Self- Assessment Report

Transcription

1 Self- Assessment Report Validated: (FOR SLT 11/11) FNTC Training and Consultancy, Premier Way, Romsey, SO51 9DQ

2 Contents Page FNTC TRAINING BACKGROUND 3 STRATEGIC FRAMEWORK 5 GRADE TABLES 6 SUMMARY OF HEADLINE KEY STRENGTHS AND AREAS FOR DEVELOPMENT 7 WHY FNTC IS NOT YET OUTSTANDING. 8 WHAT FNTC NEEDS TO DO TO FURTHER IMPROVE TO OUTSTANDING? 9 OVERALL EFFECTIVENESS 10 EFFECTIVENESS OF LEADERSHIP AND MANAGEMENT 12 QUALITY OF TEACHING, LEARNING AND ASSESSMENT 15 PERSONAL DEVELOPMENT, BEHAVIOUR AND WELFARE 17 OUTCOMES FOR LEARNERS 19 LEARNER OUTCOMES TRAINEESHIPS 22 FUNCTIONAL SKILLS 23 DESTINATION AND PROGRESSION APPRENTICES 24 STUDENT SATISFACTION- BASED ON KPI S 24 2 P a g e

3 FNTC Training Background FNTC Training and Consultancy Ltd (FNTC) has been established since 2000 providing apprenticeship training in the Waterside and New Forest areas. The provision has now expanded across Hampshire and Isle of Wight (SE), Dorset and Wiltshire (SW). Head office is in Romsey and there are training rooms available at all satellite offices situated in Poole, Totton and the Isle of Wight. FNTC provides apprenticeships funded by the Skills Funding Agency and ESF in Health, Public Services and Care, Education and Training and Business Administration. It also offers the Advanced Learning Loan, stand-alone private training and Traineeships funded by the Education Funding Agency. FNTC was inspected by OFSTED in April 2016 and graded as continuing to be a good provider. The company has one Chief Executive Officer who oversees the work of the strategic leadership team (SLT) consisting of a Director of Teaching, Learning an Assessment, Contracts Director, Office Manager and HR Officer. The SLT direct the work of circa 19 delivery staff and 18 support staff During there were 904 government funded learners, 13 Loan learners and 1 privately funded learners. The Strategic Plan 2015/18 sets out the centre vision to be recognised for creating value and wealth to individuals, business, communities and the economy, driven by excellence, enterprise and innovation. The Mission is; Inspiring learning to achieve success The Centre also promotes its PRIDE values of People, Responsibility, Integrity, Diversity and Excellence. According to the Office of National Statistics, the census shows that the South East has a population where 91% declare to have a white background. In the South East 19% of people aged 16 and over had no recognised qualification. This is 11 percentage points lower than the proportion with a qualification of degree level or above, and makes the South East the region with the lowest proportion (18%) outside London. The South West had the highest proportion of people in England declaring their ethnicity as white (at 95%). In 2011, Bournemouth also had the highest proportion of foreign-born residents with 15% compared to the overall South West at 8%. In the South West 21% of people aged 16 and over had no recognised qualification. This is 6 percentage points lower than the proportion with a qualification of degree level or above. The diverse range of areas covered provides a spiky profile of economic and ethnicity profile of learners and employers. The percentage of NEET at the age of 16 during 2014 was 1.8% in the South East and 1.9% in the South West, the percentage of this age group was high in Bournemouth at 3.3%. At 18 the percentage of young people classified as NEET rose to 7.4% and 7.8% respectively again the percentage of 18 year olds classified as NEET was high in Bournemouth at 8.9%. 3 P a g e

4 Key headlines for year olds in the area Participation by 16/17 year olds in Hampshire is disappointingly below national average, albeit improved on previous year. We know that previously high levels of unknowns has led to questions as to the robustness of this measure but at 4.5% unknown the 2015/16 figure will be a better reflection of actual participation. For the first time, the % of young people in FT education has fallen below national average, a measure that historically Hampshire has performance very well on, reflecting the pattern of post 16 education and training in the county. We believe there remains an issue regarding participation by 17 year olds (year 13), and may relate to those completing one-year programmes in year 12 and not progressing, as well as those leaving A-level programmes at the end of AS/lower sixth. Further analysis is required. Participation in Apprenticeships has increased in Hampshire and on the Island but remains below national average in both areas. NEET re-engagement in Hampshire has improved but is too far below the national average. This may in part reflect the smaller cohort we are now working with, but also the availability of programmes with in-year start options, a historical issue on which there has been some positive movement of late. It is also a reflection of the impact of our NEET support services, both direct and commissioned. Current data shows an improved position as a result of some reconfiguration of these services earlier this year. Outcomes at age 19 in Hampshire remain very strong and above national average, albeit with a marginal fall in the % of 19 year olds achieving Level 3 qualification. Performance on this measure on the Isle of Wight has improved but remains below the national average by some margin. The % of 19 year olds achieving GCSE English and Maths (A*-C) has increased by almost 10% in both areas and is above national average in both Hampshire and on the Island. The data indicates that, on average, just over 1 in 5 young people in England who did not achieve GCSE Grade C or better in English and Maths at age 16 did so by age 19. LEP Priorities The Dorset skills plan forecasts a growth in employment of by FNTC delivers training to aligned to the Dorset Skills LEP priorities by supporting the growth of the following. Health professionals growth from 1300 to 3400, Health associate professionals to 28600, Admin and clerical to 32100, Caring and personal services to 36700, customer services 3500 to The M3 Solent Lep identifies a growth of caring professionals required between 2010 and Both the M3 and Solent Lep identify a need for higher level skills FNTC is reviewing its provision at level 4 and above to meet this need P a g e

5 Strategic Framework Vision Statement Mission Statement FNTC will be recognised for creating value and wealth to individuals, business, communities and the economy, driven by excellence, enterprise and innovation Inspiring Learners to Achieve Success Strategic Objectives PEOPLE Achieve student performance overall and timely success rates that are in the top ten percent for the sector RESPONSIBILITY Provide modern flexible and relevant models of teaching, learning and assessment that meet the needs of students and employers Values INTEGRITY Ensure relevant, proactive, suitably qualified leadership, management and human resources to drive the vision DIVERSITY Ensure good financial health and value for money whilst assuring effectiveness To provide outstanding resources and services to our internal and external customers EXCELLENCE We are passionate about learners, staff and customers and place them at the heart of all we do We encourage people to be responsible for their actions and decisions and we promote community cohesion We believe in honesty and integrity and the highest ethical standards in everything we do We recognise and respect diversity We challenge ourselves to strive for the highest standards of quality and behaviour in our pursuit of excellence needs of students and employers 5 P a g e

6 Grade Tables Graded using the 4 point scale: 1: Outstanding 2: Good 3: Requires Improvement 4: Inadequate Previous Grading Apprenticeship Traineeship Effectiveness Effectiveness of Leadership and Management Quality of Teaching, Learning and Assessment Personal Development, Behaviour and Welfare Outcomes for learners Sector Subject Area Business 2 2 NA NA Effectiveness 2 2 NA NA Leadership and Management 1 2 NA NA Quality, Teaching, Learning and 2 2 NA NA Assessment Personal Development, Behaviour and 2 2 NA NA Welfare Outcomes for learners 1 2 NA NA Childcare 3 2 NA NA Effectiveness 3 2 NA NA Leadership and Management 3 3 NA NA Quality, Teaching, Learning and 3 2 NA NA Assessment Personal Development, Behaviour and 3 2 NA NA Welfare Outcomes for learners 4 3 NA NA Health and Social Care 2 2 NA NA Effectiveness 2 2 NA NA Leadership and Management 1 2 NA NA Quality, Teaching, Learning and 2 2 NA NA Assessment Personal Development, Behaviour and 2 2 NA NA Welfare Outcomes for learners 1 2 NA NA Page 6 of 24

7 Summary of Headline Key Strengths and Areas for Development Strengths The strong leadership and clear strategic vision has resulted in rapid and sustained improvement in outcomes from 71% in 2013 to 76% in 2015 Leaders and managers have high ambitions for learners to excel within the sector A robust and effective observation process, supported by an effective professional development programme, results in swift interventions that make improvements in the quality of teaching, learning and assessment. Questioning is focused, targeted and challenging in most cases. In the better lessons, learners are confident with what they are doing and are able to work effectively in a variety of contexts. The majority of students, when asked, are aware of their tasks (not targets), understand their assessment schedules/ assessments and agree that they know how they are progressing in class and in work. In the most successful sessions teachers/assessors are comfortable with using a variety of learning strategies which engage learners, they have a better developed teaching and learning toolkit and have clearly tried out different learning strategies with their learner/group. Effective coaching strategies are employed in the most successful sessions allowing learners to reflect and contribute to setting own personal development plan. The development of employability skills, such as responsibility, presentation of self and documents and communication is well integrated into the learning process. The development of learners self confidence and preparedness for work is good. Learners demonstrate good working behaviours and are respectful of each other and assessors. The large majority of apprentices achieve their qualifications with the time expected of them and with high level skills progress to sustained employment. The vast majority of learners make the progress that is expected of them and many make good progress considering their starting points. English and mathematics development is good and often outstanding progress is made in these areas. Page 7 of 24

8 Areas for Improvement Insufficient recording and analysis of attendance, traineeship and English and mathematics data. An unsophisticated approach to monitoring of learner destinations. Inconsistent performance management in one curriculum area has resulted in a cast difference in quality and outcomes across the centre. Not all learners on traineeship programmes have access to appropriate work experience. Whilst assessors are developing English and mathematics more consistently, these strategies could be more imaginative and embedded into naturally occurring learning. In all areas SMART targets are not always individualised, challenging enough or focussed on what the learner needs to do to improve. The use of E Learning in some sessions requires improvement. This is particularly in relation to the encouragement of creative, independent and active learning. In the traineeship delivery the different strategies used to manage behaviour often conflict and therefore are not always successful in developing appropriate behaviours. Too many learners do not develop the skills to become independent learners. Whilst the achievement of English and mathematics is good the promotion of and understanding of why English and mathematics is a skill required for work is often underestimated by assessors and not appreciated by students. Why FNTC is not yet outstanding. Not enough apprentices achieve their qualification in the planned time especially in childcare. Teachers and assessors do not set learners sufficiently precise targets or provide detailed feedback to help them improve. The management of the quality in childcare is not sufficiently detailed to ensure learners are supported to achieve. Not all learners on traineeship programmes have access to high quality appropriate work placements. More detailed reporting and analysis is required in English and maths, attendance, destination, employability skills and attendance. Page 8 of 24

9 What FNTC needs to do to further improve to outstanding? Further improve the management information systems to identify and analyse the performance of all learners, especially in English and mathematics to be able to identify better the value that FNTC adds to learners prior skills and knowledge as they progress through training develop and enhance the exit information. Accelerate the rate of improvement in childcare apprentices overall and timely achievement through careful planning of the programmes with more class based delivery and close monitoring of individual progress. Ensure targets and feedback allows learners progress more swiftly. With greater urgency managers and teachers should implement the electronic portfolio system one file and the VLE to provide learners with more autonomy to progress and managers and teachers more tools to support and monitor learner progress. Raise learners early achievements on Functional Skills programmes by first ensuring appropriate planning of delivery, precisely identifying the individual skills needed to develop and practice, and providing innovative and exciting learning opportunities which further enhance learner engagement and motivation. Further improve the quality and consistency of teaching, learning and assessment in traineeships and apprentices by: o Providing feedback to learners about the quality of their work that helps them to understand what they need to do to improve o Ensuring that teachers use activities that consistently challenge their learners to achieve or exceed their targets o Set demanding targets and monitor closely the progress of each learner recording progress more systematically on one file Develop and monitor a system to ensure that all learners on traineeships have external work experience as part of their programme and are given extensive support and activities to develop the work skills that enable them to progress Page 9 of 24

10 Effectiveness FNTC continues to be a good provider and makes a significant contribution to improving the skills and experience of trainees and apprentices in Hampshire, Dorset, Wiltshire and the Isle of Wight. Leaders place a high priority on effective working with partner organisations, and many employers have strong, trusting relationships with FNTC. Managers work closely and successfully with employers, provider networks and local strategic partnerships to identify and respond to local skills needs. Managers have designed provision which successfully targets and recruits learners directly from school onto trainee and apprenticeship programmes, especially in childcare. Employers value highly the flexible and effective support FNTC provides to learners. Staff work closely with employers to ensure that trainees and apprentices study units of learning that replicate the working environment, to ensure that learners can complete all aspects of their qualification in the workplace. FNTC staff work with employers to help them appreciate and understand the expectations of the Prevent duty and how to apply it in their working practices. Learners quickly develop confidence in English and mathematics as tutors and assessors purposefully integrate numeracy and language tasks into assessments and projects. staff quickly identify and arrange support for learners who need extra help in these subjects. Learners confidently and successfully complete their functional skills assessments. The majority of learners who sit GCSEs in English and mathematics improve their grades and achieve a grade C or better, although performance in mathematics is better than in English. Learners on traineeship programmes have a very clear focus on improving their English and mathematical skills; they recognise these studies as an important part of their training, and success rates are high in functional skills tests. However, managers do not analyse the data in enough detail to identify trends or the reasons why a minority of learners are not successful at achieving improved grades in their GCSEs, or in passing a functional skills assessment. Managers observations of teaching and learning, which focus strongly on what the learner can do, and on the impact of the teaching, are having a positive impact. Managers have improved the process for observing all tutors and assessors, and these changes have led to higher standards and a better quality of teaching and learning. Managers clearly define with individual staff the improvement actions they need to take, and promptly establish any support they need. Managers identify good practice and share it well with tutors and assessors, along with good resource materials, especially to help them integrate English and mathematics into their courses. They provide well-focused training sessions for tutors and assessors, picking up concerns identified during the observation process. Senior managers have good access to high-quality management information and use it very well to monitor, analyse and improve all aspects of the provision. A detailed performance dashboard based on key data enables senior managers to know how well both staff and learners are performing. Where managers identify weaker teaching, or poor progress and outcomes for learners, they quickly put in place and implement an improvement plan. Through regular staff meetings and manager-led reviews, leaders ensure that all staff are aware of their performance and participate in frequent opportunities for training and sharing good practice. Page 10 of 24

11 All staff have high expectations and aspirations for their learners; this ambition has a very positive impact on their performance. Staff identify very early any problems learners have with learning, and quickly put in place strategies to manage these. Through regular progress reviews, which include updates on personal and pastoral concerns, tutors and assessors encourage vulnerable learners to confide in them, knowing that they will get purposeful support. This rapid intervention enables learners, especially those on traineeship programmes, to progress confidently in developing the employability and transferable skills required to sustain employment. Staff record learners skills and confidence when starting training programmes; however, staff do not use them effectively to help learners evaluate how much they have learned or developed through the training. Managers capture and record very well, for the vast majority of learners, information about their destinations on completion of their training. Managers use this data well to inform curriculum planning and to support labour market intelligence, specifically in care and customer service. However, in some cases, the information is not sufficiently detailed to identify the exact nature of a learner s job role, and is therefore not as useful as it might be to inform strategic development and curriculum planning. Learners on all programmes progress well through their qualifications, which they use to good effect to gain promotion at work. Most learners on traineeships transfer to apprenticeships. A significant number of apprentices gain managerial roles, with several learners having progressed from level 2 to level 5 and on to university. However, staff do not provide sufficiently detailed advice, guidance and exit information, to enable learners to plan beyond higherlevel apprenticeships. Page 11 of 24

12 Effectiveness of Leadership and Management Headline Judgements - Effectiveness of Leadership & Management at FNTC is Outstanding Key Strengths The strong leadership and clear strategic vision has resulted in rapid and sustained improvement in outcomes from 71% in 2013 to 76% in 2015 Leaders and managers have high ambitions for learners to excel within the sector A robust and effective observation process, supported by an effective professional development programme, results in swift interventions that make improvements in the quality of teaching, learning and assessment. Key areas for improvement Insufficient recording and analysis of attendance, Traineeship and English and mathematics data An unsophisticated approach to monitoring of learner destinations Inconsistent management of performance management in one curriculum area has resulted in a vast difference in quality and outcomes across the centre Not all learners on traineeship programmes have access to appropriate work experience Leaders place a high priority on effective working with partner organisations, and many employers have strong, trusting relationships with FNTC. Managers work closely and successfully with employers, provider networks and local strategic partnerships to identify and respond to local skills needs. Managers have designed provision which successfully targets and recruits learners directly from school onto trainee and apprenticeship programmes, especially in childcare. Leaders and managers take quality improvement seriously, the introduction of the quality board held monthly with managers resulted in swift in year adjustments to halt and improve emerging areas of concern. The involvement of all staff, learners and employers ensures a wider perspective of quality and performance is gathered. With this high level focus leaders have managed to secure outcome improvements to the majority of curriculum areas to outstanding. However this improvement now needs to be seen in the area of child care where outcomes were inadequate for 2015/16 Employers value highly the flexible and effective support FNTC provides to learners. Staff work closely with employers to ensure that trainees and apprentices study units of learning that replicate the working environment, to ensure that learners can complete all aspects of their qualification in the workplace. FNTC staff work with employers to help them appreciate and understand the expectations of the Prevent duty and how to apply it in their working practices. Page 12 of 24

13 Senior managers demonstrate aspirational expectations for apprentices and learners on traineeships and through a clear English and mathematics strategy promote the need to achieve these subjects to a high level and as such. Managers quickly identify and arrange support for learners who need extra help in these subjects. Learners confidently and successfully complete their functional skills assessments. The majority of learners who sit GCSEs in English and mathematics improve their grades and achieve a grade C or better, although performance in mathematics is better than in English. Learners on traineeship programmes have a very clear focus on improving their English and mathematical skills; they recognise these studies as an important part of their training, and success rates are high in functional skills tests. However, managers do not analyse the data in enough detail to identify trends or the reasons why a minority of learners are not successful at achieving improved grades in their GCSEs, or in passing a functional skills assessment. Managers observations of teaching and learning, which focus strongly on what the learner can do, and on the impact of the teaching, are having a positive impact. Managers have improved the process for observing all tutors and assessors, and these changes have led to higher standards and a better quality of teaching and learning. Managers clearly define with individual staff the improvement actions they need to take, and promptly establish any support they need. Managers identify good practice and share it well with tutors and assessors, along with good resource materials, especially to help them integrate English and mathematics into their courses. They provide well-focused training sessions for tutors and assessors, picking up concerns identified during the observation process. Senior managers have good access to high-quality management information and use it very well to monitor, analyse and improve all aspects of the provision. A detailed performance dashboard based on key data enables senior managers to know how well both staff and learners are performing. Where managers identify weaker teaching, or poor progress and outcomes for learners, they quickly put in place and implement an improvement plan. Through regular staff meetings and manager-led reviews, leaders ensure that all staff are aware of their performance and participate in frequent opportunities for training and sharing good practice. All staff have high expectations and aspirations for their learners; this ambition has a very positive impact on their performance. Staff identify very early any problems learners have with learning, and quickly put in place strategies to manage these. Through regular progress reviews, which include updates on personal and pastoral concerns, tutors and assessors encourage vulnerable learners to confide in them, knowing that they will get purposeful support. This rapid intervention enables learners, especially those on traineeship programmes, to progress confidently in developing the employability and transferable skills required to sustain employment. Staff record learners skills and confidence when starting training programmes; however, staff do not use them effectively to help learners evaluate how much they have learned or developed through the training. Managers capture and record very well, for the vast majority of learners, information about their destinations on completion of their training. Managers use this data well to inform curriculum planning and to support labour market intelligence, specifically in care and customer service. However, in some cases, the information is not sufficiently detailed to identify the exact nature of a learner s job role, and is therefore not as useful as it might be to inform strategic development and curriculum planning. Page 13 of 24

14 Learners on all programmes progress well through their qualifications, which they use to good effect to gain promotion at work. Most learners on traineeships transfer to apprenticeships. A significant number of apprentices gain managerial roles, with several learners having progressed from level 2 to level 5 and on to university. However, staff do not provide sufficiently detailed advice, guidance and exit information, to enable learners to plan beyond higher-level apprenticeships. Traineeship learners do not always have enough opportunities to practice real work experience Employers value highly the flexible and effective support FNTC provides to learners. Staff work closely with employers to ensure that trainees and apprentices study units of learning that replicate the working environment, to ensure that learners can complete all aspects of their qualification in the workplace. FNTC staff work with employers to help them appreciate and understand the expectations of the Prevent duty and how to apply it in their working practices. The leadership team have ensured that safeguarding arrangements are fit for purpose and that the staff take appropriate action to safeguard learners. Appropriate training is provided for staff and learners in safeguarding and the Prevent duty. Working closely with external agencies, you have placed a high priority on implementing an action plan to establish policies and training for Prevent, and monitor and support learners deemed at risk. Learners and apprentices feel safe and know how and when to report concerns about safeguarding and extremism. Staff respond well to their concerns, maintain comprehensive records, and take swift and effective action where needed. FNTC has worked closely with employers to ensure that they understand about safeguarding and the risks of extremism. The Centre rapidly identifies the most vulnerable learners and provide effective pastoral or welfare support, involving employers, external agencies and parents, where appropriate. Page 14 of 24

15 Quality of Teaching, Learning and Assessment Headline Judgements- Quality of Teaching, Learning & Assessment at FNTC is Good August April 2016 First formal observation (including new staff) Grade Number of Grades Awarded Percentage (%) of Grades Awarded Centre Target Difference Good or better 15 75% 80% -5pp 1. Outstanding 3 15% 10% (min) +5pp 2. Good 12 60% NA 3. Requires Imp 5 25% NA 4. Inadequate 0 0% 5% (max) TOTAL 20 August April 2016 First and second formal observation (+ including new staff) and including re-observations Grade Number of Grades Awarded Percentage (%) of Grades Awarded Centre Target Difference Good or better 32 78% 80% -2pp 1. Outstanding 4 10% 10% (min) 2. Good 28 68% NA 3. Requires Imp 9 22% NA 4. Inadequate 0 0% 5% (max) -5pp TOTAL 41 Page 15 of 24

16 Key Strengths Questioning is focused, targeted and challenging in most cases In the better lessons, learners are confident with what they are doing and are able to work effectively in a variety of contexts The majority of students, when asked, are aware of their tasks (not targets), understand their assessment schedules/ assessments and agree that they know how they are progressing in class and in work In the most successful sessions teachers/assessors are comfortable with using a variety of learning strategies which engage learners, they have a better developed teaching and learning toolkit and have clearly tried out different learning strategies with their learner/group Effective coaching strategies are employed in the most successful sessions allowing learners to reflect and contribute to setting own personal development plan Key areas for improvement Whilst assessors are developing English and Maths more consistently, these strategies could be more imaginative and embedded into naturally occurring learning In all areas SMART targets are not always individualised, challenging enough or focussed on what the learner needs to do to improve The use of E Learning in some sessions requires improvement. This is particularly in relation to the encouragement of creative, independent and active learning Learners and apprentices benefit from good teaching learning and assessment, reflected in their good overall achievement. Teachers have high expectations of learners and questioning is focussed and challenging. Teachers and assessors are well qualified. They use their subject expertise very effectively to provide a range of strategies and tasks to motivate learners. Teacher s instructional techniques particularly in vocational areas are good, enabling learners to apply newly acquired knowledge and practical skills to a high standard. This contributes very well to learners self- confidence, resilience and progress. Learners benefit from frequent individual meetings with their assessors, they greatly value this aspect of personal and academic support in discussing their learning and progress towards agreed career goals. Whilst learners know what tasks they need to undertake and their assessment schedules these sessions do not always result in SMART targets are not always individualised, challenging enough or focussed on what the learner needs to do to improve. Learners, particularly on traineeship programmes, gain good insights into the world of work and most learners develop employability skills not enough have suitable work placement opportunities in accordance with their individual learning plan. Page 16 of 24

17 The development of apprentices and learners English and mathematical and functional skills is improving and the majority make good progress and recently the collaboration between teachers and assessors has had a positive impact, although there is still improvement required in maximising naturally occurring situations to further enhance these skills. Teachers and assessors use questions effectively to check learners understanding and use follow up questions to extend learning, these questions are directed carefully and planned so all learners are able to progress. The use of coaching style questions is much advanced with many teachers and assessors Resources to support learning are good although not widely used; in particular the use of the virtual learning environment, electronic portfolio and other interactive media is inconsistent and not routinely used to develop independence and autonomy. Personal Development, Behaviour and Welfare Headline Judgements- Personal Development, Behaviour and Welfare at FNTC is Good Key Strengths The development of employability skills, such as responsibility, presentation of self and documents and communication is well integrated into the learning process The development of learners self confidence and preparedness for work is good Learners demonstrate good working behaviours and are respectful of each other and assessors Key areas for improvement Too many learners do not develop the skills or attitudes to become independent learners Whilst the achievement of English and mathematics is good the promotion of and understanding of why English and mathematics is a skill required for work is often underestimated by assessors and not appreciated by students In the traineeship delivery the different strategies used to manage behaviour often conflict and therefore are not always as successful in developing appropriate behaviours Learners across all provision have positive attitudes to learning and take pride in their work. Managers, teachers and assessors foster a positive learning environment and offer good support to learners. In apprentices behaviour is good, although traineeship learners do not always develop the appropriate behaviours for work. In some instances this is because of the differing strategies used by a variety of teachers and support workers. Learners improve their self confidence and are well prepared for their next step to further study or employment. In some cases FNTC learners have progressed well due to their improved confidence from level one to higher education. Page 17 of 24

18 Staff use a range of activities to prepare learners well for their next steps. Strong relationships with employers enable them to develop very good employability skills resulting in good progression to employment. Whilst the achievement of English and mathematics is good the promotion of and understanding of why English and mathematics is a skill required for work is often underestimated by assessors and not appreciated by students. The improving collaborative working between teachers and assessors and recent training has increased the use of contextualisation of mathematics and English. Assessors do not sufficiently embed the learning of mathematics and English from the start of the course and in too many cases exams are undertaken too late in the course resulting in untimely achievements. Managers and staff place a high priority in keeping learners safe. Learners with additional needs and those on traineeship and apprenticeship programmes, demonstrate a good understanding of how to keep themselves safe. They feel safe both in the workplace and in the centre, they know how to report concerns and are confident staff will deal with issues swiftly. Staff provide high quality learning opportunities and information to promote learners understanding of the Prevent duty, radicalisation and extremism. The centre has also supported a variety of employers in fulfilling their duties.. As a result learners and apprentices have a full understanding of how radicalisation and extremism relates to them and their lives. Learners have a very good understanding of fundamental British values and are able to provide examples of how assessors and teachers promote these and as a result learners are respectful of each other, their peers and staff. In some areas and in particular childcare too often learners are not challenged to take responsibility and ownership of their own work for example use of ICT to present work and working independently to research and source ideas. Page 18 of 24

19 Outcomes for Learners Headline Judgements- Outcomes for Learners at FNTC is Good Key Strengths The large majority of apprentices achieve their qualifications with the time expected of them and with high level skills progress to sustained employment The vast majority of learners make the progress that is expected of them and many make good progress considering their starting points. English and mathematics development is good and often outstanding progress is made in these areas Key areas for improvement Inadequate outcomes for learners on Childcare courses Too few trainees progress onto employment or an apprenticeship programmes Timely achievement for apprentices aged is not at FNTC high expectation Outcomes for learners on most apprenticeship programmes are outstanding; the overall achievement rate for apprentices is 76% which is 5.3pp above the national rate of 71.7% this is due to the very high outstanding achievement rate in Health and Social Care at 80% which is 9pp above national rate and Business at 80% which is 3pp above national rate 1 Timely achievement is very good at FNTC with 65% achieving within the time expected of them compared to the national rate of 58.9%. In Health and Social Care this timely is even higher at 68%, however timely achievement in Childcare is too low at 59% Timely achievement for apprentices aged is too low at 59.7%, compared to the national rate of 62.5% this is due to the inadequate timely achievement in childcare of 53% of 47 learners. The low achievement rate seen in childcare for the year 2015/16 at 64% which is 11.7pp lower than the national rate of 75.7% is of concern, the in year actions did not have the desired impact. Learners on traineeship courses achieved many qualifications, however the low positive destination rate at 32% is above the rate recently reported in the BIS report whereby only 25% progress to apprenticeships, however is not good enough in accordance to FNTC KPIs. 1 Qualification achievement rate tables 2014/15. When comparing business courses the lower national achievement rate of business administration is used as the measure. Page 19 of 24

20 GCSE mathematics A*-C is very good at 42% achievement compared to the national rate of 25% for year olds and a pass rate of A*-E of 100% and with all 11 students achieving a better grade than their l starting point. Apprentices develop skills at work which their employers value, making positive contributions and adding economic value (evidence needed). Apprentices develop well in their work roles and many take on additional responsibility, and the vast majority (87% to be updated) of the 388 leavers continue with the employer in which they trained, with a few gaining promotion (evidence). In addition 5 (1.5%) apprentices progressed to higher education and 4 (1.2%) decided to move to full time education. Apprentices develop their skills rapidly and as such many progress quickly to either a higher level apprenticeship or higher education of the 90 successful intermediate apprentices in 2013/14 42 (47%) progressed to an advanced apprenticeship in 2014/15 or 2015/16. The at risk of not achieving the qualification register managed by staff and curriculum managers was well used to track, monitor and support learner progress. This newly introduced tool ensured that the majority of apprentices made good progress during the year with approximately 4% of apprentices marked at risk during 2015/16. Page 20 of 24

21 Learner Outcomes Apprentices Group Apprenticeships Timely Timely Timely 24+ Timely Provider full year 2013/14 Provider full year 2014/15 National Rate 2014/15 15/16 HSC (incl cleaning) Childcare (incl STL) Business leavers SR 72.2% 77.4% 71.7% 75.7% 80.1% 64.7% 79.3% leavers SR 58.9% 68.9% 58.9% 65.2% 68.2% 56.3% 66.7% leavers SR 72.2% 77.4% 72.9% 72.2% 70.0% 67.4% 81.3% leavers SR 48.7% 72.1% 62.5% 59.7% 60.0% 53.2% 66.7% leavers SR 68.2% 71.4% 73.0% 74.5% 82.5% 56.0% 78.3% leavers SR 56.2% 66.9% 60.6% 67.3% 71.4% 48.1% 75.0% leavers SR 74.1% 82.6% 69.9% 77.4% 80.1% 66.7% 78.8% leavers SR 64.3% 69.2% 55.3% 66.0% 67.9% 64.4% 58.8% Page 21 of 24

22 Level FNTC 2013/14 FNTC 2014/15 National Rate 2014/15 FNTC 2015/16 HSC Childcare Business Intermediate Totals Advanced Totals Timely Timely Timely 24+ Timely Timely Timely Timely 24+ Timely leavers SR 72.0% 68.6% 71.0% 65.9% 77.8% 50.0% 80.0% leavers SR 52.0% 61.3% 61.8% 75.0% 83.3% 37.5% 78.6% leavers SR 57.9% 71.2% 70.9% 83.3% 87.0% 75.0% 81.5% leavers SR 47.7% 67.3% 59.6% 71.4% 77.3% 42.9% 74.1% leavers SR 67.6% 84.4% 70.7% 83.5% 71.2% 65.0% 78.9% leavers SR 58.6% 82.1% 57.3% 73.5% 72.1% 71.4% 81.3% Leavers SR 65.4% 76.8% 70.8% 71.3% 74.5% 54.2% 79.0% Leavers SR 54.5% 71.9% 59.4% 69.7% 72.7% 55.2% 73.7% leavers SR 75.9% 82.9% 77.3% 82.1% 0.0% 80.8% 100.0% leavers SR 42.86% 0.0% 64.5% 61.3% 0.0% 58.6% 100.0% leavers SR 82.1% 70.7% 76.6% 75.0% 85.7% 64.7% 80.0% leavers SR 68.3% 70.2% 62.9% 67.5% 80.0% 55.0% 80.0% leavers SR 79.2% 81.5% 69.2% 80.2% 85.7% 71.4% 78.6% leavers SR 69% 78.1% 52.9% 67.2% 77.6% 61.3% 38.9% leavers SR 79.5% 77.6% 73.5% 82.1% 90.5% 72.1% 80.0% leavers SR 65.6% 54.2% 59.0% 66.3% 77.1% 58.8% 50.0% Learner Outcomes Traineeships Number of starts (due to end 15/16) Atten dance Retention Pass Achiev ement Positive destination (not NEET/unemployed) Positive progression to FE or Apprenticeship Page 22 of 24

23 Functional Skills Centre National rate 14/15 FNTC 14/15 FNTC Target 15/16 Achievement 15/16 All Skills (not including ICT) Maths English Maths level Maths Level English Level English Level Business National rate FNTC 14/15 FNTC Target 15/16 Achievement 15/16 All Skills (not ICT) Maths English Maths level Maths Level English Level English Level ICT Level ICT Level Child care National rate FNTC 14/15 FNTC Target 15/16 Achievement 15/16 All Skills (including ICT) Maths English Maths level Maths Level English Level English Level ICT level Health and Social Care National rate FNTC 14/15 FNTC Target 15/16 FNTC achievement 15/16 All Skills (not including ICT) Maths English Maths level Maths Level English Level English Level Page 23 of 24

24 Destination and Progression Apprentices Group Starts who progressed from level 1 to level 2 with an end date in 14/15 and a start date at level 2 from 14/15 No and % Whole Centre Business Childcare Health and Social Care Destination known (end dates during 15/16) Number and % Positive destination (not unemployed or NEET) No and % Relevant destination (employment or further training related to apprenticeship Student Satisfaction- based on KPI s KPI 15/16 Outturn 15/16 Target Induction Survey response rate 38% 80% I am satisfied with help given in the first few weeks 99% 95% On Programme Survey response rate 38% 80% I am given enough support on my course 99% 95% I am given feedback that helps me to improve 99% 95% My course is preparing me for my next steps 99% 95% Exit Survey response rate 39% 80% I am good advice and guidance for my next steps 95% 95% I would recommend FNTC to a friend 97% 95% Attendance 95% Page 24 of 24