COLEG SIR GÂR TRAINING SERVICES - Estyn · Estyn inspected Coleg Sir Gâr Training Services ......

Quality and Standards in Post-16 Education and Training in Wales

A Report on the Quality of Work-Based Learning and Jobcentre Plus Programmes

in

COLEG SIR GÂR TRAINING SERVICES

October 2005

by

Estyn, Her Majesty’s Inspectorate for Education and Training in Wales

The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting:

nursery schools and settings that are maintained by, or receive funding from, local education authorities (LEAs);

primary schools; secondary schools; special schools; pupil referral units; independent schools; further education; adult and community-based learning; youth support services; LEAs; teacher education and training; work-based learning; careers companies; and the education, guidance and training elements of Jobcentre plus.

Estyn also:

provides advice on quality and standards in education and training in Wales to the National Assembly for Wales and others; and

makes public good practice based on inspection evidence. Every possible care has been taken to ensure that the information in this document is accurate at the time of going to press. Any enquiries or comments regarding this document/publication should be addressed to: Publication Section Estyn Anchor Court Keen Road Cardiff CF24 5JW or by email to [email protected] This and other Estyn publications are available on our website: www.estyn.gov.uk © Crown Copyright 2006: This report may be re-used free of charge in any format or medium provided that it is re-used accurately and not used in a misleading context. The material must be acknowledged as Crown copyright and the title of the document/publication specified.

mailto:[email protected]

http://www.estyn.gov.uk/

Introduction Estyn inspected Coleg Sir Gâr Training Services as part of a six-year (2004-2010) national programme of inspections of all post-16 providers in Wales. The purpose of the programme is to identify good features and shortcomings in order that the company may improve the quality of education and training offered and raise the standards achieved by learners. Inspection is also designed to give learners more information about the quality of providers of work-based learning and Jobcentre Plus, and the learning options available. All inspections conducted under the new arrangements apply the following principles: • the use of a common inspection framework which is common to all sectors of

education and training in Wales;

• an emphasis on the company’s evaluation of its work;

• the involvement of a provider nominee who worked with the inspection team; and

• the inspection of a sample of the provision.

The inspection took place from 31 October to 4 November 2005. A team of Her Majesty’s Inspectors from Estyn, a statutory body independent of, but funded by the Welsh Assembly Government, undertook the inspection. The team included part-time additional inspectors and peer assessors released from other work-based learning providers in Wales. The team was required to report on standards achieved by learners, the quality of education and training provided, the quality of leadership and management and to judge if the company provides value for money. Grade descriptions

Grade 1 good with outstanding features Grade 2 good features and no important shortcomings Grade 3 good features outweigh shortcomings Grade 4 some good features, but shortcomings in important areas Grade 5 many important shortcomings The Learning and Skills Act 2000, requires the company to prepare a written statement of the action that it proposes to take to address the recommendations in the inspection report and the timescales for completing the proposed actions.

Contents Page

Context

1

Summary Recommendations

3

6

Standards

7

Key question 1: How well do learners achieve?

7

The quality of education and training

9

Key question 2: How effective are teaching, training and assessment?

9

Key question 3: How well do the learning experiences meet the needs and interests of learners and the wider community?

11

Key question 4: How well are learners cared for, guided and supported?

13

Leadership and management

15

Key question 5: How effective are leadership and strategic management?

15

Key question 6: How well do leaders and managers evaluate and improve quality and standards?

16

Key question 7: How efficient are leaders and managers in using resources?

17

Standards achieved by learners in areas inspected

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• Engineering and Manufacturing Technologies

• Hair and Beauty

• Agriculture

• Preparation for Life and Work

• Jobcentre Plus Programmes

19

21

24

25

28

The providers response to the inspection

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Appendix 1 The evidence base of the inspection Appendix 2 The inspection team

Quality and Standards in Work-Based Learning in Wales Inspection Report: Coleg Sir Gâr October 2005

Context The nature of the provider

1 Coleg Sir Gâr is a large post-16 educational institution offering full and part-time education and training through further and higher education, community-based education provision and work-based learning. It has a total annual enrolment of around 12,000 learners, of whom around 3,000 attend programmes on a full-time basis. The college operates on five main campuses: the Graig in Llanelli; Pibwrlwyd and Job’s Well in Carmarthen; Gelli Aur near Llandeilo; and at Ammanford.

2 Training Services is a faculty within the college structure and administers the ELWa work-based learning and Jobcentre Plus programmes. It currently has contracts to deliver Skillbuild, Skillbuild Plus, Foundation Modern Apprenticeships, Modern Apprenticeships and the Modern Skills Diploma throughout south-west Wales and parts of mid Wales. It is contracted to deliver training in Agriculture; Engineering; Construction; Management and Professional; Business Administration; Retailing and Customer Services; Leisure, Sport and Travel; Hospitality; Hair and Beauty; and Health, Public Services and Care.

3 The college serves a mainly rural area with some urban areas, such as Carmarthen, Ammanford and Llanelli. It serves a population of around 170,000 in Carmarthenshire, of whom around 36,000 are under 20. There are five wards in Carmarthenshire classed as areas of multiple deprivation in the top 100 areas in Wales as designated by the National Assembly. The 2001 census indicates that almost 60% of young people in Carmarthenshire are able to speak, read and write Welsh.

4 The east of Carmarthenshire borders onto the industrial south Wales area. In the area around Llanelli, there are a number of large employers, such as Calsonic, INA Bearings, Corus and Thyssen Krupp Camford Pressings. These companies are mainly involved in the manufacture of automotive parts. There are also a number of smaller fabricating and machining companies in the area. Types of inspection

5 Under the new inspection arrangements, there are three types of inspection available to Estyn for the inspection of providers of work-based learning. These are denoted as full, standard and short inspections.

6 The designation of a particular type of inspection is based on clear criteria that determine the level of risk presented by the provider. As a result of the application of these criteria, Coleg Sir Gâr Training Services was identified as requiring a standard inspection. During a standard inspection, inspectors are required to evaluate and report on: • all seven key questions across the company; and

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• a sample of about 50% of the areas in which training is provided. The areas

inspected include a representative spread of grades awarded to the company in previous inspections. Over the year, they will also enable Estyn to develop a view of the work-based learning sector as a whole.

7 The areas inspected in Coleg Sir Gâr Training Services include:

• Engineering and Manufacturing Technologies; • Hair and Beauty;

• Agriculture;

• Preparation for life and work; and

• Jobcentre Plus programmes.

The company’s priorities and targets

8 Training Services has a mission that aims to ‘encourage and enable individuals and organisations to develop their capability and potential by providing stimulating, high quality, bilingual learning environments and services encompassing a wide range of learning services’. The vision for 2005-2006 has 10 key aims. These are:

• to meet or exceed the performance indicators within the ELWa contract;

• to meet or exceed the Jobcentre Plus target of 40% of New Deal clients into jobs

and in gaining qualifications;

• to ensure that the management of quality meets or exceeds Estyn Grade 2 at all times;

• to further develop our highly motivated and qualified workforce;

• to ensure that every workplace provider and employer is proactive in planning, reviewing and progression of the learner’s programme;

• to ensure learners are given equality of opportunity to develop their personal, social and learning skills;

• to give every learner access to quality mentoring and support;

• to support the college bilingual policy;

• to provide a basic skills facility to enable learners to gain appropriate qualifications and support; and

• to re-locate Training Services to town centre premises.

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Summary Table of grades awarded

9 The inspection team judged the work of the provider as follows: Key question

Inspection grade

1 How well do learners achieve? 2

2 How effective are teaching, training and assessment? 1

3 How well do the learning experiences meet the needs and interests of learners and the wider community? 1

4 How well are learners cared for, guided and supported? 2

5 How effective are leadership and strategic management? 2

6 How well do leaders and managers evaluate and improve quality and standards? 2

7 How efficient are leaders and managers in using resources? 2

Standards

10 Standards of achievement in the sessions inspected are as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Learners’ standards of achievement 33% 49% 18% 0% 0%

11 The standards achieved in each of the learning areas inspected are as follows:

Learning area(s) inspected Inspection

grade Engineering and Manufacturing Technologies 1 Hair and Beauty 1 Agriculture 1 Preparation for Life and Work 3 Jobcentre Plus Programmes 2

12 Overall, standards of achievement are outstanding in Engineering and Manufacturing Technologies, Hair and Beauty and Agriculture. They are good in Jobcentre Plus Programmes and adequate in Preparation for Life and Work. Most learners develop good occupational skills and demonstrate a good understanding of health and safety matters. Learners maintain high levels of attendance and punctuality.

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The quality of education and training Key question 2: How effective are teaching, training and assessment?

13 Teaching, training and assessment are very good. The planning of induction, training and assessment is very good. Relationships between advisers, trainers, employers and learners are very good in all inspection areas. Assessment procedures and internal verification procedures are very good. Key question 3: How well do the learning experiences meet the needs and interests of learners and the wider community?

14 Training Services provides very good training opportunities that meet the needs of learners, employers and the wider community. They have developed effective models to deliver training both on-the-job and off-the-job, for basic and key skills and for bilingual opportunities. Well-established and effective consultative committees provide an important link between the college, Training Services, employers and other stakeholders. Key question 4: How well are learners cared for, guided and supported?

15 Training Services provides good support and care for learners. Training advisers respond quickly when learners have problems with their training. Staff have developed a very effective review system which helps learners to achieve. Learners benefit from the active support of their employers. Staff are active in pursuing and implementing equal opportunities. However, they do not draw together equal opportunities targets into a single document. This would help to measure the impact of equal opportunities activity across all learning areas more effectively. The quality of leadership and management Key question 5: How effective are leadership and strategic management?

16 Leadership and strategic management are good. Training Services has a clear mission that informs the business plan and its operational aims and objectives. Managers, senior training advisers and training advisers work well together as a team and have built good, effective relationships with faculty staff and employers. Managers set appropriate targets for a number of key performance indicators and they monitor progress towards these targets monthly. Key question 6: How well do leaders and managers evaluate and improve quality and standards?

17 The management of quality is good. Managers use the good, effective and well-established college quality procedures and policies to monitor and improve all aspects of training. Training teams monitor the overall progress of their learners effectively. Managers make good use of data to evaluate the performance of learners and to inform action planning.

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Key question 7: How efficient are leaders and managers in using resources?

18 Overall, resources for training are good and sometimes very good. Learners benefit from access to these facilities at the college and at their workplaces. Training staff are suitably qualified and experienced. Learners have access to good learning resources such as Information and Communications Technology equipment and printed learning materials and workbooks.

19 Training Services makes very good use of its resources for training and learning. Using the expertise and resources of the college is cost-effective in terms of staff and resources. The provision gives very good value for money.

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Recommendations

20 In order to improve in the areas inspected, managers and staff need to: R1 make sure that the education and training experience and achievement of

learners in Preparation for Life and Work match that experienced by learners in other areas of learning;

R2 improve the design and planning of the Skillbuild programme to better meet

learners’ needs; R3 draw together all aspects of equal opportunities into a single document in order

to measure the impact of equal opportunity activities across inspection areas more effectively;

R4 make sure that all staff receive comprehensive training in child protection,

disability and related issues, so that learners receive the best support and care to help them achieve;

R5 make sure that staff in all areas of learning monitor learners’ progress and

outcomes effectively and that they use data consistently to set specific, measurable targets for improvement; and

R6 improve accommodation and resources in line with strategic plans.

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Standards Key question 1: How well do learners achieve? Grade 2: Good features and no important shortcomings Standards

21 Standards of achievement in the sessions inspected are as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Learners’ standards of achievement 33% 49% 18% 0% 0%

22 Overall, standards achieved in each of the areas inspected are as follows:

Inspection areas Inspection

grade Agriculture 1 Engineering and Manufacturing Technologies 1 Hair and Beauty 1 Preparation for Life and Work 3 Jobcentre Plus Programmes 2

23 In Engineering and Manufacturing Technologies, learners achieve very high standards and demonstrate excellent skills in a wide variety of engineering activities. They can explain clearly where they are on their programme and what they need to do to progress and improve further. Many learners take advantage of progression routes that, in some cases, lead to Higher Education. Most learners develop their occupational skills to high standards. They work very well as part of teams or independently. Learners demonstrate a good understanding of health and safety matters. They make good use of their time. Some learners take part in additional training activities in their own time. Learners maintain high levels of attendance and punctuality.

24 In Hair and Beauty, most learners develop their practical skills to good and often very good standards. They benefit from working in good quality salons and in off-the-job training in the college’s high quality hairdressing and beauty therapy facilities. They work at commercial speeds and their contribution to their workplaces is highly valued by their employers. Training outcomes have improved in the last year. Many learners, particularly those with poor qualifications on entry, make significant progress from the time they start their training. They make a good start on achieving the main key skills awards at the beginning of their training. Many learners progress to other training when they finish their initial training programme.

25 In Agriculture, the standards achieved by modern apprentice learners are outstanding. The majority of learners complete their individual learning plans and gain their full qualification frameworks. Learners’ progression within and between

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NVQ qualifications at different levels, diplomas and higher diplomas is excellent. They also benefit from their success in taking part in national competitions.

26 In Preparation for Life and Work, many learners make good progress. On leaving training, 60% of learners move to employment, further education, Foundation Modern Apprenticeships or NVQ level 1 programmes. Learners’ self-confidence increases significantly during their training. Most learners benefit from and enjoy good quality work placements. Adults on the Skillbuild programme make good progress in basic skills, often from a very low baseline. They benefit from and appreciate the support they receive from training advisers. Overall, however, not enough learners achieve the goals set out in their individual learning plans. Few learners gain basic or key skills qualifications.

27 On the Full-time Education and Training (FTET) option of New Deal, learners’ attainment is good. The number of learners who secure employment is above the target set by Jobcentre Plus. The achievements of current learners are good, particularly for those who have been unemployed for a significant period of time, or who participate in the subsidised employment option. Most learners make good progress in acquiring new skills and knowledge. Attendance and punctuality are good. Most learners are well motivated and enthusiastic about their work or study. Many learners are beginning to develop reasonable personal and social skills as a result of their training and support from training advisers.

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The quality of education and training Key question 2: How effective are teaching, training and assessment? Grade 1: Good with outstanding features

28 The quality of teaching, training and assessment in the sessions inspected is as follows:

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 The quality of teaching, training and assessment 46% 42% 10% 2% 0%

Teaching and training

29 Overall, the quality of teaching and training is very good. Relationships between trainers, learners and employers in all programmes are excellent. Good practice In Engineering and Manufacturing Technologies, employers work very closely with Training Services through various consultative groups. These groups hold regular and effective meetings that discuss the progress of each learner in detail. The groups plan together any required actions to improve the quality of training. They set challenging targets for the group for the next training period. These partnerships contribute significantly to teaching and training and the progress made by learners in the development of their professional skills.

30 Generally, the planning of sessions by training advisers, employers and teachers of

day-release sessions is very good. In Foundation for Work programmes, session planning is good and closely matches the learners’ abilities. However, a few learners do not understand their objectives well enough. In Engineering and Manufacturing Technologies, Hair and Beauty and Agriculture, training advisers consistently set challenging targets for improvement. They monitor targets closely and record the progress made by learners carefully during well-planned review sessions. Plans for New Deal, job search sessions, have clear aims and objectives.

31 Employers, working with the provider’s staff, offer learners access to good, and some times outstanding, work placements that support the development of their theory and practical skills.

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Good practice Training in Hair and Beauty takes place in the college’s high quality specialist facilities. Training advisers attend these weekly sessions which enable them to find out how well learners are progressing. Learners use good quality learning materials, many of which are bilingual. The location of the key skills suite near to the hairdressing and beauty therapy reception area gives learners very good access to key skills support. Assessment

32 Overall, assessment procedures are very good. They meet, and sometimes exceed, the requirements of the awarding bodies. Assessors assess learners’ achievements and progress regularly on all programmes. Overall, internal verification procedures are very good.

33 In Engineering and Manufacturing Technologies, assessment planning is very good and meets the needs of the individual learner and his or her employer. Training advisers set learners clear short-term targets to make sure that they know exactly what they need to do before their next assessment. They also review longer term targets to enable learners to plan some of their own training. Reviews and assessment sessions focus on evidence collection for portfolios, using good on-the-job and off-the-job activities. The assessment of key skills is good and sometimes outstanding.

34 In Hair and Beauty, learners have a good understanding of their assessment criteria and are involved closely in planning assessments. There is a very good link between on-the-job and off-the-job assessment. Very good tracking processes enable training advisers to monitor learners’ assessment progress closely and to give early support when required. The assessment carried out in the workplace is good.

35 In Agriculture, assessment planning by training advisers and college staff is very good. They set clear, realistic, but demanding targets for individual learners. Learners fully understand what assessment they need to complete to progress further and to improve their skills. There is a very good mix of on-the-job and off-the-job assessment opportunities.

36 In Foundation for Work programmes, training advisers discuss in detail with learners the progress they are making. Learners do not have enough opportunities to plan their assessment progress or to evaluate their own work.

37 In Jobcentre Plus programmes, learners have a good understanding of their assessment criteria and are involved in planning assessments. They set clear targets for improvement in their reviews.

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Key question 3: How well do the learning experiences meet the needs and interests of learners and the wider community?

Grade 1: Good with outstanding features The extent to which learning experiences meet learners’ needs and interests

38 Coleg Sir Gâr Training Services offers work-based learners a wide range of education and training opportunities from Skillbuild to level 4 programmes across a number of learning areas. In line with its mission, it has established very effective partnerships with a large number of employers and training providers, as well as a wide network of community groups and organisations to meet the needs of learners, employers and the local and wider community.

39 Training Services offers a good range of customised training programmes to meet the specific training needs of local employers and learners. For example, it has provided good learning opportunities to support business improvement techniques in Engineering. In agriculture, staff have developed a programme for managing farms through information technology.

40 To further develop its training activities, the staff access other sources of funding, including the European Union, to develop work with small and medium businesses offering care provision.

41 The college and Training Services have developed an effective model of key skills delivery and assessment. This involves discrete provision and the integration of key skills into vocational qualifications. The college has established a co-ordinator to monitor and promote the development of essential skills which include basic and key skills.

The extent to which learning experiences respond to the needs of employers and the wider community

42 Training Services and the college use a range of information including economic policy, trends in employment and the current Regional Statement of Needs and Priorities for Carmarthenshire, to support curriculum planning and development. In a number of instances, staff have taken the lead in the development of new frameworks to address unmet need, for example, working with LANTRA, the lead body for Landbased programmes, on a Modern Skills Diploma in Agriculture.

Good practice There are well established and effective consultative committees in all faculties which provide an important link between the college, employers and other stakeholders. As a result of the very strong links with employers, staff are able to place learners in high quality work placements which allow them to develop very good vocational skills. The consultative committees, along with other employer groups, inform curriculum planning effectively to secure responsiveness to the needs of employers and the wider community.

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43 Training staff have long-established working partnerships with a wide range of

organisations within the immediate area and beyond. These include the local Community Consortium for Education and Training (CCET), Jobcentre Plus, Careers Wales and local schools through Training Services’ 14-16 curriculum programme. Training services is very active within key committees and working groups, such as the Carmarthenshire Construction Training Association. These links help to inform the planning of current and future training programmes. Working together with these partners, Training Services is making an important contribution to the Welsh Assembly Government’s key objective of widening participation and extending entitlement.

44 The college has a comprehensive Welsh language policy which applies to Training Services. Managers have developed a clear strategy, with appropriate targets to support the promotion and further development of its bilingual provision. Training Services has established its own bilingual group and identified a bilingual champion to develop this work. Learners have appropriate bilingual provision on all training routes. There are some very good examples of bilingual training and assessment in Hair and Beauty, Engineering, Agriculture and Construction. The promotion of Welsh language skills to enhance learners’ employability and to contribute to social, economic and cultural sustainability is improving. A growing number of learners are taking up the opportunity to complete Welsh language units within their training programmes. The college, and Training Services, are involved in a three year project with Dublin City University funded by the European Union. The programme is designed to increase the capacity for bilingual provision. The project has had a considerable impact on raising language awareness and in promoting bilingualism across the provision.

Good practice The college, and Training Services, had a key role in the Learning Workers Project funded by the Welsh Assembly Government and ELWa. This was a successful project providing education and training for employed learners to achieve qualifications up to level 3. The college provided the largest proportion of the training within this project and made a significant contribution to its success, particularly in the effective delivery of NVQ 2 qualifications in Construction.

45 Staff are developing good e-learning materials in several learning areas to enrich

learners’ experiences. For example, in Hair and Beauty, staff are developing a range of good quality material which is tailored to meet the needs of learners and is accessible through the internet. In Engineering, learners benefit from the use of a range of teaching and learning activities using on-line technology to engage them and to develop their understanding. Learners have access to Learndirect provision in the college, the community and in a number of large employers’ premises. The quality of provision for additional learning needs

46 The college offers good basic and key skills support for learners who come into the college for off-the-job training. However, not all learners involved in work-based learning identified through the screening and assessment process as having basic skills needs, benefit from systematic support. For example, learners on the youth

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Skillbuild programme benefit from good work placements, but staff often miss opportunities to address their basic skills needs early on in their training. The planning and design of the Skillbuild curriculum does not always provide stimulating and differentiated learning opportunities to meet the diverse needs of these learners.

47 Training Services offers many learners access to a range of additional qualifications

and activities that broaden learners’ experience, and contribute towards improving their self-confidence. Many learners benefit from visits to places of interest nationally and internationally which promote their personal, social and cultural development. For example, learners in Hair and Beauty contribute to internal and external events such as fashion shows. In addition, learners in Agriculture programmes take part in visits to New Zealand and Canada, as well as national visits to enrich their learning. Key question 4: How well are learners cared for, guided and supported? Grade 2: Good features and no important shortcomings

48 Clear and suitable policies underpin the good arrangements for the care and support of learners. These policies, along with Training Services’ disability statement, are accessible to learners on the college’s bilingual website. Staff also reinforce them during learners’ inductions.

49 Training advisers provide good personal and learning support through regular reviews and visits. They are accessible by phone and email and respond quickly when learners experience difficulties with their training.

50 Managers take very good account of employers’ views. They also keep parents and carers informed of progress. Learners benefit from the active support of their employers. This is reflected in the very effective three-way review system between learners, training advisers and employers.

51 Punctuality and attendance are good. Staff monitor them closely across all learning areas and they follow up absences promptly. There is good access to personal services such as counselling, anger management and sexual health programmes. Learners receive clear information on these services at induction. In the best examples, staff revisit these items along with equal opportunities during learners’ reviews.

52 There are suitable child protection procedures and arrangements for criminal records bureau checks of staff. Training teams work hard to secure supportive and safe work placements for learners. However, staff do not always give enough attention to the personal safety of learners in work placements in line with the vulnerable adult and child protection policy.

53 All learners undergo a basic skills initial assessment and the outcomes are used in individual learning plans. Apart from those in youth Skillbuild, learners have good access to basic skills support. In many cases, staff integrate this well into learners’ mainstream programmes and it contributes to the improved outcomes in key skills.

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54 Overall, there is good support for learners with additional needs. Training advisers

make effective use of expertise in the college for disability support. Occasionally, training advisers have a limited awareness of the support available for learners with a disability. Staff are active in local networks that help to ensure that they are able to support more vulnerable learners, such as the local mental health network.

55 Staff play a leading role in the Dyfed-Powys race equality network, for which there is a clear action plan. Race equality targets, along with other targets, such as those for increasing learners’ access to bilingual learning, contribute to the implementation of the equal opportunities policy. However, staff do not draw together equal opportunities targets in a single document that would measure the impact of equal opportunities activity across learning areas more effectively.

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Leadership and management Key question 5: How effective are leadership and strategic management? Grade 2: Good features and no important shortcomings

56 The college has a clear mission statement which applies to all its work, including that of Training Services. Staff within Training Services meet annually to agree a specific vision statement for the year, derived from the college mission. The vision statement informs the Training Services’ business plan and its operational aims and objectives.

57 The operational aims and objectives reflect those of the Welsh Assembly Government well, particularly in promoting the involvement of under-represented groups in learning. The provision within Training Services also benefits from the good links fostered by the college with a wide variety of other organisations and networks. These include the local CCET, Careers Wales, local employers and several other local providers of training and education.

58 The college recently restructured the Training Services management team. It is already clear that this restructuring has improved communications within and across teams. Training Services are piloting a structure where each of the areas of learning has a designated team leader reporting to one of two senior training advisers. The senior training advisers report to the Training Services manager. At present, two of the team leader positions are unfilled, and the senior training advisers are undertaking these roles in addition to their other duties.

59 The Training Services manager, along with the other nine faculty managers, has an important strategic role within the college. Together they form a strong faculty management team. This team provides good leadership and members work well together. Each of the team members plays an important role in setting and monitoring targets within their areas of responsibility.

60 Operational delivery teams generally work well. There is effective close liaison between Training Services advisers and faculty staff delivering off-the-job training in most of the vocational areas. Within Training Services, the use of target setting to monitor and improve performance varies across teams. In most teams, managers set appropriate targets for key performance indicators, including numbers of starts, reviews and completions. The senior training adviser and team leaders monitor progress towards these targets monthly. However, managers do not systematically collate the information to enable them to easily monitor and identify trends across groups of learners, for example by using a central tracking sheet. In a few areas, particularly in Preparation for Life and Work, targets are not precise enough to make sure that learners achieve and maintain good standards.

61 The college appraisal policy and procedures apply to staff in Training Services. This involves them completing a self appraisal, followed by a formal appraisal interview. This is usually with their line manager. At these interviews, staff agree personal targets for the year ahead. They review these targets and progress towards them half-way through the appraisal year. However, in too many of the appraisal records,

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personal targets are about achieving staff development objectives and do not relate to achieving specific performance targets. Whilst the college makes good use of peer assessment in its quality procedures, tutors working in Preparation for Life and Work are not able to benefit from enough structured opportunities to observe and share good practice.

62 Responsibility for executive oversight of Training Services lies with a member of the college senior management team. He raises issues with the senior team or the Board of Governors. Governors link well with the college consultative committees and influence the direction and delivery of training programmes effectively through these committees. The Board of Governors has a sub-committee which effectively monitors the quality and standards of provision within the college, including the provision offered by Training Services. Key question 6: How well do leaders and managers evaluate and improve quality and standards? Grade 2: Good features and no important shortcomings

63 Training Services function as a college faculty, operating under the good, well-established college quality policy and procedures. These procedures include effective use of peer reviews, production of annual faculty self-assessment reports and internal audits of aspects of provision. The Training Services manager has overall responsibility for making sure that these procedures are adapted where necessary to meet the specific needs of delivering work-based learning.

64 The manager is a member of the college Academic Board and its Quality and Evaluation committee. These bodies receive the self-assessment reviews from across the college and provide a good forum for discussing issues relating to the quality and effectiveness of the provision offered by the college, including the work-based learning provision. Other Training Services staff attend various cross-college meetings, such as course cluster meetings, where they are able to discuss specific issues.

65 Overall, training advisers monitor the progress of their learners well. They meet faculty staff regularly to monitor and discuss learner’s off-the-job progress and achievements. Most vocational teams monitor the overall progress of their learners across all aspects of their learning programme effectively. Training managers generally make good use of the data collected to evaluate the performance of their teams and inform action planning. In most areas, this data shows year-on-year improvements for key performance indicators. However, there is inconsistency in a few areas, such as Preparation for Life and Work, where staff do not use the information effectively to set targets and improve outcomes.

66 Training advisers complete questionnaires with learners at the start and middle of their training programmes. These questionnaires contain a series questions about the learner experiences and the effectiveness of the training programme. However, the information gathered does not always lead to improvements. Because training advisers help the learners complete the questionnaire, learners may choose not to raise issues, particularly those directly regarding their training adviser or those where

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a confidential response would be more suitable. Learners finishing their programmes complete a confidential questionnaire on their experiences. Managers use this to inform the planning and delivery of future programmes, but is too late to make changes for the learner giving the feedback.

67 Consultative committees gather the views of employers regularly at their meetings. Training advisers also ask supervisors and employers for their comments on training when they visit the workplace. Training advisers raise any issues identified at team meetings. This often leads to them making changes to the delivery of programmes. The college quality co-ordinator identifies issues raised in external verifiers’ reports and makes sure faculties prepare suitable action plans to address these issues. Training Services staff have addressed almost all of the issues identified in the November 2000 inspection report and the April 2002 re-inspection report on work-based learning.

68 Managers produced a self-assessment report prior to the inspection. Staff and managers at all levels from across the college were involved in its preparation. It is thorough and evaluative. Although the self-assessment is not graded, the issues it identifies are a close match to the issues identified by the Estyn inspection team. Managers have closely linked the quality development plan to the issues identified in the self assessment. Most of the actions contained in the development plan have clear measurable indicators of success and realistic attempts to quantify the resource requirements of implementing the actions. Key question 7: How efficient are leaders and managers in using resources? Grade 2: Good features and no important shortcomings

69 There are enough qualified and experienced staff to deliver the range of training programmes available to learners. Training advisers and assessors are occupationally competent and have relevant occupational qualifications. Eight of the current staff employed by Training Services are able to contribute to reviews and assess some work bilingually. All staff involved with training have the appropriate assessor and verifier awards. In Hair and Beauty, there are too few work-based assessors. This places undue pressure on training advisers.

70 Staff have appropriate job descriptions and managers update them regularly. Managers have recently improved and expanded the staff induction programme for new staff which includes access to a mentor.

71 Overall, staff development opportunities are good. Managers revised the staff development policy earlier this year. They have set clear priorities and link them to institutional strategic and operational plans. These include bilingualism, teaching qualifications, Information and Communications Technology, mentoring and professional updating. Managers have developed a comprehensive training and development plan for all staff in the faculty. Managers prioritise staff development spending to meet individual and institutional needs. In those few instances where learners present behaviour that is challenging, staff have not had training to deal with this.

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72 Bilingualism has been a key priority for the college in recent years. Twenty eight staff

in Training Services have completed training in language awareness and four in promoting bilingualism.

73 There is a strong focus on health and safety with regular monitoring across all sites. Staff complete the vetting and monitoring of work placements and employers premises routinely and record their findings well in the majority of cases.

74 Most learners have access to good or very good training facilities. These include the facilities for Hair and Beauty, Engineering and Agriculture. There are some areas where facilities are only adequate. These include the facilities for training in Construction and Motor Vehicle. However, managers have produced plans for improving these facilities at Ammanford and at Pibrlwyd.

75 Training Services is currently in the process of moving to new premises in Llanelli town centre. These will provide good training facilities in a central location. However, there is no lift access to the upper floors.

76 Generally, learners have access to good learning resources. The college has invested heavily in Information and Communications Technology equipment such as interactive whiteboards and video projectors. Several faculties are developing good, bilingual workbooks. These include Construction, Engineering and Hair and Beauty. Staff in Construction have worked hard to provide all of the key skills materials bilingually.

77 Several large employers have set up training facilities in-house to support learners in the workplace. There are good facilities for example at Corus, Calsonic and INA bearings.

78 The strategy of infilling work-based learners into mainstream college provision works very well. Learners benefit from the resources and the knowledge and experience of staff working in these vocational areas. This is cost effective in the use of Training Services’ staff and resources. Training Services contributes a small surplus to college finances every year. Standards are very good in three of the areas inspected, good in one area and adequate in one area. Outcomes for learners are good in most areas. In view of the rural area served by the college and Training Services, and the need to provide an increasing amount of training bilingually, Training Services at Coleg Sir Gâr provides very good value for money.

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Standards achieved by learners in the areas inspected Engineering and Manufacturing Technologies Grade 1: Good with outstanding features Summary of provision in Engineering and Manufacturing Technologies

79 The Engineering and Manufacturing Technologies provision includes motor vehicle, mechanical and manufacturing engineering, electronics and microelectronics, plant maintenance and fabrication and welding. At the time of inspection, there were 95 learners on Engineering and Manufacturing Technologies programmes, of whom 59 are Modern Apprentices, 24 are Foundation Modern Apprentices, six are Modern Skills Diploma for Adults, and six are Higher Modern Apprentices.

80 The training frameworks for Foundation Modern Apprenticeships and Modern Apprenticeships include key skills at the levels indicated in the table below: Frameworks for Engineering and Manufacturing Technologies AON* Comms* IT* IOLP* WWO* PS

FMA 1 1 1 MA 2 2 2 2 2 2 *AON – application of number; *Comms – communication; *IT – information technology; *IOLP – improving own learning and performance; and *WWO – working with others.

81 These Frameworks also require the completion of a NVQ at level 2 for Foundation Modern Apprentices and a NVQ at level 3 for Modern Apprentices together with the specified technical certificate.

Number of learners in training

Advanced Modern

apprenticeship

Foundation Modern

ApprenticeshipMSDA Higher Modern

Apprenticeship

95 59 24 6 6

Success in attaining agreed learning goals

82 In Engineering and Manufacturing Technologies, learners achieve good, and in many cases outstanding, standards. They demonstrate excellent skills in a wide variety of engineering activities. Learners demonstrate excellent understanding and practice of the theory relating to their programmes.

83 These high standards have been recognised nationally. Learners from the college, including those on work-based learning programmes, have been placed first, second and third in years 1, 2, 3 and 4 for the Wales Apprentice of the Year Award (south-west Wales region).

84 Learners achieve their learning goals well, including their key skills. Several learners complete their assessments through the medium of Welsh using good bilingual

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documentation. They converse in Welsh with their training adviser, but many opt to complete the supporting documentation in English. Good practice One learner is building a special rig to test wheelchairs to improve their operating stability. Working closely with experts in physical disabilities and microprocessor control, he develops their ideas into sound practical engineering solutions using a wide range of engineering processes and techniques. Another learner designs and manufactures vacuum forming moulds to close tolerances. She then performs full functional testing on the completed moulds to full industry standards prior to their use in production.

85 The rate at which learners attain their full qualifications framework in the Modern Apprenticeship programme is outstanding. In the Foundation Modern Apprenticeship and Modern Skills Diploma programmes, the rates are good. Overall, key skills attainment is good. Learners develop their key skills from the start of the programme and they are well embedded and contextualised on all programmes.

86 Learners complete their portfolios to a high standard. They demonstrate good, and sometimes outstanding, application of information and communications technology in their portfolios. Learners make good use of a diverse range of evidence such as project work, witness testimonies and photographs in their portfolios.

87 For the year ending July 2005, 75% of leavers on the Modern Apprenticeship programme gained their full qualification frameworks. Of the 13 leavers on the Foundation Modern Apprenticeship, 54% gained their full qualifications frameworks. Of the five leavers on the Modern Skills Diploma programme, 60% gained their full qualification frameworks.

leavers / completers Date 31/07/04 – 01/08/05

New starters during

this period

Total leavers

this period

Leavers gaining

full NVQ and

no key skills

Leavers gaining full NVQ and 3 or more key

skills

Leavers gaining

part NVQ of

6 or more units

Leavers gaining

part NVQ of between 1 and 5

units

Leavers without gaining a qualification Related Other Unemployed employment employment

MA 27 24 4 18 0 0 1 1 0 FMA 13 16 2 7 0 2 3 0 2 MSDA 1 5 3 0 1 0 1 0 0

Key: MA – Modern Apprenticeship, FMA – Foundation Modern Apprenticeship and MSDA – Modern Skills Diploma for Adults. Progress in learning

88 Most learners are making excellent progress on all programmes. Early intervention by training advisers and employers working together, ensures that they deal quickly with any lack of progress by learners. All learners are able to explain where they are in their programme and what they need to do to progress and improve further. Reviews of progress set realistic and challenging targets and are carried out with full employer involvement. Many learners set targets for themselves that are additional to their training programme. Many learners progress to Higher Education programmes.

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Good practice Some learners attend additional courses such as the 16th Edition Wiring Regulations in their own time. Another learner attends college on an additional evening to improve his welding and fabricating practical skills. Another learner has completed his programme ahead of his planned date and is completing additional units in fluid power to improve his employability at a local steelworks when he finishes his apprenticeship. Development of personal, social and learning skills

89 All learners use their time well. Some use their personal time for extra training activities. All learners are polite, confident and well motivated. They maintain high levels of attendance and punctuality is good. Staff always challenge lateness at day release classes and on those rare occasions when they are late, learners are keen to apologise for their lateness.

90 Learners discuss issues relating to equal opportunities during their programmes as part of reviews and sometimes during assessment. Learners work very well as part of teams or independently.

91 Most learners make a valuable input to the work of their employers and are developing their occupational skills in their workplaces. They are keen to complete their training programme and show a good understanding and practice of health and safety issues and relevant legislation. Hair and Beauty Grade 1: Good with outstanding features Summary of provision in Hair and Beauty

92 Over the last three years, there has been an increase in the number of work-based learners undertaking training in hair and beauty. At the time of the inspection, there were 59 learners.

93 Learners work in good quality salons and undertake off-the-job training in the college’s excellent hair and beauty facilities.

94 The training frameworks for Foundation Modern Apprenticeships and Modern Apprenticeships include key skills at the levels indicated in the table below: Framework

AON* Comms* IT* IOLP* WWO*

FMA Hairdressing and FMA Beauty Therapy 1 1

MA Hairdressing and FMA Beauty Therapy 2 2

1

(optional)

*AON – application of number; *Comms – communication; *IT – information technology; *IOLP – improving own learning and performance; and *WWO – working with others.

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95 Learners on the Foundation Modern Apprenticeship programme complete NVQ level

2 in Hairdressing or Beauty Therapy. On the Modern Apprenticeship programme, learners complete NVQ level 3 in Hairdressing or Beauty Therapy as well as a level 3 Diploma in Hairdressing or Beauty Therapy and a certificate in Employment Rights and Responsibilities.

Number of learners in training

Modern Apprenticeship

Foundation Modern

Apprenticeship

Skillbuild

Hairdressing 13 32 5 Beauty Therapy 9 0 0

Success in attaining agreed learning goals

96 Most learners have a good understanding of the requirements of their training frameworks and what they need to do for assessments. As they become more confident, learners develop their practical skills to good and often very good, standards. They work at commercial speeds in busy salons where their contribution is highly valued by their employers. They use equipment competently and are well aware of the importance of safety and hygienic practices, especially when dealing with clients.

97 Most learners relate theory and practice very well. They have a good understanding of important concepts in hairdressing and beauty therapy.

98 Learners’ have good oral and interpersonal skills. They carry out pre-treatment consultations sensitively and provide clients with information on alternative treatments and suitable after-care advice. Most learners answer clients’ queries confidently. At reception, learners take telephone bookings competently and make sure that they allocate enough time to carry out treatments on clients. They also handle payments effectively.

99 Learners use information and communications technology (ICT) well when they undertake research for assignments or preparing presentations to their peers. Their portfolios of evidence include witness testimonies and photographs to provide evidence of work already undertaken.

100 Overall, training outcomes have improved significantly since 2003-2004. In the period from 1 August 2004 to 31 July 2005, 61% of hairdressing leavers on the Foundation Modern Apprenticeship programme gained an NVQ or the full qualification framework. A further seven leavers gained part qualifications which included several NVQ units, as well as key skills. Fifty per cent of Skillbuild leavers gained the goals set out in their individual learning plans. One Modern Apprentice left training with no qualifications. In the same period, 67% of Beauty Therapy leavers on the Modern Apprenticeship programme gained an NVQ but not their full qualifications framework.

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New starters during

this period

Total leavers

this period

Leavers gaining

full NVQ and

no key skills

Leavers gaining full ILP

Leavers gaining

part NVQ

Leavers without gaining a qualification Related Other Unemployed employment employment

MA 8 4 2 0 0 0 0 2 FMA 24 23 1 13 7 1 0 1 Skillbuild 6 4 0 2 0 0 0 2

Key: MA – Modern Apprenticeship, FMA – Foundation Modern Apprenticeship and MSD – Modern Skills Diploma. Progress in learning

101 Many learners, particularly those with poor qualifications on entry, make significant progress from the time they start their training. They also make a good start on achieving the main key skills awards early on in their training. This strategy allows learners to focus effectively on completing their main qualification and to realise the relevance of key skills to their everyday work.

102 Learners benefit from the excellent working relationships that training advisers have with employers, workplace supervisors and college tutors. These help to make sure that all those involved in training are fully aware of learners’ progress. They also know what learners need to do to complete the requirements of their qualifications framework. Good practice Learners benefit from the excellent working relationships that training advisers have with employers, workplace supervisors and college tutors. Training advisers attend weekly off-the-job training sessions in college where they liaise carefully with college tutors to check the progress made by individual learners. They also identify specific areas where learners need to develop their skills further, or other aspects of their programme which need attention. These links ensure that all those involved in training have up-to-date knowledge of learners’ progress and what they each need to do to complete the requirements of their qualifications frameworks.

103 Learners benefit from the high level of personal support and encouragement they receive throughout their training. They work alongside skilled stylists or therapists who demonstrate new styles and techniques and intervene sensitively to help them further improve the quality of their work. Many learners benefit from useful opportunities to take part in additional training sessions offered by their employers or product manufacturers.

104 Many learners progress to other training programmes after they complete their initial training. These help to develop their skills further and help their employment prospects. Development of personal, social and learning skills

105 Most learners are well motivated and have a professional approach to work. They present themselves well and are keen to make sure that clients receive a good service.

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106 During off-the-job training, learners participate fully in discussions and share their

workplace experiences. Learners living in rural areas make significant efforts to attend off-the-job training, particularly on occasions when out-of-hours transport is not readily available. Agriculture Grade 1: Good with outstanding features Summary of provision in Agriculture

107 Learners on full-time Modern Apprenticeship programmes complete the National Diploma at the college and spend six months on work placement on farms. Learners enrolled on part-time courses spend four days a week at the workplace and one day a week at the Gelli Aur campus. Modern

Apprenticeship Foundation

Modern Apprenticeship

Modern Skills

Diploma Skills

Training

Number of learners in training 29 1 0 0

108 The training frameworks for learners on Foundation Modern Apprenticeship (FMA)

and Modern Apprenticeship (MA) programmes include key skills at the levels indicated in the table below:

Framework AON* Comms* IT*

FMA 1 1 1 AMA 2 2 1

*AON – application of number; *Comms – communication; *IT – information technology


New starters during

this period

Total leavers

this period

Leavers gaining

full NVQ

and no key

skills


Leavers gaining

part NVQ

Destination of leavers who did not gain an NVQ, part NVQ or any key skills Related Other Unemployed employment employment

MA 26 17 0 17 0 0 0 0 FMA 4 3 0 1 0 1 0 1

Key: MA – Modern Apprenticeship, FMA – Foundation Modern Apprenticeship, Learners’ success in attaining agreed learning goals

109 Attainment of full qualifications frameworks is very good. For the period 2004-2005, all 17 (100%) Modern Apprentices gained their full qualifications frameworks. This compares to 21 out of 27 (78%) achieving full qualifications frameworks in 2003-2004 and 81% gaining an NVQ 3 qualification.

110 For the period 2004-2005, one out of the three Foundation Modern Apprentices gained a full qualifications framework. For 2003-2004, one out of the two leavers

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gained a full qualifications framework. For 2005-2006, all three Foundation Modern Apprentices gained their full qualifications framework.

111 The two training advisers work closely with the staff at Gelli Aur. The training advisers conduct thorough reviews with the learner and the employer. They also undertake some assessment work. The thorough reviews ensure that learners take a positive role in the planning of their own training and are effective in the setting of future actions and targets for improvement.

112 Many learners are Welsh speaking and they complete their training and reviews in Welsh. Learners’ progress in learning

113 Learners make very good progress in their training. They acquire new knowledge and skills both on very good work placement farms and by making directed use of the excellent farm, ICT and library facilities at the Gelli Aur campus where off-the-job training is undertaken. The additional skills gained during off-the-job training help the learners with their achievement and attainment. This also makes learners more employable.

114 Progression of learners within and between NVQ levels, diploma and higher diploma courses, as well as overall full qualifications framework achievement, is excellent. Development of personal, social and learning skills

115 Learners grow in confidence during their training period and achieve high levels of attendance during on-the-job training and off-the-job training at Gelli Aur. Learners benefit from attendance on related study visits both within the UK and internationally. The college is affiliated with Europea UK which arranges for the provision of European work placements for learners.

116 Learners are encouraged, and in some cases selected, to enter for both local and national competitions related to their vocational area, such as the Lantra Young Learner of the Year award. It is notable that Gelli Aur learners achieve great success in these competitions and staff celebrate this success by displaying results, certificates and photographs on display boards at the campus. These experiences improve motivation and provide excellent opportunities for learners to improve their personal and social skills within an agricultural environment. Preparation for Life and Work Grade 3: Good features outweigh shortcomings Summary of provision in Foundation for Work

117 At the time of the inspection, there were 44 full-time learners on Preparation for Life and Work programmes. Fifteen learners were following the Skillbuild programme for youth at preparatory level and 13 learners were following Skillbuild programme for youth at level 1. Seven learners were following the Skillbuild programme for adults

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at preparatory level and nine learners were following the Skillbuild Plus programme for adults at level 1.

Foundation for Work

Number of learners in training 44

Success in attaining agreed learning goals New

starters during

this period

Total leavers

this period

Leavers gaining

full Individual Learning

Plan

Leavers gaining one key skill or more

Leavers completing

Pacific Institute course

Leavers gaining CLAIT+

units

Leavers gaining NVQ

Leavers gaining basic skills

awards

Leavers progressing to FMA, FE

or NVQ Level 1

Skillbuild Youth 89 83 24 29 30 0 8 0 40

Skillbuild Adult 8 13 5 0 4 0 0 4 0

Skillbuild Plus 13 7 5 0 3 3 4 0 0

118 Between August 2004 and the end of July 2005, there were 103 leavers. Just under

a third achieved the goals in their learning plans. Just over a third of Skillbuild youth learners gained one or more key skills. However, despite this low level of attainment during this period, progression is good for the majority of learners. Well over half of the leavers (60%) progressed to further education, Foundation Modern Apprenticeships, employment or NVQ level 1 programmes.

119 Too few learners achieve the goals set out in their individual learning plans. A few learners do not always fully understand their learning plans or the qualifications that they are working towards. Most learners placed in college Motor Vehicle, Hair and Beauty and Construction vocational areas, benefit from the opportunity to agree to and set measurable targets for their work and behaviour. Although learners take part in regular reviews and discuss how well they are doing, often the actions they plan following the reviews are lists of work to be covered and often lack precise targets. This makes it difficult for learners and their trainers to know exactly how much learners’ work and behaviour has improved, or how well learners could do. Learners with acute difficulties, such as challenging behaviour, extreme shyness or poor personal presentation, do not benefit from planned individual targeted interventions to address these difficulties. This makes it harder for them to find and keep a job. Progress in learning

120 Many learners make good individual progress. They are proud of and keen to talk about their achievements. They recognise and appreciate the support they receive from training advisers.

121 Adults on Skillbuild make good progress in basic skills, often from a very low baseline. They make very good use of their newly acquired literacy and numeracy skills. For example, one learner is able to plan shopping trips and know exactly how much he will spend. However, Skillbuild youth learners whom staff have not placed in vocational areas of the college, do not make enough progress towards

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qualifications in basic skills, or take part in discrete classes designed to address their difficulties. This has a negative impact on their achievement. Managers identified this issue and have well developed plans, which include the appointment of well qualified staff and the re-introduction of the Award Scheme Development and Accreditation Network Awards scheme to remedy this situation.

122 Learners develop good computer skills and learn how to use the internet for research. They learn to use spreadsheets, databases and create graphs effectively.

123 Learners organise trips to places of interest. They write letters seeking information, plan the travel arrangements and organise packed lunches.

124 Learners on Skillbuild youth programmes give each other good support when taking part in a motivational programme at the beginning of their programmes. They listen carefully to the facilitator and to each other. They make helpful suggestions when discussing the meaning of success and how people develop self esteem. They learn to work as a team by taking part in exciting activity days, with lots of practical activities such as paint balling and problem-solving days.

125 Most Skillbuild youth learners benefit from, and enjoy, good quality work placements. They understand the importance of health and safety. They learn to arrive on time, follow instructions and work successfully with other employees. A learner, placed in a hairdressing salon, is able to explain the neutralising process. Another learner, placed in a motor vehicle workshop, works towards his NVQ. He can carry out basic vehicle servicing and remove and inspect basic braking systems. A learner whose first language is Welsh works hard to improve his written communication in English. However, too many adult learners concentrate entirely on gaining qualifications rather than also taking the opportunity to improve their skills in a working environment whilst they have the support and guidance of their training advisers. Development of personal, social and learning skills

126 Learners show a marked growth in confidence. For many, this is the first time they have been successful in learning.

127 Learners can gain accreditation for preparing for employment. This useful course prepares them well for getting and keeping a job. They learn how to keep themselves healthy and this includes work on personal relationships, the use of drugs and alcohol and sexual health.

128 All learners on Skillbuild programmes receive good support from trainers to prepare for interviews and this includes how to present themselves effectively. For example, a group of learners about to begin placements in hairdressing salons shopping for work clothes with their training adviser. They discuss what is appropriate and help each other make sensible choices. They also manage to keep to a limited budget.

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Jobcentre Plus Programmes Grade 2: Good features and no important shortcomings Summary of provision in: New Deal Full-time Education and Training option

129 There are currently 41 learners on Jobcentre Plus programmes. Training Services delivers the Full-time Education and Training option (FTET), Employment Option (EO), Education and Training Option (ETO) and Lone Parent option. Learners go into work placements with employers in the area to learn valuable skills to help them secure employment. Number of learners in training: New Deal Full-time Education and Training (FTET) option

FTET 26 Lone Parent option 5 Employment option 5 Education and Training option 5 Success in attaining agreed learning goals


New starters during

this period

Total leavers

this period

Leavers gaining

full NVQ and

no key skills


Leavers gaining

part NVQ

Destinations of leavers who did not gain an NVQ, part NVQ or any key skills Related Other Unemployed employment employment

FTET 98 92 0 20 0 16 25 31 ETO 9 15 0 11 4 4 1 2 E.Option 4 5 0 4 1 5 0 0

130 Overall, the attainment of learners is good and is above the target set by Jobcentre

Plus. Attainment is particularly good for those learners who have been unemployed for a long time, and for learners who participate in the subsidised employment option. A number of barriers prevent this group of learners from entering the world of work.

131 Of the 92 leavers on the FTET programme, 66% either gained their full individual learning plan or went into employment. Of the 34% of learners who did not go into employment, 24% have a positive outcome of progression or extension, and one third left for medical reasons.

132 Of the 15 leavers on the ETO option, eight gained their full individual learning plan, five gained their full individual learning plan and/or a job and two returned to the unemployment register.

133 Of the five leavers on the Employment option, four gained their individual learning plan and all leavers gained a job.

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134 Of the 19 learners who left the programme between the period 1/8/05 to 30/9/05, 15

gained their full individual learning plan.

135 Many learners have been out of work for a very long time. Often learners on the New Deal programme have complex personal and social problems. This can make it difficult for them to get back into work. Learners work at employers premises or attend off-the-job training at the college campus. This helps them to make good progress in developing and improving the skills required to work with others and sustain a job.

136 Learners attain a wide range of additional qualifications offered by the college, such as music technology, abrasive wheels (welding), manual handling and foundation computing. Progress in learning

137 Most learners make good progress in acquiring new skills and knowledge. They understand what they are doing and know how they will achieve their aims.

138 Initial assessment is effective. Learners needing additional support attend weekly basic skills sessions. All learners undertake a comprehensive one-to-one induction with their training advisers. Learners who attend college for full or part-time courses also have a full college induction that gives them information about all the college facilities.

139 Learners agree their individual learning plans with the employer, college tutor and training adviser. This ensures that everyone has signed up to agreed goals. However, not all learners and advisers keep individual learning plans up-to-date or use them effectively enough as working documents.

140 Training advisers carry out detailed monthly reviews. They work well with employers who help to agree and set targets for the learner. For learners attending college for off-the-job training, their training advisers meet with the college tutor to review the learners’ progress prior to the review visit. However, Training Services managers do not receive an overarching progress report on all learners in each faculty at set points during the year.

141 Learners who are working on vocational qualifications benefit from the experience of working with other learners on mainstream courses. They are encouraged to use the college facilities. For example, one learner, who is a lone parent, makes use of the library to help with his painting and decorating course, and to access books for reading to his children.

142 Most work placements are of a high quality. Once learners have settled in, they are able to work to pressures of industry, and meet set deadlines. Development of personal, social and learning skills

143 Relationships amongst learners, training advisers and employers are very good. Learners benefit from the support given formally and informally by training advisers to

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help them achieve their goals. Learners are in frequent contact with their advisers by mobile telephone. In a few cases, training advisers do not give enough focus to learners achieving their full potential.

144 Learners, who are on work placements, settle in quickly and become part of the workforce team. They quickly gain in confidence and self esteem.

145 Attendance and punctuality are generally good, and most learners are well motivated and enthusiastic about their work or study.

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Provider’s response to the inspection The College was very pleased to receive Estyn’s report which reflects well on the hard work of the learners, staff and governors at the College. It was pleasing to note that the grades achieved in all seven key questions identified performance as good with no important shortcomings and in two cases good with outstanding features. Significant gains have been made since 2002 when Training Services was last inspected. The identification of good and outstanding features in standards of achievement in Agriculture, Engineering & Manufacturing Technologies and Hair and Beauty is particularly noteworthy and a profile the College will be working hard to maintain, The process of Inspection was a valuable and constructive exercise for the College and confirmed the internal findings of the College’s self-assessment. The College is committed to addressing the important recommendations highlighted and is already working hard towards improving the Skillbuild provision for learners, particularly the development of basic skills provision for Skillbuild (Youth) learners. The strength of College partnerships with industry and the wider community are recognised, and the College is very pleased that Estyn highlighted the important and significant role that partners play in providing high quality experiences for learners. The College is also encouraged to note the developments in bilingual provision highlighted by the inspection team. This again represents significant progress since the 2003 inspection of the College and will encourage staff and learners to continue to develop further. The College would like to thank the Estyn Inspectors and Peer Assessors. Throughout the week their approach was professional and supportive and appreciated greatly by learners, staff and governors. Staff and governors had every opportunity to engage in open and robust dialogue concerning performance.

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Appendix 1 Evidence base for the inspection Inspectors visited: • a sample of learners in the workplace and during off-the-job training at the

college; and • a variety of other activities delivered by Training Services, including reviews and

induction sessions. Members of the team had meetings with: • the principal;

• vice-chair of the governing body;

• senior and middle managers, co-ordinators and a wide range of staff;

• learners from across Training Services; and

• representatives with agencies and employers linked with Training Services.

The team also considered: • a section of learners’ work and photographic records of achievement; and

• comprehensive documentation provided by Training Services both before and

during the inspection.

Appendix 2 The inspection team Huw Collins Reporting Inspector Bernard Hayward Team Inspector Claire Yardley Team Inspector Una Connolly Team Inspector Sandra Barnard Team inspector Susan Coleman Team Inspector Keith Booker Team Inspector Janice Thomas Team Inspector Dewi Wyn Jones Additional Inspector Michael Cullen Additional Inspector Jeff Childs Peer Assessor Angela McGuire Peer Assessor

COLEG SIR GÂR TRAINING SERVICES - Estyn · Estyn inspected Coleg Sir Gâr Training Services ......

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