2C: How is success in teaching, training and learning recognised?

On a Gateway to Work training programme for 18–24 year olds, the clients, as a group, explore the advantages and disadvantages of finding employment. They also take part in team-building activities. They contribute to discussions which challenge their prejudices.

Clients become more aware of their previous skills and how they are related to an employer. They become more confident in using the Internet, writing letters and presenting themselves. They are able to produce a well-presented curriculum vitae, which identifies the full range of their skills and experience. The number of clients gaining employment encourages other to persevere in their jobsearch activities.

Clients search for suitable job opportunities in newspapers, vacancy lists from public-sector employers and through the Internet. Staff teach clients good jobsearch skills by demonstrating effective ways of finding and reading vacancy information, writing a speculative letter and supporting statements and how to present themselves at interview. Clients searched on the Internet for details about the companies they were applying to and used this information in their speculative letters and applications.

Staff use their employer links to good effect for the clients. For example, guest speakers at one centre give presentations on employment opportunities at a local airport and on the benefits of self-employment. There is also a trip arranged for the clients to visit the local airport to see the working environment and assess the viability of employment. In collaboration with a large food retail outlet, the staff have developed a number of modules to improve clients’ prospects to gain employment in the outlet. These modules are offered over a two-week period. The modules cover the role of a customer services assistant, consumer legislation, retail theory, introduction to customer service, methods of payment and personal qualities and skills. Following the successful completion of this course, clients are guaranteed an interview by the retail outlet.

The work placements attended by clients are carefully selected, and are particularly appropriate to their individual needs. [The] self-assessment report identified this as a strength. Two members of staff are responsible for setting up work placements, and supporting the clients who attend. They have established productive working relationships with a wide variety of local employers, including national retailing chains, pension management companies and local garages. Clients on work placement work towards a well-designed on-the-job training plan which is appropriately linked to their off-the-job activities. Clients are given very good support from their work-based supervisors, and from staff, who visit them on placement once or twice each week. They also carry out a formal review of their progress, together with the workplace supervisor once a month. Placements are carefully checked to ensure that they meet the requirements of health and safety legislation. [The provider’s] work placements are very effective in raising clients’ confidence, and in enabling them to learn new skills and gain a better understanding of what employers expect. Some placements result in employment for the clients. One client who had difficulty in controlling [his/her] behaviour has been placed in a large retail store, with a supervisor who has the necessary skills and experience to give close and appropriate support. The client is making very good progress on placement and is gaining confidence and developing self-management skills. Another placement in a small computer repair shop provides a supportive environment where a client is improving [his/her] English language skills considerably.

Clients on all programmes receive good training. Almost all observed sessions were good or better. Session plans are particularly well detailed and are individually developed for each training session. They reflect the learning styles, ability levels and training needs of all the clients in the group. For example, in one session, the tutor was skilful at building the clients’ spoken skills at the same time as developing the basic literacy skills of other clients. A variety of training methods are used effectively to develop the clients’ knowledge and understanding. For example, individual and small and large group work is effectively organised to maximise the clients’ progress with spoken communication skills. A particularly innovative method is used in one centre where clay modelling sessions are used to develop literacy and numeracy understanding. Tutors are good at using question and answer techniques, quizzes and written exercises to ensure that clients understand the work being covered. A particularly imaginative feature of the training is the inclusion of varied and relevant activities outside of the training room, such as carrying out surveys of public opinion, investigations into metric measurement at supermarkets, field trips and the celebrations of community festivals. The planning and reporting of these activities are used to develop the clients’ literacy and numeracy skills. Clients report that the training sessions, particularly in practical work, are interesting and stimulating. Tutors have an excellent rapport with the clients and this helps to form good working relationships. Clients work particularly hard in sessions and their contributions are valued and praised by the tutors.

[The provider] has integrated younger clients from Jobcentre Plus training programmes with adult clients from New Deal training courses in cross-cultural, gender-mixed groups. The older clients provide good role models for the younger clients and help them to take full responsibility for their learning and behaviour. All clients enjoy working in this way as it helps the quality of interaction in lessons and improves their achievement.

Clients benefit from a good range of individualised programmes. Timetables are planned and negotiated individually, with a balance of sessions to meet assessed need. This balance can be changed. There is a strong emphasis on literacy and numeracy sessions for all clients who need or want them, not just those on short intensive basic skills courses. All clients take part in jobsearch. Clients from different Jobcentre Plus programmes are integrated in mixed age-group sessions. One older client found this mix 'refreshing', while a young person explained that it gave a good idea of what a real workplace is like. Optional support groups for men and women give clients a chance for self-expression in a non-threatening forum. A stimulating art group focuses on redesigning and decorating old clothes. Clients can also work on their personal development through team-building sessions.

[The provider] has opportunities for clients to participate in a work-placement programme, although there is great reluctance on their part to participate. [The provider] has a call centre which offers work experience in administrative duties. The programme is well structured and includes assessment of clients’ skills. One client is currently placed with a surveyor and is benefiting from working for a supportive and challenging employer. His competences are being assessed and recorded in the work placement but do not appear in his progress reviews. Nine more employers have agreed to offer work experience and [the provider] is actively seeking more. All necessary health and safety checks are carried out and employers must be committed to equality of opportunity to have clients on work placement.

Well-planned and effectively delivered training was a strength identified in the previous inspection. This has been further enhanced. There is a wide range of training opportunities for clients, including health and safety, manual handling, equality and diversity, literacy, numeracy and language, accredited horticulture training, and NVQs. Clients also have access to information, advice and guidance. There is effective training in the softer skills of confidence, assertiveness and anger management for individuals when a need is identified. Clients attending courses have increased their confidence and their skills in working independently. Training is offered to all clients. Those unable to attend daytime training can go to local provision in their own time arranged by the Workstep training co-ordinator. [The provider] is working to identify the literacy, numeracy and language needs of existing clients. The assessment and training are provided by a local college of further education under a contract supported by a service level agreement. Fifteen Workstep clients are currently receiving literacy, numeracy and language training. The previous inspection identified that there was inadequate accredited training for horticultural clients. This has now been remedied and five clients have recently started a Level 1 course in horticulture.

The initial assessment planning and review process is thorough and consists of several stages. All forms are laid out clearly and are easy to read. The first three-week stage provides information on different aspects of the training programme, education, work experience and personal development. Clients’ basic skills are assessed. Clients are assessed on their educational experience, behaviour, personal development, work experience and past achievements. An individual learning programme is negotiated. Targets are reviewed at the end of the 10-week phase of the learning programme. Short- and long-term targets are reviewed and new targets are set. These are reviewed when clients leave. Clients contribute at each stage, and they fill in questionnaires to assess their own progress. Clients and project managers meet every 10 days for tutorials. Any additional personal difficulties are identified and joint decisions are made about involving other agencies.

The review processes for Gateway to Work and ICT are very effective. Weekly reviews offer excellent opportunities for clients to discuss their progress and to consider their career aims and job prospects. At the first review, clients are given relevant targets to improve their employability. The second review is very effective in exploring what clients have achieved and what they need to work on. Both reviews are fully recorded and clients are given copies of the review documents. Clients value the opportunities that progress reviews give for discussing other issues privately.

There is a thorough review process. After the first six-week review to check on the appropriateness of options, reviews between the client, coordinator and employer take place every six months. Flexibility for shift patterns or home visits enables clients to have further family support. Clients are fully involved in the process and the review is well structured. There are clear timescales. The review forms are signed and dated by all parties. Agendas include work progress, interpersonal skills, employability skills and needs, other training needs and discussion about readiness for open employment.

The review process for clients has improved since the previous inspection, and the monitoring and recording of individual progress is good. Individual development planning has been carried out with existing clients as well as new entrants. Most now have effective new plans and appropriate targets such as identifying ways to improve clients’ literacy, numeracy and language skills, taking on more responsibility at work, and changes to behaviour in the workplace. One client said that he had been given an objective on his development plan relating to his working behaviour with colleagues. Working towards this had improved the relationship between them considerably, and his line manager had commented positively on the improvements.

The ESOL programme is located on the ground floor of a well-furnished building. There is easy access for people with disabilities. The premises are bright, well decorated and carpeted throughout. This contributes towards making each of the three classrooms a pleasant learning environment. The accommodation is well resourced, with whiteboards, flipcharts, and tape recorders readily available. There is good use of visual display work to enliven and personalise rooms. During their breaks, clients make extensive use of a study area. This is also equipped with computers, reading materials and comfortable chairs. Clients are also encouraged on their days off to sit in this room to read, practise their computer skills or make use of the other available resources as part of their self-development. Staff accommodation is within easy reach of the classrooms and is similarly open and light.

The four training centres have a positive and welcoming atmosphere and can be accessed by clients with mobility difficulties. All the accommodation is furnished to a high standard and provides facilities for individual assessment, counselling and guidance. Teaching rooms are spacious and some have interactive whiteboards. Very good resources include ICT suites, free access to the Internet and a very good range of newspapers for jobsearch activities. Telephones, a fax machine, stationery, postage stamps and a variety of reference books are all readily available. Specialist equipment is provided for clients with visual and hearing impairments. There is a good range of career books and related reference materials which is being expanded.

ESOL clients have access to learning centres which have a wide range of good multimedia language resources and the Internet. Trained tutors support the clients in the use of the centres. Clients have access to a free and confidential bilingual information and advice service, which also provides advocacy and counselling help. Clients greatly appreciate the facilities that are available to them, and state that they contribute to their regular attendance and success.

The accommodation is extremely well maintained, and furnished to a particularly good standard. This was recognised in the self-assessment report. There is room for informal group meetings in well-furnished, comfortable surroundings. Many of the rooms help create a business-like environment. There are excellent resources at all centres, including computers and jobsearch facilities, and they are available to clients from all programmes. The Internet is very accessible and is well used. A wide range of newspapers and journals is available, with specialist information brought in on request. Telephones are positioned to enable clients to speak privately, and there is a wide range of stationery and stamps available free of charge. There are attractive wall displays listing numerous job vacancies and sources of advice and information. Teaching materials are very good and include a range of commercial and in-house materials that are updated and reviewed regularly.