS GRADE GENERIC AREAS GRADE Management & professional 3 Equal opportunities 1 Business administration 2 Trainee support 2 Health, care & public services 3 Management of training 2 Quality assurance 2 KEY STRENGTHS good initial assessment procedures comprehensive induction effective integration of key skills good work placements well-written and widely disseminated equal opportunities policies and procedures strong internal communication wide range of quality assurance processes covering main training activities KEY WEAKNESSES insufficient assessment and feedback on the professional legal course low retention and achievement rates for some trainees no systematic monitoring of training by subcontractors

3 INTRODUCTION 1. City & Islington College is the largest general further education college in Greater London. It was formed in 1993 through the merger of two further education colleges, a sixth-form centre and the Borough of Islington s adult education service. In August 2000 the college merged with the Wells Training and Employment Centre (Wells), a well-established training provider, previously the training arm of Islington Council. The college has 10 sites in and around Holloway Road, Finsbury Park and the City, as well as using community venues and Wells three sites. Over 60 per cent of the students entering the college are drawn from the London Boroughs of Hackney and Islington. Most of Wells trainees live in the same inner boroughs and have left school with few or no qualifications. Wells provides work-based learning for young people in management and professional, business administration and health, care and public services through a contract with FOCUS Central London Training and Enterprise Council (TEC). There are 41 trainees on programmes, of whom 20 are modern apprentices, 11 are national trainees and 10 are on other work-based learning programmes for young people. There are also seven New Deal clients participating in the full-time education and training option. The day-to-day running of the work-based learning is overseen by a programme manager and her 15 staff, based at Willen House in the City. The college has various sources of income: 83.6 per cent from the Further Education Funding Council (FEFC), and the remaining 16.4 per cent from tuition fees, the European Social Fund (ESF), the Single Regeneration Budget (SRB), the occupational training contract with the TEC and the Employment Service. 2. The college and Wells operate in an area of exceptional economic and social disadvantage. Islington has a population of 179,000. Social deprivation indicators place Islington as the 10th most deprived borough in England. Household incomes in Islington are generally low and the population is characterised by ethnic and linguistic diversity and a high degree of mobility, but some of the wealthiest areas of the capital are nearby. In Islington, the proportion of the population from minority ethnic groups is 18.9 per cent, compared with the national average of 6.2 per cent. 3. In September 2000, the unemployment rate in Islington stood at 4.7 per cent, compared with the national average of 3.4 per cent. Jobs in Islington are typical of the patterns found across London and are concentrated in two sectors: business and financial services and public administration. Major growth in the number of jobs in the area is forecast in professional and business services, although jobs in hotels and catering, and sport, recreation and culture are also expected to grow significantly. In 2000, the proportions of school leavers achieving five or more general certificates of secondary education (GCSEs) at grade C and above was 27 per cent in Islington, compared with the national average of 49.2 per cent.

4 INSPECTION FINDINGS 4. Wells produced its first self-assessment report for its work-based learning in 1998 using a tool kit supplied by the TEC. The process involved all staff. The second self-assessment process took place in February The process involved all staff. Feedback from employers and trainees was incorporated into the evaluation of the training. The third report was produced in August An update relating to management of training was submitted before the inspection following the merger with City & Islington College. The self-assessment report was detailed and gave a good picture of the training. However, some strengths and weaknesses identified in the report were not agreed with by the inspection team. Inspectors awarded five grades which were higher than those given in the selfassessment report and agreed with the other two grades. 5. A team of six inspectors and one specialist advisor spent a total of 27 days at Wells in November The team worked jointly with a team of FEFC inspectors during this time but the teams shared each other s findings only for the generic and college-wide aspects with no occupational areas inspected jointly. Inspectors met 26 trainees and 12 employers. Twelve work placements were visited. Inspectors undertook a total of 30 interviews with staff, representing senior and middle management and training staff. Twelve portfolios and 28 trainees files were reviewed. A comprehensive selection of documents held by the college and by Wells was provided for both teams. Training and assessment were observed. The grades given to the training sessions are shown in the following table. Grades awarded to instruction sessions GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 TOTAL Management & professional 4 4 Business administration 2 2 Health, care & public services 3 3 Total OCCUPATIONAL AREAS Management & professional Grade 3 6. There are 10 trainees currently following parts 1 and 2 of a professional legal course of study, which is classified as other work-based training. Of these, two trainees are on part 1, and eight have progressed to part 2. The trainees have two different methods of study for part 1: A traditional, entirely examination-based scheme of study, and a vocational scheme which offers a variety of methods of

5 assessment, including a thorough portfolio, thorough case studies and a thorough final examination. The vocational scheme is a pilot and there is currently one trainee following it. Part 2 is an entirely examination-based scheme of study. Of the eight trainees on part 2, two have completed the course and are awaiting their final results. 7. Two subcontractors offer the course as off-the-job training on an evening basis. The trainees have the option to attend the day-release training, but most of them attend evening classes. With the exception of two trainees, all are employed in solicitor s practices or in legal departments in the public sector. Of the remaining trainees, one is in a paid, long-term work placement, and the other is waiting for a new work placement. 8. The self-assessment report identified two strengths and two weaknesses. The two strengths represented no more than normal practice. The two weaknesses were regarded as being more appropriate to the generic areas and have been addressed in quality assurance. However, additional strengths and weaknesses were identified, and the grade awarded by inspectors was the same as that given in the self-assessment report. STRENGTHS well-qualified and occupationally competent staff improvements to training particularly good facilities and resources WEAKNESSES insufficient assessment and feedback no planned training to meet individual needs 9. Two subcontractors provide the off-the-job training. The trainers are all very well qualified and occupationally competent. Most trainers responsible for part 2 of the professional legal course, which has specialist legal options, are qualified barristers. 10. Trainees were dissatisfied with trainers in one of the subjects for part 2 of the course. The trainees were not informed in advance when the trainer was going to be absent and were displeased with the course notes provided. Wells intervened and ensured that a new lecturer was appointed. The time lost for study was made up by providing additional learning sessions at a time convenient to the trainees. 11. The facilities and resources provided for the off-the-job training are of a very high standard. The library of the subcontractor providing the part 2 subjects, which eight trainees are studying, contains the most recent publications of manuals and course texts, cases and materials. Access to electronic information such as case

6 studies and journals, is also available in the library. The other subcontractor, providing part 1 of the course to two trainees, has adequate resources. 12. The subcontractor for part 2 of the course has stipulated, in accordance with the professional legal course s requirements, that there will be at least two assessed pieces of work in each subject of the course. This requirement has not been complied with for all subjects and, where assessed work has been set, this has not always been done throughout the course. Most assessment takes place only at the end of the course. Consequently, many of the trainees do not have a clear indication of the areas of work in which they need to improve. Progress is not adequately monitored because of the lack of ongoing assessment and written feedback. 13. Training is not planned effectively to meet individual needs. Most trainees do not have adequate study skills to enable them to research case studies, or adequate examination techniques for timed end-of-subject papers. Study skills are not included in the course. Trainees need this support but the programme is not planned to provide it. In addition, trainees gain the knowledge of theory off the job, but do not always apply it in their work roles. The work undertaken by the trainees does not always give them the opportunity to use the knowledge of the theory that they have gained. 14. The professional course s scheme of study takes four years to complete. Part 1 is equivalent to an NVQ at level 3 and part 2 to an NVQ at level 4. Over the past four years, 16 trainees have taken up the scheme. Ten are still in training, six have left to take up jobs, five of whom did not gain a qualification. Business administration Grade Wells has 28 trainees working towards NVQs at levels 2 or 3. There are currently 11 trainees working towards accounting qualifications: nine are working towards intermediate, equivalent to level 3 modern apprenticeships, and two New Deal clients are working towards foundation and intermediate accounting qualifications, equivalent to levels 2 and 3 of the modern apprenticeships. There are nine trainees in administration, of whom six are foundation modern apprentices, one is an advanced modern apprentice and two are New Deal clients working towards level 3 NVQs. There are also eight trainees in information technology trainees, of whom two are foundation modern apprentices, three are advanced modern apprentices and three are New Deal clients working towards NVQs in information technology at levels 2 and 3. Trainees are either employed or on work placements in well-established companies. Workplace supervisors are closely involved in the training and assessment. Action is taken to ensure that the work roles of trainees closely match the NVQ evidence requirements. Training is on a day-release basis. 16. The self-assessment report identified four strengths, all of which were judged to be no more than normal practice by the inspection team. Inspectors agreed with the weakness relating to the low achievement rate in accounting. They identified

7 additional strengths and weaknesses and a higher grade was awarded than the grade given in the self-assessment report. STRENGTHS most employers fully involved in training effective integration of key skills training well planned assessment in the workplace for most programmes WEAKNESSES low rates of retention and achievement on accounts programme GOOD PRACTICE The training co-ordinator for the business administration programme holds the key skills trainers award. Because of her own experience she is able to understand the difficulties trainees encounter with key skills. 17. Off-the-job training is provided at Willen House. It is linked to on-the-job tasks and activities. Both the employer and trainee receive a copy of the schedule of work for the off-the-job training. The training is flexible, with trainees receiving additional support to meet identified needs. Resources at the training provider's training centre include computers with Internet access. A range of practical assignments and projects are used to support and develop knowledge of theory. Staff hold relevant and appropriate training qualifications. Good use is made of a work-placement check list. This document is completed to clearly identify the tasks required for the generation of NVQ evidence and indicates the frequency of opportunities for assessment which is expected during a work placement. This process fully engages employers and work-placement providers in planning on-thejob training and opportunities for development and agreeing on strategies to fill any gaps envisaged. 18. Key skills training is fully integrated throughout all programmes. Application of number is the first key skill to be taught during the structured off-the-job training. Guidance is given on the design of work-based projects for evidence collection. Employers are given a guide which explains what key skills are, how they help in the development of employees and what activities trainees can use to generate evidence. At the assessment-planning stage, trainees identify how their NVQ evidence can be used as evidence for their key skills and completed portfolios demonstrate good use of cross-referenced evidence. The planning of assessments is thorough, and covers details of the methods of assessment to be used. Trainees receive guidance on the types of evidence to collect from their workplace and use this effectively in building their portfolios. Feedback following assessment is given immediately in a confidential setting. Trainees are actively encouraged to identify the areas in which they have demonstrated competence over a period of time so that they are prepared and confident for assessment in their workplaces. 19. Achievement rates vary between programmes. In administration, the rate of achievement of the foundation modern apprenticeship framework has improved from one trainee to two out of four trainees. In , six out of seven trainees

8 are still in training and one trainee has left having achieved all the targets on their individual learning plan. On the administration advanced modern apprenticeship programme, the rate of achievement has improved from 33 per cent to 50 per cent. In the current year one out of two trainees are still in training, one trainee having left early without any qualification. On average, over the past three years, 93 per cent of the trainees in administration have moved into employment in their occupational area. 20. On the information technology foundation modern apprenticeship programme, 50 per cent of trainees completed their programme in , and one trainee who started in remains on the programme. On the information technology advanced modern apprenticeship programme, the rate achievement in was 66 per cent. In , three trainees have joined and remain in training. Over the past three years, all information technology trainees have moved into employment in their occupational area. 21. Achievement and retention rates within the accounting programmes are low. None of the five national trainees recruited in achieved qualifications. In , only one out of three trainees completed their programme. Of the 15 accounting modern apprentices recruited in , only two achieved an NVQ at level 2 and none completed the programme. However, in the current year all five trainees who have joined currently remain in training. On average, over the past three years 78 per cent of accounting trainees have moved into employment in their occupational area. Health, care & public services Grade 3 GOOD PRACTICE Wells recommends to employers a shortened working day for trainees. This ensures that trainees have time to work towards their qualification. In one nursery trainees work five hours each day. They are allowed time when children are sleeping to prepare for activity work with the children, to study or carry out portfolio work. 22. There are 10 trainees on the early years care and education programme. Seven advanced modern apprentices are working towards level 3 NVQs and three foundation modern apprentices are working towards level 2 NVQ. On average trainees spend 14 months working towards each level of the NVQ. All trainees spend four days each week in their work placements, which include private and local authority day nurseries. All advanced modern apprentices are employed. Foundation modern apprentices are either employed or on work placement. Trainees attend college for off-the-job training one day each week. This includes taught sessions, portfolio-building and individual support. Key skills are integrated into the learning programme. Trainees have access to a range of resources at the college to support their learning. Visiting assessors provide the off-the-job training and carry out assessments. The organisation provides each employer with an information pack and carries out an initial health and safety and equal opportunities check in the nursery. This is followed up by regular monitoring on progress-review visits. The employer signs a training agreement with the training centre. All trainees receive an induction from the employer based on guidelines from the employers handbook issued by the training centre. 23. The self-assessment report identified weaknesses relating to low retention rates. The inspection team agreed with this. The report did not identify other

9 strengths and weaknesses found by inspectors, who awarded the same grade as that given in the self-assessment report. STRENGTHS well-planned on- and off-the-job training good work placements good range of work-based evidence WEAKNESSES low retention rates low achievement rates 24. On- and off-the-job training is well planned. Trainers devise detailed plans for sessions on theory which reflect the NVQ standards. In sessions on theory, frequent examples are given of how to apply theory to practice. A variety of training methods is used, including direct teaching, discussion and practical workshops. One-to-one training ensures trainees progress at their own pace with both theoretical learning and preparation for practical assessment. Trainees carry out oral and written exercises to test their knowledge and these are used as evidence for their portfolios. All work-placement providers receive a copy of the trainee s learning programme, including key skills. The employer identifies tasks on a check list for the trainee to undertake in the workplace which correspond with the learning programme. The learning programme, the task check list and practical opportunities to carry out activities with children are brought together in an action plan. The workplace supervisor, the trainer/assessor and the senior training advisor assist individual trainees to identify evidence to use in compiling portfolios. Trainees receive written feedback on their assessments. In addition, the trainee s supervisor and trainer give written and oral feedback on their general progress. The senior training advisor ensures continuity of assessment and training. 25. Trainees work in a wide range of employment settings including private nurseries, local authority day care and mobile play centres. Work placements are well equipped and resourced and have qualified staff who show a keen interest in NVQ training. Trainees are well supported in their workplace and supervisors help them to identify activities for assessment and materials to include in their portfolios. Trainees have opportunities to work with children across the age range from newborn to five years. 26. The standard of evidence in portfolios is good. There is thorough coverage of the performance criteria from the NVQ standards as well as occupational knowledge. Portfolios are put together by the trainees with guidance from workplace supervisors, trainers and the senior training advisor. Varied methods of assessment are used and there is a wide range of evidence presented, covering both naturally occurring evidence and planned assessments. Most of the evidence is

10 generated from direct observation in the workplace. When opportunities for observation occur naturally and the assessor is not present, supervisors or work colleagues give witness testimony to the trainees competence. 27. Over the three year period 1997 to 2000, on average, 79 per cent of trainees left the programme into a job in childcare. However, the rate of retention in was poor at 39 per cent. There were gaps in the support for some trainees during this time caused by staff turnover. This resulted in a delay in some trainees progress. Since 1999, there has been an improvement in retention rates and the trend is upwards, rising to 53 per cent in Five trainees joined the programme this autumn and all are still in training. 28. Achievement rates for trainees are low. In , 23 trainees started on learning programmes. Of these, 14 achieved a qualification, six gained an NVQ at level 2 and eight gained an NVQ at level 3. Twelve trainees achieved all the targets on their individual learning plan, 11 national trainees and one modern apprentice. Nine trainees left with no qualifications. In , 18 trainees started on programmes. Six trainees gained an NVQ at level 2 and completed their national traineeships, one gained a level 3 NVQ and completed a modern apprenticeship, and all seven achieved all the targets on their individual learning plan. Eleven trainees (61 per cent) left the programme with no qualification. In , 15 trainees started a programme of training. One gained an NVQ at level 3 on a modern apprenticeship programme and achieved all the targets on the individual learning plan. Seven trainees left the programme with no qualifications. Trainees progress towards achievement is slow. Some trainees have come to the end of programmes and not gained a qualification. The training provider has recognised the difficulties for these trainees and has arranged additional support to enable them to complete their qualifications. Six of the 15 trainees who started in 1999 are still in training. GENERIC AREAS Equal opportunities Grade Responsibility for equal opportunities lies at a senior level with the director of curriculum and quality assurance. The equality co-ordinator and the equality managers within the curriculum schools and service departments report to the head of quality development. There is an equal opportunities committee, which meets every three months and reports annually to the curriculum board. A governor takes an active part in this committee. It reports directly to the curriculum and quality committee of the college. A member of Wells sits on the committee. The college and Wells have a comprehensive equal opportunities policy. Equal opportunities policies and procedures are disseminated to trainees, to employers and staff, who receive training throughout the year. The trainees induction covers equal opportunities issues. Trainees, staff and employers handbooks contain relevant information, including details of the disciplinary and harassment procedures.

11 Advertisements and publicity materials display a commitment to equality of opportunity. Most sites are accessible for trainees with mobility problems. The college and Wells collect data on the ethnicity of trainees and staff, their gender and whether they have a disability and the data are collated and analysed to produce statistics on, for example, retention and achievement rates. 30. Inspectors agreed with the strength in the self-assessment report that consistently, nearly 50 per cent of trainees are from minority ethnic groups. One of the weaknesses had been rectified by the time of the inspection. The other weakness, that there was a poor record of recruiting trainees with disabilities, had been rectified by the time of inspection. Inspectors identified five strengths and awarded a grade higher than that given in the self-assessment report. STRENGTHS well-written policies and procedures wide promotion of equal opportunities good use, analysis and dissemination of data performance innovative projects to attract under-represented groups effective equal opportunities procedures in selection of trainees and staff WEAKNESSES no significant weaknesses identified GOOD PRACTICE On the rare occasion when a trainee has experienced victimisation in the workplace, Wells has successfully worked with both the trainee and employer to build their understanding of equal opportunities. Wells has acted as an advocate for the trainee and worked with the employer to resolve the issue and encourage trainees to deal with the situation rather than moving him or her to another employer. 31. Policies and procedures give detailed and comprehensive guidance to staff, trainees and employers. They are subject to continuous review and amendment. Equal opportunities policies and procedures are set in the context of the annual planning cycle. This involves an equal opportunities audit which results in an action plan. Wells and the curriculum schools include targets related to equality of opportunity in their action plans. 32. Equality of opportunity is widely promoted. The statement of equal opportunities is included in the college s mission statement. A summary is included in trainees and staff s handbooks and is distributed to employers, community organisations and other agencies with which the college has links. Staff and trainees are able to recall the equal opportunities issues included in their induction programmes and details of the policy. All of Wells staff have an indepth understanding of the rights and responsibilities of work-based trainees. A clear policy statement in simple language in the students handbook promotes equal opportunities to the trainees. This includes clear definitions of indirect and direct discrimination. The handbook sets out trainees rights in the workplace. During induction, trainees are involved in activities which focus on stereotyping, prejudice and trainees rights and responsibilities as employees. Trainees know to contact the training provider at any time if they experience any form of

12 discrimination or harassment. Publicity materials and other leaflets are translated into the main community languages spoken in the area. 33. Work-placement providers and employers are thoroughly vetted before a trainee is placed with the organisation. An employer s information pack clearly outlines the responsibilities of the employer in relation to equal opportunities and the trainee. The work-placement providers declaration stipulates that it must ensure a trainee is treated fairly. Employers are required to sign an agreement which demonstrates their commitment to equal opportunities and Wells policy. They are also required to have their own policies and procedures. These are regularly checked as part of the monitoring of workplace practices at an eightweekly review. Trainees comments regarding adherence to the employer s equal opportunities policy and procedures are recorded. Wells has refused to use some prestigious employers because of their lack of adherence to equality of opportunity policies. 34. Wells makes good use of equal opportunities data. In , 73 per cent of trainees were women, 59 per cent were from minority ethnic groups and 7 per cent had disabilities. The organisation analyses data on gender, ethnicity and people with disabilities on a monthly basis. An annual report is then collated from these data. In , the analysis highlighted that only 7 per cent of trainees had disabilities. The target for the contractual year has been set at 12 per cent. At the end of October 2000, 7 per cent of the trainees recruited had a disability. In , only 33 per cent of trainees on other work-based training were from minority ethnic groups. With targeted marketing this has increased to 100 per cent in Over the past three contractual years, an average of 44 per cent of trainees have been from minority ethnic groups, compared with the proportion in Islington s population of 18.9 per cent. Staff involved in the TEC contract work are predominantly women (60 per cent) and from minority ethnic groups (80 per cent). This compares favourably with the college as a whole, where approximately 60 per cent of all staff are women and 35 per cent from minority ethnic groups. Data on trainees are analysed to show retention and achievement rates by gender, ethnicity and disability. 35. The data have been used to establish trends and guide improvements. For example, Wells has designed several innovative community projects to reach in particular those who are not convinced of the value of training and lifelong learning. A project established in 1992 provides training to local residents, mostly women returning to work, at a community centre on a local estate. Another project funded through the ESF is targeted at 14 to 17 year olds who are excluded from school or at risk of being excluded. A mobile bus, with up-to-date computing and music-recording facilities, takes training to young people. 36. Wells has good procedures for recruiting and selecting staff and trainees. The trainee s application form is headed with a clear and concise equal opportunities statement so that applicants are fully aware of the organisation s commitment. A set of questions related to each occupational area is used at interview to ensure equality of opportunity in the process of selection. The trainees person

13 specification includes a statement stipulating that trainees should have an understanding and commitment to equal opportunities. Trainee support Grade 2 GOOD PRACTICE Trainees took responsibility for the organisation of a trip to a well-known theme park in Paris. They calculated costs, and planned travel arrangements, and routes. They devised questionnaires and used these during the trip to interview fellow trainees about their reactions to the visit. They used the opportunity to provide a range of good-quality and relevant evidence for their key skills. 37. Wells recruits trainees in a variety of ways, including through referrals from the careers service, employers, enquiries from young people who are aware of its services, advertisements in the local press and its own direct marketing to local employers. Prospective trainees complete an application form, on which they write a statement about their training preferences and why they have chosen the occupational area. All trainees receive an interview and initial assessment to identify the appropriateness of their chosen occupational area, their level of qualification, and their basic and key skills. Particular needs of individual trainees are identified at this time and individual learning programmes are agreed on. Trainees receive a general induction at the training centre, which includes information about training requirements, equal opportunities, health and safety and their rights and responsibilities as trainees. The trainees handbook reinforces all the information they are given at induction. The training centre also provides employers with a handbook which gives guidelines on induction into the workplace. The senior training advisor carries out progress reviews every two months. Trainers and workplace supervisors give a written assessment of the trainee s progress which is discussed with the trainee, and an action plan is drawn up. The training advisor acts as a pastoral advisor for the trainee and makes any necessary referrals for guidance or counselling. Trainees have access to the college s systems to support their learning and to meet any identified additional needs. Trainees have the opportunity to participate in personal effectiveness training, which aims to build their confidence and prepare them for employment. 38. The self-assessment report did not identify the strengths and weakness found by inspectors. One weakness in the self-assessment report, the lack of recording of on-the-spot support given to trainees, had been addressed through the use of a log to record all contact with the trainee. The inspection team awarded a grade higher than that given in the self-assessment report. STRENGTHS effective initial assessment of occupational and key skills comprehensive induction thorough progress reviews good personal effectiveness programme wide range of additional support WEAKNESSES inappropriate initial assessments of basic skills for some trainees

14 GOOD PRACTICE Each year, a graduation ceremony is held to celebrate trainees achievement. This is a formal occasion, at which gowns are worn. The college principal presents the certificates and prizes. This is a high-profile event, which raises the self-esteem and motivation of trainees who have gained their qualification, and also of those still in training. A group of trainees still on programme are asked to plan and organise the graduation. They are then invited to the ceremony. This project provides evidence for their key skills and NVQs as well as motivation for them to complete their training. 39. All trainees receive an effective initial assessment. This includes an occupational assessment which checks their basic skills, key skills and knowledge. The results of the tests are used to draw up an individual report, which is discussed with the trainee and signed. A trainer, who is also the assessor, uses the report to agree on an appropriate learning action plan with the trainee. This is reviewed regularly. Any additional learning needs are identified at this time, and additional support is arranged. 40. The trainees have a comprehensive induction programme. They have a twoday induction with trainees from other occupational areas, which covers health and safety, equal opportunities and trainees rights and responsibilities. The trainees handbook has clear explanations and examples of acceptable and unacceptable behaviour in relation to equal opportunities and anti-harassment, and describes how to make a complaint. Trainees are given questionnaires at different stages of the induction to check their understanding. They go through a questionnaire on their preferred learning styles. The results are used to identify particular preferences within the group. The organisation also gives employers a handbook which contains guidelines for carrying out induction in the workplace. Employers sign an agreement that they will carry out a workplace induction and meet the requirements set out in the handbook. 41. The progress review process is thorough and effective, and is carried out every eight weeks by a senior training advisor. They are occupationally competent and act as facilitators to bring together the trainer/assessor s report and the discussions between the trainee and the workplace supervisor, and to draw up an action plan. The process starts with the trainer/assessor writing a report about the trainee s progress in the off-the-job training before the progress-review visit takes place. The workplace supervisor reads this, and makes her or his own comments about the trainee s progress. The trainee reads the two reports and makes her or his own comments. At this point, the senior training advisor discusses the progress review with the trainee and the workplace supervisor together, and they agree on an action plan which addresses both personal and training goals. The trainee receives a copy of the progress-review record, and the original goes into the trainee s file. The senior training adviser reports on any issues raised to the trainer/assessor, who then monitors the action and records results and further action on the learning action plan. The system is working well in most cases. 42. All unemployed trainees benefit from a good personal effectiveness programme at the beginning of their training. It includes self-image, confidence building, effective communication and interpersonal skills, motivation, career development and job-search skills. Trainees enjoy these sessions and find them helpful. 43. There is a wide range of additional support available to trainees through the college s support systems. There are many examples of resources being used effectively. At the Willen House site there is a lift allocated for people with disabilities. They are given a key for easy access. A trainee with a visual impairment uses handouts with enlarged print so that they can be read more easily.

15 Trainees with dyslexia and dyspraxia can use Dictaphones. As each new trainee with a disability joins a programme, the college buys the necessary equipment, and provides appropriate support to enable them to learn successfully. 44. There is some inappropriate use of initial assessments of basic skills. All trainees have to undertake the assessment, regardless of the previous qualifications they have gained. The training programme for the professional legal qualification has an entry requirement of four GCSEs at grade C or above, including English. Some trainees have seven or more good GCSEs, but they still have to take the initial assessment of basic skills. This does not value their previous achievements, and puts them through unnecessary and inappropriate extra assessment. Management of training Grade 2 GOOD PRACTICE The training provider has developed a method of allocating points to trainees entry qualifications and achievements on leaving as a means of identifying the level of trainees progress. This information is shared with staff. It provides a benchmark against which the trainees progress can be measured. 45. Wells was first established in 1983, when it was known as Wells Workshop, the training arm of Islington Borough Council. It was a heavily subsidised council programme, on which all trainees were temporary employees of the council. In 1993, the programme was relaunched under the name Wells Training and Employment Centre. Wells is split over three sites, with the main governmentfunded training being managed at Willen House. In August 2000, Wells began the process of merging with City & Islington College. Wells has retained its title. The college s director of business and community development has strategic responsibility for Wells, with the head of community learning holding operational responsibility. All staff are now employed by the college. Staffing for the current contract with the TEC comprises a head of community learning and six full-time staff, including a programme manager, who is responsible for the TEC-funded training and the New Deal on a day-to-day basis. Other staff include three temporary consultants and six additional consultants who are paid on a sessional basis. The head of community learning is a member of the college s senior management team. There is a strategic business plan for the organisation. Most staff have trainer/assessors qualifications. Assessment of training programmes is carried out by Wells staff and some internal verification for childcare training is subcontracted to a local NVQ assessment centre. The training on the management and professional training programme is subcontracted to a local college and university. Wells has been accredited with the Investors in People Standard in its own right. 46. Of the strengths identified in the self-assessment report, inspectors found one, relating to staff qualifications, to be no more than normal practice, and the others, relating to trainees satisfaction and recognition of trainees achievements, were considered more appropriate to other generic aspects. Inspectors agreed with the weaknesses relating to disseminating performance indicators and control of subcontractors. Other strengths were found and inspectors awarded a grade higher than that given in the self-assessment report.

16 STRENGTHS effective management of transition strong internal communication good business-planning process WEAKNESSES weak control of one subcontractor insufficient use of performance indicators to influence management decisions 47. Wells has recently merged with City & Islington College. This is seen as a strategic development by both organisations and the transition is being managed effectively. A comprehensive formal audit was carried out before the merger to determine the quality and range of activities of Wells. Following the decision to merge, the college negotiated a planned approach to the merger. Staff and unions were consulted and the college s senior staff initiated several visits to Wells to identify issues of concern and bring staff together. In two months, the college has moved positively and quickly to transfer Wells staff onto the college s payroll and also bring the head of community learning into the strategic management team. There are plans to make all hourly paid consultants, previously employed by Wells, employees of the college. This will ensure that they are included in staffappraisal and -development activities. Staff are positive and enthusiastic about the merger. The title Wells continues to be used to maintain a consistent approach to training. Trainees are aware of the new structure and understand the role of Wells as the training arm of the college. 48. All staff have clear roles and responsibilities and have a good understanding of the organisation s aims, objectives and targets. There are strong informal lines of communication between staff and employers involved in training and assessment. Staff feel confident about approaching colleagues and line managers with issues of concern or ideas for development. There are also good internal communication links, which ensure that staff are kept up to date with training issues and the progress of trainees. All staff attend action-planning days, at which self-assessment and contractual performance are discussed and targets agreed on. These targets are monitored at operational level monthly and quarterly by senior staff at Wells and the college personnel. Various other meetings are held, including monthly management meetings, assessment and standardisation and work-placement planning meetings. In addition, staff meet monthly to discuss trainees progress and other issues. The programme manager holds individual appraisal meetings and the results are recorded, and the appropriate actions copied to relevant staff. Monitoring ensures problems are resolved quickly and effectively. 49. The merger of Wells with the college is designed to improve training in several of ways, but mainly through widening participation and increasing inclusive learning. This focus is reflected in the strong business-planning process. The business plan for Wells was developed in consultation with staff and partners

17 such as Islington Borough Council. Staff at all levels feel that they have contributed to the plan. The targets which are set are realistic and achievable. They include targets for equal opportunities and raising levels of satisfaction, in addition to those relating to finance, retention and achievement rates and progression. The business plan is based on local labour-market analyses from organisations such as the TEC and a research centre and an unemployment unit. Wells has analysed skills shortages and plans to introduce or maintain training programmes to meet the needs of the local area. 50. The organisation subcontracts some of its programmes to a local college of further education and a university. Strong links with the subcontracted college have been developed over several years. The university is a more recent partner. Wells has service level agreements with both organisations. These mainly refer to procedures for contractual compliance. There are no performance indicators or targets. The contract with the university has been agreed only in the past year. The training provider relies on informal relationships between its staff and the university s staff to control training and review trainees progress. 51. Wells collects data and monitors progress against key performance indicators including the number of trainees starting, retention and achievement rates and progression to jobs and qualifications gained. Other performance indicators, such as trainees destinations on leaving programmes, and the reasons for and destinations of early leavers, are not routinely collected. These data are not used to shape training programmes or recruitment. Quality assurance Grade Wells has a quality assurance manual which contains a range of processes and procedures relating to key administrative and training activities. The organisation has considered the college s quality assurance policy and has created a plan for its TEC-funded programmes. It meets the contractual requirements of the TEC and the quality assurance demands of the awarding bodies. Staff are aware of the procedures relevant to their daily activities. Two subcontractors are responsible for providing the management and professional training course. Staff have clear roles and responsibilities in Wells, even though they have been only recently employed by the college as part of the business and community development unit. The programme manager has overall responsibility for quality assurance and its related processes and procedures. 53. The organisation accurately identified a weakness relating to monitoring the implementation of systems for quality assurance but failed to identify some strengths found by inspectors. Another weakness agreed with by inspectors, relating to monitoring of subcontractors, was inappropriately placed in the management of training section. Inspectors awarded a grade higher than that given in the self-assessment report.

18 STRENGTHS wide range of quality assurance measures for main training activities effective involvement of staff in continuous improvement good use of feedback systems WEAKNESSES no systematic monitoring of training in subcontractors 54. Both Wells and the college have a quality assurance strategy and comprehensive processes and procedures relating to administration and the main areas of training. In the case of Wells, there is also a well-written quality assurance plan, which identifies a series of activities and targets and related responsibilities and monitoring arrangements. Processes and procedures are clear and concise. They cover activities relating to the development and review of policies, trainees recruitment and selection, assessment, training, evaluation and procurement of work placements. These are disseminated to and understood by staff responsible for the various areas. The quality assurance manager and training co-ordinator audit documents for contractual compliance and also carry out observation of training and assessment. The outcomes of all audits and observations are recorded and communicated to staff. Actions are identified and monitored for progress. There are plans for Wells to adopt many of the college s processes and procedures but these arrangements are not fully established. 55. Since the introduction of the self-assessment process three years before the inspection, areas for improvement have been identified and action taken. All staff are involved in regular planning days. These development days are designed to pass on information on performance against targets in the contract but they also provide a forum for sharing good practice. Changes to the use of learning plans and to the progress-review process are two examples of improvements which have been implemented. Views on trainees progress are now sought from the college s course trainers before progress reviews are carried out. Other examples include the development of a work-placement skills checklist, which is completed before a trainee is placed. This provides clear information about the training opportunities available in the workplace and areas where training opportunities will not be available. 56. The organisation has a wide range of processes for gathering trainees and employers feedback. Trainees views are sought at three stages of their training programme: after induction, during their training and on leaving. The results are comprehensively recorded and analysed. A coloured chart showing satisfaction at individual programme level over a three-year period is produced and published. Weaknesses in the programmes have been addressed as a result. For example, additional support for trainees on some courses has been arranged and staff changes have been implemented. The programme manager responsible for quality assurance carries out one-to-one and group interviews with trainees and

19 employers to identify areas of concern. The organisation has introduced the use of trainees representatives who consult with other trainees and then meet with the programme manager to discuss issues raised. The organisation encourages employers and college representatives to attend programme-review team meetings. The attendance rate varies but minutes of the meetings are communicated to team members to keep them up to date with developments. 57. At the present time, Wells relies heavily on its subcontractors arrangements for quality assurance to monitor the quality of training. When classroom observation takes place, the conclusions are rarely communicated. There is little information from awarding bodies and there are no formal arrangements for staff from Wells to meet external verifiers. There are no performance indicators for quality included in the service level agreements. With the merger, there are clear plans to include Wells and its subcontractors in the college s arrangements for quality assurance. 58. The organisation has established self-assessment as part of its businessplanning process and has produced self-assessment reports for the past three years. All staff are fully involved in the process. In the most recent selfassessment report, the organisation failed to identify key strengths and weaknesses in many of the occupational and generic areas and gave lower grades in one of the occupational areas and all of the generic aspects than those awarded by the inspectors.