self assessment report - trp ltdself... · web viewlearners are placed on the appropriate level...

SELF-ASSESSMENT REPORT 2016/2017

Version: 1

Date Published: 16 January 2017

Table of ContentsForeword..........................................................................................................................................3Self Assessment Grades.................................................................................................................5Introduction......................................................................................................................................7Judgments.......................................................................................................................................8

Overall Effectiveness...................................................................................................................8Effectiveness of Leadership and Management.........................................................................10Quality of Teaching, Learning and Assessment........................................................................15Outcomes for Learners..............................................................................................................20Personal Development, Behaviour and Welfare........................................................................23

Apprenticeships ............................................................................................................................26Traineeships .................................................................................................................................27Opportunities.................................................................................................................................27Appendix .......................................................................................................................................31Learner Profile ..............................................................................................................................33Delivery..........................................................................................................................................36

2

ForewordIntroduction

The Training and Recruitment Partnership Ltd. (TRP) http://www.trpltd.co.uk/ is an independent learning provider based in Mitcham. We deliver mostly apprenticeships, and a smaller amount of traineeships, in London, the south east of England and some nationally. Most learners are adults, with the highest numbers on business, administration and management, construction and health and social care programmes. Around three quarters of the provision is taught by subcontractors.

Our last inspection was in November 2016 and was graded 2 – Good.

The Ofsted report made the following comments

A very high proportion of apprentices and trainees achieve their qualifications at all levels and in all subjects, including management, business, health and social care, and fenestration.

A high proportion of trainees move on to employment, apprenticeships or further training as a result of their traineeship programme.

Most teaching, learning and assessment enables learners to make good progress. The large majority of apprentices move on to further training, higher level qualifications,

promotions or greater responsibility within existing job roles. Leaders and managers have very high expectations of their staff and learners which

have led to significant improvements to the progress most learners make and the proportion who achieve their qualifications.

A very large proportion of learners who take functional skills qualifications in English and mathematics pass them at their first attempt.

Apprentices develop confidence, value their learning and make effective contributions to the businesses for which they work.

A small minority of apprentices do not make sufficient progress from their starting points as a result of the training they receive.

Managers’ observations of teaching and learning do not focus sufficiently on the impact of the teacher or assessors’ actions on the learners.

Learners do not yet have a fully developed understanding of British values, the diversity of the communities in which they work and internet safety, particularly that linked to radicalisation and extremism.

Following our previous inspection in February 2015, which was graded 3 (Requires Improvement), TRP implemented a number of improvement strategies around;

3

http://www.trpltd.co.uk/

Timely achievements, Quality of teaching, learning and assessment Initial Assessments English, Maths & ICT Quality of reviews and Supply Chain management.

To further support this process of continual improvement we hold monthly supply chain meetings, ensuring all partners and our staff benefit from continual coaching and sharing of good practice.

We have introduced a programme of Teaching and Learning Observations, using templates which clearly identify scope for further improvement and identifying how we can ensure learners are stretched in an appropriate manner.

Reviews of learner progress are checked to ensure learners progress at an appropriate pace. Reviews and Action plans include SMART targets which allow us to monitor learner progress through qualifications. Reviews are checked on a monthly basis within the office ensuring learners are progressing in a timely manner and ensuring the quality of the reviews.

Performance has improved significantly following the introduction of a stricter Supply Chain monitoring regime. At the time of the inspection TRP had an Apprenticeship Achievement rate for 15/16 of 88% with a Timely success rate of 73%. Initial analysis of 16/17 indicates that this upward trend is continuing. We have maintained an overall achievement rate of 88% with an anticipated timely completion rate of over 80%.

We have maintained high achievement rates for Traineeships. The overall achievement rate for 16-18 year olds was 92.3% in 2014/15 and 82.8% in 2015/16. Timely success rates for these cohorts are 89.7% and 86.5% respectively.

Overall achievement rates for 19+ Traineeships were 95.2% in 14/15 and were 91.88% in 15/16. Timely rates were 85% in 14/15 and 83.41% in 15/16. Achievement rates have been affected by the target of learners entering employment for a minimum of 6-8 weeks.

What do we need to do to improve further?

Improve further the quality of teaching, learning and assessment, by providing staff training and sharing the provider’s own good practice in its direct delivery to ensure that teachers:

understand what is expected of them when correcting trainees’ and apprentices’ written work and that they provide helpful guidance so that trainees and apprentices improve their use of English

make consistently effective use of their knowledge of trainees’ and apprentices’ starting points, career goals and aspirations to support them to achieve these

provide consistently high-quality feedback to trainees and apprentices so that they understand what they have done well and how to make further improvements.

Train staff so that they have the confidence to promote all aspects of diversity, British values and internet safety with learners.

Ensure that actions arising from managers’ observations of teaching and learning are specific about the improvements required and that managers ensure that these are completed within challenging timescales to enable those teachers who need to improve to do so rapidly.

4

Self-Assessment GradesOverall Effectiveness 2Outcomes for learnersQuality of teaching, learning and assessmentEffectiveness of leadership and managementPersonal development, welfare and behaviour

Outcomes for Learners 2

All learners achieving and making progress relative to their starting points and learning goals

Achievement gaps closing between different groups of learners Learners developing personal, social and employability skills Learners progressing to courses leading to higher-level qualifications and into jobs

that meet local and national needs. Learners developing the skills required by employers

Quality of Teaching, Learning and Assessment 2 Learners benefiting from high expectations, engagement, care, support and

motivation from staff Staff using their skills and expertise to plan and deliver teaching, learning and

support to meet each learner’s needs Staff initially assessing learners’ starting points and monitoring their progress,

setting challenging tasks, and building on and extending learning for all learners Learners understanding how to improve as a result of frequent, detailed and

accurate feedback from staff following assessment of their learning Teaching and learning developing English, Mathematics and functional skills, and

supporting the achievement of learning goals and career aims Appropriate and timely information, advice and guidance support learning

effectively Equality and diversity promoted and embedded through teaching and learning

Effectiveness of Leadership and Management 2 Demonstrating an ambitious vision, having high expectations for what all learners

can achieve, and attaining high standards of quality and performance Improving teaching and learning through rigorous performance management and

appropriate professional development Evaluating the quality of the provision through robust self-assessment, taking

account of users’ views, and using the findings to promote and develop capacity for sustainable improvement

Successfully planning, establishing and managing the curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community

Actively promoting equality and diversity, tackling bullying and discrimination, and closing the achievement gap

Safeguarding all learners

Personal development, welfare and behaviour 2

Learners demonstrate a pride in achievement and commitment to learning, supported by a positive culture across the whole provider.

Learners demonstrate self-confidence, self-awareness and understanding of how to be a successful learner

Learners are informed about choices for the next stage of their education, employment, self-employment or training, where relevant, from impartial careers

5

advice and guidance Learners develop employability skills so that they are well prepared for the next

stage of their education, employment, self-employment or training learners understand how to keep themselves safe from relevant risks such as

abuse, sexual exploitation and extremism, including when using the internet and social media

Learners demonstrating knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating

Learners personal development ensures they are well prepared to respect others and contribute to wider society and life in Britain.

Apprenticeships 2Traineeships 2

Sector Areas

Administration 2Building and construction 2Building services 2Business 2Business management 1Construction crafts 2Customer service 2Early years and playwork 2Employability training 2Engineering 2Health and social care 3Hospitality and catering 2Manufacturing technologies 2Manufacturing technologies 2Training to provide learning support 2Transportation operations and maintenance 2

6

IntroductionThe Training & Recruitment Partnership Limited is an independent training provider. It is a private company located in Mitcham Surrey. The company was formed in 1998 to take over the business of the Merton Training Consortium (which had been in existence for fifteen years). TRP currently delivers to young people and adults In London, the south east of England and some nationally.

TRP is funded by the Skills Funding Agency (SFA) to provide advanced apprenticeships and apprenticeships for young people and adults (75%), Traineeships (17.5%) and 24+ Learner Loans (7.5%).

We currently work with 10 sub-contracted partners and have developed excellent local links within the London Boroughs of Sutton and Merton. We have developed an innovative Leadership & Management offer with 28 learners recruited in partnership with the local chamber of commerce and the local authority.

Our vision is to be an established, successful and valued training provider, that equips learners for their future careers by providing an outstanding teaching and learning experience.

Strategic aims:-Successful and inspired learnersMotivating and safe learning environmentValuing diversity, promoting equality and inclusionMeeting the needs of employersA financially viable, efficient and growing businessStriving for continuous improvement

DeliveryOur delivery areas are in Apprenticeships in a variety of vocational areas and Traineeships. In 2016 – 2017 TRP and Partners delivered qualifications in the following Sector areas:First tier Second tierHealth, public services and care Health and social care

Early years and playworkEngineering and manufacturing technologies

EngineeringManufacturing technologiesTransportation operations and maintenance

Construction, planning and the built environment

Building and constructionBuilding servicesConstruction crafts

Retail and commercial enterprise Hospitality and catering

Education and training Training to provide learning supportPreparation for life and work Employability training

Business, administration and law AdministrationBusiness managementCustomer serviceBusiness

7

JudgmentsOverall Effectiveness

Grade: 2

TRP has made steady and reasonable progress and improvements during the year so far. This has resulted in good outcomes for learners whilst maintaining a good quality of provision. At the time of our March 2015 Ofsted inspection TRP had an Apprenticeship Achievement rate for 14/15 of 80% with a Timely success rate of 46.05%. By the end of 14/15 the Timely achievement rate had increased to 55.7% (QAR).

Current trends are encouraging in terms of overall achievement and timely achievement. Timely achievement rates have improved by 20 percentage points from 13/14 to 14/15 and a further 15 percentage points from 14/15 to 15/16.

Apprenticeships

2013/14 2014/152015/1

6Overall Achievement 84.72% 77.97% 88.03%Timely Achievement 35.54% 55.70% 73.01%

2013/14 2014/15 2015/160.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Overall AchievementTimely Achievement

8

Traineeships/Loans

2013/14 2014/15 2015/16 2013/14 2014/15 2015/16Traineeships 16-19 SFA Funded

16-18Cohort 28 100 1 27 102

Achieved 24 83 1 23 82

Achievement Rate 85.71% 83.00% 100.00% 85.19% 80.39%

Completed 24 84

Retention Rate 85.71% 84.00%

Pass Rate 100.00% 98.81%Traineeships 19+

19+Cohort 91 191 197 127 157 217

Achieved 59 180 181 59 115 181

Achievement Rate 64.84% 94.24% 91.88% 46.46% 73.25% 83.41%

Completed 72 182 186

Retention Rate 79.12% 95.29% 94.42%

Pass Rate 81.94% 98.90% 97.31%24+ ALL: NVQ 19+

Cohort 4 82 55 24 63 65

Achieved 2 79 53 2 33 52


Completed 4 81 53

Retention Rate 100.00% 98.78% 96.36%

Pass Rate 50.00% 97.53% 100.00%

2013/14 2014/15 2015/160.00%

20.00%

40.00%

60.00%

80.00%

100.00%

120.00%

Traineeships 16-19 SFA FundedTraineeships 19+24+ ALL: NVQ

Functional Skills

9

Overall Achievement

Timely Achievement

2015/16 2015/16Functional Skill Traineeships 16-19 SFA

Funded Cohort 52 54

Achieved 46 45

Achievement Rate 88.46% 83.33%

Completed 46

Retention Rate 88.46%

Pass Rate 100.00%Functional Skill Traineeships 19+

Cohort 96 103

Achieved 89 89


Completed 90


Pass Rate 98.89%

We have achieved excellent Functional Skills results for all learners. All successful Apprenticeships have achieved their functional skills as part of their framework.

For Traineeships we achieved a 100% pass rate for 16-18 year olds and 98.89% pass rate for 19+.

All learners undertake an initial assessment. Learners are placed on the appropriate level e.g. a learner where the framework requires level 1 who comes out on IA as working towards L2 is put on L2.

Learners who complete level 1 within the framework timeframe are offered level 2 progression subject to time availability.

Those who have achieved FS level 2 are signposted to local colleges to study GCSE.

We do not offer GCSE due to the lack of flexibility of exam timings (once per year) and the fact that our learners are recruited throughout the year on a roll on roll off basis. However, learners are signposted to local colleges to take GCSEs if appropriate

The company has an appropriate management structure and sufficient staff and other resources to carry through its plans for improvement and development.

Key Strengths Improvements in teaching and learning observations Improving timely achievement rates for Apprenticeships No significant difference in achievement rates between different cohorts of learners. Learners develop good personal, social and employability skills. Learners make good progression into jobs that meet local and national needs. High success rates of Functional Skills. Managers monitor rigorously subcontractors to ensure high results The company is highly responsive to the needs of local and national employers. Highly effective partnership working with employers, apprenticeship agencies and

stakeholders meeting training needs. All staff have focus, an understanding of company processes and are committed to

improving their own practice and are supported well by managers. Continued good financial health, financial management and control.

10

Directors utilise their own experience and that of very experienced consultants for training delivery and financial monitoring to support any weaknesses in experience or skills which they may have.

Strong data and performance management. All staff have undertaken appropriate Safeguarding and Prevent training. Sustained improvement.

Key Areas for Development Consistent smarter academic targets to be set on all ILPs and VPR E portfolio platform to be evaluated and embedded. Extending the use of online resources. Raising awareness of Prevent, British Values, FGM and radicalisation. Consistency in implementing policies by sub-contractors. Increase the take up of GCSEs

Outcomes for LearnersGrade: 2

Do all learners achieve and make progress relative to their starting points and learning goals?

Contributory Grade: 2

Following our Ofsted Inspection in February 2015 we implemented a number of quality performance measures to improve performance. We have had a significant improving trend of Timely achievements for Apprenticeships over the past 3 years.

Timely achievements have nearly doubled from 2013/14. The timely success rate in 13/14 was 35.54%. This rate increased to 55.7% in 14/15 and 73.01% in 15/16. Our current rate for 16/17 is an anticipated timely success rate in excess of 80%.

We identified a need to ensure robust delivery of functional skills to avoid a drop in outcomes for this area which is known often in the industry, to be a cause of poor outcomes.

TRP has implemented a number of continuous improvement strategies around;

Timely achievements, Quality of Teaching & learning Initial Assessments Functional skills Quality of reviews and Supply Chain management.

Current timely achievement rates for each sub-contractor are as follows;

Current Timely

Projected Timely

Partnership 66.52% 85.90%TRP Direct 83.33% 91.67%Aim Skills 63.79% 100%Boldly 100% 100%CLMD 100% 100%Funding Connect 38.15% 50.00%MRG 77.06% 88.07%N2S 75.00% 75.00%

11

To further support this process of continual improvement we hold monthly supply chain meetings, ensuring all partners and our staff benefit from continual coaching and sharing of good practice.

We have introduced a consistent programme of Teaching and Learning Observations, using templates which clearly identify scope for further improvement and identifying how we can ensure learners are stretched in an appropriate manner. We have used in-house teaching & learning assessors, in addition to an external consultant. This has included peer support of our in-house teaching & learning assessors.

We use our initial assessment processes to ensure a personalised length of stay for learners which stretches their capability.

Across the large majority of provision, current learners make consistently strong progress from their different starting points, developing secure skills, knowledge and understanding.

Out of 783 leavers in 2015/16

292 have achieved their first L2, 286 have achieved their first L3, and 92 have achieved their first L5. 85.5% of learners have achieved a higher qualification than their initial starting point

Level 2 Achieved

Level 3 Achieved

Level 4 Achieved

Level 5 Achieved

Start level 0 168 160 19Start level 1 124 50 4Start level 2 16 76 16Start level 3 5 31 49Start level 4 4Start level 5Start level 6Start level 7 3

The proportion of learners completing their courses and achieving meaningful qualifications, including, where appropriate, in English and mathematics, that are relevant to their career aims or learning goals is very high.

Furthermore, learners progress as soon as they are ready to higher-level learning and/or into sustained employment or gain promotion at work. The proportion of learners progressing to positive destinations is high.

The achievement of the smaller proportion of learners on traineeships is outstanding. Most learners achieve their main programme qualification and move into sustainable employment or an apprenticeship. Functional Skills achievements are exceptionally high. Learners benefit from a well-planned curriculum that develops effectively the skills and knowledge expected by the local business communities.

Learners are well prepared for the next stage of their education, training or employment and have attained relevant qualifications. A high proportion of learners progress to further/higher education, employment or training at a level suitable to meet appropriate career plans.

Effectiveness of Leadership and ManagementGrade: 2

12

Does the company demonstrate an ambitious vision, have high expectations for what all learners can achieve and attain high standards of quality and performance?


The Senior Management team is fully committed in promoting the aim of high achievement rates for all of our learners. They set ambitious targets and provide a strong focus on appropriate priorities.

Leaders and Managers demonstrate a clear company vision to all new and existing staff and sub-contractors. Staff are included and consulted to continuously develop the company’s vision, core values and strategic aims. This is embedded during our senior management and team meetings, training and company literature.

Leaders have been effective at raising standards and have created strategies for developing and improving recruitment and learning programmes. Processes have been put into place to ensure that there are clear targets and monitoring procedures to record strategies. An observation procedure and associated paperwork is implemented and monitored accordingly.

Our ambitious vision and high expectations are clearly articulated and practised through partnership meetings and through the tracking of achievement of learners and written feedback to partners.

There is a clear commitment to continually improve the quality and breadth of provision, ensuring high achievements and positive progression for learners across the majority of programmes.

Staff ensure that learners are challenged to demonstrate their skills and expertise at the highest level from the start. They ensure that assessments are realistically challenging so that learners have to think for themselves and access information from a range of sources.

TRP’s actions have secured substantial improvement in the quality of teaching, learning and assessment and outcomes for learners.

Does the company improve teaching and learning through rigorous performance management and appropriate professional development?


TRP’s leaders and managers are ambitious for all learners and promote improvement effectively. The provider’s actions secure improvement in the quality of provision and outcomes for learners. The provider has the necessary resources to sustain the quality of provision and continue making the necessary improvements.

The Senior Management team place a high emphasis on improving the standard of teaching, learning and assessment. The company has good processes for monitoring and evaluating performance during supervision and appraisals and has appropriate procedures for tackling poor performance. There is a capability and performance management policy and process in place to support under-performing staff to improve within a given timeframe. Support is given by a consultant.

Directors and managers have an accurate and comprehensive understanding of the quality of education at the provider, including in subcontracted provision. This enables us to plan, monitor and refine actions to improve all key aspects of the sub-contractors work.We use performance management effectively to improve teaching. We use accurate monitoring to identify and spread good practice across the provider, including our subcontracted provision.

13

The teaching, learning and assessment observation procedure was reviewed and strengthened during the earlier part of the year to focus on teaching, learning and attainment. This is still a work in progress and data will be kept to show the impact of observations. This included the engagement of an external consultant to act as a mentor to our internal Teaching & learning observers. We have also introduced a system of peer observations ensuring Assessors can share good practice and identify areas for improvement for colleagues and self-analysis.

We have introduced a programme of Teaching and Learning Observations, using templates which clearly identify scope for further improvement and identifying how we can ensure learners are stretched in an appropriate manner.

There is a clear focus on timely completion and advice is provided to help partners develop in these areas. Performance management is effective to improve teaching.

The company has comprehensive processes for monitoring the quality of the learner journey including the use of evaluation forms completed by learners during their quarterly and exit reviews ensure that their views are considered, for example a group of learners indicated that they enjoyed visual training (Powerpoint) delivery, as it underpinned the auditory delivery method.

A further example is learners indicated that they needed further support with their functional skills than that provided through contextualisation. We, therefore, provided focused sessions tailored to the needs of the individuals’ learner profiles. If necessary, we have provided one-to-one sessions for those learners requiring further additional support.

The senior management team is firmly committed to sharing best practice through team and standardisation meetings and to ensuring staff have the skills and qualifications necessary to deliver a quality service. Staff value their continuing professional development and it is having a positive impact on their teaching and the progress learners make. Teaching is consistently strong across the provider

The company has prioritised the provision of resources, facilities and technologies in order to promote the standard of delivery.

Does the company evaluate the quality of the provision through robust self-assessment, taking account of users’ views, and use the findings to promote and develop capacity for sustainable improvement?


At TRP we review our provision well to ensure that the provision offered is relevant to local and/or national priorities. Our self-assessment processes are effective in identifying the key areas requiring improvement and developing appropriate actions to help implement improvements. Our engagement of users to support and promote improvement is good. Surveys of learners’ views at different points of their course and of employers’ views are routine.

Employers form a key role within the triangulated partnership with TRP and the learner. Employers’ feedback is used to shape the training programme in terms of the learners’ developmental need. Key information includes current and future needs. Additionally, employer “buy in” is considered essential if the learner is to maximise from the training process. This is monitored via audits and regular training reviews. During the learner review the employer’s voice is considered when designing the programme e.g. when optional units are selected for each programme compared to the job description.

14

TRP has provided continual support to all our partners and engages them in discussions both at the start of the delivery cycles and during the year on ways to develop capacity for sustainable improvement?

Staff develop good effective relationships with learners and employers and they respond promptly and effectively to any issues raised.

Furthermore, TRP evaluate the quality of teachers’ practice by using a wide range of indicators of the impact of their work on learners’ progress and their development of skills and knowledge.

Does the company successfully plan, establish and manage the curriculum and learning programmes to meet the needs and interests of learners, employers and the local and national community?


TRP has developed effective partnerships with employers and outside agencies. The company is highly responsive to the needs of local and national employers and the company plans its provision in relation to those needs. The company also takes the needs and interests of the learners and their own career goals and aspirations into account when planning and developing the curriculum and aims to provide learners with choices in relation to the vocational subject areas and level of qualifications.

Learning programmes are well designed to ensure that learners acquire knowledge, understanding and skills, including, where relevant, in English, mathematics and ICT, so that they can progress to further/higher education and/or sustained employment. Directors and managers provide impartial careers guidance that enables learners to make informed decisions about their next steps

The company makes the learning programmes as flexible and accessible as possible to learners in terms of location, delivery models and duration, and provides bespoke training packages.

The learning programmes have been designed to provide a useful range of knowledge, skills and training activities in order to develop and meet the needs of the learners.

Employers are fully involved in and informed about the training. This takes account of an individual learner’s starting point and progression throughout the course.

TRP have developed good links with local chambers of commerce, national companies and local stakeholders to provide good training opportunities. For example, through our work with one subcontractor, we support the fenestration industry to improve the skills of its workforce” and “Managers work closely and effectively with local authorities and employers in order to plan courses to encourage those who are not in education, employment or training back into learning and to lower local unemployment rates. We initiate specific programmes with employers to improve local circumstances, such as the ‘Troubled Families Initiative.’

Our traineeship programmes have gained national acclaim with DfEE. One of our sub-contractors, Aim Skills Development, has developed an innovative programme with St Bartholomews Hospital, in Newham, to recruit learners into the NHS.

TRP co-ordinate our training programmes to dovetail within the working practices of the employers. For example, with Vinci and Liberty assessors adapt the training sessions to suit the needs of the employer and learner by using centralised venues and timing the schedule in advance to minimise the impact of disruption for the employer and individual.

Our learners’ work meets the requirements of the qualifications and assessors ensure that learners can demonstrate competence which should be reflected in external quality reports.

15

Learner feedback currently shows that they enjoy their learning experiences and the majority find their courses challenging and interesting. Most learners make good progress during assessor visits and have good attendance, participate well in their training sessions and have a good rapport with their assessor.

Following the last inspection we have introduced a number of improvement strategies to ensure that the quality of teaching, learning and assessment across all of its subcontracted provision improves; the proportion of learners that achieve their qualifications in the planned time has showed a significant increase and is now good.

We engaged an external consultant to review our Teaching & Learning observation processes and support the development of our recording process. Improvements have been embedded into the new electronic platform. Sub-contractors have been trained to use this system and data is being shared with all relevant stakeholders.

Managers meet national and local employment and social needs effectively through the design of our curriculum. We also provide an ambassadorial service to local authorities and our partnership work with the London Work Based Learning Alliance (LWBLA).

Does the company promote equality and diversity, tackle bullying and discrimination, and narrow the achievement gap?


The promotion and reinforcement of equality and diversity to learners’ and staff is effective and has been further developed to include employers. During the year, equality, diversity and inclusion is embedded into the company’s quality assurance processes through its explicit inclusion in all learner and manager reviews and meetings. Appropriate policies and procedures are in place to protect learners from bullying, harassment and unfair treatment. Training in the implementation of these policies and procedures as well as in current legislative practices is provided for all staff and regularly reviewed.

All members of staff have received appropriate “Prevent” and British values training. This is further contextualised through the use of current affair icebreakers within lessons. However, the Ofsted inspection report from November 2016 stated that “Learners do not yet have a fully developed understanding of British values, the diversity of the communities in which they work and internet safety, particularly that linked to radicalisation and extremism.” This is an area for improvement.

The performance, achievement and destinations of different groups of learners is recorded and monitored routinely throughout the year. This enables us to take action to identify and close any gaps in progression and achievement.

Further monitoring takes place and is actively supported with training through reviews and Teaching and Learning observations.

TRP monitors all learners’ progress and ensure we analyse the performance of different groups and the effectiveness of action taken to reduce any significant variation in the achievements of different groups.

Management assesses the impact of our actions on equality and diversity and takes appropriate action, if required, in response.

Incidents and complaints specifically about equality, diversity and bullying are proactively managed and acted upon, including where appropriate, providing counselling and support.

Does the company safeguard all learners?Contributory Grade: 2

16

The company fulfils the legislative requirements for the safeguarding of all our learners. We have a nominated safeguarding lead and deputy who are responsible for ensuring all issues of safeguarding are reported and actioned effectively to ensure all learners are safeguarded and protected. All staff with regular, unsupervised access to children or vulnerable adults have a DBS check and the disclosures do not contain any convictions which may put children or adults at risk.

TRP provide continuous training on safeguarding issues to all staff using well-designed and nationally recognised on-line training. This is followed up at each staff meeting when a member of staff delivers a short input on a topic within the PREVENT agenda/safeguarding area supported by resources and ideas for introducing it to learners. The challenging and stimulating discussions enable staff to overcome their concerns about introducing these areas.

We are good at ensuring all workplaces have been formally assessed for Health and Safety and that learners use safe working practices in learning and at work and at ensuring learners feel that they are safe. We are good at ensuring learner safety is reviewed, discussed and recorded throughout their learning and not just at induction.

Managers ensure that learners work in a safe environment; learners know who to contact and how to ensure their own safety. Assessors, and other staff who have regular and frequent contact with learners, receive regular and suitable safeguarding training and pay attention to the welfare of their learners. A few policies, such as those relating to forced marriages and ensuring learners are kept safe from extremist influences, have been fully introduced across all subcontractors.

Further training for our staff and our Supply Chain will be arranged.

Quality of Teaching, Learning and AssessmentGrade: 2

Do learners benefit from high expectations, engagement, care, support and motivation from staff?


Good academic support is provided for all learners. Learners are challenged and enabled to extend their knowledge, skills and understanding through a range of diverse teaching and learning methods. Learners are encouraged to develop independent learning skills through the setting of challenging assessments both individually and where possible in group work. The learners receive support and feedback to ensure the quality of their work improves. Feedback for assessments is provided in a timely manner with emphasis on improvements to improve work. Regular standardisation meetings take place to share best practice.

TRP, internally, have a good learner support system; every learner on the apprenticeship programme is allocated an assessor and tutorials and can access Guroo and the ‘virtual classroom’ to support with their functional skills. Both will support learners during the induction process to ensure that the learners are enjoying learning and settling well in their course.

Learners on all programmes welcome the training they receive, value the support of their assessors and the vast majority acquire the desire to study further and improve their job prospects.

Learners receive a comprehensive assessment of their skills and learning requirements at the start of their programmes to ensure their learning goals are matched to their prior attainment and career ambitions. Assessors evaluate all learners’ progress and help learners to improve, and use action plans to give direction to learners’ study.

17

In addition, where appropriate, learners work towards functional skills at a higher level than that required for their main qualification. This ensures that we continue to stretch all learners.

Assessors contextualise functional skills in lessons and use practice tests to give learners confidence in the use of their skills. If further support for Functional Skills is required focused Group or one-to-one sessions are also provided.

On all programmes, assessors provide valuable and flexible support and help to learners when needed. An example would be when assessors give extra time and prepare dedicated resources. Learners also receive good information about their options on completing their programmes, and in many subjects a good proportion move on to the next level of learning.

Assessors on all programmes meet learners mainly in the workplace and are assiduous in ensuring that learners stay on their programmes. The majority of TRP’s learners receive effective guidance to gain their qualifications in the planned time. TRP now ensure we monitor the pace of subcontractors’ learners’ progress ensuring that learners make appropriate progress and achieve qualifications in a planned and timely manner.

Assessors’ monitoring and recording of learners’ individual progress are sound and thorough. Learners receive positive and encouraging verbal feedback from assessors. Assessors raise learners’ aspirations in order to achieve the qualifications.

Staff give learners feedback that details what they need to do to improve which enables learners to make improvements. This consolidates and deepens learners’ knowledge, understanding and skills and prepares them very well for their future.

Assessors use additional questioning and “news” topics to ensure learners appreciate and acquire good in-depth understanding of what equality of opportunity means, beyond learning about legislation and employment rights. Assessors ensure that learners have a more detailed and sensitive appreciation of diversity and preparation for life in modern Britain especially around the “Prevent” agenda and British Values.

TRP's observation of teaching staff and the training sessions both in-house and through working with external bodies enable TRP to engage with partners to improve teaching and learning and to share good practice. This is followed up by feedback and actions.

Do staff use their skills and expertise to plan and deliver teaching, learning and support to meet each learner’s needs?


Teaching and learning supports the learning and development needs of the learners. The delivery of the teaching and learning includes good planning as evidenced by quality of schemes of work, lesson plans, session objectives and assessment plans.

Lessons are delivered with a wide range of activities within each session which ensures that all learners engage activities. Teaching and delivery staff make effective use of resources and technology to promote learning and assessment. Good feedback is provided to support improvements in the quality of the learner’s work and improvements are further enhanced by setting smart targets.

Assessment and internal verification processes are good at supporting learners and staff. External quality assurance reports comment very highly about the rigour of assessment and the quality of feedback which contributes to improvements in the quality of learner work. The company’s assessment centre processes remain as low risk and without a sanction.

Managers’ evaluation of the quality of teaching, learning and assessment has improved. We now have a programme of observations of assessors across the whole supply chain. We have

18

engaged an external consultant to provide peer mentoring to our own “observers” and ensured systematic checks take place, focussing on areas for improvement.

We have used our monthly supply chain meetings to focus on improving learners’ English, Mathematics and ICT skills. We have ensured contextualisation of functional skills within all provision and introduced earlier testing. Functional skills are further tested by providing opportunities for learners to undertake higher level qualifications even if not required to do so by the framework.

Assessors are very flexible in their selection of teaching and learning methods, approaches, activities and resources according to the aims of each session and the development needs of all the learners.

Do staff initially assess learners’ starting points and monitor their progress, set challenging tasks, and build on and extend learning for all learners?


Learners undertake initial assessments in English, Maths and ICT at the beginning of their learning journey and they complete a vocational subject area skills scan at the beginning of apprenticeship programmes. All learners have individual learning plans using initial assessment and prior attainment information to create targets to guide and improve the learning, these are updated throughout the learning journey during progress reviews.

The concept of stretching the learner is one of the key drivers within our improvement plan. We have supported our leaners to improve their functional skills. E.g. staff at Liberty Gas; we provided opportunities for the staff to gain higher Level 2 qualifications in numeracy and literacy. This was not part of their standard training programme.

Learners complete literacy, numeracy initial assessments and paper based basic skills tests during their Induction the results of which are used to inform their ILP and set targets for their learning. Teachers develop learners’ English, mathematics and information and communications technology (ICT) skills very well. Learners benefit from good-quality teaching in English and mathematics lessons, in the large majority of vocational sessions, and when training in the workplace. This results in most learners developing the essential skills in English and mathematics that they will need for employment. Teachers assess learners’ existing understanding and knowledge effectively and use it well to plan their next steps in learning. Learners with low pre-existing skills make particularly good progress.

Staff assess learners’ knowledge and understanding frequently to ensure that they are making the anticipated progress Staff use this information well to plan activities in which learners undertake demanding work that helps them to make strong progress. They identify and support effectively those learners who start to fall behind.

Assessors plan carefully to meet the individual skills and knowledge requirements of learners, and provide them with suitably challenging tasks and activities. Assessors use questioning techniques skilfully, and help learners to think and extend their problem-solving skills. Less-confident learners are encouraged to join in with group discussions.

Managers focus carefully on providing equality of opportunity for different groups of learners. They participate effectively in initiatives such as ‘Women in Construction’, and learners benefit from positive and professional female role models in construction and other areas of work.

Assessors place considerable emphasis on the wide use of assessment to support learning. This applies across all provision and is well communicated through clear polices and guidance. Staff plan assessments carefully, making sure that they are relevant and interesting and that coursework prescribed by the awarding body is adapted accordingly.

19

For classroom-based learners, teachers use creative, interesting and challenging assignments that: involve the use of a wide range of skills, link with industry practice or an employment perspective and are relevant to learners and motivate them well. As a result, learners’ work is often of high quality and exceeds the expectations of learners and their teachers.

Do learners understand how to improve as a result of frequent, detailed and accurate feedback from staff following assessment of their learning?


Assessment planning is good and detailed with good guidance for the learner allowing them to complete assignments effectively however, it is identified that training should be in place for the delivery team to ensure standardisation in the way it is implemented in general.

Learners are well supported through their qualifications with the provision of regular detailed feedback to enable them to improve and progress with their qualifications. The internal quality assurance process identifies good practice in recording learner progress to enable understanding of what they need to do to improve and how well they are progressing towards their learning goals.

Session plans are designed to appeal to the learners’ preferred learning style and contain stretching targets. Assessors have high expectations for their learners and actively promote further learning opportunities. Teaching resources contain links to further opportunities e.g. the internet.

The programme of observations has identified good practice of assessors providing good quality feedback. Q&A is used frequently to focus on key areas of support. Where development has been required this has been provided though the formal action planning process. Developmental points are discussed and recorded.

Learners provide evidence of work produced outside of the training sessions. The learners understand that they have access to the assessor should they have questions and are aware of the channels available, ie e-mail and e-portfolio.

Formal feedback for the learner includes actions plans and the review process. Key learning objectives are summarised within the individual training plan and reinforced within their training sessions.

Does the teaching and learning develop English, Maths and ICT to support the achievement of learning goals and career aims?


Learners make steady progress in the development of their English, Mathematics and ICT skills as required in order to achieve their main learning goals. The progress that learners make in the development of their English, Maths and ICT skills is recorded on the individual learning plans and is monitored throughout the learning programme.

Training development is planned for the course structure to ensure all learners understand their Functional Skills goals at commencement. In addition, to contextualisation of Functional Skills we provide focused group sessions and one-to-one support if required.

Inappropriate timing of the Functional Skills tests was identified as a contributory factor to our previous poor “timely” performance. This has now been addressed accordingly.

Feedback from employers at Liberty Gas and Vinci has been favourable, reporting a positive improvement within their staff team’s skills set. This has emboldened the employers to invest

20

further in training and development and has reflected in an increase of starts within the apprenticeship programme.

We have also established an, all female, senior management group for managers across the London Borough of Merton. Feedback from this group has been extremely positive with learners providing positive feedback.

The value of English and mathematics skills is promoted to all learners at the start of their programmes. We include employers in this promotion and involve them well. Assessors routinely use an agreed approach to correct learners’ spelling and grammar as well as their accuracy in mathematics. They ensure that learners are supported to understand why they made the errors and are motivated to improve the quality and accuracy of their work. Assessors are clear about their responsibilities in doing this because protocols are well-established.

Staff use a wide range of approaches to support skills development in English, such as identifying common subject-related spelling errors, promoting ways to increase their vocabulary, providing help with the structure of written work and learning how to skim read or scan an article effectively. Assessors integrate the development of mathematical skills into tasks and routinely involve skills, such as estimating, measuring and costing, to support this

Does appropriate and timely information, advice and guidance support learning effectively?


TRP has a professional information, advice and guidance process facilitated in the first instance by the employer engagement team and supported by the main delivery staff. Where appropriate we work with external partners to source appropriate support. TRP have excellent links with the London Boroughs of Merton, Sutton and Croydon.

This has resulted in TRP becoming involved in a number of local initiatives, in addition to, providing an ambassadorial service to local schools. The ambassadorial service to local schools has involved championing Apprenticeships to young people through the delivery of Information sessions using real life case studies and examples of the benefits of apprenticeships, providing training on the Vacancy Service online; promoting Apprenticeships as a valuable pathway for all.

Funding Connect learners have ongoing IAG as their course progresses in addition to three distinct IAG sessions during their programme of study (onset, mid-term and exit review)

We have also delivered workshops and information sessions to Careers Advisors, teaching staff, Job Centre Plus and other agencies.

TRP has achieved the Matrix accreditation. This is continuously reviewed and formally assessed annually via the Matrix Standard. This process ensures that actions are formally managed and IAG is current and effective and ensures we have qualified advice and guidance practitioners. We are also able to deliver training up to level 6 advice and guidance and have established a programme for local teachers.

Assessors provide on-going IAG. The concept of “looking forward” is a key concept and is recorded within the review process. Assessors capitalise on opportunities. E.g. Liberty Gas is currently providing support for learners to develop their public speaking skills. As future managers this is supporting the longer team confidence building strategy; These details are recorded within their training plan. Trends are discussed at managers and other relevant meetings and supports the evolution of the course curriculum.

It is planned that continuous improvements in the use of IAG, entrance criteria and initial assessments are in place to ensure that the learners are placed on the right course and on the right level both at the time of starting training with TRP and during progression to other courses.

21

The induction process and the learner introduction pack given to learners at the beginning of their learning programmes gives good information and guidance about the learners’ chosen course and their rights and responsibilities as a learner.

Staff use advice, guidance and support very effectively to ensure that learners achieve at the highest level possible. In particular, with vulnerable learners, support is often essential to help reduce the barriers to their learning that may exist and to ensure equality of opportunity.

Are equality and diversity promoted through teaching and learning?Contributory Grade: 2

The company is compliant with equality and diversity legislation and appropriate procedures are in place to tackle, Prevent, discrimination, harassment and bullying. Formal staff development training in equality and diversity takes place regularly.

Learners are made aware of the company’s equality and diversity policy at induction and equality and diversity is a major consideration in sessions where learners are treated fairly and individually. Case studies and materials in lessons often reflect cultural diversity and where appropriate encourage learners to examine a range of values and beliefs.

Assessors do not prescribe specific ways of teaching; they evaluate the quality of teaching and training by measuring its impact on learning over the length of learners’ course of study. Learning and assessment is important in the promotion of equality and diversity through teaching and learning. This is essential to ensure that no individual or groups of learners are disadvantaged in their opportunities to learn and achieve, and that learners appreciate, understand and respect differences between different groups of people in modern society.

Learners have access to a range of resources that meet their learning needs. Teachers positively promote Equality and Diversity within sessions where possible and when producing resources.

Equality and Diversity are promoted throughout course delivery in the design of handouts, carefully selected subject and topic examples and in the imagery used in resources.

Equality and diversity aspects are embedded into courses. All staff have undertaken Prevent and British values training.

Personal Development, Behaviour and WelfareGrade: 2

Do learners demonstrate a pride in achievement and commitment to learning, supported by a positive culture across the whole provider?


Feedback from learners is consistently high, as demonstrated by exit reviews. Learning surveys are also positive.

We have an open door policy and many learners contact assessors “out of hours”.Learners on all programmes welcome the training they receive, value the support of their assessors and the vast majority acquire the desire to study further and improve their job prospects.

Learners demonstrate a pride in achievement and commitments to learning by progressing well from their different starting points and achieve or exceed standards expected for their cohort.

Learners develop good interpersonal skills. Attendance and punctuality are good across all provision.

22

Managers and staff have established successfully an atmosphere of tolerance and mutual respect. Learners respond positively to this and understand well how to live and work productively in a diverse society. Learners have a good understanding of their employment rights. They know how to dress appropriately and behave professionally in the work place.

Do learners demonstrate self-confidence, self-awareness and understanding of how to be a successful learner?


Learners demonstrate self-confidence, self-awareness and understanding of how to be a successful learner by the high number of learners who complete their training. Group sessions enable learners to develop their confidence within a group setting. Each learner is given the opportunity and encouraged to participate in group discussions.

Learners are challenged and enabled to extend their knowledge, skills and understanding through a range of diverse teaching and learning methods. Learners are encouraged to develop independent learning skills through the setting of challenging assessments both individually and where possible in group work. The learners receive support and feedback to ensure the quality of their work improves. Feedback for assessments is provided in a timely manner with emphasis on improvements to improve work. We use both, regular standardisation meetings and monthly supply chain meetings to share best practice.

Learners improve their confidence and self-esteem; most become assured of their own ability to interact well with their assessors, peers and customers. For example, one Management L5 learner spoke about how she now deals effectively with conflict in the workplace and is now able to delegate tasks more effectively

Learners discuss and debate issues in a considered way, showing respect for others’ ideas and points of view.

Learners develop very good skills in English and mathematics. Assessors are adept at developing further learners’ English and mathematics skills through the everyday activities and tasks they set learners to complete. For example, learners demonstrate effective speaking, listening, and thinking skills during discussions of the arguments for and against membership the European Union, and are able to calculate accurately the measurements of windows.

Are learners informed about choices for the next stage of their education, employment, self-employment or training, where relevant, from impartial careers advice and guidance?


TRP has a professional information, advice and guidance process facilitated in the first instance by the employer engagement team and supported by the main delivery staff. Where appropriate we work with external partners to source appropriate support. TRP has excellent links with the London Boroughs of Merton, Sutton and Croydon.

TRP has a good learner support system; every learner on the apprenticeship programme is allocated an assessor and online tutor via our Guroo and ‘virtual classroom’. Both, support learners during the induction process to ensure that the learners are enjoying learning and settling well in their course.

In addition, TRP is also Matrix accredited. The matrix Standard is the unique quality framework for organisations to assess and measure their information, advice and/or guidance services, which ultimately supports individuals in their choice of career, learning, work and life goals. Learners understand how their training equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment.

23

The proportion of learners who remain in learning is high. Assessors and Managers are highly effective in helping learners to overcome the challenges and barriers that have previously prevented them from completing their training and education. As a result, most learners are motivated to work hard and gain a good job and/or complete their apprenticeship.

Do learners develop employability skills so that they are well prepared for the next stage of their education, employment, self-employment or training?


Our main employability programme is the Traineeship programme delivered by some of our sub-contractors. Our traineeship programmes have gained national acclaim with DfEE. Aim Skills Development, has developed an innovative programme with St Bartholomews Hospital, in Newham, to recruit learners into the NHS. MRG Services has developed a number of innovative partnerships with McDonalds Restaurants and a number of construction companies.

Many learners on our Traineeship programmes, particularly those who are in the 16-18 year old category, develop their confidence and skills to levels needed in the modern workplace and so are able to apply for jobs and undertake an apprenticeship programme. Learners receive underpinning knowledge and practical experience for a variety of work roles including childcare, business administration and customer services though the traineeships and current apprenticeship programmes.

Employability skills are the key component in apprenticeship programs. This training helps the learners prepare for the next stage of their education, employment, self-employment by enabling them able to express their ideas clearly and confidently in speech and writing. Learners are able to work confidently within a group, understand the commercial realities affecting the organisation, able to act on initiative, identify opportunities and become proactive in putting forward ideas and solutions.

Learners demonstrate a determination to get things done and make things happen and constantly look for better ways of doing things. Learners on traineeship programmes are prepared very well for employment and benefit from high-quality work experience. Learners settle into work quickly and thrive because managers and teachers carefully select local businesses to meet the development requirements of individual learners.

All staff set high expectations for their learners and ensure that they know how to keep themselves safe, adopt safe workplace practices and understand how to live a healthier lifestyle.

On traineeship programmes, learners receive good information, advice and careers guidance before and during their time at TRP. Their knowledge is developed further by enterprise activities, talks from employers and external visits that give them a good understanding and prepares them well for their next steps into training and work.

Do learners have prompt and regular attendance?Contributory Grade: 2

TRP and our partners maintain registers and monitor attendance of learners on all programmes. All providers have policies for non-attendance. These include liaison with both the learner and, where appropriate, the employer.

If a learner has a health issue which impacts on their attendance then appropriate action is taking such as the length of programme or if necessary a break in learning.

24

Do learners understand how to keep themselves safe from relevant risks such as abuse, sexual exploitation and extremism, including when using the internet and social media and does the personal development of learners ensure they are well prepared to respect others and contribute to wider society and life in Britain?


Learners have an excellent understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking sites.

The company is compliant with equality and diversity legislation and appropriate procedures are in place to tackle, Prevent, discrimination, harassment and bullying. Formal staff development training in equality and diversity takes place regularly.

Learners are made aware of the company’s equality and diversity policy at induction and equality and diversity is a major consideration in sessions where learners are treated fairly and individually. Case studies and materials in lessons often reflect cultural diversity and where appropriate encourage learners to examine a range of values and beliefs.

Equality and diversity aspects are embedded into courses. All staff have undertaken Prevent and British values training and we ensure that Prevent, FGM and British Values are contexualised within all training.

The training for Prevent has included presentations and online tests. We discuss Prevent, FGM and British Values within our monthly Supply Chain meetings to facilitate the sharing of good practice.

Discussing current affairs as an icebreaker at the beginning of each session seems to be an ideal way of raising some of the issues.

Are learners equipped with the knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating?


Learners can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being.

Learners are encouraged to maintain a healthy work life balance, during their Induction as part of the how to be a successful learner, students receive a handout denoting the importance of keeping healthy (mind and body). Learners are advised to visit websites such as http://www.livestrong.com/article/358608-how-to-maintain-a-healthy-lifestyle/, to help them devise their own healthy being regime.

25

http://www.livestrong.com/article/358608-how-to-maintain-a-healthy-lifestyle/

Types of ProvisionGrade: 2

Apprenticeships Contributory Grade: 2

TRP has made steady and reasonable progress and improvements during the year so far. This has resulted in good outcomes for learners whilst maintaining a good quality of provision. At the time of our March 2015 Ofsted inspection TRP had an Apprenticeship Achievement rate for 14/15 of 80% with a Timely success rate of 46.05%. By the end of 14/15 the Timely achievement rate had increased to 55.7% (QAR).

Current trends are encouraging in terms of overall achievement and timely achievement. Timely achievement rates have improved by 20 percentage points from 13/14 to 14/15 and a further 15 percentage points from 14/15 to 15/16.

Overall Achievement

Timely Achievement

2013/14 2014/15 2015/16 2013/14 2014/15 2015/16Cohort 504 453 738 574 432 652Achieved 427 354 643 204 259 476Achievement Rate 84.72% 78.15% 87.13% 35.54% 59.95%* 73.01% *QAR figure 14/15 was 55.7%

The engagement of an external consultant to act as a mentor to our internal Teaching & learning observers has had the desired effect of identifying where assessors can further improve performance. We have also introduced a system of peer observations ensuring Assessors can share good practice and identify areas for improvement for colleagues and self-analysis.

TRP has had 738 apprenticeship leavers on apprenticeship programmes in 15/16. The learners are on intermediate, advanced and higher programmes.

Learners receive a comprehensive assessment of their skills and learning requirements at the start of their programmes to ensure their learning goals are matched to their prior attainment and career ambitions.

Assessors evaluate all learners’ progress and help learners to improve, and use learning plans to give direction to learners’ study.

Monitoring of Employment Retention Rates has demonstrated that in 2015/16, 738 learners have completed their learning activities. Of these, 709 have remained in full time employment (96.07%).

Apprenticeship programmes are well managed. Staff work closely with a wide range of local, national and global employers to ensure that they provide good opportunities for apprentices to develop their skills to a high standard. The large majority of current apprentices are making good progress.

The majority of learners progress into jobs that meet local and national needs. Development of new provision is carefully planned so that it is in line with local and national skills strategies and contributes to reducing skills shortages. Directors and Managers attend various meetings with large employers to discuss and identify future needs.

26

We have used our monthly supply chain meetings to focus on improving learners’ English and Mathematics skills. We have ensured contextualisation of functional skills within all provision and introduced earlier testing. Functional skills are further tested by providing opportunities for learners to undertake higher level qualifications even if not required to do so by the framework.

Apprentices develop good skills in English, mathematics and ICT. Assessors use their evaluation of apprentices’ skills at the start of their course skilfully, and plan learning that enables the majority of apprentices to make good progress. Discrete teaching of English and mathematics is good and Assessors are adept in relating learning to everyday life and work. Apprentices benefit from good classroom-based revision sessions, which prepare them well for functional skills examinations.

Learners are advised and encouraged to enrol on courses that meet their needs based on their future ambitions.

TRP has a professional information, advice and guidance process facilitated in the first instance by the employer engagement team and supported by the main delivery staff. Where appropriate we work with external partners to source appropriate support. TRP has excellent links with the London Boroughs of Merton, Sutton and Croydon.

Apprentices have a good awareness of health and safety issues within the workplace, they feel safe and know whom to contact should they have any safeguarding concerns. Apprentices have a good awareness of e-safety and know how to stay safe when using social media and when working online.

Assessment of learning is planned and managed to meet learners’ work commitments and shift patterns well. Most assessors use a broad range of appropriate assessment activities, including recording professional discussions, to assess and check learning. Skilful questioning by the majority of assessors helps establish the level of apprentices’ understanding and the progress they are making. However, assessors do not always ensure that employers take a sufficiently active part in planning learning and assessment activities.

The proportion of apprentices successfully completing their programme within the planned timeframe is very high. Progression to higher-level apprenticeships, further training or to sustained employment and/or to more responsible roles with their employer is very high.

Traineeships Contributory Grade: 2

TRP has provided Traineeships since their inception in August 2013. We aligned our delivery for young people who have left school and wish to get an apprenticeship or other employment but lack the basic skills and experience that employers are looking for. Nationally, they have made an excellent start: almost 30,000 traineeships started in the first two years of the programme; around two-thirds of year-one trainees reached positive destinations following their traineeship, including apprenticeships; and 94% of employers consider traineeships an effective way of preparing young people for work.

Through our supply chain we have supported the London Borough Waltham Forest, McDonalds restaurants, Construction companies and, most notably, Barts NHS Trust in Newham. Barts NHS Trust is the largest in the UK.

Our Traineeship performance has been at an extremely high level with an achievement rate of 83% for 16-18 year olds and 91.88% for 19+ learners (88.88% combined) and consistently high timely completion rates.

2013/14 2014/15 2015/16 2013/14 2014/15 2015/16Traineeships 16-18

Cohort 28 100 1 27 102

27

16-19 SFA Funded Achieved 24 83 1 23 82

Achievement Rate 85.71% 83.00% 100.00% 85.19% 80.39%

Completed 24 84

Retention Rate 85.71% 84.00%

Pass Rate 100.00% 98.81%Traineeships 19+

19+Cohort 91 191 197 127 157 217

Achieved 59 180 181 59 115 181


Completed 72 182 186

Retention Rate 79.12% 95.29% 94.42%

Pass Rate 81.94% 98.90% 97.31%

Managers and staff have very high expectations for learners who settle quickly into learning. Learners learn rapidly how to collaborate and work together as a team to make decisions. Learners are eager to impress their peers and teachers with their commitment to do well and as a result, work together harmoniously.

Staff are highly skilled in their knowledge and experience of working with young learners who have complicated and often chaotic personal circumstances. Teachers and staff understand very well how to inspire and help learners to appreciate the opportunities training and employment will bring them. With great sensitivity, they help learners develop their own strategies to manage and overcome their personal challenges and circumstances.

Teaching and learning is of a very high standard and planned around real work activities and projects. Learners make excellent progress in developing their skills for employment such as decision-making, dealing professionally with a wide range of clients, time management and problem-solving.

Learners develop and improve their basic mathematics and English skills and apply them very well in everyday life and work. Teachers are highly skilled in planning learning to develop and extend learners’ skills in both discrete learning and in vocational lessons.

Current pass rates for functional skills are 100% for 16-18 year olds and 98.89% for learners who are 19+.

Overall Achievement

Timely Achievement

2015/16 2015/16Functional Skill Traineeships 16-19 SFA

Funded Cohort 52 54

Achieved 46 45


Completed 46


Pass Rate 100.00%Functional Skill Traineeships 19+

Cohort 96 103

Achieved 89 89


Completed 90


Pass Rate 98.89%

28

Employers provide excellent work-based training and provide plentiful opportunities for learners to practise and develop further the skills they have learned on the programme. For example, learners make and receive phone calls in a polite manner, take messages, transfer calls and communicate clearly the purpose of their phone call.

Learners benefit from detailed careers advice and guidance that prepares them thoroughly for when they apply for a job and attend a job interview. Staff ensure that learners are placed with highly supportive employers who share the TRP ethos and commitment to support young people into work.

Assessors and staff instil in learners a strong focus on safe working practices. Learners know the hazards of working in an office environment. For example; learners adopting the correct seating posture and screen height when using computers. Learners know how to keep themselves safe when using social media, and recognise the dangers posed by violent extremism and radicalisation.

29

AppendixSub Contracted Partners

TRP is contracted directly by the Skills Funding Agency (SFA) although a small number of learners are privately funded. Most learners are in full-time employment and programmes are delivered entirely in the learner's workplace

TRP currently contracts with the following 8 subcontractors.

Subcontracted management

Company ManagerAim Skills Imran ul Haque, DirectorBoldly Equipt Bonitah Egboh, DirectorCentre For Leadership & Management Development Ltd

Brigette Pollard

Funding Connect Ltd Harvey OlikhGrenfell Housing & Training Steve BoucherMRG Services UK Ltd Jane Gunn, DirectorNeed to SucceedOmnibus Solutions

Rob Mobilé, DirectorDanielle Griffiths

Aim Skills is a private training company located in one main site in Upton Park E13. It currently delivers to young people and adults across Greater London. For TRP it delivers:

Health & Social CareBusiness AdministrationCleaning Support ServiceCustomer ServiceInformation TechnologyManagement & Team LeadingTraineeships

Boldly Equipt is a private training company located in one main site in Plaistow E13. It currently delivers to young people and adults mainly across East and South London. For TRP it delivers:

Business AdministrationCustomer ServiceHealth & Social CareCleaningChildcare

Centre for Leadership & Management Development Ltd (CLMD) is a private training company located in one main site in Woolwich SE18. It currently delivers to young people and adults mainly across East and South London. Many of their learners are Loan Funded. For TRP it delivers:

Business AdministrationManagementChildcareTraineeships

30

Funding Connect is a private training company located in one main site in Romford RM1 3PJ. It currently delivers to young people and adults mainly across East and South London. For TRP it delivers:

Business AdministrationCustomer ServiceConstruction

Grenfell Housing & Training is a social enterprise who provide housing and support in Merton, Kingston and Wandsworth for young people aged 16-30, young mothers and people with learning disabilities. For TRP they deliver:

Traineeships

MRG Services UK Ltd is a private training company located in one main site in Walthamstow E4. It currently delivers to young people and adults mainly in Waltham Forest. For TRP it delivers:

FenestrationBusiness AdministrationCustomer ServiceConstructionManufacturingTraineeships

Need to Succeed is a private training company located in one main site in Mitcham CR4 It currently delivers to young people and adults mainly in Central and South London. For TRP it delivers:

Youth Work Practice

Omnibus is a private training company located in one main site in Sutton, Surrey.

Transportation & logistics

31

Learner profileGENDER BREAKDOWN AND BACKGROUND STATISTICS

Apprenticeships

Achievement Rates by Gender

Overall Achievement Timely Achievement2013/14 2014/15 2015/16 2013/14 2014/15 2015/16

Female Cohort 279 200 344 307 233 279Achieved 233 166 301 112 115 193Achievement Rate 83.51% 83.00% 87.50% 36.48% 49.36% 69.18%

Male Cohort 225 253 394 267 199 374Achieved 194 188 342 92 144 283Achievement Rate 86.22% 74.31% 86.80% 34.46% 72.36% 75.67%

Overall achievement rates are consistent between both Female and Males. However, there is a difference in terms of timely completion.

Further analysis of data suggests that the figures for Females are distorted due to the high concentration of females in Business, Administration L2 & L3 with Aim Skills.

For this cohort an overall achievement rate of 98.81% has been realised. However, the current timely achievement rate for these learners is only 46.15%. Out of 91 learners 42 have achieved in a timely fashion. 37 of the remaining 49 learners are still to complete.

25 of these 37 learners are female and 12 are male. If these learners had completed in a timely fashion the female timely achievement rate would be 73.11% and the male timely achievement rate would be a comparable 75.13%.

Much of this poor performance can be attributed to administrative issues with the awarding body, Pearsons, and delays in booking examinations and the delays in the external verification process.

To counter this we have invested time in looking at appropriateness of initial assessments and looked at the length of stay on programme to ensure the learner can be both challenged and supported at the same time.

Achievements by Sector Area.

Achievement Rates by SSA Tier 1


01: Health, Public Services and Care

Cohort 112 94 188 116 149 136Achieved 82 85 174 39 64 98Achievement Rate 73.21% 90.43% 92.55% 33.62% 42.95% 72.06%

04: Engineering Cohort 23 124 183 50 106 196

32

and Manufacturing Technologies

Achieved 14 102 168 3 89 139Achievement Rate 60.87% 82.26% 91.80% 6.00% 83.96% 70.92%

05: Construction, Planning and the Built Environment

Cohort 4 6 13 6 2 13


06: Information and Communication Technology

Cohort 22 11 29 4 1Achieved 22 9 3 2 0Achievement Rate 100.00% 81.82% 10.34% 50.00% 0.00%

07: Retail and Commercial Enterprise


08: Leisure, Travel and Tourism

Cohort 1 1 2Achieved 0 1 0Achievement Rate 0.00% 100.00% 0.00%

13: Education and Training


15: Business, Administration and Law


Overall achievement rates and timely success rates are consistent across all SSA1 provision except for Construction, Planning and the Built Environment, where we have had a small cohort of learners, on an unsuccessful pilot, and Business, Administration and Law where the Aim Skills learners have had a negative impact. If the 37 Aim Skills learners who are untimely had achieved in a timely fashion a timely achievement rate of 77.40% for this cohort would have been realised.

Ethnicity - Achievement Rates by Ethnicity

The ethnicity of the learners in the groups where there is more than 9 apprenticeships is broken down in the table below.


31: White English / Welsh / Scottish / Northern Irish / British

Cohort 197 261 404 242 211 398

Achieved 170 185 347 123 150 280


34: White Other


35: Mixed Cohort 11 6 6 14 3 6

33

White and Black Caribbean


38: Mixed Other


39: Asian or Asian British Indian


40: Asian or Asian British Pakistani


41: Asian or Asian British Bangladeshi


43: Asian or Asian British Other


44: Black or Black British African


45: Black or Black British Caribbean


46: Black or Black British Other


ZZ: Prefer not to say

Cohort 9 47 15 55Achieved 9 44 8 35Achievement Rate 100.00% 93.62% 53.33% 63.64%

Achievements by ethnicity are comparable across all ethnicity groups being largely in the range of 60% to 70%. The two exceptions are Asian or Asian British Other (33.33%) and Black or Black British Other (36.36%).

Black or Black British Other achievements (36.36%) are affected by 4 learners at LD Training with the Asian or Asian British Other cohort spread across providers.

Both groups have achieved high overall achievement rates.

34

DeliveryOur delivery areas are in Apprenticeships in a variety of vocational areas and Traineeships. In 2015 – 2016 TRP and Partners delivered qualifications in the following Sector areas:First tier Second tierHealth, public services and care Health and social care

Early years and playworkEngineering and manufacturing technologies

EngineeringManufacturing technologiesTransportation operations and maintenance

Construction, planning and the built environment

Building and constructionBuilding servicesConstruction crafts

Retail and commercial enterprise Hospitality and catering

Education and training Training to provide learning supportPreparation for life and work Employability trainingBusiness, administration and law Administration

Business managementCustomer serviceBusiness

35

self assessment report - trp ltdself... · web viewlearners are placed on the appropriate level...

Documents