1 · Web viewIn March 2007 (organisation name) will be one of the first companies in London to...

Becoming A Quality Provider

Quality Plans, Marks and Assessment

This document provides examples only. Organisations should develop their own templates to relate to their working practices

What is Quality?Quality management is an organisation-wide approach to understanding precisely what customers need and consistently delivering accurate solutions within budget, on time and with the minimum loss to society.

How can quality be achieved?

The first step is to gain top management commitment, once gained an assessment of the current situation with in organisation should be carried out. Quality must be built in at every stage of the process, from identifying the customer needs, through planning and implementation, right up to the point of product or service delivery. Staff involvement is key to continuous development.


Contents

2a. Preparing for Matrix Accreditation......................................................................................33. Introduction to ISO9001.......................................................................................................54a. Investors in People Action Plan..........................................................................................65. The Customer First Standard.............................................................................................125a. Guidance to the Self-Assessment Process......................................................................156. OFSTED Inspections..........................................................................................................177. Self Assessment Review Template....................................................................................187a. Ofsted Quality Improvement Plan Template....................................................................508a Ofsted Taxonomy Action Plan...........................................................................................529. The Common Inspection Framework.................................................................................5713. Lesson Plan Template......................................................................................................60


2a. Preparing for Matrix AccreditationIntroduction to the Matrix Standard

The Matrix Standard is a national quality standard for information advice and guidance on learning & work (this includes training support & business advice). The matrix standard focuses on two areas `delivery of the service & management of the service`.

Delivery of the service focuses on how we provide IAG to our clients/learners and how they actually receive and experience what ......... provide.Management of the service focuses on how we plan, organise, support and improve our activities.

Each area has 4 elements of which a criteria clearly describes what the requirements are in order for ......... to meet the Matrix Standard.

Before we register our interest in applying for the standard it is standard practice at ......... to carry out an internal assessment to identify whether we are conforming to the Matrix criterias – we carried out a very similar exercise when working to the Customer First Standard.

The action plan below outlines the key stages to get ......... through the Matrix accreditation successfully; this will be co-ordinated by the Quality Manager and the Matrix team.

Internal Matrix Self Assessment Review – Action PlanState 1 - Briefing Action By whom By when Updates/Action completed

support from Top Managers Agenda item for next Management Review Meeting

Quality Manager Next management review meeting 22nd July 08

Received

Agree status of application Agree what options applies to the organisation External IAG Services Internal IAG Services both external & internal services

Alan Thompson/Alison Raphael

7th July 08 External confirmed

Identify Matrix Team Confirm Matrix status with each divisional Director/Key staff

Proposed Matrix Team:Alison, Robin, Duncan, Annette, Ian or Tracey, a BA? And Nick

7th July 08 Ali R - QualityJim M - SkillsAnnette B - SkillsNick W – F&Ops(first mtg to be held when Jim has started)

Matrix Team Meeting Set a date for Matrix team meeting 27th Aug (Ali & Jim only)29th Aug (team)

Meeting held29th mtg not required - Jim & Annette will meet to complete self assessment form


Prepare self assessment review form

Design internal self assessment form

Quality Manager/Quality Assistant

16th July 08 completed

Deliver presentation Present to Matrix Team Quality Manager w/c 29th Aug Completed – 27th AugStage 2 – Self AssessmentComplete self assessment form

Matrix Team to complete self assessment form based on services provided to clients

Matrix Team Team to agree First draft to be completed by 5th Sept.Next team meeting 12th Sept.Followed up 15th

Next team meeting to review SAR 18th Sept.

Internal Audit Conduct an internal audit Show me evidence 1-2-1 discussions with staff.

Quality Team Mid Sept Scheduled – 23rd Sept 08

Matrix Assessment Report Write up findings of assessment. Action plan areas for development including costs

Quality Manager 1st week Oct 24th Sept – send results to Belinda

Feedback Share findings with top managers & with Matrix Team

Quality Manager 2nd week Oct

Stage 3 - DevelopmentExternal Support Bring in external assessor (matrix

approved)Belinda Tankel Support to commence early Oct 2 days

1. Action planning – 2nd Oct2. Validation 10th or 16th Oct

Register interest to apply for Matrix

Apply to ENTO for a certificate of commitment to be achieved within 12 months.

Quality Manager Mid Oct Following above results

Accreditation approved Estimated timeframe Dec 08

Cost To be identified following internal self assessment

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3. Introduction to ISO9001

Quality management is an organisation-wide approach to understanding precisely what customers need and consistently delivering accurate solutions within budget, on time and with the minimum loss to society.

How can quality be achieved?

The first step is to gain top management commitment, once gained an assessment of the current situation with in organisation should be carried out. Quality must be built in at every stage of the process, from identifying the customer needs, through planning and implementation, right up to the point of product or service delivery. Staff involvement is key to continuous development.

ISO9001ISO 9001 is for all organisations large or small and covers all sectors, including charities and the voluntary sector. It will help you to be more structured and organised but doesn’t require bureaucracy. By being able to achieve the right results first time, your customers will benefit from your consistency and you’ll save on the cost of re-work. ISO 9001 is also a proven business winner with most certified organisations qualifying for more tenders and winning more orders.

The starting point is identifying customer needs and from that we must plan our processes and resources and apply monitoring and controls. We need to be continually assessing our performance against our own objectives and standards and to strive for improvement. We need to establish a management system in order to ensure that we fulfil requirements efficiently and effectively. ISO 9000 defines a management system thus:

Management System – System to establish policy and objectives and to achieve those objectives.

The management system in total can cover a number of different elements, for example it may encompass environmental management and safety management, however one important element is identified as the quality management system and ISO 9000 defines this as shown:

Quality Management System – A Management System to direct and control an organisation with regard to quality.

ISO 9001:2008 sets out the requirements for a quality management system.

For a useful ISO9001 guidance document ‘Keys to Quality Success’ go to: http://www.iso9001help.co.uk

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http://www.iso9001help.co.uk/

4a. Investors in People Action Plan Company Name: ........ Date:

Management Theme

Practice currently in place Areas for Discussion/Actions By whom? By when?

1 A strategy for improving the performance of the organisation is clearly defined and understood.

Defined Vision, Missions and Values – these have recently been updated and amended

Business Plan is currently being produced and highlights have been sent out – discussed at company briefings. Staff are involved within the planning process by developing their objectives within their own teams/departments.

Strategic Plan – to be circulated shortly

Company objectives are underpinned through the following:

Company briefings

All Staff Away Days

Team meetings

Company Newsletter - Buzz

Various E-Mails and Intranet: MD update; Company AnnouncementsEnd of Year Message from CEO.

Individual objectives are underpinned

Are these clearly understood by all?

All staff have been sent the 5 themes from the Business Plan which were discussed at the company briefing – will all staff understand the KPI’s or measurable targets?

Are team objectives clearly understood by all?

Work in progress


through:

Annual appraisal and quarterly reviews

121 meetings – which normally take place monthly but will depend upon each manager

Check communication for associates.

2 Learning and development is planned to achieve the organisation’s objectives.

Organisational Development Plan and Learning and Development Plan used to identify Company wide training

Team development is discussed and monitored through team meetings

Annual Performance Management System used to identify individual development –

Business objectives are linked to the training plan and PMS

PMS linked to Competencies for all members of staff

Check managers’ understanding of the development policy – eg what can/cannot be funded, etc

Need a set policy, work related, Example givenProfessional qualifications it would have some benefit to organisation, how much would be funded, lines of agreement.Outline L&D arrangements in Staff Handbook.

Check managers’ understanding of team development issues and how this has benefited their team – link to company objectives

Newly appointed manager – remind managers what development contribute to company objectives, Teams point of view rather than individual.Managers might identify group training that would impact on the whole team/division.

Ensure that all managers’ understand the


new online PMS process and have had the appropriate development – see Indictor 4

Managers training

Embed ownership of your own L&D when approved, training not to be left if approved

3 Strategies for managing people are designed to promote equality of opportunity in the development of the organisation’s people.

All members of staff are included within the PMS for their development – see above indicator 2

Departmental/Team Meetings take place on a regular basis – timings down to each manager – staff are encouraged to contribute

121 and PMS meetings are also used to discuss ideas and gain staff input

See above

What is the policy on developing associates or ensuring that they have the appropriate skills to meet the needs of the company objectives?

Anyone contributing to company objectives how do you make sure they have the skills.

How do we know that long serving associates maintain their skills?

4 The capabilities managers need to lead, manage and develop people effectively are clearly defined and understood.

There are competencies for all staff including managers within the PMS. There is also a staff handbook which highlights the formal policies and procedures (HR Guidance)

Discuss – what do all members of staff understand what capabilities that managers should have?

Outside of the core responses


5 Managers are effective in leading, managing and developing people.

The majority of staff were positive about the support that they receive and used positive words to describe the support – approachable, supportive, etc. They were also able to describe the formal processes – PMS, 121’s, etc.

See above indicator 4 – ensure that staff link the formal (and informal) processes to their expectations of the support from managers.

What Management Development takes place – is there a consistent approach to managing staff?

6 People’s contribution to the organisation is recognised and valued.

Company Bonus Scheme, etcSocials, etcVarious Complimentary E-Mails and feedback

7 People are encouraged to take ownership and responsibility by being involved in decision-making.

Company Taskforce

Staff briefings

Team Meetings

Staff surveys

Ensure highlights are distributed and understood by all – including what actions have taken place as a result of people’s input – what improvements/changes have taken place

This relates to staff survey& company away day.

8 People learn and develop effectively.

L & D Feedback Form

Inductions

Staff Handbook

Staff Introduced via Weekly Buzz Letter

PMS

Induction for job changers (for example Managers) – this is more on-the-job – ensure that their views are taken into account when evaluating the induction process

Induction for new staff is robust, but not for staff changing jobs.

Ensure that benefits of development is This document provides examples only. Organisations should develop their own templates to relate to their working practices

121’s

Team meetings

understood by all

Evaluation sheetsWhat Impact external training has had ie 3 month follow up etc not consistant

Ensure that L & D needs have taken place where agreedReferred to SFEDI training agreed but not taken

9 Investment in people improves the performance of the organisation.

Impact assessments

Board meetings – end of year evaluations – what went well

Team meetings – evaluation of team learning

PMS/121’s – benefits of learning

Accreditations – Customer First; ALI; Ofsted (including self assessment )

Senior Management Evaluation of Business and Training Objectives – e.g. we spent this much and these are the benefits. Impact assessment

Ensure that the results from the impact assessment are understood by all – the key themes/highlightsSenior Managers awareness of main benefits L&D has had on company

Revisit the input from managers into the L & D plan regarding their team requirements and results from Team development evaluationAs above impact training has had

10 Improvements are continually made to the way people are managed and developed.

First year that the PMS process will be onlineBetter communicationBetter inter-team working and understanding of each-others roles

End of year reviews, impact assessments, etc – what are we doing differently/better to manage and develop our people (as a result of last years review)Relates to staff not referring to what has improved in the organisation, needs to link to better communication, cross team working.


More away days, PMS on line.

Previous Assessor Feedback – July 2007 Completed

1. Ensure that the imminent Business Plan clearly sets out the key measurable objectives against which the success of 2007/2008 will be assessed. Ensure that these objectives are clearly understood by people throughout the company and that they are kept informed as to how they are performing.

Date

2. Clearly link the measured objectives agreed above to the planned learning and development activity for the forthcoming year. Ensure that top managers are able to describe what return on investment is anticipated from the learning and development activity.

Date

3. Look to continue to work on the “One Company” ethos with further activities combining fun with knowledge testing. In particular as a method of encouraging people’s awareness of the business plan objectives.

Potential areas for Development

4. Look at methods of further reinforcing the importance of managers delivering against their role’s competencies. Consider some form of upward appraisal with which to assess and track the quality of their performance.

Potential areas for Development

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5. The Customer First Standard

The Customer First Standard focuses on the customer and their interface with and experience of your organisation’s service delivery. It has three key parts for you to work through, each encompassing a series of specific quality Statements.

The three key areas of focus are:

Building Customer RelationshipsHow do you identify and then meet your customers' needs? How do you follow up your customers? What practices are in place to deal effectively with customer complaints and queries?

Maximising Market AwarenessWhat is your approach to understanding the market? How is the target market identified? How are your services improved and new ones developed to better meet your customers' needs?

Developing your PeopleHow do your people understand and assess customers' requirements? Are your recruitment methods ensuring you have the best person for each position? How do you ensure that your people are continually developing their skills so they can provide the best service to your customers?

The 32 Statements

These are the criteria against which you will be assessed against on your journey towards achieving the Customer First Standard. There are 32 Statements in all, split across the three core elements.

CUSTOMER RELATIONSHIPS SECTION

1. We build successful long-term relationships with our customers 2. We build successful long-term relationships with other related service providers and

suppliers for the benefit of our customers 3. We identify our customers' needs at the first point of contact with us 4. We always ascertain customers' existing relationships with other relevant service

providers before providing services to avoid duplication 5. Our customers can access other relevant and related services through their contact

with us


6. We always set aims and objectives that specify what our customers can expect from the service we provide to them

7. We deliver services to our customers within agreed timeframes. We review to ensure they are achieving what we have agreed

8. Our customer’s needs are reviewed on a regular, on-going basis 9. All employees follow clear guidelines to ensure we select the most appropriate

organisation to either contract with or refer to, in the best interests of the customer 10.Our employees have access to up-to-date customer information which is updated

accurately at regular agreed intervals 11.We always follow up with our customers after we deliver services to them 12.Where appropriate we always follow up our key customers after we refer them to other

service providers and suppliers 13.We always follow up and resolve customer complaints or concerns, swiftly 14.We understand, evaluate and review the long term impact our services have on our

customers

MARKET AWARENESS SECTION15.Our employees, and all those working on our behalf, understand the purpose and

aims of our organisation 16.We have processes in place to keep our employees up to date with the changes in our

industry sector and other related service provision 17.We develop our services by working in partnership with other relevant service

providers 18.We have overall business objectives that we measure and regularly review 19.We set overall objectives for service delivery which we regularly review to ascertain

how our performance affects our customers 20.We have processes in place to identify our customer groups and their needs which are

reviewed regularly 21.Potential customers are carefully selected and targeted in any marketing activity 22.We have processes in place to share good practices with our customers and with

other relevant organisations 23.We support continuous improvement – we are able to demonstrate that we learn from

our experience and make improvements to our services as a result 24.The introduction of every new or changed service is based on a clear rationale

PEOPLE SECTION25.We ensure we recruit the best people for the job by using effective and appropriate

recruitment methods in line with Equality of Opportunity principles 26.All our employees understand their role within our organisation and are clear about

what we expect from them


27.Our employees have the necessary skills to effectively understand and meet customer needs

28.We use customer feedback to evaluate our employees’ performance 29.We regularly review and appraise our employees and ensure they are developed to

perform their job effectively 30.All employees have appropriate, and recent, training and development to perform their

job effectively 31.We evaluate employee training and development to ensure it has a positive impact on

customer delivery 32.Our employees deliver an impartial and objective service, acting in the best interests

of the customer at all times

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5a. Guidance to the Self-Assessment Process

The purpose of self-assessment is for your organisation to understand, and evaluate itself against, the statements within the Customer First Standard, in preparation for external assessment.

In doing so, you will not only identify strengths and areas for development within your organisation, but the process will also help your organisation to prepare by understanding what you will be assessed against and therefore what evidence you could show to your Assessor. The self-assessment is very much for your benefit, and although the Assessor will want to see the self-assessment prior to your assessment to help them prepare, the document is aimed to support you through the process.

Where you are to complete a re-accreditation assessment, i.e. where you are to be assessed after a two year period of accreditation to the Customer First Standard requirements, you may wish to evaluate your previous self-assessment findings and evidence, to determine whether your approaches and evidence examples have changed or are still valid.

Our guidance for conducting self-assessment includes:

1. Discuss the statements with members of your teamWe suggest that you involve other members of your team in evaluating yourself against the three sections of the Standard, with representation from your HR team, the customer facing team, staff dealing with service development and marketing and your senior team.

2. How do you think you rate as an organisation against each statement?Do you think that you have approaches and complete activities that show you wholly comply with the statement? What evidence examples do you have that help you to support meeting the Standard requirements? Is the evidence that you suggest relevant to the particular statement requirement? Are your approaches consistently carried out and embedded within your organisational practices? Are they robust and well managed? Are they customer focused? Is there an opportunity to improve your approaches?(Compliance)

Do you think that you have some examples of relevant evidence but there is a gap in other areas regarding potential evidence or your approaches? Is your evidence inconsistent, insufficient or not well managed? Are feedback or monitoring processes missing? Do you need to work on certain approaches to strengthen or develop them further? Is there an opportunity to improve your approaches?


(Partial Compliance)

Do you think that you do not have any evidence available to support compliance with the statement requirements? Are there no agreed and understood approaches in place? Is potential evidence historical and, therefore, not current? Do you need to develop new approaches?(Non-Compliance)

3. Identify the evidencePlease list your evidence to demonstrate how you comply with each statement; examples of applicable evidence are detailed under each statement. You will need to consider how the evidence you put forward fulfils the requirements of the statements. Evidence does not need to be procedural or paper based and could be an activity regularly undertaken, an accepted working practice or an agreed way of working. In this instance you will need to substantiate approaches in place.

Thinking About Your Service Delivery

To prepare for your self assessment you need to think about what you deliver and who is

directly involved in that delivery. Here are some questions to help you identify your key

activities and enable you to self assess yourselves appropriately.

1) What is the fundamental role of your organisation?

2) How many people do you employ?

3) How many of these are involved in the delivery of services?

4) Who are your core customers / customer groups?

5) Who is involved in:

i) Strategic direction / planning of your service delivery

ii) Marketing

iii) HR- people management and development

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6. OFSTED Inspections

Introduction

Ofsted’s new inspection framework for further education and skills went “live” in September 2009. Using the new framework, inspectors will not only consider how well provision is matched to local needs (of employers and learners) but also how well it reflects national priorities. In the Handbook for the inspection of further education and skills from September 2009 (updated SEPT 2010); The handbook provides guidance for providers, OFSTED Inspectors, and additional inspectors on the implementation of the Common Inspection Framework for inspecting all education and training within the further education and skills sector.

The handbook can be found here:

http://www.ofsted.gov.uk/Ofsted-home/Forms-and-guidance/Browse-all-by/Other/General/Handbook-for-the-inspection-of-further-education-and-skills-from-September-2009

The handbook has two parts: the first is guidance for inspectors and providers on the preparation for, and conduct of, inspections; and the second is the full Common Inspection Framework and guidance on how it will be used by inspectors to award the main and contributory grades. The handbook is made available to ensure that providers and other organisations are well informed about the process and procedures of inspection.

Revisions to the framework on evaluating outcomes for learners now includes whether learners are involved in community based development activities and projects; and how well they develop skills, knowledge and understanding relevant to community cohesion and sustainable development.

In OFSTED’s Taxonomy of Issues, a list of all issues in the learning and skills sector, arranged under the steps of the learner’s journey and leadership and management, sustainable development comes under category 18, Leadership. The OFSTED Good Practice Database on the Excellence Gateway features sub sections on leadership and management. Within this is information on building better practice for the sector to be a leading exponent of sustainable development through its management of resources, the learning opportunities it delivers and its engagement with communities. The website lists examples of best practice already identified in inspections, and offers a “health check” as well as suggestions of what providers could be doing to improve.

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http://www.excellencegateway.org.uk/page/page.aspx?o=167934



7. Self Assessment Review Template

Contents

IntroductionThe Services We ProvideNumber and Location of LearnersStructure and StaffingLocation Local Labour Market InformationOur Commitment to QualityThe Self Assessment ProcessOverall EffectivenessSummary of GradesLeadership and ManagementPartnership WorkingManagement of Associates and PartnersQuality AssuranceEqual OpportunitiesBusiness Administration Management and ProfessionalRetail Customer Service and TransportationAppendices


Introduction – Recommended 1 page

(organisation name) is a social, economic and cultural regeneration development company, working largely on public sector-funded economic regeneration initiatives. The company was established in 1995 in response to increasing needs for services, from a wide range of public, private and voluntary sector organisations.

Today (organisation name) is a culturally diverse and multi-disciplinary company of some 50 staff supplemented by a register of some 70 specialist associates and an important part of our business model is to ensure choice for our learners through drawing on the specialist support represented by our associates coupled with robust programme management skills and underpinning support of our staff team.


(organisation name)’s Vision

(organisation name)’s vision is

(organisation name)’s Mission

We promote innovation, excellence and achievement in social, economic and cultural development - at the interface between policy and practice - to assist businesses and communities to achieve their potential.

(organisation name)’s Values

We have established a number of core values to underpin our approach to our business:

High quality services for clients, customers and learners We are one company Innovation and creativity at the heart of our work Bring benefit to the communities and local economies we work in Ensuring honest dealings bringing integrity to all that we do

The services we provide

Our work ranges from direct support for people on training and business support programmes, to delivering this support to local community and voluntary organisations, small business federations, SMEs, local authorities, institutes of further and higher education, national charities, LSCs and Business Links, National Training Organisations, the Government Office for London and the DfES.

(organisation name) offers services in the following key areas: Staff and leadership and management training and development (ESF Funded) Specialist advice to start up and micro businesses and social enterprises Structured business advice and support (business plan development, financial

planning, access to finance, accessing tendering opportunities, human resources)

Accessed through: 1-2-1 support with specialist business advisers Seminars, workshops and training courses Learning materials and online resources Networking events

We are currently delivering 6 ESF co financed programmes at both Pan London and sub regional levels that focus on the delivery of:

Getting ready for IIP recognition for SMEs (Non accredited) NVQ Leadership and Management at Levels 3, 4 and 5 NVQ Customer Service at Level 2 Accredited Short Courses in Project Management for SMEs and VCOs

(organisation name) has direct delivery responsibility for the IiP programme and NVQ Leadership and Management at Level 3 and manages partnerships around other qualifications by working with:


Fusion (College of North West London) delivers the NVQ management level 4 and level 5.

Maintrain Associates deliver the Customer Service Level 2 qualifications The Project Company deliver Project Management training for the Voluntary Sector

Organisation PMP Professional delivers Project Management training for SMes We work with Capital Quality Limited to support SME’s in achieving IIP accreditation

and are an accredited centre with OCR to deliver all of our NVQs.

Numbers and Locations of Learners

All of our learners are currently based with their employers in the London region. As of January 2007 we have the following breakdown of learners.

Programme No of LearnersIIP 20Leadership and Management 122Customer Service 4

Structure and staffing

(organisation name)’s governance arrangements include a Board Chaired by the Founder that incorporates a scrutiny function. The Board is complemented by an Executive Team comprising of the Managing Director and two Executive Directors that are in turn supported by five Senior Managers. ESF Delivery is headed up by the Director of Enterprise and managed by two Project Co-ordinators who each have one assistant and three Business Advisers (one of whom is an IiP practitioner). In addition there are associate agreements with 71 associates who are actively involved in delivery. Programme delivery is supported by the Quality Manager who helps to develop and implement good practice and foster a culture of continuous improvement.

Male Female White Ethnic PWDFull Time Employed 19 28 29 19 1Part Time Employed 2 1 2Part time Associates 34 37A breakdown of the ethnicity and gender of staff involved in ESF Delivery

We have not collected information on the ethnicity and gender of associates however this will be collected in the future.

Location

The company is based in Islington in a serviced office which is close to rail, tube and bus links. Based on the 3rd floor with lift access, there are six open plan offices, one large training room and two small meeting rooms. There is a kitchen area with tea and coffee making facilities which is available for use by staff and clients. There is currently limited disabled access to our offices although training is arranged in other premises as and when required to ensure that disabled learners have full access to our services.


Local labour market Information

Within Greater London, levels of unemployment although falling, are still higher than the national average with young people in these areas suffering from poor educational achievement, low levels of literacy and numeracy and low levels of self-confidence. In addition these areas have a high proportion of people whose first language is not English, poor quality housing and high levels of crime. Of particular concern in the region are the relatively low levels of employment compared with other English regions leading to marked contrasts in earnings and lifestyle.

The population of London is diverse with 29% of Londoners coming from ethnic minority groups against a national average of 9%. Recent research by GLA DMAG highlights that workers born outside the UK account for around 30% of people employed in London and although many of these have lived in the capital for some time and form part of the long-standing local communities, many have never learnt to speak English to a standard which would enable them to gain employment. 20% of London workers come from BME groups and for many of them English is not their first language. This makes it more difficult for them to achieve the qualifications required to meet either their own needs or those of their employer’s business as many qualifications require a minimum level of English proficiency and (organisation name)’s role as Train to Gain broker enables it to transform the lives of workers and their businesses placing the company firmly at the heart of the recommendations of the Leitch Review. The Greater London Authority estimates that London’s population will grow by a further million people between now and 2020, and that the majority of this growth will be represented by BME and groups for whom English is not their first language.

Although there has been a government strategy to ensure that young people achieve level 2 and 3 qualifications (by the age of 19, (2004/2005) 65% of young people were qualified to level 2 and 44% to level 3), there remains a skills gap for older (25+) workers who have not previously had access to funding for qualifications. This is currently being addressed through ESF Projects and the new Train to Gain programme of which (organisation name) is an LSC approved broker organisation.

Many organisations are employing staff who have not had the opportunity to gain the qualifications required to meet their employer’s needs and there is a real need for SMEs and particularly those from BME groups to be able to access both lower and higher level qualifications to ensure that their businesses remain competitive in the current economic climate and who are likely to rely heavily on the skills and knowledge of their staff to be able to develop their businesses.

(organisation name) has identified a range of development needs for individuals and organisations through the various activities they undertake and has developed these into funding proposals for consideration by colleagues at the LSC. Our commitment to Quality

Quality Assurance

(organisation name) is a quality assured supplier on a number of approved consultancy registers including Government Office for London, the London Development Agency, the Greater London Assembly, the Department for Education and Skills, the Department for Work and Pensions, the Employment Service, the National Learning and Skills Council’s


Equality and Diversity Framework Agreement, the Arts Council of England, London Arts, Business Link for London, Welsh Development Agency, North Fulham NDC, London Borough Grants, the National Council for Voluntary Organisations, Thames Gateway London Partnership, Thames Gateway Kent (Medway and SWALE) Sector Skills Councils and a number of other regional and local public bodies.

(organisation name) is committed to the ongoing development of quality systems and procedures and the achievement of relevant quality marks, and awards and has achieved the following:

Investors in People recognition (2001 and 2004 and is currently going through the re-recognition process)

Customer First – (organisation name) was one of the first 5 organisations in the UK to achieve this award in 2003 and has since been re-recognised in 2005

Twice listed in the prestigious Inner City 100 index from the New Economics Foundation demonstrating our values of community and economic benefit

ISO 9001 recognition (2007), In March 2007 (organisation name) will be one of the first companies in London to

secure the new ISO 27001 recognition for high quality and secure ICT operations

In addition The Chair has been appointed by the European Commission as one of the UK Experts in the fields of vocational education and training, lifelong learning and entrepreneurship.

Recent Quality Improvements

(organisation name) is continuously making improvements to its systems and processes to ensure that it consistently meets the needs of its clients and remains a market leader in the services it provides. Recent quality improvements include:

Re-organising the Operations Team and improving internal administrative and planning systems, including staff training in project management to enhance the way that projects are delivered and managed

Introducing weekly one to one programme management meetings which support project managers through coaching, helping them to focus on key performance and quality issues which has led to improved project performance

Developing and implementing a client database to support the effective capture and reporting of information relating to client progress, attainment and achievement.

Designing and implementing new feedback routes for learners, stakeholders and employers to enable services to develop according to defined needs.

Creating a company Task Force to promote (organisation name)’s values and embed the organisation’s Quality Agenda throughout the organisation.

Developing “Buzz” - an in-house weekly news bulletin to all staff to ensure they are kept up to date with current organisational activities, the employment of new staff and quality improvements.

Introduced launch events for all new Projects to ensure that Business Advisers, Telemarketers and project delivery staff have a clear understanding of the project aims and objectives which has led to more appropriate recruitment of learners onto programmes.

The development of protocols for working amongst the in house and specialist teams including a “charter” of rights and responsibilities to ensure smooth delivery of services to learners.


Introducing regular associate meetings to support them in meeting organisational objectives

Developing a new salary structure which includes clear guidelines on how staff can progress within the organisation including rewarding long standing staff, especially ‘junior’ staff, with enhanced job roles, progression plans and remuneration that has led to increased staff motivation and improvements in work performance

Introducing a new company pension and profit sharing scheme to encourage staff loyalty


The Self Assessment Process

Although the organisation is constantly reviewing the quality and effectiveness of their learning provision through weekly project review meetings, self assessment against the Common Inspection Framework and the completion of an SAR has not been undertaken until recently, when ESF programmes came under the scope of the ALI.

(organisation name)’s first SAR was put together in June 2006 based on learner feedback systems already in place, however it was recognised that the self assessment process was not sufficiently robust, particularly in view of the need to triangulate evidence as recommended by the Adult Learning Inspectorate and the report lacked this kind of evidence to back up the identified strengths and weaknesses. With this in mind (organisation name) decided to re-write the SAR in December 2006.

In putting together this SAR, (organisation name) has used a wide range of different information sources including:

Feedback from project co-ordinators based on their self assessment activities Analysis of learner and employer satisfaction surveys Data relating to retention and achievement Feedback from staff through a staff survey Interviews with delivery staff and associates Reviews of learner files IV/EV reports Minutes of meetings

The draft report was sent to relevant staff for consultation and relevant changes made based on the feedback received.

Overall Effectiveness

(organisation name) has a strong commitment to the development of quality policies and procedures and has a good and improving understanding of our strengths and weaknesses although this was not always easily backed up by the data available at the time of writing this report. New IT systems and a commitment to the development and implementation of a comprehensive Quality Improvement Plan which includes the development of more effective MI systems (which is almost complete) should enable us to accurately identify and evidence strengths and weaknesses in the future.

Whilst there is good evidence to support the fact that learner needs in relation to their training and development are largely being met, (organisation name) needs to focus on quality improvements which will further enhance the service they provide.


Summary of Grades

Leadership and Management 3Contributory GradesEquality of Opportunity 3 Quality Assurance 3

Overall Effectiveness 3

5. Business Administration , Management and Professional 3Contributory Grades5b. Management 3

7. Retail, Customer Service and transportation 4Contributory Grades7G. Customer Service 4


Leadership and Management

(organisation name) has a 3 year strategic planning cycle which includes the development of a yearly business plan which focuses on interim developments towards the achievement of the strategic plan.

(organisation name) has a robust recruitment process which includes a competency based interview. Once employed all staff participate in a comprehensive induction process that includes:

Briefing on company protocols for dealing with customers and clients, ICT usage and all company policies including health, safety and welfare, H&S, equality and diversity, whistle blowing and sustainable working practices.

A job specific induction process related to the specific requirements of the post

The recent staff survey reveals that all staff found the induction to be useful to some extent with 62% finding it good or excellent in welcoming them to the company.

The performance management process is designed to ensure that staff are supported to be effective in their roles. Annual objective setting is complemented by bi-annual reviews of progress that are in turn reviewed monthly at staff 1-2-1s. Under performance is identified in consultation with staff at these meetings and agreement reached on ways to improve performance.

Training and development needs are also identified through the performance management process. These needs are fed into the costed company training plan, and implemented in a variety of ways according to demand including in house courses, bespoke professional qualifications and job specific external courses. Although 70% of staff rated the range of training and development opportunities available to them satisfactory, disappointingly only 57% of staff rated it as good or excellent. (organisation name) needs to ensure that staff are aware of the range of training available and encourage staff to take more ownership of their training and development to ensure their expectations and aspirations are being consistently met.

All new staff meet the Managing Director and there is an annual all staff company away day where new strategies and business development is discussed. Staff give a great deal of input into the day and their ideas and suggestions are implemented where appropriate. Examples include:

Developing uniform Project Management Systems Improved Communication Minimising unnecessary emailing Staff involvement in business development The development of a company Task Force which meets monthly Developing a process for ensuring that all staff understand and adhere to the

company values Developing a process for staff to report incidents which go against company values

In addition the Managing Director circulates quarterly updates on progress towards company targets and goals and other topics which are relevant to staff such as new projects, new developments, staffing changes and forward planning.


(organisation name) believes that effective communication is crucial to keeping staff motivated and improving performance and quality. A variety of methods have been developed to encourage open communication and ensure that the information needs of staff are consistently met including:-

Regular attendance by staff at team meetings including those of other divisions Extensive use of email communication A company server which holds all relevant policies, procedures and associated

documents Weekly updates of activity in each division through “Buzz”, the in house company

newsletter The company Task Force with representative from each of the three divisions to take

forward initiatives Quarterly company breakfast meetings The annual company away day for all staff which looks at past performance, future

planning and where they are encouraged to make suggestions for improvements Team away days Running bespoke meetings on specific areas such as business planning, quality

management and performance An active company social group arranging quarterly events, outings and occasions

arrived at by presenting options to vote on by all members of staff.

The effectiveness of staff communications is reviewed through the staff survey which suggests that communication is reasonably effective with:

86% of staff rating the effectiveness of communication as good or fair. No member of staff rated communication as excellent and this provides opportunities for improvements.

Over 90% of staff have a fair or better understanding of the company’s values and objectives

The frequencies of meetings vary according to need and level. The main cycle of meetings is:

Meeting FrequencyBoard Every two monthsExecutive Director Every fortnightDivisional operational Every weekCompany task force Every monthProject Management Weekly

Typical agenda items in these meetings include actions from previous meetings, performance, quality, business development, human resources. Minutes are produced at the end of each meeting with actions required clearly identified.

Information from senior management meetings is cascaded through the company through the various meeting structures. After each Executive Director Meeting (EDM) Divisional Meetings take forward agreed actions. Responses, information, items and recommendations from staff are then taken back to the EDM for consideration.


Project Performance is closely managed. The company collects and uses management information and reflects on this to encourage quality improvement and support the decision making process. This has been further enhanced through the development of a central database that provides ease of access to a broad range of MI that can be interrogated across a range of fields. However to date most of the monitoring activity has related to the meeting of targets and compliance as opposed to quality. The Quality Manager will be developing an audit process which focuses on quality as well as compliance to further support quality improvements.

The ESF project portfolio is managed by teams of dedicated staff that act to support the delivery partnership, securing management information and reporting this to the LSC and its agents, supporting audit and monitoring visits by the LSC, and distributing funds to partners. Staff also programme in and monitor delivery by (organisation name) staff and associates.

Staff have access to a wide range of resources to enable them to carry out their jobs effectively including computers with internet access, shared access to staff diaries, a company intranet which is currently being overhauled to ensure that it is fully up to date, marketing materials and a wide range of training materials.

(organisation name) encourages the development and sharing of good practice both internally and externally through a range of mechanisms including away days, the Task Force, assessing current performance against agreed targets at divisional and team meetings and fostering a culture of debate, innovation and creativity through our values that enables experimentation within defined limits and under supervision. In addition evaluations are undertaken at the end of each project the results of which are used to inform practice within other projects and the business development function. However despite this Project Managers run and manage their projects in quite different ways and we feel that the impact of the sharing of good practice is more effective at company level than at learning programme level.

(organisation name) operates within several formal and informal networks to further encourage the sharing of good practice both internally and externally which is critical to continuous improvement, enhancing learner services and for maintaining good relationships with partners and funding bodies.

As a regeneration consultancy the company is also invited to develop and disseminate good practice through our EQUAL funded programmes and is often approached to undertake case study development for sharing across a wide audience, for example, the Business Link for London and the Learning and Skills Council.

Partnership Working

(organisation name) places a high level of importance on developing and maintaining effective partnerships. In particular considerable work has been carried out to encourage partnership working within the voluntary sector who frequently do not have the capacity to retain dedicated business development resources. To address this (organisation name) provides a capacity building function to these organisations. (organisation name) values the role of the VCS in particular in reaching hard to reach groups and those disadvantaged in the labour market as they support the company in achieving its mission and values particularly


relating to benefit to the community. Our partnership strategy has resulted in participation rates in our services of 36% for women and 38% for BAME groups.

(organisation name) uses its consultancy resources to undertake research, evaluation and development work which has led to the development of projects which has supported the creation and development of an umbrella social enterprise; ACBBA – the Association of Community Based Business Advice that provides support to business in hard to reach communities through voluntary and community organisations.

This partnership development work has been particularly useful in supporting innovative new partnerships to deliver ESF co financed programmes. In particular, (organisation name)’s systems and expertise around programme management has enabled it to offer delivery partners extra capacity to manage their activity and ensure that evidence is robust in order to support claims. It also enables the company to offer its own clients and those of partners a broader range of provision that enables greater tailoring of support to their needs.

Management of Associates and Partners

Associates are a key part of the (organisation name) business model providing the company with a range of flexible and specialist resources to meet the varied needs of individuals and businesses. They are selected through a variety of means, but in general they are recruited through (organisation name)’s extensive network of contacts across learning and business support. Associates are self employed but must go through a registration and approval process which includes a requirement to be interviewed for potential work, agree to abide by company policies and undertake a service level agreement. Associate conduct and working requirements are detailed in a Customer Charter that outlines rights and responsibilities to the company and the in house staff team, and this forms a key part of their induction. Although all associates receive an induction into the organisation there is a lack of consistency in how this is delivered.

Generally, the resources available to the in house staff team are also available to individual associates, and hot desking space is available in our offices. Access to ICT resources and HR is available as appropriate. Progression for associates depends upon performance against their Service Level Agreement which is agreed with them at induction. Associates are able to use their (organisation name) work experience to support their continuous professional development and this is positively encouraged, for example through developing assessment skills and SFEDI accreditation.

Performance management of Associates is conducted through regular review of service level agreements. Variances to the SLA are discussed with associates at review meetings and plans are put in place to deal with under performance in a variety of ways including agreeing extra resources or a re profiling of the service level agreement. Communication with associates is managed through a variety of media including attendance at review and project based meetings, telephone and email contact from Project Managers and through networking events.

Service level agreements are also used to underpin partner delivery and operate in much the same way as those for associates. Persistent underperformance by both partners and


associates is identified at divisional meetings and contingency plans are agreed where required within our overall risk management activity.

The development of Service Level Agreements for partners, is further undertaken at the partnership development and funding proposal or tendering stage where particular expertise that meets the needs of the prospectus for funding is identified and outline agreement around roles reached. This then feeds into contract negotiations with partners in line with those of the funding body. This is particularly helpful in ensuring we gain commitment from delivery partners to meet project objectives. .

Quality Assurance

The quality assurance process for the company is based on the effective operation of the management cycle which allows for planning, action, reflection and monitoring of performance with adjustments and actions agreed to ensure qualitative and quantitative targets are consistently achieved. This includes:

Project planning at the tendering stage with partners and relevant staff Implementing documented project management systems and procedures Conducting regular progress reviews carried out at all the levels of the business

although these tend to focus on performance more than quality The use of the company Task Force of staff representatives including Quality

Champions as a consultation, quality implementation and development structure Holding regular staff seminars and events to promote quality, the business plan and

other strategic work Holding regular social events to underpin communication and effective working

relationships amongst the staff team.

The company has an overall quality system, with structures and procedures designed to support the delivery of services of the highest quality as part of our commitment to the pursuit of excellence. We are currently working towards achieving the ISO 9001 quality standard and updated system and procedures manuals are due to “go live” on 7th February 2007.

Systems and procedures are stored on the company server, which all staff have access to and receive training in as part of their induction. However although Project Managers are issued with briefing and Guidance packs for each new project they take on some procedures are not fully documented which has led to an inconsistent approach to project delivery and management.

Quality is monitored in a variety of ways including: Through divisional programme and project meetings (an analysis of retention of

learners led to (organisation name) working with different business advisers which resulted in a significant improvement in this area)

Through the analysis of management information up to Board level Through compliance testing of procedures Evidence testing against claimed outputs for projects Through feedback from learners, employers, stakeholders and staff (feedback from

associates led to the development of more robust Service Level Agreements which have given them a clearer understanding of what is expected of them)


The majority of the audit activity which has taken place in relation to project delivery has tended to focus on compliance rather than quality and there has been little quality audit or classroom observations undertaken however with the engagement of a new Quality Manager this issue should be resolved imminently.

(organisation name) has identified that an important part of the QA process is to seek the views of learners, staff and stakeholders.

(organisation name) has regularly sought the views of service users about their satisfaction with the service provided (90% were satisfied) and has used the questionnaire to make programme improvements such as more detailed joining instructions, however these surveys have not been consistently analysed which has made it difficult to identify trends or make comparisons between different courses and/or tutors.

(organisation name) has recently upgraded the evaluation questionnaires and process for gathering feedback used during and after learning programmes to ensure that appropriate information is gathered and analysed about the quality and effectiveness of the training process to ensure that strengths and weaknesses of provision can be better identified and addressed.

An annual staff survey has recently been introduced and has highlighted that whilst 97% of staff had a fair or better understanding of the company goals and objectives over half of them rated their understanding as only fair. This is disappointing and something which needs to be improved upon through our induction process, Buzz newsletter, away days and breakfast meetings.

The staff survey has also highlighted that 81% of staff rated their satisfaction with (organisation name) as an employer as good

or better 87% of staff had a good or better understanding of their job role and responsibilities 73% had a good or better understanding of their team’s role and responsibilities 84% of staff felt that they were encouraged to take ownership and responsibility within

their job role 81% of staff are happy in their current job role most or all of the time

Stakeholder feedback is carried out through our market research activity and has highlighted that:

The company is well perceived in the market in terms of branding, product and position

That the leadership model that has been developed over the last 3 years is now embedded into the company and is now contributing the effective ddelviery of projects

That the quality of provision by partners and stakeholders is ranked highly That the SMT is seen as an effective vehicle for growth That there is more work needed on defining the USP of the company That the recent changes in the company need to be expressed to all partners and

stakeholders That product definition is an area that needs to be developed


Although (organisation name) carries out ongoing monitoring of projects and contracts, these activities have not been subject to self assessment in line with ALI requirements. The self assessment process undertaken to complete this SAR needs to be formalised and further developed to ensure that accurate judgements as to the strengths and weaknesses of provision can be made. In addition although (organisation name) makes continuous improvements to programmes through its review processes, a formal Quality Improvement Plan has not been developed. This will be addressed immediately through consultation with relevant staff.

Equal Opportunities

(organisation name) has a strong commitment to providing equality of opportunity for their staff, associates and service users. The staff handbook which is issued to all staff during induction includes a statement on the importance of equal and fair treatment and staff is required to read our Equal Opportunities Policy.

A review of our Policies and Procedures during the self assessment process has highlighted that (organisation name)’s Equal opportunities Policy needs to be updated to reflect our service users and that we need to develop formal procedures to ensure that equal opportunities is promoted, implemented and monitored effectively in all areas of the business.

Although we have an internal and external complaints policy and grievance procedure, some complaints go unrecorded which makes it difficult to identify any trends or ensure that systems are put in place to prevent their re-occurrence.

(organisation name) has developed a diverse and multi lingual staff team of 50 and a register of over 70 quality assured specialist associate consultants and advisers to meet the different needs of our client groups and support the delivery of our ESF projects which support hard to reach employers who come from a diverse range of communities.

Associates are required to follow a Code of Conduct which requires them to comply with the organisations equal opportunities policy however the self assessment process has highlighted that they are not actually issued with a copy of the Policy. This weakness is currently being addressed.

Although staff have access to a wide range of training activities, equality training has not been carried out for two years and this needs to be addressed immediately.

To aid the promotion of equality of opportunity, (organisation name) takes a proactive approach to staff welfare. Examples of this include:

Ensuring that staff with disabilities are receiving appropriate support through holding regular review meetings with them

Making adjustments to meet the needs of staff with additional needs such as adapting their job roles, adapting responsibilities, adjusting hours, providing transport to assist staff in getting to and from work after sustaining injuries and providing facilities where staff who need a short break during the day due to pregnancy or back problems can go for a short break during the day.

Ensuring that staff who attend work related events are provided with transport home outside of normal working hours

Providing opportunities for staff to work from home if appropriate


Adjusting working hours to ensure staff can study towards qualifications they wish to achieve to meet their individual aspirations

During a recent staff survey 81% of staff felt that they were treated fairly by the company.

In addition we have implemented and embarked on a number of initiatives and activities to ensure our learners/employers and prospective learners/employers have equal access to our services including:-

Providing female business advisers for Muslim women Arranging interpreters and signers for learners on our programmes Visiting a community group run by a paraplegic women who was unable to attend out

offices to talk to her about IIP. She organised other attendees who were also either disabled and non English speakers thus providing access to our services that these individuals would not otherwise have had access

Providing training for women into non traditional occupations (WINTO) – due to start in January

Attending training run by Prowess to help advisers support female businesses Attending seminars to develop expertise in dealing with the special needs of women

and those with special needs which led to the provision of a crèche for an open day promoting business support

Working towards Prowess Accreditation which will help to ensure that our systems are inclusive and women friendly

Ensuring that one of our business advisers is a qualified Basic Skills Broker to enable her to talk to employers about the importance of their staff and themselves having appropriate levels of basic Skills to meet their business needs.

Developing a unique and proven ability to inspire and lead collaborative relationships and new partnerships between the public, private, voluntary and education sectors which has led to a variety of new partnerships including Supporting Inclusion for Enterprise Development. This has led to the engagement of hard to reach employers specifically in the Islington area

Creating new pathways for excluded communities to re-engage in learning through the creative sector.

Although we have developed many initiatives to promote equality of opportunity, we have not consistently promoted equality to learners and employers as individuals and ensured that they are fully aware of their roles and responsibilities in this area. This needs to be addressed.

Key Strengths

Effective partnership working with a wide range of organisations Strong commitment to and the achievement of capacity building within the voluntary

sector Effective process for promoting the sharing of good practice within the voluntary sector Effective and varied forms of communication adopted within the organisation Considerable effort made to involve staff in organisational development

Weaknesses


Under-developed process for the consistent collection and evaluation of learner/employer feedback

Under-developed Self Assessment process against the requirements of the Common Inspection Framework

Inconsistent approach to the induction of associates Some processes not fully documented Emphasis on compliance rather than quality Weak promotion of equality of opportunity to learners and employers


Area of learning - Business Administration Management and Professional

5b Management

Within this Area of learning we deliver 6 Projects:Project Title Brief description OutputsProject Management Training for micro/SMEs

This project aims to embed a culture of lifelong learning and skills development to foster the competitiveness of micro/SMEs,

Association of Project Management level 2 (Introductory) Certificate or equivalent Project Management Qualification or Units Towards

Project Management Training for VCS micro/SMEs

This project aims to capacity build micro/SME employees in the VCS to understand Project management principles and techniques through Project Mangement training

Association of Project Management level 2 (Introductory) Certificate or equivalent Project Management Qualification

Developing Micro/SME Leaders

This project provides innovative, flexible advice, support and training packages on leadership and management to owner/managers of micro/SMEs through gaining commitment to the IiP process. The project aims to increase business productivity through developing skills of owner/managers and upskilling employees.

1. Achievment of non-accredited qualifications - (Owner Manager Certificate Level 2/3) (Manage To Grow)

2. Organisations referred to Investors in People

3. Organisations achieving recognised quality standards referred to Investors in People

ESF Co-financing Project – RCO – Renewal SRB

(organisation name) is delivering this small project in Partnershipwith Ealing PCT to promote wider access and participation in life long learning for disdavantaged groups.

NVQ Level 3 in management NVQ Level 4 in management

Access to Proactive Management (APM)

The project will provide management training aimed at SMEs to meet the needs of disadvantaged employees within the key target groups of BME communities and/or people with a disability for enhanced managment skills.

A key aim is to provide beneficiaries with management skills to access higher paid positions and reduce economic exclusion while meeting the needs of employers for increased competitiveness.

CMI Certificate in ManagementCMI Diploma in management

Embedding a The project aims to support the 1. Organisations confirming This document provides examples only. Organisations should develop their own

templates to relate to their working practices

Culture of Progression (ECP)

successul achievement of of the IiP award for SMEs by embedding Leadership and Management qualifications in key FRESA priority sectors.. This project aims to add value to mainstream SME advisory programmes by embedding a culture of & commitment to workforce development & training, so that SMEs may continue to thrive and grow in the marketplace.

commitment to IiP2. Organisations achieving IiP

accreditation3. NVQ Level 3 and 5 in Management

For a full breakdown of recruitment retention and achievement data see appendix 1.

Recruitment

Learners are recruited as a result of a variety of marketing activities including enquiry lines, networking events, word of mouth, telemarketing, leaflets/brochures, cold calling, door to door selling and re-contacting old/existing clients. Using this variety of methods helps to ensure that we access a wide range of prospective learners and organisations many of whom come from areas of deprivation or from disadvantaged groups.

Learners are engaged from SME’s through business advisors who are either SFEDI accredited or working towards it. The advisers conduct a comprehensive company training needs analysis from which learners are identified that would benefit from (organisation name)’s ESF funded training programmes. Business Advisers identify what level of programme learners should be placed on, however as they do not always have the industry background to identify appropriate levels accurately, this has sometimes led to learners being signed onto inappropriate courses which has affected achievement on all programmes.

Many of our learners are actually the owner managers of the organisations which (organisation name) support. A holistic approach is taken by Business Advisers to ensure that the individual need of each of the organisations that they come in contact with is given top priority. This can mean that organisations/Owner managers are referred to other programmes not run by (organisation name).

Induction and Initial Assessment

For the project management and IiP course, learners attend an introduction/induction session that provides detailed information on the course structure and content and establishes learner commitment. During this session learners complete an individual training needs analysis to identify their training needs. This helps to ensure that learners are undertaking the correct courses. At the end of the session the trainer feeds back to (organisation name)’s project manager on learner progress and informs him of any issues that relate to the learners including whether additional support will be required. Any issues identified are addressed by the Project manager although this is not formally recorded.

(organisation name) has identified that additional learning needs are not always identified accurately during the first session and is currently looking into the feasibility of learners


completing a basic skills initial assessment even where this is not a payment trigger as we recognise that this is a weakness in our process.

The Renewal SRB project starts with an NVQ Induction day where learners are given information about the training schedule and the NVQ process and completed Individual Training Needs Analysis which is based around the specific needs of refugee community organisations. This Training Needs Analysis builds on the organisational Training Needs Analysis carried out by the business advisers and helps the trainers identify support requirements

Learners on CMI programmes attend an Induction day where they cover a wide range of topics and activities including who’s who, rules and regulations, details of the programme, health and safety, additional support available, contact details for assessors, attendance details, scheme of work, issue of portfolios, identification of special needs and assessment of prior attainment.

There is little evidence to support the information provided to learners during the Induction process on the Project Management/IIP programme.

.Developing an Individual Learning Plan

Learners on Project Management and IIP programmes have not completed ILPs largely because they have not been a funding requirement and the programme is only between one and three days long, however (organisation name) have identified that it would be helpful if learners agreed learning objectives, attendance and additional support requirements on their first day which could be reviewed at the end of the course.

On the Renewal SRB project learners have not completed ILPs again because this was not a funding requirement.

Learners undertaking CMI qualifications complete ILPs during the induction process in consultation with their tutor and are given copies.

The Business Adviser, Project Manager and Tutor then work out an appropriate programme for the group as a whole as opposed to individual learners.

Training Delivery

The Project Management and IiP programmes are all very practical courses which mould themselves around the needs of the group undertaking the course.

The non accredited Manage to Grow courses are very flexible and are adapted to meet individual needs within the existing workshops.

All the above courses are 3 days long. The Project Management courses are one day followed by two consecutive days and the IiP courses are delivered over three days which are timed two weeks apart.

Training on all courses is held in group sessions, usually 8 – 12 people.


On the Project management Course there is a non accredited introductory day delivered by an associate trainer and then PMP Professional or the Project Company delivers the 2 day workshop which leads to a Certificate in Introduction to Project Management which is accredited by Association of Project Management

Learners complete a Personal Development Plan and a course questionnaire at the end of the first day to help establish how well they are grasping the course content. This helps learners, the tutor and the Project Manager to identify whether the learner has the ability to continue the course and make the appropriate recommendations to the learners who can then choose whether to continue the course and/or take the exam which is at the end of the third day.

After each session the tutor feeds back to the project manager so that issues can be addressed as and when required. Feedback is also given to business advisers to help improve the recruitment process and ensure that the correct people are placed on the correct programmes.

IiP learners develop an organisational action plan based around the IiP Standards. Between each session they are then able to work on their actions so they can progress to the next stage. On completion of the three days learners will complete and implement a final action plan with the one to one support of the (organisation name) IiP Practitioner who will carry out a mock assessment where requested and organisations who pass this stage can then apply for accreditation.. This is a supportive process which helps to ensure that organisations do not waste valuable funds on assessment fees if they are unlikely to pass the assessment.

The renewal SRB Course lasts for approximately 12 months, with workshops being delivered over a nine month period. Learners attend half day training sessions on a fortnightly basis which are based around the NVQ unit requirements. This helps learners complete the essential knowledge questions which are required for their portfolio. Assessors visit learners every 4-6 weeks with a view to assessing two units.

Level 3 and 4 learners have been brought together for workshops with the result that learners have shown greater commitment to attendance and completing their qualifications.

The ECM project is structured so that it can offer a flexible, individual & centred training route for each participant

APM and ECP Programmes - The course lasts between six and nine months and learners attend twelve fortnightly training sessions to cover the theory of the qualifications. During these sessions learners attend monthly one to one tutorial reviews on how they are progressing through the course. Topics discussed include how they are coping with the classroom sessions and completion of assignments. These sessions help identify leaner needs and how these will be met. These reviews are fully documented and relevant information copied to learners in the form of guidance notes on how to further enhance their assignments.

Reviews

Due to the duration of the Project Management and IiP courses no reviews of learners are undertaken however feedback from the training is received from learners following attendance.


Although learners receive ongoing tutorials which are used to discuss progress towards the completion of assignments, there is no formal process to review progress on their training course as a whole

Assessors delivering the renewal SRB NVQ qualifications carry out ongoing reviews on learner progress, setting action plans with SMART targets which are regularly reviewed.

Support Provided

Learners on (organisation name) programmes have access to a wide range of support services including:-

Approved Information, Advice and Guidance prior to starting the course through Fusion which is the commercial training arm of the College of North West London who are Matrix accredited for CMI courses

Business/learner support through initial contact with Business Advisers Referral to health and safety or other relevant support organisations to address

business weaknesses Carrying out research activities to support business/learner needs Support with Dyslexia Provision of additional learning tools Adaptive materials or equipment Provision of interpreters or signers Use of a guide to assist with travel from the tube station Additional tutor time Disabled access Access to all college facilities and support mechanisms for CMI learners Access to female business advisers if requested Access to short course through the college for CMI learners Ongoing support through the Manage to Grow website for learners undertaking IiP

programmes Flexible start dates throughout the year for IIP and Project management courses Provision of networking opportunities Contact detail for Project manager, assessors and relevant college staff so learners

have access to a wide range of information/help sources for CMI learners Referral and access to additional training opportunities

The provision of additional support is not consistently recorded and its effectiveness is therefore not evaluated.

Added Value

Due to the diversity of the programmes offered through (organisation name) learners on our programmes have the opportunity to undertake further learning opportunities to enable them to undertake continuous professional development

In addition our programmes bring together learners from a wide range of organisations who are then able to develop and share good practice and develop networking opportunities. This is crucial for SME and voluntary sector organisations who need to become competitive in the market place.


Exit process

Unless it has been a funding requirement, (organisation name) has not tended to follow a formal exit process in the delivery of its programmes; however it has been identified that the carrying out of an exit review/interview would be of great benefit both to learners and to (organisation name) who could use feedback gained through this process to make programme improvements.

How well do learners achieve?

92% of learners on the Developing Micro/SME Leaders Project have achieved non accredited qualifications against a target of 60%. Although this is a good result, the nature of the organisations we are working with (2-10 employees) makes it very difficult for them to be able to progress to the next stage. This is born out by the fact that only 34% of organisations felt able to commit to working towards IiP. Due to the time required and the additional cost involved to prepare for IiP accreditation it is going to be very difficult for any of these organisations to achieve the recognised quality standards to be put forward for accreditation.

Another issue which has affected organisational achievement on this project is that the learners who attended Manage to Grow workshops were not necessarily eligible to be recruited for the IiP part of the project.

(organisation name) needs to look at the recruitment processes, what additional support these organisations can be offered to increase their ability to commit to the IiP process and monitor distance travelled where learning aims have not been achieved to improve the learner/organisational achievement

On the Project Management Training for Micro SMEs 57% of learners have achieved their qualification/learning aim against a target of 62%.

73% of learners on the Project Management for VCO micro/SMEs have achieved a qualification against a target of 83%

Due to the commitment of the learners and assessors on the Renewal SRB Project not only are all learners expected to complete their qualifications but 50% (4) of them are likely to complete early.

Learner success rates in relation to the achievement of accredited and non accredited learning, has been very encouraging considering the challenges that many of these learners face whilst working for small, often community based organisations.

Informal feedback from many of our learners on our VCO project suggests that their training has helped them run their own projects more effectively. As many of these projects are designed to support disadvantaged communities our learners are able to make a positive contribution to their local communities.

The APM and ECP Certificate and Diploma in Management Provision were originally delivered in association with Eden College, however (organisation name) received a number of complaints from learners related to the course tutor, and (organisation name) took immediate action and suspended the delivery of the course until a review had taken place. The review concluded in giving learners the option to remain with Eden College under


another tutor or wait until we had recruited a new delivery partner. This resulted in 4 learners remaining with Eden College and 32 learners choosing to wait for an alternative provider

Whilst (organisation name) were developing a partnership with Fusion, learners was kept informed fortnightly on the recruitment progress during which time a large number of learners left the programme. From the 36 recruited, 14 learners have remained on programme (4 Eden learners and 10 Fusion learners).

Breakdown:Recruited for Eden

Continued with Eden

Left Programme Transferred to Fusion

APM Cert 10 0 9 1APM Dip 24 4 12 8ECP Cert 0 0 0 0ECP Dip 2 1 1Total 36 4 22 10

Since Fusion have been involved in programme delivery 100 Learners have joined the programme and 1 learner has left the project early.

99% of the learners who are still in learning have achieved their mid point milestone in line with contract requirements.

Learner feedback suggests that some learners are achieving over and above what they expected from the course – “I have found this course to be very rewarding as I have learnt a lot of useful facts and ideas that have improved my management skills already”

There has been a strong focus on gaining commitment from learners on this project and the success of this can be seen in the fact that all learners have a achieved a minimum level of 95% attendance

The impact on local communities of the training being delivered has been positive. Small local organisations have employed local people who have traditionally struggled to find work elsewhere. These employees have been empowered to develop their skills and confidence and many have shown a commitment to ongoing professional development.

How effective are teaching, training and learning?

Although there is an individual training needs analysis carried out, this does not include Basic Skills or any occupational assessment. This places a reliance on the tutor or assessor identifying issues on the first day/early in the assessment process. It would be more beneficial if any issues could be identified during the recruitment stage to ensure that additional support needs and how these will be addressed can be agreed with learners and be included on ILPs prior to their training taking place.

A well planned and structured course has contributed to the excellent achievement rate of 92% in the Developing Micro/SME Leaders course.

Highly qualified and dedicated assessors and an effective assessment process have contributed to the excellent progress made by learners on the Renewal SRB Project.


Although all delivery staff are qualified and experienced in the delivery of their training courses, there have been no classroom observations carried out on any of the Project Management/IiP courses. Had this process been carried out, improvements may have been identified which would have led to a higher level of achievements.

Although learners complete course evaluations at the end of each course and issues are identified and addressed, the evaluations are not formally analysed which makes it impossible to compare satisfaction level trends with different cohorts over time. In addition an evaluation of the questions on the evaluation forms has highlighted that they could be more detailed and therefore more helpful in enabling (organisation name) to make programme improvements.

How well do programmes and activities meet the needs and interests of learners?

Business Adviser carry out detailed organisational training needs analysis’ and are responsible for recruiting learners onto projects, however until recently some of the advisers lacked an in depth understanding of the content of the projects they were recruiting for which affected how well the courses then met learners aspirations. We need to get feedback from service users to ensure that the project training which is now being given to Business Advisers is resulting in learners consistently being recruited onto the correct programmes.

Well structured short courses have not placed too great a time burden on the learners workplace commitments which is often a major problem for small and voluntary sector organisations has contributed to learner retention on these projects.

Programmes have been designed to aid the development of organisations who are often disadvantaged due to their size/capacity. The effectiveness of these programmes in meeting employer and learner needs can be shown through employer feedback (Project Management/IiP) which shows that:

92% of employers rate the value of the training programme their learner was undertaking as good or very good.

68% of employers were totally satisfied with the rate of their learner’s progress and 24% were partly satisfied

68% rated their knowledge of what their learner was being trained/assessed on as good or very good

76% have been totally satisfied by the level of service received from (organisation name) staff.

Learners on these programmes are generally satisfied with their training which is borne out by the fact that

93% of learners rated their overall satisfaction with the course highly 100% of learners rated their trainer’s knowledge of the subject highly of which 92%

gave the trainer the top score. 90% of learners rated the trainer’s presentation highly 92% rated their enjoyment of the course highly.

How well are learners guided and supported?

A lack of time management by learners undertaking the CMI Certificate has contributed to a high rate of drop out on this programme. A more detailed initial assessment and induction process would help to ensure that learners on this programme understand exactly what they


are committing to and are therefore better able to make an informed choice as to whether the course is for them. Learners undertaking the CMI Certificate should be given additional support to enable them to plan their time so they can complete their qualifications effectively.

Although ILPs are completed on some of the courses run by (organisation name) they are not consistently used across all programmes. Where they are used they lack detail and are of little value to the learners. This needs to be addressed as a matter of urgency and will form part of (organisation name)’s quality improvement programme

Although it is not appropriate to complete detailed ILPs for learners on short courses, they should be issued with learning objectives and SMART targets which should then be reviewed at the end of their training.

A well structured and comprehensive induction along with ongoing and effective support and guidance carried out by Fusion on the APM course has led to a high retention rate (99%) and milestone achievement rate (99%) since they took over the delivery of this project.

Supportive and encouraging tutors have contributed to the retention rate of 97% on the developing Micro/SME Leaders Project, 83% on the project management for Micro/SMEs and 100% on Project management for VCS Micro/SMEs on the Project Management short courses.

How effective are leadership and management in raising achievement and supporting all learners.

Project Mangers are supported in the delivery of their projects by a project assistant and the relevant tutors and assessors

Project Managers tend to adopt a flexible approach to managing delivery staff based on their individual; needs although this can vary across Project Managers.

Much of the day to day communication is carried out verbally and through email. Although actions agreed verbally are often confirmed by email, there needs to be a more structured approach to formal action planning at key project points to help ensure that issues affecting project delivery are formally addressed. This would help to support the sharing of good practice and the process of continuous improvement within (organisation name).

Every three to four Project Management IiP courses, the Project Manager, trainer and other relevant delivery organisations hold a steering group meeting to discuss issues relating to delivery and identify improvements. These meetings are minuted with actions and responsibilities identified and followed up.

Although Project Managers monitor performance on an ongoing basis against delivery profiles, this does not tend to include issues relating to quality.

Learner evaluations are collected at the end of courses but these lack substance and are not analysed although issues are identified and addressed on an individual basis.

Although Project Managers endeavour to ensure that learners are treated fairly, and provide considerable additional support where required there is little active promotion of equality of opportunity to learners.


Key Strengths

Good range of additional support available Good levels of achievement of non accredited qualifications on the Developing

Leaders programme Courses designed to meet the needs of disadvantaged community organisations High levels of retention on short courses High levels of learner engagement during CMI classes on the APM and ECP

Programmes

Key Weaknesses

Ineffective use of ILPs Under-developed initial assessment process Little recording of additional support No formal process for reviewing learner progress Under-developed quality monitoring processes in place such as classroom

observations, analysis of learner/employer feedback


Area of learning – Retail, Customer Service and Transportation

7F Customer Service

Within this Area of learning we deliver 1 Project:

Embedding a Cultureof Progression (ECP)

This project aims to add value to mainstream SME advisoryprogrammes by embedding a culture of & commitment to workforce development & training, so that SMEs may continue to thrive and grow in the marketplace.

NVQ Level 2 in Customer Service

For a full breakdown of recruitment retention and achievement data see appendix 2.

Recruitment

Learners are engaged from SME’s through business advisors who are either SFEDI accredited or working towards it. The advisers conduct a comprehensive company training needs analysis from which learners are identified that would benefit from (organisation name)’s ESF funded training programmes. Business Advisers identify what level of programme learners should be placed on, however as they do not always have the industry background to identify appropriate levels accurately, this has sometimes led to learners being signed onto inappropriate courses which has affected achievement on all programmes.

Induction and Initial Assessment

Learners on NVQ programmes receives a group induction where they cover an overview of the qualification and sign a letter of commitment which covers rules and regulations. The assessor identifies the appropriate level of study based on an individual training needs analysis. (organisation name) has identified that it would be helpful for assessors to complete an occupational Initial Assessment to ensure that learners are being placed on the most appropriate level of qualification.

Developing a Individual Learning Plan

NVQ learners do not complete an ILP and again this needs to be addressed with immediate effect.


Training Delivery

This programme is scheduled to last for 6 months and after the induction session, learners attend workshops at (organisation name) followed by assessment visits in the workplace.

There were some initial problems with the delivery of this project including the frequency and timing of assessment visits, however following a Project Meeting to review the project structure with the NVQ co-ordinator, trainer and Project Manager these were quickly resolved with the recruitment of new assessors and visits being organised around the needs of the learners and their employers.

Assessment

All assessment activity is carried out in line with awarding body requirements.

Reviews

Learner progress is reviewed by assessors/tutors on an ongoing basis however they tend to focus on NVQ progress as opposed to a review of the programme as a whole.

Support Provided

Although learners have access to a range of support services including: Mobile and email contact details for assessors Additional time for learners with learning difficulties Flexible assessment times including weekends Assessments carried out in learner’s preferred locations which can often be out of

Londonthis support is rarely recorded unless it directly relates to the assessment process.

Added value

Learners can be referred to additional workshops to support the completion of qualifications and address identified weaknesses. These include workshops which are not directly related to their qualification

Exit Process

Exit questionnaire are sent out when learners leave the programme, however this is a fairly new process and the impact of this process cannot be properly evaluated.


The ECP Customer Service Project has achieved all its required outcomes, resulting in all the learners who have remained on programme achieving their Customer Service Level 2 qualification well within the completion timeframe. Although this can be attributed to the effectiveness of the assessment process and support provided and the high levels of learner motivation, 5 out of 9 of the learners who were originally signed onto the programme left


early as they felt the course was not suited to them. The issue of learners being placed on incorrect courses has largely been addressed through the change in business advisers and the project training they receive.


Poor assessment planning and a general lack of professionalism led to a high level of early leavers on the first cohort. However these issues were addressed and new assessors recruited before any new learners were engaged.

The effectiveness of the training delivery and the improved assessment process and the recruitment of highly qualified and dedicated assessors has contributed to the early achievements in the Customer Service Level 2 course.

Although an individual training needs analysis is completed at the induction stage this does not include a basic skills or occupational assessment which makes it difficult to accurately identify where learners have additional learning needs before they start their training. In addition associates do not receive any information about the learner before they meet them for the first time making it difficult for them to plan how any additional learning needs will be met. The initial assessment process is currently under review and a new process will be in place in the near future.

Although all classroom delivery staff are qualified and experienced in the delivery of their training courses, there have been no classroom observations carried out on any of the Customer Services Courses. Had this process been carried out, improvements may have been identified which would have led to a higher level of retention or achievements.

Feedback from EV report has highlighted that some improvements to the assessment process need to be implemented and this is currently being addressed.

How well do programmes and activities meet the needs and interests of learners?

Feedback from learners confirms (Add in data)



Although assessors plan assessments with learners to ensure steady progress, the ILP lacks substance and needs to be updated urgently if it is to be of any value to the learners.

Ongoing support and guidance provided to learners through structured monthly tutorials and ongoing phone/email contact has contributed to learners completing their qualifications earlier than planned.

How effective are leadership and management in raising achievement and supporting all learners.

This project is managed by a Project Manager who is supported by a Project Assistant

The Project Manager has weekly telephone calls with Maintrain (delivery partner) to review progress, discuss issues and agree actions. All verbal conversations are followed up with an email confirming actions agreed. The (organisation name) NVQ co-ordinator is in regular contact with Maintrain to support the assessors and undertakes quarterly standardisation meetings which are minuted. In addition quarterly meetings are held between the (organisation name) and the Maintrain Project managers.

The Project Manager has a meeting with Director of Enterprise an a weekly basis to discuss project performance.

Learners are encouraged to complete course evaluations at the end of each course, however although they are reviewed by the Project Manager they are not formally analysed.

Mid point evaluations are currently being sent out, and will be evaluated once they have been returned. However it has been identified that the return rate is not that high and we need to look at a more effective way of gaining learner feedback.

Key Strengths

Swift identification of issues relating to poor delivery of the project which were quickly addressed.

Key Weaknesses

Poor retention rate and slow achievement of learners recruited on the first cohort Under-developed initial assessment process Assessors not provided with information on learners before meeting them for the first

time. Poor recording of additional support Under-developed quality monitoring processes in place such as classroom

observations, analysis of learner/employer feedback

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7a. Ofsted Quality Improvement Plan Template

Example Table of Contents

Content Page No.

1 SAR (Ofsted, Matrix) Actions

2 Survey Learner Actions

3 Survey Employer Actions

4 Customer First Actions

5

6

Health & Safety Actions

Safeguarding Actions

7

8

9

10

11

Sustainability Actions

Equality & Diversity

IiP Actions

ISO9001 Actions

ISO27001 Actions


Heading: (Example Self Assessment Review Actions (Ofsted, Matrix) Actions)

Weakness: Under developed processes in accordance with CIF requirements

Objective: To improve systems & processes to increase delivery performance in line with the CIF requirements. Prepared for Ofsted InspectionRef: Issue and Priority

LevelActions Required/Progress to date

Expected Outcome

Person(s) Responsible

Due Date

Monitoring and Review

1. ILPs do not have all the required information on them (HIGH)

A new ILP to be drafted which covers the 4 points raised.

Staff will able to pick up an ILP and have a clear understanding of why the learner is undertaking their chosen qualification, what they hope to achieve as a result of completing their NVQ and what they have achieved.

WBL Manager

Mid November Quality Improvement Group & Quality Champion meetings

2.3.4.5.6.

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8a. Ofsted Taxonomy Action Plan

Objective: 1. Recruitment

Ref: Ofsted requirement and Priority Level Action required Evidence required Person(s) Responsible

Due Date


ExampleAccess to educationInterview practiceMarketingRecruitment information, adviceand guidanceRecruitment of disaffected learnersRecruitment of learners withlearning difficulties and/ordisabilitiesResponding to local and regionalprioritiesScreeningStaff developmentWorking with employers(recruitment)Working with schools (recruitment)

Meeting arranged ILP part 1(FJF training)Course materialsTNA / FJFTNA FJFFJF recruitmentILP part 1 / ILRILP / ILR

ILR and Funding criteria

Objective: 2. Initial Assessment


Due Date


Initial Assessment Review and finalise potential impact of migration from NVQ to QCF

TNA ILP FJF registration

Objective: 3. Induction


Due Date



Objective: 4. (i) Teaching, Training, Coaching and Learning – PLANNING AND RESOURCES


Due Date


Objective: 4. (ii) Teaching, Training, Coaching and Learning – TEACHING AND LEARNING


Due Date


Objective: 4. (iii) Teaching, Training, Coaching and Learning – CURRICULUM GOOD PRACTICE


Due Date


Objective: 5. Learner Support


Due Date


Objective: 6. Assessment


Due Date


Objective: 7. Reviewing Learner Progress


Due Date


Objective: 8. Retention


Due Date


Objective: 9. Achievement


Due Date



Objective: 10. Progression


Due Date


Objective: 11. Curriculum Development


Due Date


Objective: 12. Data


Due Date


Objective: 13. Employers


Due Date


Objective: 14. Equality and Diversity


Due Date


Objective: 15. Financial Management


Due Date


Objective: 16. Health and Safety


Due Date


Objective: 17. Inspection Preparation



Due Date


Objective: 18. Leadership


Due Date


Objective: 19. Management


Due Date


Objective: 20. Partnership / Collaborative Working


Due Date


Objective: 21. (i) Quality Improvement – POLICIES AND PROCEDURES


Due Date


Objective: 21. (ii) Quality Improvement – EVIDENCE GATHERING


Due Date


Objective: 21. (iii) Quality Improvement – JUDGEMENTS AND REPORTING


Due Date


Objective: 21. (iv) Quality Improvement – ACTIONS AND OUTCOMES


Due Date



Objective: 22. Research


Due Date


Objective: 23. Management of Resources


Due Date


Objective: 24. Staff


Due Date


Objective: 25. Subcontractors


Due Date


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9. The Common Inspection Framework

The Common Inspection Framework relates to the need to improve and maintain standards in education and training.

The Government’s policy drivers are broadly:

to improve the UK’s Global Competitiveness and

to create a Fair and Inclusive Society

– and it sees Learning and Skills as a mechanism through which both of these objectives can be achieved.

Previously, inspection frameworks did exist but they were inadequate in that they lacked coherence within a shared framework.

Inspections were irregular,

there were no self-assessment arrangements,

no grading systems,

no shared reporting formats

and no post-Inspection requirements

– Which meant that inspections were hard to prepare for and to implement, and the potential for the findings to be used effectively to raise standards could easily be lost.

A standardised approach to evaluating education and training was needed and the Learning and Skills Act was passed in 2000 to provide the framework for working towards these goals.

The Learning and Skills Act established:

The Learning and Skills Council for England, an intermediary agency through which the DfES operates, with overarching responsibility for: Extending Participation, Raising Achievement and Raising the Quality of post 16 education and training provision. (LSCs commission education and training services by contracting with local providers, and work with them on an ongoing basis to ensure they deliver).

The Adult Learning Inspectorate, a non-departmental public body whose role is to inspect and report on the quality of education and training for adults.


Her Majesty’s Chief Inspectorate for Schools, which inspects and reports on the quality of statutory or school education (operating through Ofsted).

…So all publicly funded providers are now subject to independent inspection.

The Act also set out the requirement for a National Framework of objective criteria for inspections – which is called The Common Inspection Framework. It has 7 main indicators, which look at 3 broad areas:

The quality of education and training

The standards achieved by those receiving that education and training

Whether financial resources are managed efficiently and used in a way which provides value for money.

…So the Common Inspection Framework is the tool through which the Quality of Education and Training is assessed and graded (on a scale of 1-5), and against which providers of education and training can evaluate their own performance.

(The 7 indicators are:



How are achievement and learning affected by resources?

How effective are the assessment and monitoring of learning?

How well do the programmes and courses meet the needs and interests of learners?


How effective are leadership and management in raising achievement and supporting all learners?)

The CIF is central to what is called The Inspection Cycle, of Self Assessment, Inspection, Report, Action Plan.

So providers:

1. evaluate their own strengths and weaknesses against the 7 indicators,

2. and then they are inspected by either the ALI or Ofsted to validate those findings (the intensity of the inspection depends on previous gradings).

3. The inspection results in a report which includes judgements about the college as a whole as well as judgements about individual curriculum areas.


4. The issues for improvement will form the basis of action plans, which are implemented and evaluated, starting the cycle again.

The same principles are applied in Area Wide Inspections, which look at all 14-19 provision clustered in a geographical area and evaluate how successfully individual providers, local LSCs and LEAs are working together to meet the needs of local people and employers.

How is ......... involved in all this?

The work we’ve done around the Common Inspection Framework has been in 3 areas:

Firstly, capacity-building small adult learning providers (especially voluntary and community sector ones) to carry out their self assessments and prepare for inspection.

Secondly, action planning with providers following the Inspection Reports, and co-ordinating the implementation of these action plans. We’ve done this mostly on an Area-Wide basis, being contracted by the LSC to produce a strategy in response to findings across London Boroughs (with 1 14-19 focus)

And thirdly, preparing education and training providers (and LEAs) for Area Wide Inspection – and this is now happening across borough boundaries, most recently in Southwark and Lambeth.

Footnote

Until very recently it would have been a moot point as to whether ......... itself would fall in scope of inspection, since we have not been the lead promoter of any learning project to date, but rather an ad-hoc sub contractor / partner

However, ......... is now a fully –fledged learning provider. We are the lead organisation in a number of LSC funded programmes, we are also a named partner in consortia where others are leading. We operate a qualifications centre. We are delivering work force development programmes.

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13. Lesson Plan Template

Teacher: Course:

Location: Company:Date and week: Time: :

Nos. on register: Nos. present:

Topic to be covered in the lesson:

Indicate how topic fits into scheme of work: (link to syllabus/specification)

Aims of lesson:(Teacher’s intention)

Learning objectives: How objectives will be measured/assessed:

(By end of lesson students should be able to)- Diagnostic (what do they know?)

- Formative (are they learning?)

Strategies for differentiation & equal opportunities:

Students with special/additional needs:

Last lesson: (notes, etc.)


This lesson:

Time Content Teacher Activity Student Activity Monitoring Learning Resources20mins(0:20)

25mins(0:45)

5mins(1:30

15mins(1:45)

10mins(1:55)

40mins(2.35)

40mins(3:15)


40mins(3:55)

IAG Discuss needs with individual learners and comment on ILP

Assist trainer to complete ILP

IAG section of ILP ILP

5mins(4:00)

Recap session

One to one IAG provided where requested

Evaluation

What went well? Why? What did not go well? Why? What action will I take for future sessions?

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