Queen Elizabeth's Training College

T R A I N I N G S T A N D A R D S C O U N C I L

I N S P E C T I O N R E P O R T F E B R U A R Y 2 0 0 0

Queen Elizabeth’sTraining College

I N S P E C T I O N R E P O R T : Q U E E N E L I Z A B E T H ’ S T R A I N I N GC O L L E G E F E B R U A R Y 2 0 0 0

Training Standards Council

SUMMARY

Queen Elizabeth’s Training College is a charitable foundation providing residentialvocational training for people with disabilities. The college aims to enable traineesto achieve independence through progression into sustainable employment.Training, leading to nationally recognised qualifications, is offered in fiveoccupational areas. Training in construction, business administration and mediaand design is good. Many trainees progress into employment. In agriculture andengineering, training is satisfactory. Initial assessment is not used effectively toidentify individual training needs. Individual training plans, however, are not drawnup systematically. Systems for the management of training and assessment areunder-developed and self-assessment is not an integral part of quality assurance.However, the college has developed effective systems to generate managementinformation.

GRADES

OCCUPATIONAL AREAS GRADE GENERIC AREAS GRADE

Agriculture 3 Equal opportunities 3

Construction 2 Trainee support 2

Engineering 3 Management of training 3

Business administration 2 Quality assurance 3

Media & design 2

KEY STRENGTHS

♦ well-resourced training

♦ trainees’ good achievement rates

♦ good progression into employment

♦ good support for trainees with learning difficulties

♦ comprehensive support to meet trainees’ individual needs

♦ effective management information systems

KEY WEAKNESSES

♦ lack of structured teaching sessions

♦ inadequate individual training plans

♦ poor management of training and assessment

♦ omission of self-assessment from quality assurance procedures



INTRODUCTION

1. Founded in 1934 as a college providing vocational training for men withdisabilities, the college adopted its present name of Queen Elizabeth’s TrainingCollege following a visit in 1941 by Queen Elizabeth, the Queen Mother. TheQueen Mother has been patron of the college since 1953 and has visited the collegeon four occasions. Since its establishment on its present 60-acre site nearLeatherhead, Surrey, the college has steadily expanded its range of trainingprogrammes and increased the number of trainees. Acts of Parliament on theRehabilitation & Resettlement of Disabled Persons 1942 and the DisabledPersons Employment Bill 1943, had a significant impact in raising generalawareness of the need to train and employ people with disabilities. In 1950, thecollege accepted its first women trainees and built a hostel for them. Today thecollege is part of Queen Elizabeth’s Foundation for Disabled People, a nationalcharity, providing a range of services annually to over 100,000 disabled people. Thecollege provides residential vocational training for men and women with disabilitiesin pursuit of its mission to enable disabled people to obtain and retain employment.Social and leisure facilities have been expanded to enable the college to achieve itsadditional aim of helping trainees to develop healthier lifestyles and enjoy greaterparticipation in the community activities. The college promotes itself as a centre ofexcellence for training disabled people, especially those who have been forced intocareer changes by accident or illness, and provides them with comprehensivephysical and emotional support so that they may make the most of their lives.

2. The college offers a range of 16 vocational courses in business, commercialand technical subjects leading to nationally recognised qualifications. Foundationtraining is available for trainees who need to improve their skills in literacy,numeracy, communication, basic office practice and information technology beforeengaging in training leading to national vocational qualifications (NVQs). All trainingis provided on-site by college staff in real working environments. Many traineesacquire job skills through the completion of work tasks commissioned by outsidecustomers. College training facilities include business administration offices,technical workshops, audio-visual studios and greenhouses and expansive groundsfor horticulture courses. Eighty per cent of trainees are resident and have privatestudy-bedrooms. They spend six to 12 months at the college. Following successfulcompletion of college training, trainees spend up to 13 weeks in work experienceplacements as part of the training programme. Trainees who usually live at homewhile on work experience continue to be supported by college staff. Fullemployment for trainees is seen by the college as the primary goal of training. Thecollege does not demand prior knowledge or skills of applicants for training and itrecruits nationwide. Queen Elizabeth’s Training College is one of 14 residentialtraining colleges funded directly through the Residential Training Unit (RTU) adepartment of the Government Office for the North East (GONE). The RTUrequires that each residential training provider should provide a planned programmeof practical training set out in an individual training plan for each trainee.



INSPECTION FINDINGS

3. Queen Elizabeth’s Training College completed its first self-assessment report inDecember 1999 in response to notification of inspection by the Training StandardsCouncil (TSC). Responsibility for producing the report was taken by the head ofstrategic development and quality working in conjunction with other members of thesenior management team and course tutors. Preparation of the report started inSeptember 1999 following a training seminar for all college staff on the process ofTSC inspection and self-assessment. Self-assessment was undertaken using theRTU’s standards. The format of the report follows closely the guidelines in RaisingThe Standard. Although the self-assessment report is comprehensive, many of thejudgements are repeated in all occupational course report areas. The report doesnot reflect fully the diversity of provision. Many tutors had no direct involvement inthe collection of evidence for self-assessment. Evidence used to make judgementswas largely based upon achievement data, reports of external auditors and theresponses of staff and trainees to questionnaires. The final draft of the self-assessment report was audited and endorsed by the college’s senior managementteam.

4. A team of eight inspectors spent a total of 27 days at Queen Elizabeth’sTraining College at the end of February 2000. They inspected training programmesfor people with disabilities funded through the RTU in the occupational areas ofagriculture, construction, engineering, business administration, and media anddesign. There were few trainees in retailing and customer service or leisure, sportand travel, so these areas were not inspected. There were 151 adult traineesresident at the college engaged in government-funded training programmes. Afurther 34 trainees were living off-site and were following work experienceprogrammes. There were 139 college-based trainees. Thirty-two trainees onprogrammes in the areas inspected were on work placements. Inspectors observeda total of 17 instruction sessions at the college and made 5 visits to trainees on workexperience, including one visit in Cornwall. They interviewed 62 trainees. They held60 meetings with college staff, including the principal, members of the seniormanagement team, trainers/assessors and internal verifiers, support staff andadministrators. They looked at a wide range of documentation, includingmanagement and quality assurance documents, policies, RTU contracts and auditreports, minutes of meetings, records of staff qualifications, job descriptions, andstaff appraisal and staff training files. They inspected trainees’ files and workportfolios, and studied data on trainees’ achievements and destinations andinformation relating to equal opportunities. The college’s training resources,accommodation, and residential, social and medical facilities were also inspected.



Grades awarded to instruction sessions

GRADE 1 GRADE 2 GRADE 3 GRADE 4 GRADE 5 TOTAL

Agriculture 1 2 1 4

Construction 3 1 4

Engineering 1 1 2

Business administration 4 1 5

Media & design 2 2

Total 1 12 4 0 0 17

OCCUPATIONAL AREAS

Agriculture Grade 3

5. There are 17 trainees, all following work-based learning programmes for adultsand working towards NVQs in amenity horticulture, nursery stock production orcommercial horticulture. There are nine trainees in amenity horticulture, seven atlevel 1 and two at level 2, three trainees in nursery stock production at level 2 andfour trainees in commercial horticulture at level 1. One trainee was engaged in off-site work experience. All training programmes are scheduled over a year, andinclude a period of work experience of up to 13 weeks. Many trainees undertakework experience and this is completed with employers in the trainees’ home areas.The main objectives of work experience are to enable trainees to consolidate theirnewly acquired skills and improve their employability. In some cases employers usework experience as a trial period to assess the suitability of trainees for full-timeemployment. Theory training, assessment and internal verification are carried out bycollege staff on site at the college. The college provides some on-the-job trainingthrough its own commercial horticultural activities. The college has one trainer, oneassessor and one internal verifier for agriculture. Inspectors considered that manyof the strengths cited in the self-assessment report were no more than normalpractice. They found weaknesses the college had not identified and awarded alower grade than that give in the self-assessment report.

STRENGTHS

♦ highly effective training to meet individual trainees’ needs

♦ thorough system for monitoring trainees’ progress

♦ excellent equipment and facilities

♦ high standards of health and safety



WEAKNESSES

♦ lack of planning of training programmes

♦ some low retention rates

♦ weak internal verification programmes

6. Resources for off-the-job training are excellent. The college is located within anextensive estate of formal grounds and grassed or wooded areas. The facilities,which include several well-equipped glasshouses, are fully used for the NVQcourses offered in amenity horticulture, commercial horticulture and nurseryproduction. A rota system for grounds maintenance tasks ensures that traineesreceive realistic on-the-job training, using the full range of equipment which is usedin the industry. The recent development of a retail enterprise and a contractlandscaping business provides a realistic commercial environment for all horticulturetraining. All staff are well qualified and have relevant industrial experience. Staffand trainees are fully aware of the importance of observing health and safetyregulations. These are covered during trainees’ induction and trainees are remindedof them during their programme. There is an effective system for reportingaccidents. The college’s health and safety practices are monitored monthly.

7. Teaching is particularly good. Trainees acquire good theoretical knowledge.They understand the assessment process and consider it to be conducted in a fairand supportive way. Assessment is rigorous in maintaining the standards requiredby awarding bodies. The standard of work in most portfolios is good. The timing oftraining and assessment activities is determined by seasonal needs. Trainees canbegin training at any time during the year. Over a period of 12 months, traineesbenefit from working throughout all the seasons. Training and assessment, however,are insufficiently planned. There is no short-term planning of weekly training andassessment schedules or long-term planning which sets out the training activities forthe months ahead. Trainees express concern at not having a clear view of thecomplete programme for training and assessment.

8. Staff are responsive to the needs of individual trainees and ensure that the leveland pace of training are suited to trainees’ abilities and experience. A primary goalof training is to enable trainees to acquire an NVQ. Trainees are also encouragedto undertake work projects that relate specifically to their own particular aspirationsand career aims. They are given opportunities to complete additional NVQ units toimprove their career prospects. Outcomes of assessment are recordedsystematically and in detail. Systems for monitoring trainees’ progress are effective.Trainees’ records provide up-to-date and comprehensive information on theassessments completed and the range of knowledge the trainees have covered. Therecords are taken into account when setting targets for trainees during progressreviews.

9. Retention and achievement rates vary considerably from year to year. For



example, in 1997-98, the average retention rate was low, at 55 per cent, whereas in1998-99, it was 80 per cent. In the present year, 1999-2000, the average retentionrate has dropped to 47 per cent. Many trainees in horticulture have learningdifficulties and medical, emotional or behavioural problems. In 1999-2000, 63 percent of trainees leaving early did so for medical reasons. Data for trainees’achievement for 1997-98 are not easily available. In 1998-99, however, only 50 percent of trainees achieved an NVQ and the achievement rate for 1999-2000 hasfallen to 43 per cent. In 1998-99, 67 per cent of leavers secured jobs. In the currentyear, only 29 per cent have so far progressed to employment. Staff do not take dataon trainees’ performance into account systematically when planning ways ofimproving training and increasing trainees’ achievement rates. The training providedis successful, however, in enabling trainees with a wide range of learning difficultiesto acquire job skills and increase their self-esteem.

10. The internal verification progress is not systematic and is insufficiently frequent.Internal verification is largely unplanned and horticulture staff have a lowawareness of internal verification processes. Previous non-compliance withawarding body requirements for internal verification led to temporary suspension ofcertification during 1999. Actions more recently requested by the awarding body’sexternal verifier since then has not yet been implemented fully. Staff recognise theneed for improvement and the college has recently appointed a consultant to help toco-ordinate internal verification activities.

Construction Grade 2

11. Seventeen trainees are on work-based training programmes for adults. Theyare working towards NVQs in hand-crafted furniture production at levels 1 and 2,wood occupations at level 1 and wood occupations (bench joinery option) at level2). In addition, some trainees also work towards completion of NVQ units in woodoccupations (site practice) to acquire job skills specific to their employment needs.Eleven trainees are undertaking the furniture option, four trainees are receivingtraining in bench joinery and two trainees are on work experience. The college’smission is to provide training that enables disabled persons to obtain employment.Staff and trainees in the construction area, however, consider that the primepurpose of training is to enable people to achieve NVQs. Trainees are able to joinprogrammes at all times throughout the year. Trainees spend 35 hours a week onpractical and theory training for 39 weeks, followed by a 13-week period of workexperience. Placement of trainees with employers for work experience is not usedas part of the NVQ training and assessment. Off-the-job training and assessmentare given at the college in a furniture and joinery workshop and an adjoiningmachine woodworking workshop. Both workshops are used as real workingenvironments. A flooring and roofing training and assessment rig is provided in anadjacent outside area. Trainees complete furniture and joinery work commissionedby local businesses and private customers. Such assignments are used to traintrainees and assess their acquired occupational competence. Training and



assessment are carried out by a qualified member of the college’s staff. Internalverification is subcontracted to an external qualified subject specialist. New traineesundergo initial assessment and induction before starting training. Many traineescomplete a six-week work preparation programme at college before joining thecourse. Inspectors considered that some of the strengths cited in the self-assessment report were not exceptional and that some judgements were notspecific to the occupational area. They found some weaknesses the college had notidentified but agreed with the grade given in the self-assessment report.

STRENGTHS

♦ effective use of commissioned work for training and assessment

♦ effective training to meet individual trainees’ needs

♦ high levels of skills acquired by trainees in woodwork

♦ good NVQ achievement rates by trainees

♦ well-equipped workshops for training and assessment

WEAKNESSES

♦ lack of focus in reviews on trainees’ progress and target setting

♦ inadequate levels of training supervision at times

♦ failure to identify some health and safety risks

12. Staff make effective use of a wide range of projects commissioned bycustomers, to provide realistic work tasks for trainees. In assigning tasks, great careis taken to meet the needs, preferences and abilities of each trainee. Traineesreceive good instruction on how to complete customers’ tasks. The trainer assessestrainees’ practical skills and knowledge by direct observation of the trainees atwork. Trainees are given ample opportunities to engage in the design andmanufacture of commissioned work. They are set furniture-making and benchjoinery tasks which demand high levels of practical skills in the use of softwood anda wide range of hardwoods. In making joinery by hand and machine to customerrequirements, the bench joinery trainees display a greater range of competenciesthan that required for their NVQ.

13. Training is comprehensive and instruction is given at a pace and level whichtake account of individual trainees’ needs. Trainees demonstrate techniques andskills effectively and learn much from the guidance and advice given. The trainerhas developed good learning materials. These include guidelines for assessment andsample questions on the theoretical and practical knowledge trainees need toacquire. Trainees with learning difficulties are given additional support in basic skillsto help them answer questions and gather portfolio evidence. The trainer helpstrainees to record the tasks they complete and photographs are used to recordstages of work in assignments. Work contained in trainees’ portfolios is of good

GOOD PRACTICEAt the start of training,trainees were given a basickit of essential tools tomeet the requirements ofNVQ training and to retainfor use in futureemployment. Traineeswere required to design andconstruct a box for thesetools. This task enabledtrainees not only to learninitial skills, but also totake ‘pride of ownership' intheir tools and learn tomaintain them and keepthem secure. The provisionof tool kits helps tomotivate trainees to learnand achieve success.



quality. The full-time trainer is assisted by a part-time instructor for one day eachfortnight, and a full-time workshop technician who maintains tools and equipmentand prepares materials. The need most trainees have for a substantial amount ofindividual instruction places great demands upon the trainers’ time. Training iscarried out in two workshops and a classroom, and commissioned work issometimes undertaken at the customers’ premises. At times, however, trainees areunable to receive adequate levels of support from the trainer and trainees rely onsupport from one another.

14. Trainees are encouraged to be involved fully in all phases of commissionedwork. Trainees draw designs for customers’ work, produce cutting lists and ordermaterials, and construct the product. In this way, they develop essential skills andacquire confidence to progress to employment. Trainees complete work recordsheets at each stage of a project. They appraise their own performance, explainingthe problems encountered and indicating how they overcame them. Although poorhealth is a major factor in preventing some trainees from completing training, thetrainees’ NVQ achievement rates over the past two years are good. Theachievement rate in construction of 69 per cent in 1998-99 and 50 per cent so farfor 1999-2000 is above the average for all colleges funded through the RTU andhigher than national averages for occupational training. The trainees’ retention rateis 69 per cent. Over the last two years, 60 per cent of trainees have progressed intoemployment.

15. Progress review meetings between each trainee and the trainer take place afterfour weeks and every eight weeks thereafter. During the review sessions, however,there is insufficient evaluation of trainees’ progress or target setting. The design ofthe standard forms used for recording the outcomes of progress reviews allowsonly for general comment on trainees’ behaviour and work competence.

16. The two workshops used for wood trades provide pleasant and stimulatingwork environments and are well equipped for training. The machinery and toolsavailable for trainees’ use enables trainees to cover fully the practical elements ofthe NVQ course. A designated workshop area is set aside to enable spray-polishingwork to be undertaken in a controlled environment which meets health and safetystandards. Three timber stores contain a good stock of materials. Trainees have agood understanding of health and safety procedures. Informative handouts aregiven to trainees during induction, when safety rules and regulations are carefullyexplained. The need to observe health and safety measures is constantlyemphasised throughout training. Training is conducted in a safe environment.However, only one report on risk assessments has been completed and this doesnot cover all aspects of training and workshop maintenance. Although it coversbasic compliance in the use of woodworking machines, power tools and noisecontrol, no risk assessments have been carried out in relation, for example, to theuse and storage of substances hazardous to health.



Engineering Grade 3

17. There are 70 trainees on work-based learning for adults programmes. Of these,nine are working towards NVQ level 2 in computer maintenance and servicing, 10are in job skills training in domestic appliance servicing, 22 are following computer-aided design courses, seven trainees are working towards NVQs in car valeting atlevel 1 and motor vehicle body repair at level 3, and five trainees are workingtowards NVQ level 2 in welding. College staff undertake all theoretical andpractical training and assessment in college workshops. NVQ assessors evaluatethe evidence that trainees have gathered in their portfolios and they observetrainees carrying out work-based tasks in the workshops. Training at the collegelasts for up to 12 months and is followed by a maximum of 13 weeks of workexperience with outside employers, usually near to trainees’ homes. Seventeentrainees are in work experience placements. Staff are occupationally experiencedand hold appropriate trainers’ and assessors’ awards. All trainees undergo initialassessments of their basic skills, There are no systematic and routine arrangementsfor the accreditation of trainees’ prior learning. Inspectors considered many of thepractices identified as strengths in the self-assessment report to be in no wayexceptional. Weaknesses are not clearly identified in the report. Inspectorsawarded a lower grade than that given by the college.

STRENGTHS

♦ comprehensive health and safety practices

♦ regular and well-structured reviews of trainees’ progress

♦ good training and assessment on most programmes

♦ high standard of work in trainees’ portfolios

♦ trainees’ success in progressing to employment

WEAKNESSES

♦ lack of planning and structure in some programmes

♦ failure to monitor fully trainees’ progress and achievement

♦ lack of support and guidance for trainees on computer maintenance andservicing programmes

♦ insufficient focus on NVQ in domestic appliance servicing

18. College staff implement rigorous and comprehensive health and safetypractices. Staff and trainees are scrupulous in following health and safetyprocedures in work placements and in practical training carried out at the college.Initial audits of workplaces are conducted systematically by college staff before anytrainees are placed there. These audits are thorough and employers are made fullyaware of the college’s health and safety policy and procedures. Trainees’ induction

GOOD PRACTICEOne trainee on the motorvehicle refinishingprogramme achieved hisNVQ at level 3 early. Inorder to utilise theremaining available time tobest effect, staff arrangedwork assignments for himto complete. Theseassignments, whichrequired the use andapplication of advancedindustrial practices,enabled the trainee tofurther his skills andexperience beforeprogressing intoemployment.



includes training in health and safety procedures and trainees have a goodawareness of safety issues. Health and safety reviews in practical training arecarried out on a four-weekly cycle, and risk assessments are completed periodicallyfor each vocational area.

19. Trainees receive good help and guidance from the placement advisor and staffin the college job club in writing applications for work placements. Work-placementadvisors are effective in finding trainees suitable job placements for workexperience at the end of their college-based training. Trainees are well supportedwhile on work experience. They are visited at work by work-placement advisors atthe start and end of work experience in order to carry out progress reviews. Inaddition, advisors are in weekly telephone contact to monitor trainees’ welfare andprogress. Where work experience is arranged in locations distant from the college,trainees are visited by staff from another RTU college under reciprocalarrangements between the colleges. Reviews of trainees’ progress are frequent,they are carried out after four weeks, and then at eight-week intervals, by theassessors in each occupational area. Reviews are thorough and well structured, andcover general aspects of trainees’ life at the college as well as issues specific totheir training. During the reviews, trainees’ progress, punctuality, attendance andbehaviours are discussed, assessment schedules are drawn up and trainees are settargets. Trainees’ comments are recorded on the completed review forms whichare then forwarded to the head of training for comment before being returned to thetrainee with verbal feedback from the trainer. Trainees keep copies of reviewforms. All review records are forwarded to work-placement advisors in thecollege’s work-placement unit.

20. The computer-aided design course provides trainees with good training whichprepares them well for employment. Training and assessment in motor vehiclerefinishing, computer-aided design and welding are thorough and comprehensive.Trainees on these programmes know the extent of the progress they have madeand what they still need to do to achieve their qualifications. On other programmes,the recording of trainees’ progress and achievement is not systematic. In somecases, trainees are not made aware of the progress they have made and they havenot been set targets for improving their performance. Workshops and training areasare adequately resourced with modern equipment. The college has agreements withoutside customers to service equipment and this enables trainees to learn the skillsneeded to service a wide range of modern equipment. The teaching rooms, adjacentto all workshops, are suitable for theory training and practical demonstrations.Trainees display practical competence and a good understanding of theory. Thestaff are enthusiastic and they draw upon their industrial experience well whenteaching the trainees. Although training is good, it is not planned systematically.Written schemes for training are not well developed or used routinely. Much of thetraining is in response to trainees’ immediate needs and to help trainees completeassignments. Although training covers all the requisite NVQ specifications, it doesnot follow any systematic plan that has been discussed and agreed with thetrainees.



21. Trainees complete set tasks with enthusiasm. Their portfolios of evidence oftheir acquisition of NVQ competencies are well organised. Work in portfolios in allprogramme areas is of a high standard. Portfolios contain ample evidence of the jobskills and knowledge which have been acquired, including photographs of tasksbeing performed, witness testimonies and industrial practice job cards which recordcompleted tasks. Many trainees progress from training to employment. In manycases, trainees’ successful completion of work experience at a company leads to anoffer of full-time employment with the same company. During the last two years,83 per cent of trainees undergoing domestic appliance servicing training havegained jobs. In welding, 50 per cent of trainees gained jobs, and in computer-aideddesign and motor vehicle refinishing 62 per cent and 77 per cent, respectively, foundemployment. Retention rates are satisfactory. In 1998-99 and 1999-2000,respectively, 72 per cent and 66 per cent of trainees completed training across allengineering programmes. The proportions of trainees who achieved NVQs were 38per cent in 1998-99 and 28 per cent in 1999-2000.

22. On computer maintenance and servicing programmes, some trainees do notreceive adequate support and guidance, especially with the building of portfolios ofevidence. Other trainees have no access to suitable equipment upon which todevelop and practice their technical skills and they have made slow progresstowards achievement of their qualifications. Some trainees expressed frustration attheir lack of progress and displayed a lack of motivation to succeed. Training indomestic appliance servicing, although effective in enabling trainees to acquire jobskills, does not focus sufficiently on NVQ achievements. In many cases, individualtraining plans lack clear aims and objectives. Some trainees follow the NVQ coursewithout compiling portfolios or submitting work for final assessment. Theopportunity to work towards vocational qualifications other than NVQs is notoffered to trainees, although trainees who complete their training successfully areawarded the college’s certificate of achievement.

Business administration Grade 2

23. There are 57 trainees on business administration programmes. Twenty-seventrainees are following accountancy courses. Nine are working towards an NVQ atlevel 2 and seven are working towards an NVQ at level 3. Six trainees have joinedrecently and the level of training at which they will be trainees has not yet beendetermined. Five accountancy trainees have completed college-based training andare on a 13-week work experience placement. Of eight trainees followinginformation technology courses, three are working towards NVQ level 2. Twotrainees are acquiring computing skills outside the NVQ framework. Threeinformation technology trainees are in work experience. Seven trainees are workingtowards NVQs in administration at level 2 and two administration trainees are inwork experience placements. There are 13 trainees following a foundation trainingcourse. They first complete an introductory module which is designed to increasetheir skills in basic office practice, computing, literacy, numeracy and life skills. The



length of time spent on this module is dependent upon the needs of each individualtrainee and ranges from six to 13 weeks. After successful completion of the moduletrainees are re-assessed and many progress to NVQ level 2 training inaccountancy, administration or information technology. Other trainees remain infoundation training and work towards qualifications such as the vocational accesscertificate, and NVQ level 1 in administration and information technology. Twofoundation trainees are on work experience. All trainees undergo initial assessmentof basic skills and occupational preferences to determine their suitability forparticular training programmes. Reviews of trainees’ progress take place after fourweeks and then at eight-weekly intervals. The outcomes of the reviews arecarefully recorded as a matter of routine. The self-assessment report iscomprehensive and cites many strengths and several weaknesses. Some of itsjudgements, however, are insufficiently specific. Inspectors awarded the samegrade as that given in the self-assessment report.

STRENGTHS

♦ careful customising of training to trainees’ needs

♦ excellent range of resources

♦ rigorous assessment process

♦ good presentation of work in well-organised portfolios

♦ trainees’ success in gaining qualifications and jobs

WEAKNESSES

♦ few structured tutorial sessions

♦ weak lines of communication across course areas

♦ delay in providing assessment feedback to accountancy trainees

24. Care is taken to ensure individual training plans specify the learning supportneeded to rectify weaknesses through initial assessment. The content of training iscustomised to meet trainees’ needs and take full account of their abilities,experiences and vocational preferences. Staff have developed good workingrelationships with the trainees and are responsive to their needs. Trainees enjoytraining sessions and express satisfaction with the support and guidance theyreceive from trainers. Trainees display good vocational knowledge and demonstratecompetency in practical skills. Practical assignments and the completion of realwork tasks in college and work commissioned from outside customers are anintegral part of the training. However, most training sessions have little formalstructure and trainees often work for periods of time without direct supervision,although trainers are present in the training areas and respond promptly to trainees’requests for help. There are few structured whole-group sessions with clearlearning plans or aims and objectives.

GOOD PRACTICEAn accountancy traineewith a disability foundsitting at a desk for fiveconsecutive days duringher work experiencecaused high levels ofdiscomfort. The employershowed sensitivity to theproblem and rearrangedworking schedules to allowthe trainee to work no morethan two consecutive days.The trainee is acquiring jobskills in a highly supportiveenvironment and has beenoffered full employment oncompletion of her 13-weekperiod of work experience.



25. In all programme areas, trainers have produced instruction materials for use inteaching sessions. These materials are effective in meeting the individual needs ofthe trainees. The tutor manuals, booklets, handouts and exercises presentinformation clearly and are effective in helping trainees to acquire the knowledgeand understanding required to achieve an NVQ. There is a library of up-to-datebooks, videos and CD ROMs in the business studies centre. Information technologytrainees have access to the Internet. Training facilities are good and include well-furbished training rooms, well equipped with networked computers, appropriatesoftware packages and office equipment which enable trainees to acquire job skillsappropriate for working in modern offices. The accommodation provides astimulating working environment. There are a reception area and a mail room whichprovide administrative services to other areas of the college and are used for workexperience for trainees. Lines of formal communication between staff in differentbusiness administration programmes are weak and there is little sharing of goodpractice. For example, staff are not fully aware of the teaching resources availablein the business centre and there is no standardisation of the documents used forgathering evidence and assessment. In cases where trainees follow courses leadingto different qualifications, some confusion is caused by the use of different sets ofpaperwork.

26. The presentation of trainees’ portfolios is good. Work in portfolios meets NVQrequirements and evidence is clearly indexed and cross-referenced to courseelements. Portfolios contain a wide range of evidence, including workplaceevidence, observation sheets and witness statements. Many portfolios containaction plans for evidence gathering, and learning materials to help trainees preparefor assessment. Assessment of trainees’ competencies is systematic and rigorousand includes direct observation of trainees as they perform tasks. Assessments areroutinely planned, and assessment schedules are agreed between the assessor andeach trainee. Assessors give individual trainees guidance sessions to enable them tobe fully prepared for assessment. For trainees at NVQ level 1, many of whom havelearning difficulties, weekly assessment plans are displayed on a white board in thetraining room. This gives details on the units for which trainees will be assessed andthe dates on which assessment will be carried out. However, in accountancy,trainees have experienced some delay in receiving feedback of the results ofassessment and assessment has not been conducted at regular intervals. Systemsfor monitoring trainees’ progress in administration and information technology arewell established and effective. Similar systems for monitoring the progress ofaccountancy trainees have been recently introduced and their effectiveness is beingevaluated by staff. Internal verification is sound, with appropriate sampling oftrainees’ portfolios and assessors’ records.

27. Trainees’ achievement rates are good and many trainees progress toemployment. Ill health, however, prevents some trainees from completing training.For example, in 1999-2000 of those accountancy trainees who left training, 60 percent achieved an NVQ. In addition, 92 per cent of accountancy trainees gainedbookkeeping qualifications at level 2, 55 per cent gained a spreadsheets qualificationat intermediate level, and 80 per cent gained a computing accounts award. Forty-



one per cent of accountancy trainees progressed to jobs. In 1998-99, 58 per cent ofaccountancy trainees gained NVQs and 38 per cent progressed to jobs. In 1999-2000, 63 per cent of information technology trainees achieved NVQ level 2 and 44per cent progressed to jobs. In 1998-99, 82 per cent of leavers gained NVQs onbusiness administration programmes. The trainees’ achievement rate on thisprogramme dropped to 40 per cent. In 1998-99, 17 per cent of trainees onfoundation programmes obtained qualifications and 42 per cent progressed intoemployment. This year, 48 per cent of trainees on foundation programmes have sofar gained qualifications. Overall retention rates in this programme area were 69per cent 1998-99 and 60 per cent in 1999-2000.

Media & design Grade 2

28. There are eight trainees in the training phase of their audio-visual techniquesprogramme and two trainees on work experience placements. A new group oftrainees is recruited every three months and so two groups are being trainedsimultaneously. Their disability employment advisor (DEA) recommendsprospective trainees to the college. Some choose the programme directly and otherscome through the work preparation programme which provides them with a week-long ‘taster’ in different departments. All trainees follow a general technicianprogramme covering monochrome photography, audio and video recording andediting and overhead projector and slide projector use. Electrical safety and simplefault repair and maintenance are also included. Trainees are assessed by means ofa number of timed practical tests and examinations. Training is offered throughoutthe week. The tutor who is qualified and experienced in audio-visual techniquesgives lectures regularly and provides the trainees with support in the workshop.Trainees are required to learn technical theory which involves some mathematicalunderstanding and calculations. New trainees are given an initial assessment test innumeracy. Those trainees who are found to have very low mathematical ability areguided to other programmes. Those who need additional numeracy support mayvoluntarily attend sessions which are offered each week. Persons with somephysical and psychological disabilities are excluded from the programme. Forexample, confinement to a wheelchair, colour blindness and uncontrolled epilepsyare considered within the industry to be a bar to employment as audio-visualtechnicians. All the current trainees are men and are residential at the college. Atthe end of their training, trainees are given help to find work placements close totheir homes. These last for up to three months. Inspectors agreed with the strengthsstated in the self-assessment report but they found weaknesses the college had notidentified. They awarded the same grade as that given by the college.



STRENGTHS

♦ excellent qualification achievement rates by trainees

♦ good rates of progression into employment and higher education by trainees

♦ broad range of audio-visual equipment and processes

♦ motivated and enthusiastic trainees and staff

♦ well-organised training and assessment

WEAKNESSES

♦ fixed start and end dates

♦ some outdated course content

29. The department has a broad range of equipment to enable trainees to cover thesyllabus. This includes photographic and video cameras, video editing facilities,sound recording and mixing equipment, and desktop publishing and projectionfacilities for slides and overhead transparencies. Electrical testing equipment and afull range of equipment for trainees to dismantle, are also available in a suite ofadjoining rooms. The teaching is well planned. Teaching activities includedemonstration, good use of handouts and the repetition of important points to ensurethat trainees understand them. Trainees are attentive and ask questions freely. Thelecturer checks trainees’ understanding by asking questions of the group and ofindividuals. Assessments follow the course requirements to assess trainees’knowledge and skills through a series of practical, timed tests. Clear feedback,which includes justified praise and encouragement, is given to the trainees at theend of their test. Trainees’ backgrounds are varied. Few trainees in the currentgroups have any previous experience of audio-visual work. Some trainees havecommunication or learning difficulties. The pace of work is suited to their learningneeds and additional support is given to those trainees who need it. Trainees arewell motivated to learn and they work enthusiastically with little supervision.

30. The qualification was chosen because it requires trainees to demonstrateknowledge of and competency with a broad range of audio-visual media. Traineeshave to undertake a structured programme of work to acquire the skills andunderstanding they need in order to obtain employment as technicians. Theprogramme is not flexibly arranged to allow trainees to join at any time. It has fixedstarting and finishing dates. New trainees have to go on a waiting list before theycan join the programme and cannot replace trainees who leave the programmeearly. The examination to which the course leads is not available to individuals ondemand but has to be taken on set dates. The course syllabus has not been updated.It includes skills that most employers no longer ask for but fails to focus sufficientlyon equipment and processes now commonly in use. For example, it covers 8mmand 16mm film editing and projection but there is little emphasis on video work.Trainees do not have individual training plans and all follow the same programmeregardless of any previous qualifications or experience which they may have.



31. Trainees are assessed in examinations set by the tutor. The external assessorapproves each examination paper and also moderates the marks awarded tocandidates by the tutor. The external assessor has not visited the college for at leastfive years and assessment of candidates’ practical work is not moderated by theassessor. The assessor gives no feedback to the tutor. Achievement andemployment data for the last two years are available in some detail. These datashow the grades trainees achieved, the reasons why some trainees left early, andthe employment and education destinations of the trainees. Since 1998, 21 traineeshave completed the programme and all but one of them achieved the award. Sixtrainees achieved distinctions in both parts of the qualification. Eleven traineesfound paid employment and two were accepted on higher education courses inrelated subjects. Of the 41 trainees who started on the programme since January1998, 22 per cent left the programme early, half of them for medical reasons. Atthe end of the training period trainees have three months’ work placement.Trainees are given assistance by a work-placement advisor to find a workexperience placement in an appropriate company close to their home. During theperiod of work placement the advisor rings trainees or visits them every two orthree weeks to check on their progress. A more formal visit is made by the advisorto the placement in the trainees’ last month. The advisor makes a careful record oftrainees’ progress. The work placements are well chosen and trainees receive andguidance from the advisor.

GENERIC AREAS

Equal opportunities Grade 3

32. All trainees have recognised disabilities. These include respiratory problems,anxiety, depression, back problems, heart conditions, deafness, and epilepsy.Detailed information about prospective trainees is obtained prior to their attendanceat the college and is recorded through management information systems. Staffrecruitment procedures are monitored to ensure they comply with equalopportunities legislation and details about the gender, ethnicity and disabilities ofapplicants are recorded. Twenty-two per cent of staff are disabled. Eight per centof staff are from minority ethnic groups. Six per cent of trainees recruited during1999-2000 were from minority ethnic communities. Data on equal opportunityissues are routinely collected and analysed, and are taken into account whenmaking management decisions. The college has introduced initiatives to rectify thegender imbalance of recruited trainees; 90 per cent of all trainees are men. There isan equal opportunities policy, and written procedures for its implementation. Allmembers of staff receive training to help raise their awareness of equalopportunities issues. Inspectors agreed with some of the strengths identified in theself-assessment report but considered that the practices to which others relatedwere not exceptional. They agreed with three of the four weaknesses but identifiedother weaknesses the college has not identified. They awarded a lower grade thanthat given in the self-assessment report.



STRENGTHS

♦ good monitoring of staff and trainees in relation to equal opportunities

♦ good understanding of equal opportunities issues by staff

♦ well-structured and clearly written complaints procedures

♦ effective promotion of equal opportunities by the college’s comprehensivesupport services.

WEAKNESSES

♦ no guarantee of equality of opportunity in workplaces

♦ few female trainees

♦ trainees’ poor understanding of equal opportunities issues

♦ no systematic monitoring and review of equal opportunities policies andprocedures

33. There are comprehensive support services throughout the college. A widerange of facilities is available to help people with disabilities. These include physicalresources such as extra-wide doors, ramps and purpose-built toilets for wheelchairusers. Nursing staff are available to attend to the trainees’ needs. There are full-time advisors to help trainees with disabilities use resources such as supportivechairs that enable them to remain in lessons for long periods. Comprehensive dataon the gender, ethnicity and disabilities of staff and trainees are collected formanagement purposes. Although some analysis of these data is made to provideclear information on staff and trainee recruitment, findings are not taken intoaccount in management decisions about the promotion of equal opportunities. Staffhave a good understanding of issues relating to equal opportunities. All staff andtrainees are provided with an equal opportunities policy. Staff attend a series ofshort training sessions aimed at raising their awareness of equal opportunitiesissues. These include sessions on all relevant recent legislation. The trainingsessions are informative and innovative. Participants are encouraged to take part invarious exercises and these aim to make them to review their thoughts and opinionson equal opportunities issues.

34. Staff selection and recruitment procedures are comprehensive and well written.Prior to a post within the college being filled, there is a thorough review of theduties and responsibilities of the post holder. A job specification is written andappropriate advertisements are published in national media. Interviews and selectionprocedures follow identified best practice, with applicants being selected on merit.Feedback on performance is available to all applicants. Senior members of staffhave responsibility for specific areas of the college’s activities and services, such asresidential, meals, discipline, training and welfare. Staff responsibilities are clear andtrainees and staff are aware of where responsibilities lie. Written guidelines onprocedures for staff are detailed and comprehensive. In particular, there is a well-structured and clearly written complaints and grievance procedure. Complaints

POOR PRACTICESince 1998, only onewoman has entered theaudio-visual techniciansprogramme. Trainees arerecommended to thecollege, and sometimes theprogramme, by theiremployment servicedisability employmentadvisor. College staff havemade little effort to make itclear to women that theycan be audio-visualtechnicians or ensure thatthe disability advisors areaware of the opportunitiesfor women in thisoccupational area.



about the behaviour of trainees or staff are well managed. Incidents arecomprehensively recorded and dealt with promptly and appropriately. In mostcases, complaints are dealt with within a few days, to the satisfaction ofcomplainants.

35. The college does not check rigorously that equality of opportunity is upheld intrainees’ work placements. Work-placements officers spend a good deal of timeworking with trainees to find a suitable work placement for them. The collegerequires work-placement providers to have an equal opportunities policy. Collegestaff do not ask for a copy of the policy, however and they seldom discuss it withthe provider. There are few female trainees on programmes. Ninety per cent of alltrainees are men. In the occupational areas of engineering, construction, and mediaand design, all trainees are men. There is a lack of residential accommodationavailable for women. Many of the accommodation blocks are unsuitable for housingboth male and female trainees as occupants have to share washing and lavatoryfacilities. The college has submitted building plans for a new accommodation blockwith en-suite accommodation.

36. Trainees’ understanding of equal opportunities issues is poor. Trainees receiveinformation on equal opportunities during their induction programme. This is also setout in a handbook, which is given to each trainee. Following induction, trainersseldom engage trainees in discussion of equal opportunities issues. The equalopportunities policy was reviewed in 1999. There are, however, no systematicarrangements for monitoring the effectiveness of the policy, or of the proceduresfor upholding equal opportunities. Such monitoring is not part of scheduled self-assessment.

Trainee support Grade 2

37. The college has been specifically established to address the needs of traineeswho have disabilities which create barriers to learning and employment. Prospectivetrainees seeking a place at the college attend a pre-course assessment. Traineesreceive advice and guidance on the various options available. An in-depthassessment of the trainees’ basic skills takes place at this stage. All traineesreceive an induction to the college as a whole and to occupational areas inparticular, and details of this are recorded. All trainees are allocated to a member ofthe training staff upon the commencement of their training. Trainees’ retentionrates across all programme areas average 71 per cent. Inspectors agreed withsome of the strengths identified in the self-assessment report but considered thatothers related to practice that was not exceptional. They agreed with one of theweaknesses but found others the college has not identified. They awarded a lowergrade than that given in the self-assessment report.



STRENGTHS

♦ thorough initial assessment of trainees’ basic skills and learning needs

♦ systematic and effective support for trainees with learning difficulties

♦ comprehensive practical support to meet the needs of individual trainees

♦ clearly written staff guidelines on trainee support

♦ good job-search arrangements

♦ high level of support for trainees during work experience

WEAKNESSES

♦ many incomplete individual training plans

♦ missed opportunities to accredit trainees’ prior learning

♦ lack of residential living accommodation for trainees

38. There is good support for trainees with learning difficulties. Trainees arereferred to the college by their disability employment advisors. Many prospectivetrainees visit the college and stay overnight in order to experience all aspects ofcollege life. Many trainees attend a ‘work preparation programme’. This isdesigned for trainees who are unsure about committing themselves to a year-longcourse at the college, and for those who are unsure in which occupational area theywish to train. Many trainees attend ‘taster’ training sessions in several occupationalareas in order to find which one meets their needs and preferences. Trainees whoare sure of the occupational area they wish to study are invited to attend a pre-course assessment. A thorough initial assessment of their basic skills, needs andoccupational aptitude is carried out on the pre-course assessment day or during thework preparation course. The basic skills assessment documentation, which hasbeen written by staff in the college and internally validated, is sound. Whereverappropriate, initial assessment is orientated towards the occupational area, in whichthe trainee wishes to train.

39. Staff give trainees good practical support. Some members of staff have specificresponsibility to assist trainees with a broad range of issues. The welfare andbenefits advisor is a highly experienced member of staff with specialist knowledgeof benefit entitlements for trainees with disabilities. Other issues dealt with by thisofficer include those related to debt, housing issues, training aids and domestic andtravel problems. For trainees with restricted mobility, transport around the collegecampus is arranged. The college funds essential travel costs incurred by traineeswhen attending, for example, job interviews or visiting a doctor or dentist. There areclearly written staff guidelines for trainee support. All members of staff have agood understanding of their responsibilities and are aware of who should deal withparticular issues that arise. All aspects of support are recorded in comprehensivepersonal files. Each department maintains its own files on trainees with the aim ofensuring confidentiality is maintained. Medical records and social benefit files areheld securely and separately from the main files in order to safeguardconfidentiality.



40. Job-search arrangements are good. Trainees attend the job club for aninduction within their first three weeks at the college. They are encouraged to usethe job club as a ‘drop-in’ resource following the induction. Approximately 18weeks prior to trainees going out on work placements, they attend the job club forintensive job-search activities. Staff experienced in job-search techniques guidetrainees through an excellent programme, which helps trainees to prepare for jobapplications and interviews. This training includes guidance and advice on jobapplications, interview techniques, and the writing of curricula vitae. Trainees arematched carefully to work placements. On completion of the job-search training,trainees are allocated to a work-placement officer. This officer works closely withthe trainee to identify employers within close proximity to the trainees’ home whowould be willing to give the trainee work experience. Letters are sent toprospective employers, interviews are arranged between employers and trainees,and the work-placement officer discusses any particular needs of the trainees withthe employer. Once the trainee has obtained a work placement, regular contacttakes place between the work-placement officer, the trainee and the employer, toensure that the trainees’ needs are met. Many trainees are successful in obtainingjobs in some occupational areas.

41. The process for drawing up individual training plans for trainees is notsystematic. Many plans are incomplete. Use is made of a one-page frontispiecefrom the trainees’ national record of achievement to identify trainees’ programmesfor training. This document, however, is not updated to reflect trainees’ progressand achievement or changes in trainees’ programmes. The results of initialassessment are not used to best effect to plan trainees’ individual trainingprogrammes. Opportunities to accredit trainees’ prior learning and achievementsare missed.

42. Many of the accommodation blocks have communal washing and toilet facilitiesand are unsuitable for occupation by both men and women. There are few roomssuitable for trainees with physical disabilities. Some trainees have a delayed start totheir training programme because of a lack of suitable accommodation for them.Some accommodation has been significantly improved through decoration andrefurnishing, but other accommodation remains in need of considerablerefurbishment. Shortcomings in accommodation have been recognised by thecollege which has submitted building plans for a new accommodation block withmodern facilities. Residential trainees benefit from the good leisure resourcesavailable to them during the evening. Trainees are actively encouraged to take partin a wide variety of sporting activities.

Management of training Grade 3

43. The college contracts with the residential training unit to provide work-basedtraining for adults with a range of disabilities. Sixty disability employment advisorsfrom a total of over 1200 nationwide refer trainees to the college. Trainees join



programmes each week and an average of 190 are in training or on workexperience placement at any one time. Management of training is undertaken by asenior management team of nine heads of department led by the principal. Theprincipal reports to the director, who provides the direct line of communication withthe board of governors of Queen Elizabeth’s Foundation for Disabled People. Anadvisory committee made up of industrial representatives and attended by collegestaff checks that training is relevant to trainees’ work and reports to the foundation.The head of work placement manages a team of seven staff who organise andmonitor work placements, supported employment and the job club for trainees. Shealso acts as assistant principal and deputises in the principal’s absence. The head oftraining is directly responsible for the training in all six occupational areas and actsas line manager to all the trainers. He is also responsible for trainee discipline.Strategic development and quality assurance are managed by the head of strategicdevelopment. Data are analysed and provided to staff by the head of administrationwho also manages college administration and welfare services. Other seniormanagers are responsible for facilities management, leisure activities, open learningand a work preparation programme. Staff recruitment is undertaken according toguidelines produced by the foundation. The principal holds the budget for all staffdevelopment and approves and monitors staff development activity. The self-assessment report does not clearly identify strengths but contains extensivedescriptions of the training provided. While inspectors agreed with some of theweaknesses in the assessment report, they found others the college had notidentified. Inspectors awarded a grade which was lower than that given in the self-assessment report.

STRENGTHS

♦ comprehensive staff recruitment procedures

♦ thorough staff appraisal

♦ good staff development opportunities

♦ good management information systems

♦ particularly productive working relationships

WEAKNESSES

♦ lack of strategic planning

♦ no policy for the systematic management of training

♦ inadequate co-ordination of some aspects of provision

♦ unsystematic use of data for planning and monitoring

44. Procedures for the recruitment of staff are comprehensive and clearly setdown in writing at all stages. When a vacant post is identified, a detailed jobdescription and person specification are drawn up. Shortlisting of applicants takesplace against clear criteria and is fully recorded. For some posts, shortlistedapplicants are invited to visit the college prior to the formal interview. Panelinterviews are conducted using a set of standard questions for all candidates to



ensure that interviews are fair. Correspondence with successful and unsuccessfulcandidates following interviews is clear. Once a new member of staff starts work,the job description is expanded into a document which outlines his or her duties andresponsibilities in more detail. In one department, a mentoring system has beenestablished which provides new staff with close support during the induction stage.Although advertisements do not carry a specific statement welcoming applicationsfrom people with disabilities, 22 per cent of employees are people with disabilities.During the past two years, 31 per cent of staff appointed are registered as disabled.A number of former trainees, all of whom are selected on merit through therecruitment process, are employed in a range of posts.

45. A formal staff appraisal process, which focuses on staff development has beenwell established for many years and is accepted by staff. The process has beenrevised within the last two years and documentation for it has been updated.Appraisal interviews are conducted annually by line managers. Staff complete aself-evaluation questionnaire prior to their appraisal meeting and their responsesform the basis of discussion at it. During the appraisal, the staff member’s activityover the previous year is reviewed and he or she agrees objectives relating to jobroles and professional development. The member of staff is also set targets andprogress towards reaching these is reviewed every six months. Identified needs forstaff development are presented to the principal for consideration. Many linemanagers monitor the progress made towards the achievement of staffdevelopment targets more regularly than the formal six-monthly review.

46. Wide-ranging staff development opportunities, appropriate to staff needs, areavailable to all staff. There is a budget for staff development. The training anddevelopment needs of all staff are identified at the start of employment, throughappraisal and as new work systems are introduced. All new training staff undertakeassessor and verifier training appropriate to their role. The recently appointed NVQadministrator is also undertaking assessor training to increase her understanding ofthe NVQ process. Staff are encouraged to identify training and developmentrequirements. Staff attend external courses run by awarding bodies and otherorganisations. Some staff are fully supported to undertake external professionalqualifications and higher degrees. Specific training to enable staff to provideappropriate support for trainees with a diverse range of needs is good. Half-daytraining sessions, available to all staff, are provided each month. Topics coveredrecently include managing challenging behaviour, disability and cultural awareness,and autistic disorders. However, there is no systematic evaluation of the results oftraining. Staff are not asked to provide details of the training they have received andinformation on staff development is not routinely collated. Opportunities are missedfor staff to share what they have learnt with their colleagues.

47. There is an effective management information system. Data are presented in arange of formats suitable for different uses and are readily available. The system isnetworked to the NVQ administrator who provides data on trainees’ achievement.There is no systematic use of these data for planning and monitoring purposesacross all the activities of the college. Data relating to the monitoring of the annual



contract with the RTU and funding claims are produced on a weekly basis andformally considered by the senior management team each quarter. The head oftraining and other members of the senior management team only receive coursedata at the annual meeting at which courses are reviewed. Data on trainees’recruitment, retention and achievement rates are only given to course lecturers atthe end of the financial year. They do not receive these data regularly to enablethem to carry out the continuous monitoring of provision.

48. There are good working relationships with external organisations and agencies.Close links are maintained with organisations providing specialist support servicesfor trainees. Local businesses and individuals provide good opportunities for traineesto undertake real work projects. Liaison with work experience providers is good,but there are inadequate formal arrangements for managing trainees’ workexperience. The employer is not provided with a copy of the work experience planagreed with trainees. The agreement signed by the employer does not give fulldetails of the rights and responsibilities of the college, trainee and employer. Theagreement does not state clearly that a work-placement provider has the right tovisit the placement and, if problems arise, monitor its working practices.

49. The mission and values of the college are understood and supported by staff,but there is no strategic plan to guide the future direction of the college. An annualcontract is negotiated with the RTU and this forms the basis of the college’sactivities. There are plans for the development of buildings and resources. Theseare considered by the foundation that sets priorities for investment across all theestablishments it funds. The extent to which development plans can be implementeddepends on the successful outcome of fund-raising activities and the level ofcharitable donations.

50. The management of training and assessment at programme level is good. Theday-to-day running of training programmes is effective. Staff in the trainingdepartment are allowed a considerable degree of autonomy in the way they runcourses. There is, however, insufficient oversight and co-ordination of their effortsby middle managers. The head of training maintains regular contact with lecturers.There is, however, no policy on the systematic management of training at all levels.New lecturers are inducted into the department. They are not provided withmentors, however, and their performance in the first months of their appointment isnot systematically monitored.

51. There is inadequate co-ordination of many elements of the training and betweenthe training department and the work-placement department. All courses operate inisolation from each other, including those that are run within the same section.There are missed opportunities for staff to share good practice in training andassessment. In some cases, trainees following more than one course are required tobuild portfolios using different systems, even within the same occupational area.Trainees are referred to the work-placement department at an appropriate stage intheir programme, but communication between the department and lecturers overtrainees’ progression is not always effective.



Quality assurance Grade 3

52. Requirements for quality assurance for all providers are laid down in theresidential training handbook, issued through the RTU. Each provider of residentialtraining is required to operate a system of self-assessment which leads tocontinuous development and improvement of the training. The college is requiredunder the terms of its contract with the RTU to have a clear policy statementgoverning the aims, objectives and future development of the organisation. Overallresponsibility for quality assurance lies with the college principal. Monthly reportsfrom the principal to the director provide brief commentary on major events in thecollege and give an analysis of the rates of trainees’ recruitment, achievement andprogression to employment. Development of quality assurance systems andprocedures is co-ordinated by the head of strategic development and quality. Thecollege has produced a document setting out its quality assurance policy andprocess. The college meets awarding body requirements in respect of its qualityassurance arrangements. Inspectors did not agree with all the strengths in qualityassurance identified in the self-assessment report but they agreed with most of theweaknesses. They awarded the same grade as that given by the college.

STRENGTHS

♦ effective use of trainees’ achievement and destination data in evaluating thecollege’s performance

♦ good systems for course review

♦ systematic use of feedback from clients

WEAKNESSES

♦ no written procedures for quality assurance

♦ no systems for sharing good practice

♦ lack of standardisation of internal verification practices

♦ failure to make self-assessment an integral part of quality assurance

♦ insufficiently rigorous self-assessment process

53. There has been little formal monitoring of the training and assessmentprocesses. Arrangements for quality assurance are fragmented and only exist inspecific areas of work, mainly as the result of the initiative of individual members ofstaff. Quality assurance has not covered all the college’s services and activities.There have been few clear and comprehensive written procedures on qualityassurance for staff to follow. The college has relied heavily on feedback fromexternal verifiers on the quality of training. The college has not had its ownsystematic arrangements for evaluating the quality of training. The college isestablishing a more coherent quality assurance system to cover all areas of its workbut this is not yet fully developed. The aims and objectives of, and staffresponsibilities for, quality assurance are being determined.



54. Hitherto, the course review process has lacked rigour. Course reviews havebeen insubstantial and insufficiently analytical. They have not led to action plans forthe improvement of training. The college is now developing good systems forcourse review as a central part of its quality assurance system. The latest coursereviews have greater depth and judgements are based upon a wider range ofevidence. Review reports are more detailed and identify strengths and weaknessesclearly. Action points are recorded. Reports state which staff have responsibility forcarrying the action out. Since the implementation of the new course review process,there have been some improvements in training programmes.

55. Systems for collecting performance data are well established. Theresponsibilities of designated staff for processing data are clear and well understoodin the college. Effective use is made of data on trainees’ achievements anddestinations in evaluating the college’s performance. Data are systematicallyanalysed. Statistical information is presented to senior managers in graphical formto aid evaluation of the college’s performance against monthly targets. Theinformation is also passed on to training staff and, where appropriate, action is takento improve programmes. Targets focus on contract compliance, however, ratherthan the improvement of training.

56. The views of trainees, training staff and work-placement providers on thequality of training are gathered through standard questionnaires. Trainees are alsointerviewed in order to gather their views on all aspects of training, workexperience, support services and life at the college. Senior managers closelymonitor the systems for obtaining feedback. An analysis is made of responses toquestionnaires and the findings are discussed at staff meetings to planimprovements in training. Some of the records of resulting actions are incomplete.

57. Internal verification in most occupational areas is thorough and takes place atregular intervals. External verifiers’ reports indicate that internal verification iscarried out well. There are central college systems for internal verification. Recordsof internal verification are complete. Effective use is made of the services ofoutside agents to supplement verification carried out by college staff. Internalverification includes direct observation of assessment. Feedback to assessors isroutine. Internal verifiers within the same occupational areas do not meet formallyand opportunities to standardise procedures and recording documents are missed.For example, different assessment documents are used by staff in accountancy,information technology and administration, causing confusion to some traineesworking towards more than one award. There are no formal systems for sharinggood practice. Trainers in each course area hold monthly meetings with trainees’representatives. The outcomes are reported to the head of training, but meetingsbetween all trainers are rare. Training within course areas happens in isolation.Many trainers are unaware of the training and assessment practices used bycolleagues in other occupational areas. Effective systems used on some courseshave not been widely adopted. Opportunities to promote co-operative workingrelationships between course areas are not taken.



58. The self-assessment report the college produced for the inspection was the firstit had produced. The process of compiling the report took only two months. Somestaff were not fully involved in the self-assessment process. Overall, the self-assessment process was insufficiently rigorous. The self-assessment report,however, is accompanied by a detailed action plan which specifies who hasresponsibility for carrying action out, the criteria against which the effectiveness ofthe action is to be judged, and the timescales within which action must beimplemented. Self-assessment is not yet an integral part of the college’s qualityassurance system. New policy statements on quality assurance, however, identifyrigorous self-assessment as essential to the achievement of continuousimprovement.

Queen Elizabeth's Training College

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