Hampshire Futures

Self-Assessment Report

2016/17

October 2017 version 10

Contents

Introduction, Context

Summary Judgements

Page

3

4

Leadership and Management 5

Teaching, Learning and Assessment 8

Personal Development, Behaviour and Welfare 11

Outcomes for Learners 13

Appendices

1 Traineeship Programme Summary for self assessment 162 Apprenticeship Programme Summary for self assessment 183 Adult and Community Learning Summary for self assessment 20

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Introduction, Context and Summary Judgements

Hampshire Futures is the service (‘the Service’) responsible for the delivery of Hampshire County Council’s adult and community provision; provision for young people aged 16-24 who are not in education and/or training along with the delivery of the Council’s apprenticeship programme. The Service is also responsible for a number of activities housed within the Council’s directorate of Childrens Services: post-16 participation; the Duke of Edinburgh Award; Outdoor Education, PE and Sport, and Careers and Employability.

The overarching goal of Hampshire Futures is to inspire ambition and support success so that all learners engaged in learning throughout the services’ offer, be it directly delivered or commissioned to a delivery partner, achieve economic well-being and/or a better quality of life. To do this, Hampshire Futures commits that it will:

ensure that all young people, including the most vulnerable, make a successful transition to adult life

ensure schools and education providers are able to support all young people to participate, succeed and progress

ensure adults have the skills they need to access employment and progress in the labour market

support employers to have access to a skilled workforce that they need to meet their current and future business needs

In the 2016/17 academic year, the service delivered courses and qualifications to 28 learners on Study programmes (16-18yrs); 45 learners on Traineeships (16-25yrs); and 31 Apprentices (16+yrs), however, the significant majority of learners were on non-accredited courses for adult and community learners c11,250 (19+yrs), mostly through its sub-contracted delivery partners. ACL learner numbers were lower than the previous year, as a new Commissioning Plan increased the focus on targeted courses.

Hampshire Futures was inspected by Ofsted in April 2016 where it was judged to require improvement in all categories. Since then managers have been rigorous in their pursuit of improvement. As a result, achievement rates on the whole have improved and markedly so in functional skills English and maths for young people; the high apprenticeship achievement rates have been maintained through a period of significant growth; the management of subcontracted provision is now robust and managers now have a clear understanding as to the standard of teaching, learning and assessment across the entire service. An effective training programme for tutors has been implemented and a new RARPA process, although only piloted with some yet improving success underpins a new approach in teaching, learning and assessment for adult and community learners.

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Summary Judgements

SAR 16/17 SAR 15/16 Ofsted 2016

Overall effectiveness Requires improvement

Requires improvement

Requires improvement

Leadership and Management Good Requires improvement

Requires improvement

Teaching, learning and assessment

Requires improvement

Requires improvement

Requires improvement

Personal development, behaviour and welfare

Good Requires improvement

Requires improvement

Outcomes for learners Good Requires improvement

Requires improvement

Adult & Community Learning Programmes

Requires improvement

Requires improvement

Requires improvement

Apprenticeships Good Good Not graded

Traineeships Good Requires improvement

Not graded

Study Programmes N/A Requires improvement

Not graded

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Leadership and Management are good

To create an offer for young people, which complies with the national guidance with clear entry criteria and post-course progression

Young people at Hampshire Futures now benefit from provision which is well designed and which offers clear progression opportunities. The two programmes titled First Traineeship and Traineeship Plus offer young people, many of whom come to the Service with a mixed, often low attaining educational history, the opportunity to study for vocational qualifications and functional skills in English and/or maths. In addition, depending on which programme a learner followed they either developed employer readiness skills or undertook a period of work experience that was tailored to their situation and personal capacity.

To have in place an effective recruitment and selection process to ensure that all young people are placed in the correct course for their ability and circumstance

The recruitment and selection process now in place across the Service is highly effective. All young people and apprentices are clearly signposted to the appropriate level programme based on prior attainment. Each learner and apprentice attends an interview to discuss individual needs and to assess their suitability for the programme they are applying for. Furthermore, to ensure that they are successful on their programme the needs of young people with a S139a/ECHP are identified much quicker than had previously been the case so that any support required, is put in place immediately. As a result, all managers and tutors are fully aware from the beginning of the programme of the profile for each learner and how they are best supported, for example with 1:1 support, specialist support or for support and/or additional time during an external exam.

In addition, many young people will study at the Service who have a complex educational history, many of whom would not have been offered a place at their local FE college or sixth form. The nature of this complexity is wide-ranging. As such, managers now identify any risk factors early – that might stop a young person from successfully achieving their qualification or accessing work experience – as a result of a much improved collection of information, through the initial & diagnostic process. Their progress, along with those who are deemed as ‘exceptional entries’, are closely monitored, along with any intervention that is required.

To raise the profile of English and maths across of Hampshire Futures provision, to a point where any learner who is asked, knows about it

The profile of English and maths across the Service is much improved, as is its design and delivery. All young people who study in the Service and who do not hold a GCSE grade C or above in English and/or maths are now required to study functional skills. Young people are clear about this expectation. The requirement to study English and maths as part of the First Traineeship, Traineeship Plus and Apprenticeship programme is now made clear through all of the Service’s marketing and publicity literature and it is also made clear to potential learners as part of the recruitment and selection process.

The design and delivery of English and maths for both young people and apprentices is effective and has led to a considerable improvement in functional skills results. Young people, no matter which location they study in, now follow the same scheme of work which means that the progress of any individual or group can be measured against another. Because of this well co-ordinated approach to the design and delivery of functional skills, the quality and timeliness of learner assessment and is also much improved, and learners welcome the opportunity to sit the different aspect of the functional skills English qualifications in stages. They have reported that working towards and achieving one

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element in a well-structured sequence is manageable and it builds on their confidence to sit an externally assessed exam.

The management of sub-contracted provision will be sufficiently robust, so that the centralised team will have sufficient knowledge and oversight to intervene where necessary

The Service’s management of sub-contractor delivery partners has improved significantly and is now highly effective and efficient. At the beginning of the academic year, managers initiated and shared with partners a range of key performance indicators (KPIs) with regards to curriculum, quality, the learner experience and finance. These KPIs have not only been monitored at the newly introduced provider review meetings and the managers’ contract review meetings but they are also monitored on a regular basis by the Development Manager (Projects & Commissioning) and the Team Manager (Teaching, Learning & Success).

Providers are now held to account for their performance. The majority of the KPIs relate to the standard of teaching, learning and assessment and the learner experience. Where these fall short of the standard expected or where there is non-compliance, there is a clear intervention process, which has been enacted by the Service’s managers. Where managers have intervened, for example to improve attendance at one provider, the desired outcome has been achieved. Furthermore, where a provider has been subject to one or more interventions, this information has been used when evaluating an application to offer new provision on behalf of Hampshire Futures. This has resulted in one provider not being successful in their application and their contracts have consequently ceased.

To have a SAR process which is clear, robust and used to inform improvement

The self-assessment process across the Service is much improved. The 15/16 self-assessment report, whilst largely descriptive, identified the Service’s key strengths and its areas that required improvement. Through the current academic year, the Service has been working through its quality improvement plan (QIP), which has clear actions for improvement coming out of the SAR and the latest inspection report. The QIP is updated regularly and is monitored at the monthly Performance Management Group.

The self-assessment processes for sub-contracted partners, whilst improved, still vary in quality. Partners now complete an end of term SAR in addition to the final year end SAR. This has resulted in managers being able to identify areas of good practice, and where possible intervention is needed to improve provision in year. However, the standard of these reports is not consistently good and some lack the expected level of objectivity, despite an increase in the support and training offered and taken up by partners.

To introduce a timetable of training events that support the successful implementation of the action plan, which clearly shows when attendance is mandatory

The training programme for managers and tutors is comprehensive, has been well developed and underpins the successful delivery of this quality improvement action plan. Managers have rightly prioritised the aspects of the QIP which focus on teaching, learning and assessment. In the previous years, very little co-ordinated staff development took place and some of what did take place was poorly attended. Across the 16/17 year, three teaching & learning conferences took place with good attendance at each one. Each conference was attended by both managers and tutors from all sections of the Service’s offer and covered a range of topics including the development of English and maths, RARPA, Safeguarding,

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Prevent and embedding British Values with Equality & Diversity, Safeguarding and Prevent being mandatory sessions.

In addition, functional skills English and maths tutors have benefitted from a considerable amount of tutor development. Regular development sessions were held throughout the last year, which all tutors attended. Aspects covered in these sessions included the implementation of the scheme of work, sharing of good practice, preparing learners for exams and differentiation. The same group of tutors also attended planned standardisation meetings. This training has contributed significantly to the standard of teaching and learning in English and maths and the improvements in functional skills achievement rates.

Hampshire Futures has invested in the redevelopment of its existing Virtual Learning Environment (VLE) to ensure all areas of the Service have an online presence and it becomes much more than a tutor resource portal. For ESFA funded provision key priority areas such as RARPA; English & maths; and Safeguarding & Prevent have distinct courses that are accessible to all registered users, and contain policy guidance and resources to reinforce face-to-face training sessions and support staff in their understanding of topics and how to deliver to ensure learners understanding. There is evidence that more staff and tutors are accessing the VLE, but we are not yet able to fully evidence effectiveness (impact).

To establish a Curriculum Performance Group to monitor performance across all EFA and SFA funded provision (now ESFA)

All managers with responsibility for delivering the improvements identified in the QIP are required to attend the Performance Management Group meeting which is held monthly. They are expected to give an update at this meeting on their areas of responsibility and are held to account for slow or limited progress. Managers’ use of standardised data to report on progress is much improved and many now come to the meetings fully prepared, anticipating what further questions might be asked.

In addition to monitoring progress against the QIP, other aspects of performance are considered at PMG, especially those aspects which relate to learner achievement and experience. The standard of teaching & learning as identified through the lesson observation process and other measures is robustly challenged, as is the compliance with the Service’s own policies. Other areas of the Service’s work also brought to PMG for scrutiny include the performance of partners especially where they are subject to intervention, the progress of learners who are ‘exceptional entry’ and the training and development of managers and tutors.

Actions for further improvement

Much progress has been made in the setting of standards and in policy development through 16/17. Managers need to ensure that momentum which has resulted in good outcomes continues throughout 17/18 and yields even better results.

The standard of self-assessment reports from sub-contracted partners is not yet of a sufficiently high standard. Whilst all partners now return a termly self-assessment and quality improvement plan, some lack analysis and are descriptive in nature.

The introduction of the teaching and learning conferences has been beneficial to the improvement agenda across the Service’s provision in 16/17. To ensure that the pace of improvement continues, these should be maintained and underpinned by more local, targeted support.

Teaching, Learning and Assessment requires improvement

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To introduce a well thought out and comprehensive RARPA policy

To ensure that the progress and achievements of adult and community learners can be measured and is robust, managers have worked hard to ensure that an appropriate and user friendly RAPRA policy exists and is used.

Following the creation of the Service’s RARPA policy, managers identified a number of tutors and courses as part of the first pilot stage, which started in January with additional tutors and courses joining in the second wave, beginning in April. In total 60 courses implemented the RARPA policy as part of the pilot stage, across 8 delivery partners. Managers identified early that insufficient progress was being made within the first group with regards to initial target setting, although the use of attendance as a key marker for achievement was being used more consistently. Feedback from this group of tutors suggested that the self-assessment diagnostic tool was too complex and that, as a result, learners opted out of completing it. Because managers responded by taking action to amend the policy and guidance in time for the start of the second pilot group, learners have benefited from a system which is easier to navigate and clearer in its intention. Implementation therefore has been far more successful. Through observations, learning walks and a detailed audit, learners are able to summarise their learning aims and identify their intended progress measures. This, when applied to the minimum standard of attendance has resulted a more rigorous approach to learners pass and achievement rates.

To amend and fully implement the observation of teaching, learning and assessment policy across all of the services’ provision

The observation of teaching, learning and assessment across the 15/16 year was poor, with a limited amount of observations taking place and as a result, not much was known about the standard of teaching and learning across the Service’s provision. However, significant improvement has been made in 16/17 with a revised policy and procedures which clearly set out expectations of tutors, managers and observers, and a process which is non-negotiable – putting learners at its heart.

Over the past year, managers have ensured that all tutors have been observed and where appropriate re-observed. Observers are now well trained. The moderation and standardisation team play a constructive and supportive role to ensure consistency, compliance and fairness and the consistency of observations. Where joint lesson observations have taken place the standard of teaching, learning and assessment was agreed by both observers in all cases.

The Service is now quick to tackle under-performance. Managers ensure that there is clear guidance for observers for when a tutor requires improvement or delivers a lesson which is judged to be inadequate. The pace of intervention by managers, especially for those lessons judged to be inadequate is now quick and decisive, with a training and development plan agreed speedily with a re-observation taking place within six weeks of the original. However, due to the nature of the adult curriculum, there are periods when a tutor might not be teaching (e.g. what they teach is not offered in the Spring term). When this is the case, managers are quick to arrange a re-observation as soon as is practical.

Managers have ensured that the standard of English and maths teaching, learning and assessment for young people on the study programme, traineeships and apprenticeships has significantly improved and is now good. There have been some substantial investments by the Service to recruit highly capable and experienced English and maths leads and this, along with the leadership of English and maths by the Programme Manager, has been very successful.

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English and maths tutors are now clear about what is expected of them. The structure of delivery for each qualification is now consistent across tutors, and learners are clear about which milestones they need to reach and by when. This has resulted in a substantial improvement in both the attendance and pass rate of functional skills exams.

To raise both the distance travelled and value added for young people through the setting of targets

The progress that learners make whilst on programme based on their initial starting points is good. Most young people across the Service enter with low level attainment, missed quite a lot of school and/or have a learning/behaviour difficulty. This has been identified as a result of new Recruitment and Selection Policy, which has been consistently applied and where now, key information on a learner’s prior educational history and experience is collected and explored. Whilst on programme these learners make good academic and personal progress, which is evidenced in their individual learning plans. These plans, which had previously been identified as inconsistent show much greater consistency and the majority have clear milestones and targets for the vocational qualification, plus their English and maths qualifications and are differentiated depending on the starting point of each learner. Tutors now use this information to inform their teaching, learning and assessment plans.

To establish a standard approach to marking and feedback across all of the services’ provision

Managers have made some progress towards a standard approach to marking and feedback. They have shared with tutors at various opportunities the importance of marking and feedback which has had some positive results. The marking and feedback on the Traineeship Plus has much improved and learners are now clear about how they can improve.

There is evidence of effective assessment, marking and feedback on the apprenticeship programme that leads to learners gaining confidence and skills in written English on their main apprenticeship qualification. However, whilst effective assessment planning is in place, timely observations of assessment, marking and feedback for some cohorts is too variable, and potentially compromises an apprentice’s opportunity to progress at pace as a result of the feedback that they are given.

To establish a consistently effective approach to the standard of teaching, learning and assessment in English and maths lessons

Young people across the service now benefit from English and maths provision which is well planned and well structured. Managers, having undertaken a full review of what led to very poor outcomes in 14/15 and have successfully implemented a new approach to the teaching, learning and assessment of functional skills in both English and maths, which has resulted in much improved achievement rates.

For much of the first term the English and maths teaching teams were expertly led by the Quality Co-ordinator with responsibility for English and maths prior to the arrival of the English and maths advanced tutors. From the outset of the academic year, teaching staff were engaged in regular staff development and standardisation activities. Furthermore, all inexperienced tutors or those new to the Service were observed quickly and where weaknesses in teaching practice were identified, intervention was quick to follow.

Observations of teaching, learning and assessment of English and maths sessions now identify much good practice. In the best lessons, teaching is well planned and learners

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benefit from an appropriate range of learning strategies which enable them to progress at pace. Informal and formal assessments check that learning is taking place, resulting in learners being entered for their exams at an appropriate point in their learning journey. In the minority of lessons where teaching, learning and assessment are identified as being less effective, some of the content is less than inspiring.

Actions for further improvement

Joint Lesson Observations (JLOs) are part of the Service’s activity when it comes to setting and standardisation of teaching, learning and assessment. Although some JLOs took place in 16/17, the expectation in the policy is that at least one JLO should take place with every observer.

The Service’s observation of teaching, learning and assessment policy indicates that all tutors new to the profession or new to the service will have a developmental observation prior to a formal (graded) observation. This is to establish early on that all tutors are aware of what is expected of them and that any training needs can be identified early. Only two developmental observations took place in 16/17, although all tutors were formally observed.

Timely completion of observations of assessment, marking and feedback needs to be reviewed. Too many apprentices complete their assessments towards the end of their programme and are therefore unable to take full advantage from regular and ongoing feedback which might improve their academic progress.

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Personal Development, Behaviour & Welfare are good

To establish a minimum threshold of attendance, by area of provision and a system by which this can be monitored

Managers have been effective in setting expectations with regards to attendance and punctuality, monitoring it regularly and intervening where necessary. Attendance monitoring had not been consistently applied by managers in previous years.

As a result of close and clear leadership, attendance on adult and community learning programmes for the whole year is 85.4% and in line with the target set at the beginning of the academic year. There is no comparable data from the previous year. Only one provider has recorded attendance as being below the 80% threshold. Attendance at this provider was identified early as being of concern. Through a successful intervention by the Service, the curriculum design was assessed to be inappropriate and not catering for the specialist needs of this cohort of learners. Once this situation was rectified, month on month attendance made a marked improvement. Punctuality within adult and community learning programmes was high being recorded at 99.4% for 2016/17; however, an audit conducted by Hampshire Futures found there are still some providers under-reporting punctuality on registers, as a result ongoing performance management is in place to ensure compliance in this area.

Attendance on the remainder of the Service’s offer was either in line with or above the agreed targets. Attendance for apprentices was 89% and learners on the Traineeship Plus programme was 88% (classroom based delivery) and 76% (work experience). Learner attendance on the First Traineeship programme at 75% was above the target for this cohort.

On both Traineeship and Apprenticeship programmes lateness is recorded daily and absence is coded and punctuality timed on the register. Trainee and apprentice attendance and punctuality is monitored weekly leading to timely interventions when required.

To promote the inclusivity, tolerance and the democratic nature of British society through the Service’s offer

Managers have made some progress implementing a well-planned and consistent approach to the promotion of inclusivity, tolerance and British Values. Although the Service’s Charter, setting out how British Values should be embedded across all provision was launched close to the beginning of the academic year, the accompanying resources took too long to be produced; the first comprehensive training session for tutors took place in January. Managers have identified much good practice by tutors who attended these training sessions during subsequent lesson observations and learning walks. As more tutors have been trained through the spring and summer terms this has increased significantly.

To make clear to all the relationships between attendance and employability skills and/or achievement

Managers have been highly successful in their planning and delivery of employer based in-put to the First Traineeship and Traineeship Plus programmes. The aim of this activity was to give learners an insight and set of experiences which would positively promote the important of attendance and professionalism on further work prospects. As a result, learners have been exposed to a considerable menu of activities such as visits to employer premises and businesses, guest speakers and workshops. In addition, learners benefited from several activities with university students, not only to improve through workshops, interviewing skills and confidence building but to raise their aspirations for further learning.

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It should be noted that attendance at these activities was high and not only were learners given demonstrable and immersive examples of what is and would be expected from them when progressing into further learning, but more specifically work – they used many of their experiences as evidence of formal learning as part of their employability skills qualification.

Actions for further improvement

To increase and meet the new attendance target across all programmes, using the attendance rates from 16/17 as the new base.

To improve the timeliness of attendance reporting so that intervention (where needed) is responsive and has maximum impact.

To ensure that all tutors continue to have access to Safeguarding and Prevent training materials and that learners in turn have a heightened understanding about safety, disclosure and reporting mechanisms.

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Outcomes for Learners is good

To improve success rates for young people studying for an English and maths qualification

Achievement rates for young people studying for a functional skills qualification have improved considerably, from a very low base to 66.1% which is broadly in line with national rates. Managers have put in to place an action plan for improvement which overall has proved effective. Table 1 identifies in detail the achievement rates by programme. The most impressive improvement is on the Traineeship Plus programme where functional skills achievement results have improved by 61.3% to 77% and above national rates. This is even more significant as many young people on this programme, especially in the second cohort were deemed to be ‘exceptional entries’ – meaning that they did not meet all of the entry requirements for this programme.

Functional skills achievement rates on the First Traineeship have also seen a significant improvement, up on the previous year by 42%. However, the achievement rate of 53.6% falls short of the national rate.

Functional skills achievement rates for learners on an apprenticeship programme are particularly high with the majority often recording an achievement rate significantly above the national rate.

To ensure that (in addition to the above) learners achievement on vocational qualifications improved to above the national rate

Achievement rates for young people studying for a vocational qualification as part of their programme of study have improved overall by 14.5% and are now at 78.8%. The most significant increase, as identified in Table 2, is on the Traineeship Plus programme which caters for half of the learners in this cohort where achievement rates have increased by 33.1% to 86% and are high. Achievement rates on the First Traineeship and its predecessor programme (HAP) signify a three-year decline, and the number of learners starting the programme has decreased significantly. This programme will no longer be offered in 17/18. Whilst achievement rates also appear to be declining on the Princes Trust programme, in reality this means that one learner left early in 15/16 and two learners left early in 16/17.

The achievement rates for apprentices are high at 90.3% and in line with last year as shown in Table 3. The overwhelming majority of apprentices study at intermediate level where the achievement rate is high at 93.1%. The number of apprentices studying for an advanced apprenticeship is very small (n=2). Table 4 shows that most apprentices study for the Business Administration framework (n=27) where achievement rates are very high at 96.3%.

Achievement rates for learners on adult and community learning programmes remain high at 92.2% on non-accredited programmes as identified in Table 5. Whilst in real terms this is a slight reduction on the achievement rates from previous years the assessment and achievement process is more robust because of the RARPA pilot. In previous years, there was very little evidence to suggest that learners had been set and/or met either a minimum attendance threshold and/or learning criteria. As a result of the RARPA pilot, learner achievement on non-accredited programmes is claimed when a learner exceeds the minimum level of attendance (80%) plus their learning goal(s). This process is subject to audit.

Those adult and community learners who have studied for the NCFE IIQ (n=183) have achieved their qualification at the highest rate over the past three years. The rate of

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achievement for these learners has improved by 5.3% compared to previous years and now stands at 82.4%.

There are no significant gaps in achievement rates across the Service’s provision. Where achievement rates do differ the number of learners, either in absolute numbers or as a percentage of the cohort are too small and therefore, statistically insignificant. However, it should be noted that for students who declared that they were in care or that they were care leavers (n=8), their achievement rate for the vocational qualification at 87.5% is above the cohort as a whole by 20.5% and in line with the cohort as a whole for functional skills.

To increase the number of young people progressing through the qualifications and on to an apprenticeship or in to work with training

At the time of writing the SAR the positive destination rate for those who completed the Traineeship Plus was 75% which demonstrates a slight increase on the previous year. Of this cohort, around 10% progressed directly onto an apprenticeship programme with most other learners progressing into further learning. For those young people who completed the First Traineeship programme (n=18) 14 or 77.7% progressed to a positive destination, which is an improvement on the previous year. However, two learners failed to sustain their progression to beyond 6 weeks, resulting in a sustained destination rate of 66.6% 

Of the 28 apprentices that completed their apprenticeship in 16/17 all were subject to a positive progression in their level of pay, and 7 have progressed to an advance apprenticeship within the same role. 

Actions for further improvement

To further improve achievement rates for young people studying for a functional skill in English and maths.

To embed the improvements already made to the Traineeship Plus programme so that the high success rate becomes the minimum standard.

To ensure that the achievement rate for adult and community learners is founded on strong and rigorous assessment practice.

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List of Tables

Table 1: Young People: Functional Skills Achievement Rates by ProgrammeProgramme 14/15 15/16 16/17

L A(=n) A(=%) L A(=n) A(=%) L A(=n) A(=%)HAP/First Traineeship

64 13 20.3 147 17 11.6 56 30 53.6

Traineeship Plus

28 0 0 42 7 16.7 61 47 77

All 92 13 14.1 189 24 12.7 115 76 66.1

Table 2: Young People: Vocational Qualification Achievement RatesProgramme 14/15 15/16 16/17

L A(=n) A(=%) L A(=n) A(=%) L A(=n) A(=%)HAP/First Traineeship

43 33 76.7 88 63 71.6 28 18 64.3

Traineeship Plus

17 6 35.3 34 18 52.9 43 37 86

Princes Trust

5 5 100 12 11 91.7 14 12 85.7

All 65 44 67.7 143 92 64.3 85 67 78.8

Table 3: All Age: Apprenticeship Overall Achievement Rates All Frameworks by LevelLevel 14/15 15/16 16/17

L A(=n) A(=%) L A(=n) A(=%) L A(=n) A(=%)Intermediate n/a 21 19 90.5 29 27 93.1

Advanced n/a n/a n/a 2 1 50

All 21 19 90.5 31 28 90.3

Table 4: All Age: Apprenticeship Overall Achievement Rates by Framework & LevelFramework (Level)

14/15 15/16 16/17L A(=n) A(=%) L A(=n) A(=%) L A(=n) A(=%)

Health & Social Care (I)

n/a n/a n/a n/a 2 1 50

Customer Service (I)

6 5 83.3 n/a n/a n/a

BusinessAdmin (I)

15 14 93.3 27 26 96.3

Health & Social Care (A)

n/a n/a n/a 1 1 100

BusinessAdmin (A)

n/a n/a n/a 1 0 0

Table 5: Adult and Community LearningProgramme 14/15 15/16 16/17

L A(=n) A(=%) L A(=n) A(=%) L A(=n) A(=%)Non-accredited

25,776 25,543 97.4 20,746 20,654 96.6 11,071 10,914 92.2

NCFE llQ 1,278 1,144 79.7 1,560 1,451 77.1 183 169 82.4

Qualifications

208 130 59.1 123 92 67.4 0 n/a n/a

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Appendix 1

Traineeships Summary for Self-Assessment Report 2016-17

Teaching, Learning & AssessmentThe standard of teaching is good resulting in good and improving outcomes for young people; six out of seven tutors were observed and graded at two, with one graded at one, in addition four functional skills tutors who work across the provision were observed and graded at two. Reports summarised that there were a variety of teaching strategies deployed and a good range of resources used. Good questioning and discussion techniques are used to promote an understanding of equality, diversity, safeguarding, Prevent and British Values which is having a positive impact on expanding learner understanding.

Staff have high expectations for learners and they are challenged to settle quickly into their learning, understand how to collaborate and work together as a team. As a result, learners were committed to do well and worked together harmoniously.

Induction and initial assessment is comprehensive and effectively informs learners to understand the demands of the programmes and establish accurate starting points and plan learning. Learning support is allocated through a formal application process and staff and resources are included within action plans to support the needs of trainees. This early identification of additional support enables these learners to make good progress and achieve well.

Trainees receive clear and constructive feedback through regular meetings with tutors, support workers and workplace managers. Individual learning plans have improved over the last year with improvements in target setting and action planning for trainees so they know what they have to do to improve.

Teaching is planned around employability skills, maths and English and real work and community projects; learners make good progress in developing their personal skills for employment including self confidence, self esteem, motivation, meeting and talking to new people, expressing ideas and personal resilience.

The delivery of maths and English has improved and is now embedded across all elements of the traineeship programmes including the vocational qualification and enrichment; learners are taught how to apply maths and English in everyday life and work.

Assessment of learners is good with increased staff confidence delivering new Employability qualifications; learners were encouraged to produce creative and individualised evidence, moving away from generic worksheet based evidence. Assessors and internal quality assurers meet regularly ensuring consistency in assessment decision making.

The traineeship tutor team are qualified and occupationally competent with staff development opportunities planned as part of annual performance appraisals. Staff are encouraged to attend courses and training that will assist in their overall development and have a positive impact on their teaching. They are highly skilled in their knowledge and experience of working with young learners who have complicated and often chaotic lifestyles and personal circumstances. Staff understand very well how to inspire and help these learners to appreciate the opportunities training and employment will bring them. They help learners to develop their own strategies to deal with personal circumstances and challenges.

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Personal Development, Behaviour & WelfareThe majority of learners enjoyed their training and work placement and felt supported by staff; they enjoyed meeting new people and growing in personal confidence. Learners benefit from good pastoral support provided by a well co-ordinated network of support staff; this support is important in developing the employability and wider skills required for their progress in education, training or employment.

Learners made good progress and developed their vocational skills well. Over the last year the appointment of maths and English advanced practitioners is having a positive effect on the progress of learners who need additional maths and English support.

Learners develop the personal, social and vocational skills they need for work; they benefit from the relevant work placement that improves their understanding of the demands of the workplace and enables them to apply the skills they have gained in real life work settings. The majority of exit interviews highlight that the trainees performed good or better in their work placements. Where trainees could improve further, related to ability to work in established teams, communication, using initiative and awareness of safety issues. The majority of employers felt the trainee met their expectations, found it helpful to have a trainee and would recommend others to have a trainee.

Learners have a good understanding of the fundamental values of respect and tolerance. Tutors use activities well to promote an understanding of equality, diversity and British Values.

Trainees receive good information, advice and guidance about their progression opportunities which enables learners to gain a thorough understanding of potential progression opportunities on completion of their traineeship. Currently successful destinations are at 75% with the majority of trainees in further education and training (40%) and 35% in employment. Progressions to apprenticeships was 12.5%, which is 8.5% lower than the previous year. The introduction of the Apprenticeship Levy reduced the number of progression opportunities available at Level 2 and 3.

Safeguarding is good across traineeships and learners are encouraged to talk about issues and concerns and are listened to. The staff have a very good understanding of their responsibilities towards protecting and safeguarding learners. Learners have a good understanding of how to stay safe online and of the dangers of inappropriate use of mobile technology and social networking. Appropriate policies and procedures are in place to tackle Prevent, discrimination, harassment and bullying and all staff have undertaken Prevent and British Values training. This is embedded well across the delivery programme with staff and learners regularly discussing current affairs within sessions to raise some of the issues.

Attendance and punctuality is good. Clear expectations on attendance and conduct have underpinned the employability principles. Learners’ attendance and punctuality was checked fortnightly, leading to timely interventions. The vast majority of learners displayed good behaviour and good timekeeping. Overall, recorded attendance for 2016-17 was 88%.

Learners know how to keep themselves fit and healthy and can explain confidently how to keep themselves healthy making informed decisions about healthy eating, fitness and their emotional and mental well being. They are encouraged to maintain a healthy work life balance during their induction.

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Appendix 2

Apprenticeships Summary for Self-Assessment Report 2016-17

Teaching, Learning & AssessmentThe standard of teaching is good; six tutors were observed and five were graded at two, with one graded at one, in addition four functional skills tutors who work across the provision were observed and graded at two. Reports summarised that tutors had planned sessions well with a good range on interactive resources and activities; use of questioning engages learners, providing opportunities for stretch and challenge; development of maths and English was good and equality and diversity and British Values are embedded throughout planning and teaching documents and as part of group discussions. Learners are challenged and enabled to extend their knowledge and skills and understanding through the range of diverse teaching and learning methods and they are encouraged to develop independent learning skills through the setting of challenging projects and assignments.

The apprenticeship tutor team are qualified and occupationally competent with staff development opportunities planned as part of annual performance appraisals. Staff are dedicated and encouraged to attend courses and training that will assist in their overall development.

Learner support for apprentices is good; staff identify support and additional learning needs early in the apprenticeship; learners undertake initial assessments in English, maths and ICT at the beginning of their programme and they complete a soft skills scan to support the identification of individual learning goals. Learning support is allocated through a formal application process and staff and resources are included within action plans to support the needs of an apprentice. Individual learning goals are identified and monitored on their individual learning plans. Staff identify early the learners who are falling behind and provide study clinics and additional one-to-one meetings to ensure all make progress and achieve their apprenticeship.

Apprentices receive clear and constructive feedback through regular meetings with tutor assessors, and as part of progress review meetings with the employer and tutor. However, timely completion of planned observations of assessment, and marking and feedback on assessed work, for some learners, needs to be reviewed to ensure that all apprentices are able to take advantage from the feedback and resubmit work within appropriate deadlines.

Assessment and internal verification processes are good at supporting learners. External quality assurance reports comment that assessors provide a consistent standard of feedback which is encouraging and supportive and provides good examples of further evidence that could be used; the communication style of the assessors is friendly, supportive and recognises good work. However, not enough emphasis has been placed on the use of regular assessor and standardisation meetings, missing the opportunity to share best practice and review approaches to assessment decision making and forming judgements about whether or not competency has been achieved. Internal quality assurers and assessors need to improve communication to support these meetings and to monitor and maintain the quality of assessment.

Personal Development, Behaviour & WelfareLearners’ personal development, welfare and behaviour is good. Apprentices welcomed the training they received and value the support of their assessors. The majority felt the feedback on progress and achievements was very helpful and they felt confident to use skills and knowledge they had learnt within their working environment. The most challenging area

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of the training was the presentations, however, the majority of learners felt they had benefitted and increased their confidence as a result of this process.

Learners receive good careers advice and guidance and information about their options on completing their programmes. The proportion of apprentices successfully completing their programme is high and majority of them complete it within the planned timeframe. The majority of apprentices progress to higher-level apprenticeships or to sustained employment and/or to more responsible roles with their employer. Overall retention for the programme was 90.3%. Of the 28 that successfully completed, 20 continue to work for HCC, 71.4% retained within the workforce. Of these retained, seven apprentices (35%) are progressing with Business Administration Level 3 Apprenticeship Framework in 2017-18. The 8 (28.6%) of apprentices that did not progress or stay within HCC; 3 left due to maternity leave and/or parenting responsibilities; 3 found full time work; 2 unknown.

Seeking views and liaising with stakeholders was effective; regular meetings with employing departments and learners has supported programme improvements. Evaluations from three employing departments showed 100% satisfaction with the recruitment process; apprentices meeting their expectations; and highly recommended employing an apprentice.

Apprentices develop good interpersonal skills and demonstrate self confidence, self awareness and understanding of how to be a successful learner. This has been supported through optional units, team days, away days, and team-building sessions in partnership work with Hampshire Cultural Trust, all of which enhanced the learners understanding of how to be a successful learner. Personal development was good, and was explored through the Personal Learning and Thinking Skills element of the programme and ensured all learners developed as ‘Independent enquirers’, Team workers’, ‘Effective participants’, ‘Self managers’, ‘Reflective learners’ and ‘Creative thinkers’. The regular group sessions enable the apprentices to learn together and develop their confidence within a group setting as well as having the opportunity to participate in group discussions. Staff have established a successful atmosphere of tolerance and mutual respect and apprentices respond well to this with a good understanding of their employment rights, how to behave within a professional workplace and living and working within a diverse society.

Learners have a good understanding of how to stay safe online and the dangers of inappropriate use of mobile technology and social networking. Appropriate policies and procedures are in place to tackle Prevent, discrimination, harassment and bullying and all staff have undertaken Prevent and British Values training. Awareness of the Prevent Duty and British Values is promoted at induction and reinforced throughout the programme, particularly respecting the rights and opinions of all learners. This is embedded across the entire delivery programme with staff and learners regularly discussing current affairs within sessions to raise some of the issues.

Attendance and punctuality is good. Clear expectations on attendance and conduct have underpinned the employability principles. Learners’ attendance and punctuality was checked fortnightly, leading to timely interventions. The vast majority of learners displayed good behaviour and good timekeeping. Overall, recorded attendance for 2016-17 was 89%.

Learners know how to keep themselves fit and healthy and can explain confidently how to keep themselves healthy making informed decisions about healthy eating, fitness and their emotional and mental well being. They are encouraged to maintain a healthy work life balance during their induction.

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Appendix 3

ACL Summary for Self-Assessment Report 2016-17

Teaching, Learning and AssessmentThroughout the 16/17 academic year, Hampshire Futures has delivered education and training to 11,254 adults, c.12,043 enrolments, on 1382 courses, covering a wide range of subject areas, delivered by 13 sub-contracted providers based across Hampshire. Adult and community learner numbers were lower than in the previous year, as a new Commissioning Plan increased the focus on targeted courses. The management and the standard of the teaching, learning and assessment across the adult and community learning provision have improved significantly, through 16/17 with improved contract management and revised policies and processes in place. All 176 tutors delivering community learning were observed within the academic year, and where appropriate, interventions were initiated and re-observations took place. Through observations, improvements in teaching and learning were shown to be been made; tutors demonstrating good subject knowledge to support the learning experience; tutors demonstrating a good range of teaching strategies to engage learners; learner attendance being strong throughout the offer; individual needs of learners being met well; embedding of English and maths, which has improved significantly since 2015/16; tutors developing the inclusion of British Values. Although more work still needs to be done to ensure; tutors take advantage of continuing professional development (CPD) on offer; that Prevent is appropriately evidenced within delivery, and that all learners can communicate well their awareness of the Prevent Duty; new tutors to the profession or new to the service have a developmental observation prior to a formal (graded) observation; and all observers receive a joint lesson (quality assurance) observation.

As part of our CPD offer a programme of teaching and learning conferences have reached 62.5% of tutors enabling them to network with colleagues and tutors from different providing organisations, as well as improving on their existing skills, gaining new knowledge and skills of how to embed new topics into their delivery. As part of the mandatory themes delivered throughout these events, tutors were given training on developing their embedding of English and Maths; Recognising and Recording Learners Progress and Achievement (RARPA); The Prevent Duty and embedding British Values. Other topics included Equality and Diversity, Assessment for learning, and Communities of Practice.

A new RARPA Policy and procedures were introduced and following training this was piloted with two small group of tutors delivering in the spring and summer terms, with improvements evident, especially from the second group. A comprehensive RARPA Toolkit has been shared with all staff, the use of which will ensure all tutors and learners have a focus upon the achievement of both course and individual learning goals. Following the conclusion of two pilot groups, the full implementation of the RARPA process and toolkit is expected during 17/18.

An example of RARPA in practice from a sub-contracted provider: Learner assessment continues to be good with tutors now understanding how to utilise the RARPA to its full extent. Audit of learner files shows that individual learning goals are much more focused

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and personal as is the learner’s next steps and progression. We have had a good level of tutor attendance at the events provided by HF and this has helped the tutors to understand and embed assessment into their practice. The RARPA audit also indicates that the level of detail provided by tutors for each learner was clear and relevant to their individual development.

Quality Reviews audited how well RARPA, English and maths and British Values have been integrated into delivery. Results showed that planning for the embedding of English and maths has been recorded well, utilising codes that have been devised by HF. However, it is not always clear how the activity will specifically develop the learners’ skill, knowledge or understanding of English and maths through teaching, learning and assessment. In addition, quality reviews showed there have been some good examples of how British Values has been embedded into the contextualisation of courses and in the majority of cases the tutors have incorporated democracy, tolerance and respect through the introduction of the course and group rules. However, there is minimal evidence to show tutors are incorporating Prevent within the delivery of their courses.

Putting RARPA into Practice, Embedding of English and maths and Prevent and British Values continues to be priority areas of development with additional CPD workshops planned for 2017/18, to ensure tutors further development their skills and that of their learners in these area. OTLAs will continue to focus and report on these key themes.

Personal Development, Behaviour and WelfareMuch work has been undertaken by Hampshire Futures to record, monitor and improve attendance across the range of provision. Using the information from the previous year, an 80% floor target has been set for achievement. As a result of a much improved and rigorous system of identifying attendance issues, ACL attendance and punctuality were both above target.

Attendance increased steadily throughout 2016/17 with a percentage-increase occurring in each term, meaning attendance was 85.4% with punctuality at 99.4% for 2016/17. Sub-contractors have been challenged to raise the profile of attendance and punctuality in their delivery through contract management and the OTLA process. Sub-contractors have worked hard in most cases to instil a culture of improved attendance and punctuality by including it in course materials and brochures, revisiting it with the learner at the enrolment phase, and through their own data collection methods which are required for monthly submission to Hampshire Futures. The RARPA process has shown learners that their attendance contributes to whether they achieve their learning objectives or not. The recording of punctuality has been identified as an area for improvement as an audit conducted by Hampshire Futures demonstrated there are still some providers not recording this compliantly, leading to further contract management of this measure.

In some courses British Values have been implemented well, one provider stated tutors are referencing this on their schemes of work and session plans. In one observation it was noted that “When the tutor talked to the learners about British values, one of the learners said that her children had been talking about this at school. This resulted in an interesting discussion about British Values”. Tutors undertook British Values training… and this has had a positive impact on embedding this into the courses. However, there is still room for

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improvements across the provider network to ensure learners all learners have sufficient awareness of British Values and the dangers of extremism and radicalisation.

Learning support has been accessed in 2016/17 for a variety of learning needs to fund additional staffing in the classroom where the initial assessment process has identified particular need. This support has been invaluable to learners and has meant that they can attend and achieve the outcomes.

Learner evaluations evidenced that 100% of learners felt safe and secure on their learning programmes, with 99.9% stating they had been well-supported. In addition, information, advice and guidance was good, and ensured learners were on the right course at the right level for them, and that they were informed about options and guided to progress onto other learning to support the next stage in their education, training or employment. 97.6% of learners stated they felt supported in choosing their next steps. The course evaluation process has been enhanced by taking into account feedback from providers regarding the layout of learner evaluation form for 17/18. This process has also identified that providers must take further steps to assess learners’ confidence and well-being to be able to progress, where appropriate, into employment; this could be achieved and evidence through the full-use of the RARPA Toolkit.

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