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Transworld Publications Services Ltd

Trading As

PROTOCOL CONSULTANCY SERVICES

Self-Assessment Report and Quality Improvement Plan 16/17

Date July 2017 ( Data analysis as at P12)

Compiled by Susan Tipton/Pauline Dodsworth/Craig Higham

Contact Details

Protocol Consultancy Services

The Old Guild House

1 New Market Street

Birmingham

B3 2 NH

0121 236 2634

Mob: 07802 987 283

E-mail stipton@protocolgroup.co.uk

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Protocol Contents Page

Summary - Introduction ..................................................................................................................................... 3

Every Child Matters/ British Values .................................................................................................................. 5

Local Labour Market Information ..................................................................................................................... 5

Protocol Statement of Intent/ Vision.................................................................................................................. 7

Key Findings from Self-Assessment ................................................................................................................. 9

Overall Key Strengths .................................................................................................................................... 9

Areas for Continued Improvement .............................................................................................................. 10

Key Challenges ............................................................................................................................................ 10

Capacity to make and sustain improvement ................................................................................................ 11

Current Learner Statistics ................................................................................................................................ 12

Effectiveness of Leadership and Management ................................................................................................ 14

Quality of teaching, learning and assessment .................................................................................................. 16

Personal Development, Behaviour and Welfare of learners ............................................................................ 17

Health & Safety Strengths ............................................................................................................................... 19

Functional Skills .............................................................................................................................................. 19

Strengths ...................................................................................................................................................... 20

Protocol Apprenticeships ................................................................................................................................. 21

Customer Services Apprenticeships ............................................................................................................ 21

Apprenticeships in Management .................................................................................................................. 22

Business Administration Apprenticeships .................................................................................................... 23

Information Technology ............................................................................................................................... 24

Hospitality & Catering Apprenticeships ...................................................................................................... 25

Protocol Traineeship Programme .................................................................................................................... 26

Protocol Traineeship Delivery ..................................................................................................................... 26

What learners like about Protocol .................................................................................................................... 28

What learners feel we could improve on ......................................................................................................... 28

Information Sources ......................................................................................................................................... 29

Appendices Organisation Chart

Business/Development Plan

Quality Improvement Plan

Data Appendix

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Summary - Introduction

Transworld Publications Services Ltd trading as Protocol Consultancy Services (part of the Protocol Group and no

connection with Protocol Skills or Protocol National) was established in 1993 to offer training and consultancy for the

travel industry by Managing Director Sue Tipton through a sub contract arrangement with BHCA. The company took

on its first direct contract for providing training towards National Vocational Qualifications (NVQs) in 1996, and has

consistently held contracts within the West Midlands for the last 21 years and currently offers work based learning

primarily in Apprenticeships, Advanced Apprenticeships and Higher Apprenticeships in, Customer Services, Business

Administration, ITQ, ITP, Social Media, Team Leading and Management. We also have a small traineeship and skills

conditionality contract allocation within our AEB.

As of the 1st August 2011 Protocol acquired the Birmingham Hotel & Catering Academy and now offers a small amount

of Hospitality & Catering provision.

As at 31 July 2017 there were 136 (22) learners on work based learning, comprising 34 (9) Advanced Apprentices,

73 (11) Apprenticeships and 25 (2) Higher Apprentice learners. We also have 1 Skills Conditionality, 3 16-18

Traineeships and 0 19-23 Traineeships under Classroom Learning.

(Including Sub-Contractor Numbers)

We act as a prime for funding with a small sub contract arrangement of less than 10% of contract value of the AEB

Bellis Training for Customer Service, Business Administration, Hospitality, Warehousing and Retail qualification from

levels 2-4. (Our previous subcontractor BDM finished all their learners apart from one suspended still as at 31 July

2017). In April 2017 the ESFA asked Protocol to take over 33 learners from Succeed an ITP whose contract had been

terminated.

In addition to work based learning the company undertakes private consultancy work within the UK, and the MD has

been an LSIS HQM and IAS consultant and QCF Champion. She has been a director of the Birmingham & Solihull

Work based training providers since 2011 and represents the Network at the WMTPN and also sits on the LEP ESB.

From January 2017 the MD has been appointed Chair and Treasurer of the B&S Network.

The Company leases a suite of offices from which it operates in Birmingham City Centre, that has had a positive benefit

for the learners, particularly those traveling by train into New Street and Snow Hill from the Midlands region. In June

2011 Protocol moved into The Old Guild House which provided the expansion needed to fully operate with the enhanced

apprenticeship numbers and off the job training requirements. The lease was renewed again in June 2015 for a further 5

years and the premises are undergoing refurbishment. Protocol is an official external centre for City & Guilds, BCS and

BIIB.

Protocol is owned and run by the Managing Director, Sue Tipton, assisted by the Operations Director and two senior

Managers and employs 12 staff. A further four people assess or internally verify on a part-time or seasonal basis. A

register of consultants is held for emergency backup if required. Protocol also has the services of an ICT specialist

company to enhance the internal systems of the centre and maintain the learner training network. In November 2009

Protocol appointed an internal IT Manager (now the operational Director) to help the MD lead the ILT initiative and

develop the VLE and E Portfolio. (See organisation Chart – Appendices 1)

Our mission statement was reviewed and amended again in Sept 2008, Nov 2009, 2012 & 2016 and is currently as

follows:

Company Mission Statement

Our mission is to provide our clients with excellent, cost effective training, consultancy and advice and guidance,

delivered to the highest standards in a safe and secure environment by an experienced, professional and flexible

team. The Protocol learning experience will inspire you to “aim high and achieve more for all” –

and also incorporates the slogan “Excellence in Everything”

“Aim High Achieve More for All” is on our marketing literature and advertising.

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Key Products/Qualifications/Frameworks currently approved to deliver, include:

Customer Services Level 2 & 3 Diploma

Business Administration 2 & 3 Diploma

Functional Skills English, Maths & ICT

Hospitality & Catering

Social Media L3

Our Bellis Sub Contractor delivers:

Customer Services Level 2 & 3 Diploma

Business Administration 3 Diploma

Hospitality & Catering

Diploma in Retail Skills

Certificate in Warehousing Skills

ILM NVQ3/4 & 5 in Management Diplomas

ILM NVQ2 in Team Leading

ECDL

ITQ and ITP

Protocol

Has gained accreditation as a City & Guilds, ILM, Pearson, BCS, ECDL, CEIH BIIB approved examination

centre and holds Direct Claim Status recognition

Has achieved the IIP award in 1998 and re-accreditation in November 2001, 2002 & 2004 and 2007, 2011,

2014 and 2017

Has achieved the Lloyds TSB Small Business Champions Finalist Award in 2002

Has won the Midlands Excellence Small Company Award in 2002 after becoming a finalist at first attempt

in October 2001 and a prize winner in 2006 and 2007

Has won 4 Medals of Excellence and a highly commended award from City & Guilds

Has been awarded Investors in Excellence March 2003 and re-accredited in 2006 & 2008

Has been awarded Grade 1’s (Outstanding Provider) at the Ofsted Inspection in Nov 2006* Reconfirmed in

2009 and 2010

Has been awarded BEACON STATUS in 2008

National Training Award Individual winner October 2008

Has achieved Training Quality Standard full accreditation Nov 2008

EFQM Small Company Award winner again in 2009

Has achieved Matrix Accreditation August 2008 and re accreditation March 2012 and November 2015

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Every Child Matters/ British Values

We support the Government’s aim for every child, whatever their background or their circumstances, to have the support

they need to:

Be healthy

Stay Safe

Enjoy and achieve

Make a positive contribution

Achieve economic well-being

All our learners understand the principles of Every Child (Learner) matters and British Values. We also comply with

our Duty of Care and full safeguarding and prevent requirements. All staff have had training in ECM, Safeguarding,

Prevent and British Values and are able to cascade the principles in their training sessions and reviews with learners and

employers. The training facilities are fully equipped with CCTV equipment which enhances the safe environment.

Learners contribute to developing learning materials and visible display posters and their knowledge and understanding

is checked throughout the course to ensure they have absorbed the principles and also participate in focus groups. The

ECM & BV training is featured on both Induction days and function skill activities as well as reviews, questionnaires

and ERR. We have full policies and procedures in place to support learners which are reviewed a minimum twice yearly

and staff engage in CPD workshops for their development a minimum annually.

Local Labour Market Information

In a survey carried out by the Department for Education and Employment, Birmingham was identified as the fifth most

deprived local authority area in the United Kingdom. Manufacturing, especially in the automotive trade, remains a key

industry for the area. Tourism, particularly business tourism, is a growth industry for the area. The proportion of young

people in Birmingham & Solihull who continue in education beyond 16 is slightly below the national average at 72.7%.

The percentage of school leavers achieving five or more passes in the GCSE at grade C and above was 41.2% in

Birmingham and 55.9% in Solihull, compared with the National average of 50% (in 2011). It has been forecast that

there will be a net increase of more than 50,000 new jobs in Birmingham and Solihull by 2020 with the same amount

of employees requiring managerial and professional skills. It is also predicted that the composition of the workforce will

see an increase in older and ethnic groups and by 2020 the composition of 16-24 year old ethnics will be around 57%.

From the National Employers Skills Survey; Key findings it is reported that experience appears to be the key indicator

of skills that candidates lack for sales and customer service roles. In the skills gap analysis soft generic skills such as

oral communication, problem solving and written communication skills were identified. Where staff lacked proficiency

it was through insufficient general IT user skills and a lack of management skills. A lack of literacy and numeracy skills

were each present in around a fifth of skills gaps.

143,576 residents in Birmingham city aged 16-64 have no qualifications. This equates to 21% of the working age

population, well above the England average of 15%.

The proportion with Level 1 only (15%) and Level 2 (15%) only are broadly similar to that for England. However the

proportion with Level 2+ (58%) and Level 3+ (40%) are below the England average of 64% and 44% respectively. Only

25% are qualified to degree level or above (Level 4+) compared to 30% in England2. The proportion with ‘other’

qualifications (7%) is above the national average, and is likely, at least in part, to be influenced by the large proportion

of residents who were born overseas.

Birmingham has the highest proportion of residents with no qualifications of all the English Core Cities. It also has the

lowest proportion qualified to Level 2+ and Level 3 . Birmingham has the third lowest proportion of residents qualified

to Level 4+ after Nottingham and Liverpool. An analysis of the 2011 Census Origin and Destination data shows that 166,272 people commuted into Birmingham for

work, equating to 36.4% of the total workforce of the city.

Just over 100,000 residents work outside the city, so the city is a net importer of around 66,000 workers, making it by

far the largest provider of employment for non-residents of any area in the West Midlands. (update from LEP data 2017

meeting)

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GCSE attainment levels in the city have undergone a transformation in recent years. The number of pupils achieving 5

or more GCSEs at A*-C grade increased from 41% in 2000 to 88% in 2013. During this period the city’s attainment

rates moved from being well below the national average to surpass the England average in 2007. In 2013 Birmingham’s

GCSE attainment rates were 4.5 percentage points above the national rate.

For the more recently introduced key performance measure of 5 or more A*-C GCSEs including English and Maths,

the results for Birmingham for First Entry was 55.2% was in 2014. This is 0.9 percentage points below the national rate,

which is similar to the difference in 2013 when Birmingham was 1 percentage point below.

For the same measure Birmingham’s performance was above the average for both Core Cities (52%) and it’s Statistical

Neighbor’s (53%).

Equally encouragingly, the school and the census data also shows that for young people the differences between ethnic

groups, which are very large for older residents, are closing, although differences do remain. This is important for a city

like Birmingham, where the proportion of ethnic minorities in the workforce is forecast to rise. As many of these groups

currently have relatively low qualification rates there has been concern that this could place a downward pressure on

future employment rates for the city. But the data presented here, suggests that this may not in fact be the case.

Skill levels in the city broadly decrease with age. However, while young people under 24 have almost closed the gap

with the national picture, looking at those with no qualifications, there is a 6 percentage point gap with England for

those aged 25-34 and a 10 percentage point gap for those aged 35 and above. So even for those aged 25-34, despite

being better qualified than older residents, they still significantly underperform the national average.

Older Asian residents have particularly low attainment rates. A factor in this is the relatively high proportion of residents

with ‘Other’ qualifications. These are concentrated in areas with a high BAME population and suggest there are people

with unrecognised qualifications who may be under-employed. A challenge for the city is how to make best use of these

skills.

There is a strong geographical correlation between skill levels and employment when mapped across the city. This is at

least in part driven by demographics and low skills levels are certainly found in inner city areas with diverse populations.

But some outer-city areas with predominantly white populations also have some of the lowest qualification levels. And

indeed some of the wards with the lowest attainment at school are outer-city wards.

Though there is relatively little difference between the genders in terms of NVQ qualifications, there is a large gender

difference in the ability to speak English. This is important, as poor English is a key barrier to employment, and this

may contribute to the large gender differences in employment rates.

The relationship between qualifications and employment has been clearly demonstrated, as had the impact of the level

of qualification on the type of job and on earnings. The city has bold aspirations to improve the quality of life for its

residents, and this is also reflected in the vision for the Greater Birmingham and Solihull Local Enterprise Partnership

and the emerging West Midlands Combined Authority. In an environment where public sector and further education

resources are constrained, understanding where these limited funds should be directed is increasingly important. This

report has been written to aid this understanding. A companion report is planned, which will focus on the future job

opportunities in Birmingham, the types of occupations and sectors that will see growth and the skills that will be required

to access these opportunities.

The current full LEP data can also be provided.

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Protocol Statement of Intent/ Vision

1. To provide high quality consultancy & training services and effective information advice and guidance to a

range of people, from school leavers to mature adults in a safe, secure and inspiring learning environment.

2. To ensure that our Policy and Strategy are based on present and future needs and expectations of all stakeholders

and in line with the local LEP identified needs and the government agenda.

3. To assist local employers to taken on traineeships and apprentices and improve their competitiveness and

enhance their existing skill base through vocational and personal development to maximise the full potential of

their workforce and have impact on their business and understand the Apprenticeship reforms.

Protocol is:-

1. Customer focused in providing a professional, quality advice, guidance, training and consultancy service to

young people, adults and employers in a safe and inspiring environment.

2. Seeking continuous improvement in developing all staff through the Investors in People Award and Matrix

and other relevant business models.

3. Committed in maintaining a high level of integrity and professionalism throughout all business activities whilst

providing value for money and sustainability and seeking excellence in everything we do.

P

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C

O

L

=

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Professional in all aspects

Respected within the industry

Objective with our assessment

Training for excellence

Optimistic in our achievements

Caring and considerate

Open, trustworthy and honest staff

Listening to all our customers’ needs

V

A

L

U

E

S

=

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Value added

Approachable

Lead by Example

Understanding

Encouraging

Successful

The main objectives of the company are:-

1. To provide high quality, value for money training and consultancy services for all our customers and

stakeholders through a realistic customer led portfolio of qualifications, accessible to all in a safe and inspiring

learning environment

2. To be profitable and successful but still a caring company, ensuring that we safeguard, support and guide all

our learners to ensure they maximise their training potential and personal development through the achievement

of stretched and challenging targets.

3. To be at the forefront of new initiatives including standard developments and Levy implementation that will

lead to increased business for the company and all stakeholders and help widen participation with BAME

groups and males, until a realistic equal balance is achieved and maintained, reflective of the sectors and local

community.

4. To set specific, measurable, realistic, achievable and timely targets/KPI’s and objectives; the achievement of

which will be contributed to by all stakeholders and to offer encouragement for improvement suggestions

through established feedback initiatives including the learner voice.

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5. To provide professional development opportunities for all staff in line with company objectives, ensuring that

they have the skills, competencies, resources and empowerment to fully undertake their job role and to progress

either within or externally to the company, including e learning initiatives that support learners fully and give

effect support and guidance.

6. To review in line with a planned timetable, the key performance indicators and outcomes and to benchmark

similar and “best in class” organisations when reviewing and setting targets, in order to ensure continuous

quality improvements that impact positively on all stakeholders.

7. To put the company forward for any awards or models including IIP, IIE, Business Excellence and Framework

for Excellence, Matrix and PRD that will enhance the company quality reputation and provide external

feedback to assist in continuous improvement and excellence for all stakeholders.

8. To contribute to Society by supporting a designated Charity and local community needs and encouraging

support from learners and employers.

9. To be environmentally conscious and apply lean concepts through all company activities where practicable to

ensure value for money and efficiency of systems and sustainability.

10. To establish effective partnerships that are supportive and enhance Protocol’s mission vision and values,

particularly with the government and local LEP agendas improving the NEET situation and in line with British

Values.

Overall Effectiveness

Based on the stakeholder analysis and recent critical review of the self-assessment report and business planning, the

team have graded the Protocol overall provision still as Outstanding and this is qualified by having sound evidence and

benchmarking and more key strengths than weaknesses that impact on the learner’s, employers and staff experience.

With our continuous strive for excellence and the culture of continuous improvements our goal as a company would be

to aim to continue to achieve Grade 1’s at the next inspection. .

Detailed below are the grades identified to determine our overall provision as Outstanding – 1

Apprenticeship programmes are graded as 1

Traineeship/Skills Conditionality are graded as 2/1

Learning occupational area Work Based Learning Grade identified by Protocol

6.Information technology/ Social Media 1

7. Retail – Hospitality 1

15. Business, Law & Administration

Business Administration

1

Management & Professional

1

Customer Services 1

Functional Skills 1

Overall Effectiveness 1

Outcomes for Learners 1

Quality of Provision 1

Leadership & Management 1

Equality and Diversity 1

Safeguarding 1

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Key Findings from Self-Assessment

Overall Key Strengths

Consistently high levels of retention, NVQ achievement and Framework completion, well above both local

and national average ( see results in the appendices), all areas 2007/8 through to 2011/12 - 100%

achievement.

Date 2014/15 2015/16 2016/17

QAR 90.24%

94.51%

91.00%

Timely 90.12% 95.45% 89.11%

Thorough staff development programme and CPD that ensures highly qualified assessor/tutors who have all

achieved the qualifications themselves, including functional skills tests and technical certificate/UPK tests in

order to be able to better guide learners through their learning process and have empathy with learners. Full

training and bi annual refresher training for Safeguarding, Prevent EO and H&S is conducted for all staff.

Well managed strategic growth and self-assessment of the Company that is fully discussed and evaluated

with the staff, includes effective staff suggestion scheme, external company analysis including Quality

Models and culture of continuous improvement demonstrated by all staff that impacts fully on the learners

and has been consistently deployed over the last eighteen years. Both full and part time staff participate in

the quarterly Business Planning reviews and MEX (maintaining Excellence) meetings.

Strategic Leadership & and Governance Board into its third contract year and holds the company

accountable and requires justification for decisions made as well as being supporting and challenging.

Effective realistic target-setting that is linked with continuous personal development and company objectives

that in turn is cascaded to the learners who also have challenging and SMART targets.

Thorough evaluation of learners and work place mentor/Manager reviews and questionnaires; action points

addressed within two weeks. Established and effective focus group meetings that have led to improvements

that have had a positive impact on the learner. See results in appendix.

Additional value added for some learners includes IT/ECDL or Assessor TAQA training even though not a

Framework requirement. Additional qualifications have been supported such as Award in Team

Leading/Management, additional option units and higher level functional skills attained particularly with

English.

Presentation and open events held to celebrate learner, mentor and staff achievements. – published on

Protocol website/Wall of Fame

Good employer partnerships that prove effective in planning and implementing the success of the learners

experience both in the work place and co-ordinated with the off the job training.

Highly effective and non-discriminatory company approach to progression and lifelong learning

Part of Peer Review Group within the Birmingham Network that support benchmarking and sharing of good

practice with the learner as the focus for activities.

Thorough information, advice and guidance externally validated through Matrix accreditation across the

learner and employer journey that supports the right courses selection and level of qualification. No actions

identified from external reviews

Excellent eLearning initiatives and in house development of e portfolios that enhance the learner experience

and satisfaction levels.

Effective due diligence and auditing of Sub contractor as well as providing support and guidance

EDIMs met and exceeded with Male/Female ratios and BAME/White ratios.

Safeguarding issues dealt with promptly and effectively

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£74.000.00 raised for RCLC by PCS and stakeholders over the last 10 years; other initiatives supported

include Dementia Friends, Children in Need, Sport Relief with learners and employers.

Protocol accepted onto ROATP at first attempt

Key Areas for Continued Improvement – Please see QIP

Achieve greater contributions from employers towards the cost and designing of training and up skilling

their workforce

Encouraging employers and learners particularly from the Hospitality sector to see the benefit of the off the

job training and where practicable using our VLE.

More comprehensive local and national benchmarking data needed for effective evaluation, particularly best

in class organisations that will be outside of our sector.

More learners & employers to develop skills, knowledge and understanding relevant to community cohesion,

British values and sustainable development. Tutors are developing strategies that will support enhanced

contributions to the local community.

Implement a thorough continuous and effective marketing campaign to attract new business and partner

external agencies to attract new employers and provide work trials and employment opportunities and

support in understanding the Apprenticeship reforms and levy.

Building on good practice from PRD Group activities including Benchmarking and observation of teaching

and learning activities and reignite the B&S Network group in 2017

More interactive training activities and review of ICT action plan

Data analysis and integrity to be challenged by all SMT/ Governors not just MD

Effective review of Traineeship programme to drive up QAR and chasing progression data

Increase first time pass levels of functional skills

Development of Standards, resources and knowledge regarding EPA

Key Challenges

Maintaining high achievement rates and ensure well above minimum levels of performance and national

timely success measures

Continue to proactively plan for industry fluctuations and changes linked to business plan including support

for NEETS

Actively promote equality of opportunity and diversity and British Values and meet challenging EDIM’s

Continue to develop, expand and grow programmes to meet future needs and local LEP and government

priorities including Higher Apprenticeships.

Maintain the rigor and accuracy of the self-assessment process and quality improvements in the strive for

excellence whilst incorporating lean concepts fully into business strategy

Managing business continuity despite the uncertainties regarding government fun ding, contracts and

procurement

Continue the effective use and collection of data to inform the business indicators including progression data

To encourage learners to support the local community more.

All tutors to strive to achieve grade one/two observations across the whole of the learner journey.

Engaging with all aspects of social media and maintaining systems and web sites etc. with the most current

information

Remaining innovative and creative in ensuring the best possible experience for all stakeholders.

To improve the off the job attendance and ensure the buy in from all the employers and mentors

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Improve the screening attendance of traineeships and apprenticeship, sometimes less than 25% attendance

from acceptances. Capacity to make and sustain improvement

Protocol has a sound track record of sustained improvement and sets and meets ambitious targets to improve

outcomes for all learners

Protocol has a clear vision and appropriate priorities that will sustain improvement and raise expectations for

all users

Protocol’s processes for self-assessment and quality improvement include appropriate use of the views of

users and leads to demonstrable impact measures and challenges data integrity and validity

Protocol has an effective board and management structure and sufficient staff and other resources to carry

through its plans for improvement and all staff contribute to securing sustained improvements

Examples of improvements during the last 12/24 months include:

Streamlining of processes and continuing of

lean principles

Improved spreadsheets of MIS

Improved Initial Assessment and RPL

Process

Expanding of QAC system to key staff for

new and amended documents

Interactive How To Guides for Learners

and Staff revised

E Portfolio structure and ILP views

improved with progress bar

Improved resources and IT equipment

including Induction section on Moodle with

certificates

Social Enterprise activities updated

Open days to provide focused advice and

guidance

Flexible Fridays and Personal Development

Coaches

Scanning of learner documents and certification

Improved recruitment selection and feedback process

I drive update – internal intranet for speed of location

of documents and Learner folders

On Line learner surveys

More Interactive resources developed including use of

Titan Pad/ Primary Pad

Moodle and Turning Point Quizzes and Mock tests

further developed

Partnerships further developed including JCP and

local training providers

Speedier Internal marking of assignments/tests and

response time for supportive feedback to learners

Visual internal displays throughout building

Displays of learner work/posters regularly rotated

Reinstatement of Portfolio Grading System Bronze,

silver, gold

More stretched and challenging targets for learners

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Current Learner Statistics Learners on programme up to 31st July 2017 are made up as follows:

2016/17*

Apprenticeships 73

Advanced Apprenticeships 34

Higher Apprenticeships 25

Classroom (TRN/Skills Con) 4

Total Learners 136

Learners on Programme up to Jul 2017

SSA Code Occupational Area Numbers

6 ICT 2

7 Hospitality 15

7 Retailing 5

7 Warehousing 5

14 Preparation for Work – TRN 16-18 3

14 Preparation for Work – TRN 19-23 0

14 Preparation for work – SCON (includes ICT main aim) 1

15 Administration 30

15 Customer Service 13

15 Management/ Team Leading 58

15 Social Media 3

Non-Levy App 1

TOTAL 136

Ethnic Analysis up to July 17 Gender Analysis up to July 17

Year BAME WHITE MALE FEMALE

2016/17 24% 76% 42% 58%

2015/16 30% 70% 45% 55%

2014/15 23% 77% 48% 52%

2013/14 33% 67% 42% 58%

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Disability Analysis up to Jul 17

Year PWD Non-Disabled

2016/17 6% 94%

2015/16 9% 91%

2014/15 12% 88%

2013/14 13% 87%

Apprenticeship Achievement Rates

Overall

Achievement 2014/15 2015/16 2016/17

Cohort 81 90 100

Achieved 74 86 91

Achievement Rate 91.36% 95.56% 91.00%

Timely Achievement

2014/15 2015/16 2016/17

Cohort 81 88 101

Achieved 73 84 90

Achievement Rate 90.12% 95.45% 89.11%

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Classroom Achievement Rates by cohorts by qualifications achieved

Overall Achievement Timely Achievement

2014/15 2015/16 2016/17 2014/15 2015/16 2016/17

SCON: Skills Con - JCP

19-24

Cohort 171 129 171 171 129 171

Achieved 148 124 151 148 124 151

Achievement Rate 86.55% 96.12% 88.30% 86.55% 96.12% 88.30%

SCON: Skills Con - JCP

25+

Cohort 16 40 16 40

Achieved 16 35 16 35 Achievement Rate 100.00% 87.50% 100.00% 87.50%

16 35

TRN: Traineeships

16-18

Cohort 63 76 111 63 77 110

Achieved 47 59 99 47 59 98

Achievement Rate 74.60% 77.63% 89.19% 74.60% 76.62% 89.09%

TRN: Traineeships

19-24

Cohort 6 7 12 7 6 12

Achieved 6 7 10 7 6 10

Achievement Rate 100.00% 100.00% 83.33% 100.00% 100.00% 83.33%

Effectiveness of Leadership and Management Protocol has been setting successful and ambitious targets for the last 18 years which are reviewed monthly

with the SMT and communicated with the staff both visually and through MEX (maintaining excellence

quarterly) team meetings. They are also discussed with the strategic board informally and formally at the

half yearly meetings. We also inform and update learners on Inductions and focus groups: with employers at

review meeting and quality forums and newsletters and other partners such as JCP at one to one

presentations and through the website. This ensures all stakeholders receive value for money quality

provision and supports positive outcomes for all learners and they are aware of our high standards. There is a

continuous learning culture that enables learners and staff to excel. Protocol is committed to setting high

expectations for staff and learners’ conduct and achievement. Our mission remains “Aim High and Achieve

More for All” - Excellence in everything. Working relationships between staff and learners are exemplary

and any minor concerns are addressed immediately with all staff following our ethical code of conduct and

all learners signing our contract of learning.

The MD still has a very “hands on” approach with the SMT and Operations Director and ensures sustained

improvements to teaching, learning and assessment through high quality professional development and

robust performance management. Very little weakness is identified and good practice across all types of

provision is shared through the MEX and SMT and Assessor IQA meetings. All staff focus on consistently

improving outcomes for all learners and are committed to maintain Ofsted Grade One as an uncompromising

ambition. Protocol has resources to sustain provision of very high quality, including Functional skills and

through technology on our VLE. A huge investment is made in time and updating of resources on Moodle

every year.

There is a rigorous self-assessment process, incorporating the learner voice and soliciting continuous

feedback from the views of learners, staff, employers and other key stakeholders. The information obtained

is used to seek continuous improvements across the whole of the learner journey and good practice is shared

with our sub-contractors. Everyone has a deep, accurate understanding of the effectiveness and the need for

actions to lead to improvements if identified from the views of learners, staff, employers and other

stakeholders.

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The SMT sees the provision of Functional Skills, English, mathematics and ICT as a top priority and every

encouragement is giving to learners to improve their levels of skills in these subjects compared with their

starting points, which are often at the level below their paper prior achievements. The SMT uses up-to-date,

accurate and incisive performance management that leads to professional development that encourages,

challenges and supports staff improvement. Teaching is highly effective across all provision including sub-

contracted provision with a rigorous standardisation plan and observation of teaching practice across all

aspects of the learner journey.

Tutors and assessors reflect on and discuss the way they teach. They feel very involved in their own

professional development. The MD has created a climate in which staff are motivated and trusted to be

creative and innovate in ways that are right for their learners. A recent change has been the development of

personal development coaches and Flexible Fridays for the internal learners to support innovation and

creativity. The process was led by the MD with the staff and then cascaded to learners.

The MD and the senior representative from the SMT meets twice yearly as a strategic board which includes

a team of five with an employer and external consultant to collaborate ensuring that the range and content of

the provision is aligned to local and regional priorities. All KPI’s are discussed and questions answered and

advice sought to ensure Protocol remains focused on its objections and values and they hold the MD and

operations Director to account for improving the impact and effectiveness of provision and ensuring value

for money.

All learning programmes ensure that they enable learners to acquire knowledge, understanding and skills,

including, where relevant, English, mathematics and information and communication technology (ICT)

skills, that prepare them well for future progression to further/higher education and/or sustained

employment.

The SMT monitors on a monthly basis the progress of groups/cohorts of learners so that none is

disadvantaged or behind target without investigation and action.

All relevant staff ensure that learners and employers receive thorough and impartial careers guidance to

enable them to make informed choices about their current learning and future career plans and qualifications.

Parents are also advised of their child’s options. Protocol has maintained Matrix accreditation led by the MD

who runs update workshops for all staff on an annual basis and through separate quarterly meeting there are

regular updates for relevant staff.

The SMT monitor the progression and destinations of all learners including entering secure and sustained

employment and use this information to improve provision and evaluate employers and locations.

The MD & SMT promote role model behaviours and visually and verbally promote all forms of equality and

ensure greater understanding of and respect for people of all faiths (or those of no faith), races, genders,

ages, disability and sexual orientations. Learners and staff are protected from harassment, bullying and

discrimination, including those based with employers and at other sites external to the provider. Any

instances discovered are acted on immediately and resolved (Albeit in single numbers over the last 10 years)

The tutors/assessors prepare learners for a successful employment life in modern Britain and promote the

fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance

of those with different backgrounds, faiths and beliefs. All staff received the relevant training through the

MEX meeting and this in turn has been used to cascade to learners and employers through presentations and

through discussions linked to Functional skills English and ERR and E & D sessions and newsletters. All

staff promote equality of opportunity and diversity exceptionally well so that the ethos and culture of

Protocol would be able to address any form of direct or indirect discriminatory behaviour and does not

tolerate prejudiced behaviour. Learners feel safe and know how to raise concerns with the team should the

need arise.

Protocol has very effective safeguarding processes and practices, including the prevention of radicalisation

of learners and compliance with the Prevent duty. All staff have undertaken the on line training materials

and have a good understanding of what signs to pick up on and when to report concerns to the safeguarding

officer.

Safeguarding is prioritised highly by all staff and Protocol works with agencies and professionals to

safeguard learners and all staff are trained to take action to identify and respond appropriately to users’

welfare concerns.

Protocol is proactive in assessing safeguarding risks and follow through and taking action to prevent them

and has a strong track record of raising awareness among staff and learners of safeguarding issues, listening

to learners’ concerns and acting on them. (Again albeit single numbers over the last 10 years)

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High quality training develops staff’s vigilance, confidence and competency to challenge learners’ views and

encourage debate. This is particularly evident within the functional skills speaking and listening curriculum

and within the traineeship programmes.

The MD promotes very high standards in a positive and supportive culture that continually aspires to

excellence. This has been validated externally through the EFQM, Matrix and IIP assessors and raises

expectations through a clear and realistic strategy for planning and developing learning programmes and

services. Business planning meets national and local priorities and initiatives that are relevant to learners,

employers and local communities. Very complimentary feedback has always been received from the external

assessors concluding that Protocol systems are far superior to those companies a lot larger.

Protocol has written and effective policies and procedures that are reviewed annually for staff recruitment,

induction and appraisal.

Protocol has a thorough and well-organised system for reviewing staff performance and for individual and

team target-setting through PDR and action plans.

Protocol operates in a low /medium risk environment and ensures all of our sub-contractors and employers

maintain their low/medium risk Health & Safety category.

Quality of teaching, learning and assessment

Protocol’s teaching and assessment methods and resources inspire and challenge all learners and meet their

different individual needs, including the most able and the less able, enabling them to enjoy learning and

develop their knowledge, skills and understanding relevant to their chosen career path.

Learners are supported to achieve their individual learning goals, both in and between learning sessions

through work place assessments and observations and remote desk based sampling and monthly face to face

or e mail contact. For internal learners this is on a daily basis.

All staff have qualifications, training and excellent subject knowledge and experience relevant to their roles

and use these to plan and deliver learning appropriate to learners of all abilities, reflecting good industry

practice and meeting employers’ needs. A continuous personal development programme is sustained along

with ECPD training sessions and “How to Guides” that support assessors to support learners with technology

very effectively as just one example.

Staff achieve job satisfaction when learners do well and see that employers also appreciate it and are

motivated through engaged learners who enjoy the training and work they complete. Tutors and assessors

have consistently high expectations of all learners’ attitudes to learning and learners are set challenging and

smart targets to achieve which is in line with their targets agreed with their line managers.

Staff identify learners’ support and additional learning needs quickly and accurately through effective initial

assessment and on-going assessment, leading to the provision of high quality and effective support to help

learners achieve as well as they can. Actions plans are produced and monitored by senior IQA’s so ensure

learners are quickly back on target should circumstances prevail that cause them to lose focus or get behind

with targets.

Staff work with learners to ensure that teaching, learning and assessment are individually tailored to enable

all learners to make good progress and prepare for their next steps. Learning styles are reviewed and

alternative options are discussed if appropriate. Learners are given the option of e portfolios or paper based.

The majority select e portfolios but in hospitality some learners select the blended option with paper based

still for the diploma and Moodle for the UPK questions and tests particularly with Housekeeping

qualifications.

Staff assess learners’ progress and performance and ensure that assessments and reviews are timely,

frequent, fair, informative and reliable. This is rigorously monitored by the IQA’s and the QAC and through

monthly audits of the paperwork and MIS reporting.

All learners receive clear and constructive feedback through assessment and progress reviews and/or during

personal tutorials so that they know what they have to do to improve their skills, knowledge and

understanding to achieve their full potential.

Employers are engaged in planning learners’ development; they are kept informed of learners’ attendance,

progress and improvement, where appropriate through e mails and face to face reviews. They are provided

I:\12.Quality& Awards\SAR\2016-17July 2017 17

with clear and timely information that details the extent of learners’ progress in relation to the standards

expected and what they need to do to improve and whether they are on target to achieve. Parents have also

been informed in some circumstances for 16 – 18 year olds in order for them to support what Protocol tutors

are trying to do.

Teaching, learning and assessment promote equality, raise awareness of diversity and feature discrimination,

victimisation, harassment, stereotyping, radicalisation and bullying throughout the off the job training

programmes and through self -study.

Staff are aware of and plan for individual learners’ diverse needs in teaching or training sessions and provide

effective support or materials to suit any disabilities identified e.g. dyslexia and dyspraxia

Teaching, learning and assessment activities support learners to develop their skills in English, mathematics

and ICT and their employability skills, including appropriate attitudes and behaviours for work, in order to

achieve their learning goals and career aims.

Protocol seeks to continuously evaluate the quality of teaching and its impact on learning and collects

information on learners’ starting points, such as initial assessments and mid and end points. This is used to

plan improvements in learning when identified. Most learners are curious, interested, ask questions and are

keen to learn. They seek out and use new information to develop, consolidate and deepen their knowledge,

understanding and skills. They contribute in learning sessions and, where appropriate, use their experiences

in the workplace to further develop their knowledge, skills and understanding and support each other to

achieve. Tutors and assessors set work that consolidates learning, deepens understanding and develops skills,

and prepares learners very well for their next steps whether for a change of direction or to seek sustained

employment and extra responsibility. See appendix for data analysis.

Learners are shown how they can improve their work and develop their knowledge, understanding and skills

through action plans with feedback from marked work. Tutors and assessors check learners’ understanding

systematically and effectively, offering clearly directed and timely support that has a notable impact on

improving learning and achieving goals.

The Tutors, PDC’s and IQA’s hold discussions with learners about the work they have undertaken, what

they have learned from it, and their experience of teaching and learning over the learning programme which

is then used to make changes were identified as necessary.

Focus groups are firmly established, have been reviewed and provide many improvement suggestions that

impact on the learner. 95% of improvement suggestions have been implemented by the next quarter and are

again reviewed at the next focus group meetings.

The Learner Voice and Involvement Strategy is fully implemented and achieves improvements that impact

on the learner.

The last ten years of Awarding Organisation reviews and EQA visits have resulted in consistently achieving

all criteria and no actions and maintaining Direct Claim Status.

Personal Development, Behaviour and Welfare of learners

Protocol encourages learners to take pride in their work, become self-confident and self-assured, and know

that they have the potential to be a successful learner on their current and future learning programmes,

including in the workplace. This is evident through the visual and verbal reinforcement throughout the

building and continually via the staff.

The majority of learners benefit from purposeful work-related learning, including external quality work

experience where appropriate to their learning programmes and/or their future career plans. They receive

feedback on how well they contribute to their workplace, including those learners undertaking work

experience, as a valued member of the company. Those not ready to go out to external employers are given

a short period of work experience in a Protocol Group company in order to gain their confidence and assess

their ability and skills development.

Learners at Protocol develop the personal, social and employability skills, including English, mathematics

and ICT skills, required to achieve their core learning aims and appreciate the importance of these skills in

the context of their progression and career aims. We endeavour to re motive those who have a strong dislike

for Maths by explaining that employers regard maths as a necessary skill to be effective in most jobs.

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

particularly through English speaking and listening functional skills. Topical issues are discussed such as

BREXIT, should Police carry guns and also British values.

A high percentage of learners achieve the specific units of their main vocational qualifications on their target

dates and relevant additional qualifications that enhance their learning and increase their future

employability. See Data appendix

Effective IAG enables learners’ to use the information they receive on the full range of relevant career

pathways from Protocol and employers, to help them develop challenging and realistic plans for their future

careers.

Learners are advised how to protect themselves from the risks associated with radicalisation, extremism,

forms of abuse, grooming and bullying, including through the use of the internet, and how well they

understand the risks posed by adults or young people who use the internet to bully, groom or abuse other

people, especially children, young people and vulnerable adults. Protocol has effective policies and

procedures in support of these areas. Learners have an excellent understanding of how to stay safe online

and of the dangers of inappropriate use of mobile technology and social networking sites.

Learners are advised how to keep themselves fit and healthy, both physically and emotionally and again

through visual and verbal reinforcement by tutors and in the training environment.

From regular feedback evaluation learners feel safe, secure and have a good understanding of how they can

raise concerns if they do not feel safe; they have confidence that any concerns they may have are taken

seriously and followed through appropriately with agreeable outcomes.

Learners’ understanding is checked to ensure they know their rights and responsibilities as a learner and,

where relevant, as an employee, as citizens and consumers in the community; and how well they work

cooperatively with others in all settings and promote good and productive working relationships with their

peers and employers.

With the introduction of Flexible Fridays for the internal learners good feedback has been received that they

appreciate enrichment activities and team work, that allows them to explore personal, social and ethical

issues and take part in life in wider society and in Britain. Recently all learners supported our Children in

Need and Sport relief activities to raise funds.

Learners are advised of the importance of attending learning sessions and/or work regularly and punctually,

including through participation in any distance learning activities, such as online learning and the use of

virtual learning environments. In some cases this is a steep step change and a slow process particularly for

those on skills conditionality programmes.

Protocol insists on a learner contract with guidelines for behaviour and conduct stipulated by tutors or

employers and advised of the need to manage their own feelings and behaviour at work and during learning

sessions. One to one meetings are held to support those who struggle in this area.

Learners levels of self-confidence and other softer skills are measured at start and end of programmes to

show the distance travelled. They are also encouraged to develop their own presentations of what they have

learnt and understood through their programmes and present to their colleagues and tutors in a confident and

self-assured way. Many go on to produce case studies that are inspiring to new learners and also are updated

regularly on the web site and have the confidence to be videoed.

Outcomes for learners Learners make very good progress during their programme compared with their starting points and can

articulate their distance travelled and skills developed

Learners attain their learning goals, including qualifications, and achieve challenging targets and are

supported well to keep on target.

The majority of learners’ work meets or exceeds the requirements of the qualifications, learning goals or

industry standards. This is often commented upon by assessors and IQA’s.

Feedback indicates that learners enjoy learning and make progress relative to their prior attainment and

potential over the qualification time frames.

The majority of learners progress to relevant further learning and employment or further education relevant

to their career plans or gain promotion at work and take on more responsibility.

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Learners acquire qualifications and the skills and knowledge that will enable them to progress to their

chosen career, employment, and/or further education and training that have been planned in line with local

and national priorities for economic and social growth and employer demand particularly in the service

industries and with SME’s.

There are no significant variations in the achievement of different groups of learners, ethnicity or gender.

Learners are set challenging and smart targets, given their starting points, and the majority are on track to

meet or exceed these.

The most-able learners do work that deepens their knowledge, understanding and skills or go on to study

further, rather than simply undertaking more work at the same level and in some cases gain significant pay

rises and promotions or even offered sustained employ

Good progression from traineeships/skills con to apprenticeships.

Protocol monitors lower-attaining learners and ensures they receive the support they need to ensure that they

achieve and progress to higher-level learning or into sustained employment.

Health & Safety Strengths

We ensure that all learners understand how hazards are identified and risks are assessed, together with

the principles of control measures through effective learning sessions from Induction, NVQ/Work Skills

Unit completion and Reviews. Learners review and develop Health & Safety resources and materials for

their own use. Learners on pre apprenticeship and JCP complete the Health & Safety workbook and know

the procedures for reporting accidents.

We encourage learners to develop a set of safe behaviours, so that they play an active part in the process

and acquire practical, transferable skills from their experience that we test out on formal progress reviews

every 8 – 12 weeks.

We promote the safe learner concept and ECM in addition to ensuring a safe, healthy and supportive

environment through effective health and safety management.

Protocol has a robust management of Health & Safety internally and at Employer’s premises,

Comprehensive staff and learner training and reinforcement of Health & Safety All assessors and

reviewers who deal with employers are fully competent in health & safety and have a wider range of skills

in, for example, communication and learning, as well as an understanding of businesses and in particular the

needs and constraints of small businesses.

We see that the initial health and safety assessment and on-going monitoring of the employer, location

and the learner are crucial. Good relationships and communications are established from the outset of

a supportive nature

Functional Skills

We have effective processes that include induction, teaching and learning strategies, review and assessment that covers

Functional Skills and is overseen by the Senior Tutor.

We ensure that the learning resources including BKSB and lesson plans equip the learners to improve their overall

functional skills together with their employability skills.

The MD ensures that the tutors and assessors within the organisation have the skills and ability to deliver functional

skills and we have a fully integrated team approach.

Positive climate within the team for their own CPD in achieving Functional Skills particularly updates

in Maths

Targets are set for the delivery and achievement of functional skills and we have effective and robust standardised and

I:\12.Quality& Awards\SAR\2016-17July 2017 20

observation procedures and CPD updates.

Strengths

Programmes designed to meet individual learner needs and extra guidance and support given to learners

where needed to ensure they achieve and recognise their success.

Our quality assurance of Functional skills is embedded within the overall quality

assurance/improvement process including standardisation meetings and sharing good practice and

continued direct claim status

On-demand testing that is well managed and flexible to meet individual learner and employer needs

Learners up-skilled were possible. See Appendix data

Areas for improvement include:

A review of resources particularly for English reading

Improvement of off the job training that ensures training and testing is not too far apart for the learner to retain

the knowledge and apply it

Strategies for identifying decreasing trends and improving first time pass rates

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Protocol Apprenticeships Area of Learning 15

Customer Services Apprenticeships Grade 1

Achievement and standards

Achievement rates are again consistently high and well above average for the sector.

Apprenticeships 2007/8 and 2008/9 and 2009/10 and 2010/11 100% achievement

Date 2014/15 2015/16 2016/17

Success Rate 100% 100% 100%

Timely 100% 100% 100%

100% achievement of Technical Certificates /UPK tests

Achievement of additional qualifications (FS level 2 IT units )

Learners demonstrate high standards of skills in the workplace and are confident and key sales/ receptionist

people.

Learners are given progressively challenging targets and responsibilities in the workplace to help them

further develop and succeed.

Protocol’s staff encourages learners to continue with their training and development. In order to broaden

their experience, improve their employability, and see clear progression routes onto complementary or

higher-level qualifications.

100% of learners choose our Moodle system (Virtual Learning Mahara Portfolio),

The quality of provision

A thorough Initial assessment process and where applicable incorporating the RPL procedure when learners

have progressed from ICT or Business Administration.

We also complete a further Functional Skills initial assessment if required. A one day induction is held and learners are

shown how to RPL existing valid and current evidence from their previous qualification portfolio if applicable and are

progressing to a higher level.

Learners and mentors are issued with an individual schedule that gives the dates of sessions, and indicates the topics

which will be covered. This is then linked to the off the job work study plan so that formal practical training is reinforced

by workplace activities.

On and off the job learning are coordinated and mutually supported by Protocol and employers through the

work study plan.

Training sessions are held at a well-equipped training centre and reflect the ethos of the workplace with high

standards.

Learners, work-based mentors are very positive about the apprenticeships, and have a good understanding of

the assessment process and evidence production.

Work-based mentors act as good role models for learners, and their support for learning motivates learners,

and encourages them to succeed.

Strong support from employers for learners and themselves to continue to achieve further

qualifications and functional skills. Comprehensive mentor guidelines that they have helped produce and

improve, understanding checked and evaluated through use of a quick quiz and on formal reviews.

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High quality, well-structured, varied and well-resourced and coordinated off-the-job training that is

continually reviewed and improved upon after consultation with the tutors, learners and employers. Learner

and Mentor focus groups established and improvement ideas discussed and implemented.

Flexible quality off-the-job training arrangements that take into account both the company and

learner needs. Individual course schedules produced and extra support provided if required particularly

outside of office hours. Saturdays and evenings are options.

Effective assessment and verification process to a high standard

Area of Learning 15

Apprenticeships in Management Grade 1

Achievement and standards

100% Achievement of Team Leading up to 2010_11

100% Achievement of additional qualifications Introduction to Management and Team Leading

100% QSR for 2007/8 and 2008/9 and 2009/10 and 2010/11.

Date 2014/15 2015/16 2016/17

Success Rate 82% 88% 93.10%

Timely 85% 87% 90.00%

The drop in 14/15 was attributed to a small number of Management learners on programme

during 2014/15 this made the Success rate figures low, 11 learners on programme with 9

achieving. Sub-Contractor 2015/16 drop in figures due to early leavers with personal issues

including serious illness

Learners, work-based mentors/supervisors are very positive about the apprenticeships, and recognise the

benefits of training.

Many mentors/managers have already achieved the ILM management and are able to use their knowledge of

the company’s way of working and understanding of the qualification to provide effective guidance for

learners.

The on the job learning offers a wide range of management opportunities for the learner to gain the required

competencies and be fully assessed.

E learning or blended learning is available if it is more beneficial to the learner and employer.

Both Protocol and the employers give encouragement to use the company for assignments and where

possible give the suggestions for improvements practical application.

If learners are finding the work difficult or have missed a session, Protocol’s staff provides additional training

in the workplace. This flexibility enables learners to benefit fully from the off-the-job training programme. An

off/on the job work study plan is used to ensure full co-ordination on all management programme levels. It is

updated on assessment visits, discussed at focus group meetings and referred to on formal reviews.

Functional skills training sessions are well planned and fully integrated into the NVQ element as practically as

possible. Learners and employers now have a good understanding of functional skills.

High quality, well-structured, flexible off-the-job training that is continually reviewed and improved upon

after consultation with the tutors, learners and employers. Learner and Mentor focus groups established and

improvement ideas discussed and implemented.

Challenging learning targets set for learners

Effective Integration of learning with work place activities and job development

Progression opportunities through Higher Apprenticeships level 4 & 5 now offered with a cohort on both

levels piloting the programmes.

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Areas for improvement

To encourage more Managers to attend the off the job training sessions – blended learning rather than

complete the independent self-study option

AREA OF LEARNING 15

Business Administration Apprenticeships

Grade 1/2

Achievement and standards

Date 2014/15 2015/16 2016/17

Success Rate 90% 95% 81.81%

Timely 88% 97% 81.81%

Quality of provision

A thorough Initial assessment process to ensure learners on the correct qualification.

On and off the job learning are coordinated and mutually supported by Protocol and employers

Training sessions are held at a well-equipped training centre and reflect the ethos of the workplace

Strong support from employers for learners to achieve qualifications and functional skills.

Comprehensive mentor guidelines that they have helped produce and improve, understanding checked and

evaluated through use of a quick quiz questionnaires and on formal reviews.

High quality, well-structured, varied and well-resourced and coordinated off-the-job training that is

continually reviewed and improved upon after consultation with the tutors, learners and employers. Learner

and Mentor focus groups/feedback established and improvement ideas discussed and implemented.

Flexible quality off-the-job training arrangements that take into account both the company and

learner needs. Individual course schedules produced and extra support provided if required particularly

outside of office hours. Work Study Plans fully embedded with off and on the job training

Thorough RPL process particularly after the achievement of previous qualifications and learners shown

how to incorporate evidence and cross reference to standards.

Effective assessment and internal qualify assurance process

Excellent resources, equipment and software for learner usage

Additional qualifications are available free of charge to all learners undertaking the administration

qualification in the form of ECDL to further enhance or improve ICT skills or E&D NVQ2.

Areas for Improvement

Increase employer base particularly in priority areas in line with local targets

Encourage more employers to support continuous learning and progressions once apprentices have been

taken on to a full time staff contract.

Evaluate reasons why the drop in QAR and ensure reasons outside of Protocol’s control. Monitor employers

where the learners are leaving early

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AREA OF LEARNING 6

Information Technology

Grade 1

Date 2014/15 2015/16* 2016/17

Success Rate 100% 88% 100%

Timely 100% 88% 100%

*Low numbers on the programme meant that of the 8 on programme 7 achieved and 1 did not, which

brought the QAR down for 15/16. 1 learner changed job role to work in a factory and did not wish to

pursue IT any further.

Learners are given progressively challenging targets and responsibilities in the workplace to help them

further develop and succeed

Protocol’s staff encourages learners to continue with their training and development. In order to broaden

their experience, improve their employability, and see clear progression routes onto complementary or

higher-level qualifications.

E- portfolio route for ITP

The quality of provision

A thorough Initial assessment process to ensure learners on the correct qualification.

On and off the job learning are coordinated and mutually supported by Protocol and employers

Strong support from employers for learners to achieve further qualifications and functional skills.

Comprehensive mentor guidelines that they have helped produce and improve, understanding checked and

evaluated through use of a quick quiz questionnaires and on formal reviews.

High quality, well-structured, varied and well-resourced and coordinated off-the-job training that is

continually reviewed and improved upon after consultation with the tutors, learners and employers. Learner

and Mentor focus groups established and improvement ideas discussed and implemented.

Flexible quality off-the-job training arrangements that take into account both the company and

learner needs. Individual course schedules produced and extra support provided if required particularly

outside of office hours.

Effective assessment and internal quality assurance process

Remote access for all learners through the use of the VLE. This enables distant learning and also enables

learners the ability to access the local resources even if they are unable to attend one of our training sessions.

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Area of Learning 7

Hospitality & Catering Apprenticeships

Grade 1

Date 2014/15 2015/16 2016/17

Success Rate 100% 100% 75%

Timely 100% 100% 75%

Low numbers of Hospitality achievers in 2016/17 meant that of the 4 learners who achieved 1 did not achieve so it has

brought the QAR down to 75%

Strengths

Good reputation within the Industry

Effective qualified staff

Good employer feedback and support for learners

Direct Claim Status with Awarding organisations

Varied portfolio of qualifications

Good resources on Moodle

QAR and Timely success being sustained at Grade One standards

Areas for improvement

More engagement with e learning resources

More use of taped professional discussions with learners and mentors

Encourage candidate statements to enhance English skills

Further development of resources and self-study materials

More learners to attend off the job training sessions

Marketing needed to improve learner numbers*

*This area has seen lower numbers due to the number of learners that leave the sector or move into other areas

thus affecting the QAR. This has been a commercial decision also.

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Protocol Traineeship Programme Report Period 2013/14 – 2016/17

Since the 2014/15 contract we have worked with 88 Traineeship learners between the ages of 16-23. There were 25 in

2014/15, 30 learners in 2015/16 and 33 learners in 2016/17. 50 (57% over 3 years) of the learners have progressed onto

the next stage; Apprenticeships, Further Education or Full Time Employment, during or with 6 months of leaving the

programme. When a traineeship learner leaves the programme without achieving a progression our recruitment

department continues to work with them by keeping in contact, if they are still NEET we will discuss the vacancies we

have and send their CV’s to agreed employers.

Protocol Traineeship Delivery

We have a very thorough and robust initial assessment process for the way in which we recruit learners on to the

programmes. Once we have clearly identified which programme a learner is best suited for; an initial offer is made to

the learner to clearly give them an overview of the full programme elements. Within the Traineeship offer, the following

elements are discussed: -

Functional Skills English, Maths and ICT

IT User Skills

o Presentation Software

o Word Processing

o Spreadsheet Software

o Using Internet and Email

All of the above can be at either Level 1 or Level 2

Work Skills Award

o Applying for Jobs

o Preparing for an Interview

o Achieving Success at the Interview

o Career Progression

o Managing Money

o Personal Presentation for the Workplace

o CV and Covering Letters

Work Placement / Work Experience

A typical plan of delivery for the above units and work placement would be as follows: -

Weeks 10 - 26

Work Placement, including on the job

Reviews and Observations

Progression Outcome: -

College or Further Education

Apprenticeship

Full Time Employment

Protocol Initial Assessment Process

Protocol Induction (Including

Safeguarding, British Value and Prvent, ECM and Health and Safety)

Weeks 1-10

Work Skills, Functional Skills,

IT Units

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Learners are clearly informed that they do not have to have to complete the full work placement before progressing and

are encouraged to try their best and to give themselves the best opportunity if being taken onto the full apprenticeship

programme earlier than the 26 week stage.

Throughout the weeks 1 -10 we work closely with the learner to give them Information Advice and Guidance around

the next steps and are always monitoring and giving feedback on current position of their programme. Additional to the

academic areas we also support and monitor: -

Reliability Common Sense

Timekeeping and Attendance Honesty and integrity

Team Work Loyalty and commitment

Enthusiasm Motivation

Confidence levels Adaptability /Flexibility

Powers of Retention Self-management skills

Listening Skills Communication

All of the above of monitored through both an initial assessment questionnaire at the beginning and end of their

programme, but are also monitored through discussion with the PDC’s (Protocol Development Coaches) at key

milestones throughout their programme. See data appendix for additional data

Non Achievers

Despite our best efforts 9 learners in the 2014/15 and 11 learners in the 2015/16 contract year did not progress

into one of the progression categories (College, Apprenticeship etc.) Even though we are outside of the ESFA

requirements we are still attempting to make contact with these learners to support them with progressing into

either further education, apprenticeship programmes or part/full time employment. Additional to the

previously mentioned stats; see some of the reasons why learners were not successful in the first 2 years are:-

- 2 were unsuccessful at their interviews – feedback given to learners

- 4 did not give a sufficient enough performance and reliability at the work place to justify being taken on

- 1 refused to go for Job interviews as they only wanted certain sectors i.e. IT Support

- 3 removed from programme due to behavioural issues

- 2 not performing to a reliable standards in the work place and the employer not taking them onto the

apprenticeship programme

- 2 started apprenticeship but left after 4 weeks.

- 6 Not able to contact once left the programme

At the end of the 2016/17 contract we have supported 15 learners out 33 (45%) learners into a positive outcome

(split between apprenticeships, college/FE and part/full time work). We have 7 learners that are due to begin

their college course in September and we will update the system once they have ben in their college for 6

weeks (bringing our progression rate to 67%). We will continue to work with the remaining 11 learners to

support them with achieving a positive outcome and currently 4 are waiting for apprenticeship interviews and

one has gone back to Pakistan.

I:\12.Quality& Awards\SAR\2016-17July 2017 28

What learners like about Protocol and some comments

from “Have your Say”

The techniques used by my tutors helped me to learn better and faster

I enjoyed this training as it was fun and kept me interested

A very good training session, a lot of important points were discussed which will improve my everyday job

The support from the staff

Great training day

Excellent training day

Well planned and organised

I really enjoyed today, activities were really good and it was great all working together

Team work sessions very effective

Welcoming and comfortable environment for the off the job training

Accessible venue

Fun training

PRD feedback & EQA feedback positive and complimentary from Learner interviews

What learners feel we could improve on

Ensure employers release learners for training even at busy times for full days

Better guidelines for using Mahara – actions with clearer How to Guides for Mahara

I:\12.Quality& Awards\SAR\2016-17July 2017 29

Information Sources Documents/input sources used to contribute to the Self-Assessment Process

Annual Business/Development Plan

Quality Improvement Plan

Strategic Plan

ICT Development Plan

Staff Development Plan

HR & TNA Plan

Diversification Plan

Review & Self-Assessment Process

Investors in People & Matrix reports

Marketing Action Plan including competitor analysis

Equal Opportunities Action Plan

Health & Safety Action Plan

Safeguarding/Prevent Action Plan

Teaching & Learning Action Plan

Functional Skills Action Plan

Customer Feedback evaluation

Learner feedback evaluation

Employer feedback evaluation

Staff feedback

Focus group improvement suggestions summary

Management Information including Equal opportunities statistics & Leaner statistics of retention, NVQ

achievement and framework completion

Ofsted inspection reports

Benchmarking Data

Internal Quality Assurance documentation

Quality Assurance policies and procedures

External Quality Assurance Reports

Quality Questionnaires

Framework for Excellence

CIF

LEP Strategic Plans