RTC EDUCATION LTD T/A REGENT COLLEGE REGENT SKILLS TRAINING

Commercial in Confidence RTC EDUCATION LTD T/A REGENT COLLEGE REGENT SKILLS TRAINING TMX Report Template V2 02.04.12

Contents 1. Organisation Information, Introduction and Overview... 1 2. Areas of Particular Strength... 2 3. Areas for Continuous Improvement... 3 4. Methodology... 4 5. Findings Against the matrix Standard... 5 6. Conclusion... 14 7. The matrix Standard Evidence Grid... 14

1. Organisation Information, Introduction and Overview RTC Education Ltd t/a Regent College Regent Skills Training are part of the Regent Group of organisations who were established in 2000 in North West London. The Group describe themselves as committed to delivering education with a long term benefit for each learner, providing them with an enriching experience and preparing them for career success. In 2014, the Regent Skills Training part of the Group was established to provide diversification of courses that could be offered to adult learners and Regent was approved for entry on the Register of Training Organisations. Regent Skills Training now provide for broadly 3 types of learner including those in the 16-19 age group who are funded via a Prime contractor and the Education Funding Agency. This includes Study Programme learners and some A level groups. They also have a contract with a second Prime contractor for the delivery of Skills Funding Agency (SFA) work based apprenticeship programmes covering, for example, Health and Social Care and Business Administration support. Information, advice and guidance (IAG) sits as an integral part of the delivery of service provided by Regent Skills Training where there is explicit IAG at the beginning of the process and as an ongoing feature of the support provided during the learner journey. Regent Skills Training operate to a range of measurable objectives and outcomes which are determined in conjunction with the Prime contractors they work with. These are detailed in contracts and include, for example success and achievement rates. They also have their own internal targets related to, for example, progression of learners. IAG is provided in supportive and structured environments across the 4 sites which Regent Training Skills operate from in conjunction with the Regent Group as a whole. They have well qualified and experienced staff whose roles involve providing and supporting IAG in 1 to 1 and group activity from the first point of contact through assessment, induction and ongoing teaching and learning activities in order that learners are able to achieve their individual aspirations and goals. 1 TMX matrix Themed Report Template

2. Areas of Particular Strength Commercial in Confidence A number of strengths were identified during the assessment. These are detailed below. The numbers in brackets refer to the element and criteria of the matrix Standard. The clarity of purpose which starts with a clear vision and core value which is led and communicated by senior management. This is underpinned by a structure of regular meetings, updates and 1 to 1s within a strong team based environment, ensuring that the delivery of IAG is consistent with the aspirations of the organisation (1.2) The well embedded learner centred and individualised approach taken by staff in the organisation where learners confirmed how the IAG provided is in a way which is fully centred on their needs and aspirations (3.3) 2 TMX matrix Themed Report Template

3. Areas for Continuous Improvement A number of areas for continuous improvement were identified during the assessment which may develop or enhance the service delivered. These are detailed below and for the organisation to consider as part of its ongoing continuous quality improvement actions. The numbers in brackets refer to the element and criteria of the matrix Standard. These will form the basis for discussion at the Continuous Improvement Checks (CIC) conducted twelve and twenty-four months from the date of this Assessment, along with any other notable developments. Whilst existing promotional practices have been successful, as the organization continues to grow and develop, there may be benefit in considering further electronic forms of marketing and analyses of promotional activity. This will enhance the methodology for analyses of learner behavior and the impact of the marketing of the service that has taken place (1.6) It will be beneficial to follow through on current training activity taken place for staff related to the achievement of IAG qualifications to reinforce the good practice which takes place. Also, it will be beneficial to follow through with the planned Prevent training to support staff s practice (2.4) There may be benefit in following through with considerations to expand the range of learner feedback activity in place to help inform ongoing development and improvement to the IAG processes and practices in place. Also, ideas to strengthen learner feedback by increased frequency and trend analyses will provide additional data to enable greater reflection on the service provided. In addition, a more structured process of employer feedback will provide increased opportunity for consideration of the impact of the IAG provided (4.3) There may be benefit in following through on the current activity to complete the SAR/QIP process. This will add to the existing quality assurance processes in place and provide a focal point for evaluation and improvement of IAG activities (4.5) There may be benefit in enhancing the existing appraisal process to a performance management process to focus staff s attention additionally on achieving the outcomes determined in existing and future contracts including the level of IAG to be achieved (4.6) The annual matrix Continuous Improvement Check will allow the organisation to demonstrate on an ongoing basis the developments they are continuing to make in order to support individuals http://matrixstandard.com/continuous-improvement-checks/. These may include the Areas for Continuous Improvement above. Please note that annual Continuous Improvement Checks are mandatory and noncompletion within the required timescale will impact on your organisation s accreditation. 3 TMX matrix Themed Report Template

4. Methodology The following methods were used to gather evidence against the matrix Standard during the assessment process. An opening discussion was undertaken with the CEO, Principal and Head of FE providing an opportunity to set the scene and understand how information, advice and guidance were provided in the context of the organisation. Also, a longer, more comprehensive discussion followed this which enabled the Assessor to understand further the strategic direction of the business and how information, advice and guidance and learning are linked to the wider organisational aims and measurable aims and objectives. It also allowed the Assessor to understand the structure of the organisation and how those involved in the delivery of IAG did this in a consistent and quality assured manner. Additional interviews with 3 Regent Training Services staff and short discussions with another 2 Regent College staff allowed the matrix Assessor the opportunity to focus further on the service provided. Additionally, 16 learners were interviewed in groups and individually and this helped the Assessor understand the experiences of people on the receiving side of the service provided. 3 representatives from partner organisations were interviewed by telephone and this provided useful complementary information. The Assessment took place at the premises used by the organisation in Wembley and Harrow, North London. The organisation provided a wide variety of documentary evidence during the Assessment which complemented the information provided in advance of the Assessment. Whilst reinforcing the fact that the matrix Assessment is not reliant upon process based information, the contact afforded the opportunity to examine policy and practice documents as well as the organisational strategic and operational priorities and a wide range of quality assurance, learner and resource documentation. The Principal, Head of FE and Business Development Manager attended a feedback meeting at the end of the Assessment. 4 TMX matrix Themed Report Template

5. Findings Against the matrix Standard Organisational purpose, progress, evaluation ad improvements (1.1, 3.2, 4.1, 4.3, 4.8) The focus of Regent Skills Training aligns fully with the Vision and Mission of the Regent Group which refers to developing talented and skilled professionals who can reach their full potential and exceed employers expectations. It is also about delivering the service within the ethos and purpose of what was described as the end of education is character and preparation for life. Information, advice and guidance (IAG) is an integral part of the process which supports the learners to this end. When discussing IAG with strategic managers and staff, they explained what IAG meant for them and referred to IAG being particular to the courses which learners were following and the options which were available to them. They also talked about identifying strengths and areas of need and barriers at the start and how the individual could be supported and helped to map out where they want to go. our success is based on personal success needs, requirements and status The service which Regent Skills Training provides caters for young people in the 16-19 category who may not have completed GCSEs and A levels or who wish to re-take exams and those who are following vocational programmes of support including Levels 2, 3 and 5 in Health and Social Care and Business Administration. In addition, the organisation is fully engaged in apprenticeship and work based learning provision in conjunction with employers. They now have approximately 100 learners across their programmes of support who are funded via their two partner Primes and the Skills Funding Agency (SFA) or Education Funding Agency (EFA). Regent Skills Training also have centre accreditation with a number of awarding bodies including Edexcel, City and Guilds and ILM, and this ensures that the standards they work to are maintained. Regent Training Services have a range of targets, measures and outcomes which link to their Vision, Mission and overriding purpose, and these are captured in detail in contracts they have with their Prime contractors. These include, for example, qualifications to be achieved, progression and retention requirements. They also have a delivery profile and a target for the number of starts they would expect to achieve. 80% timely achievement 55 starts for achievements Regent Training Services have developed progressively in delivering effective services since trading began. Both Primes are positive about the progress made, and the progress monitoring undertaken in house suggests that this position will continue. Retention of 24+ at the end of the course 85% Starts for apprenticeships 60+ - targets exceeded 16-19 currently about 80% Measurement and evaluation of the service which Regent Services provide is ongoing and includes regular opportunities to discuss and review IAG and learner progress. 5 TMX matrix Themed Report Template

This takes the form of tracking learner progress where the organisation utilises a spreadsheet. They also utilise the One File system which provides an overview of individual progress. Linked to this there are standardisation and team meetings regularly which allow the opportunity for evaluation. In addition, a self evaluation framework (SEF) is starting to be utilised to facilitate thinking on progress and areas of development. the spreadsheet is a management tool for learner progress There are opportunities for feedback within Regent Training Services. These include, for example, the completion of learner questionnaires. Also, regular reviews with learners provide the opportunity to generate feedback on the service provided. Exit interviews also take place with learners which include areas of improvement and this takes place in conjunction with the Prime organisations. we are recording progress reviews more comprehensively and feeding back to the employer there is more parental support and involvement in the 16-19 area Interim questionnaires have started to be introduced and it is recognised that more can be done to enhance this source of feedback. However, review is an embedded feature of Regent Training Services where the organisation has a range of systems and processes in place to consider, on an ongoing basis, the IAG that is being provided. This includes, for example, the range of meetings and regular contact with their employer partners and Prime contractor organisations. It also has a number of plans going forward to add to the service provision. Currently, for example, there is work being undertaken to formalise the Self Assessment Review (SAR) process more and involve staff in this. Also, it is recognised that more information is required from employers and a formalised questionnaire system for this is being established. 6 TMX matrix Themed Report Template

Learner Outcomes (1.5, 3.1, 4.2) Regent Training Services deliver outcomes in conjunction with the learner in line with their overall strategy, Vision and Mission and its focus on IAG. Defined outcomes for learners are documented in Individual Learning & Development Plans compiled in conjunction with learners. These include a section on IAG where individual requirements are identified and agreed actions are confirmed. IAG encourages the learner to look at their current situation, barriers to progression and desired outcomes. This can be, for example, applying for further education or being able to progress in a job. When talking to learners, they explained further what outcomes are for them and how they were defined and agreed. They talked about, for example, how they were supported to think about what they were trying to achieve. asked me what I wanted to do at university to see if the course was related she sees what you struggled with I needed to be better at English to help me progress Learner outcomes are monitored and evaluated on an ongoing basis by management and staff. Learning Plans, for example, have a review section in them which prompts discussion on progress against the goals and objectives identified. Also, the learner tracking process and monitoring ensures that learners are focused on the achievement of outcomes. Reviews take place at least every 8 weeks with learners and progress is recorded. The regular monthly staff meetings provide a forum to evaluate individual and group progress and this has led to improvements in the way learners are supported. For example, it is felt that the mindset of the assessors has moved to a point where they take complete responsibility for the development of the learner and the achievement of their outcomes. 7 TMX matrix Themed Report Template

Leadership and management, promotion, influencing the service provision and resources (1.2, 1.6, 1.7, 2.1, 4.7) Regent Training Services is provided with clear leadership and direction and this complements the Vision and Mission of the Regent Group as a whole. The style of management in the organisation is team based and participative where all those involved with IAG are included in planning and review and communication is two way through a combination of meetings and updates which the organisation arranges. This is also complemented by the day to day contact and face to face discussions which take place in what is a small and supportive working environment. there are monthly meetings All those in the business felt fully involved in the design and development of the IAG provided and confirmed how they contribute to this. Reference was made to being encouraged to improve and make changes to documentation, systems and processes in order that learners can benefit. It was explained that meetings and get togethers are quite interactive and the team learn from each other where suggestions are put forward freely in a supportive culture. we changed the paperwork from NVQ reviewed how long before we put learners on One File Promotion of Regent Training Services is undertaken in a number of different ways. Management and staff explained how, for example, they work closely with the local authority, Job Centre Plus and with nursing homes. It was also explained how they have had a presence at open days and job fares at schools. It was felt that the promotion of the service was undertaken in a number of ways and their analyses show that this collection of activity worked best. It was also accepted that the organisation was relatively new and that promotional material such as case studies was work in progress. They are also starting an on line marketing campaign for the organisation. Regent Training Services is an appropriately resourced organisation where their human capacity is determined in relation to the contractual requirements which it has and ongoing analyses of resources required. Their existing human resource aligns with the number of learners which they work with and an optimum number of a 45 learner caseload for each assessor. Financial and physical resources are also planned for and effectively used where Regent Training Services utilises the premises of the Group organisation and all the technology and support resource which it has. It does, however, analyse its own costs and funding as a separate business unit, but accesses rooms, computer equipment and other support resources from the Group. Effective use is made of the technology available to Regent Training Services and their learners where all assessors have laptops and additional laptops are made available for work based learners should they require access to these. Also, learners are signposted to websites to support their understanding and development. 8 TMX matrix Themed Report Template

there are 3 computer labs Dictaphones are used to summarise information Learners were very positive about the resources which are made available to them, and particularly the technological resources. They talked about, for example, research information on Google and.gov. The continued development of technology to support customer development and IAG is very much an ongoing discussion with Regent Training Services and they are continuously building on what has already been achieved. For example, more and more use is made of email and electronic methods of communication where it benefits the learner. 9 TMX matrix Themed Report Template

Quality Assurance and Infrastructure (4.5, 1.3, 1.4, 2.2) (1.8, 4.4) Regent Training Services are fully committed to quality assuring the IAG it provides and this is reinforced by a range of policies and procedures which support this and inform how the service is maintained to the standard required and continuously improved. Quality assurance has a number of facets to it and include internal and external checks on the IAG provided by checking plans and actions produced. For example, both Primes do audits on learner progression and the paperwork completed. Also, internally, there are verification processes which require the completion of IAG against the standards expected. all documentation submitted to the Prime after initial assessment we have internal standardisation Observation also plays a part in the quality assurance which takes place. This involves both internal observation undertaken by the internal verifier and observation undertaken by the Prime. It was explained by one Prime how there are 6 weekly quality visits and feedback is provided. Also, another explained the RAG rating process and how feedback had led to a new system of paperwork being introduced to avoid duplication that was there previously. Also, awarding bodies, whilst primarily focusing on the standard of learning being provided, do look to ensure that IAG is accurate, up to date and to a standard. observe giving feedback as part of JAB process, interview learners and get feedback The standardisation meetings between management and staff also allow the opportunity to discuss the support given to learners and this is feeding into the self assessment and quality improvement planning process which is currently formatted to go live in June this year. When discussing with management and staff in Regent Training Services the implementation of impartiality, equality and confidentiality, there was a strong understanding across the organisation of the need to treat people as individuals and deal with their personal requirements. For example, people talked about looking for a clear pathway for people without judging them. Also, that confidentiality and equality is covered during induction. Their Equality and Diversity Policy is also implemented in the way learners are dealt with. For example, it was explained how sessions are delivered in different ways to accommodate different needs and learning styles. it s about accepting difference there is no set agenda There are particular policies in place in Regent Training Services to support the compliance with legislation related to safeguarding, equality and diversity, health and safety and data protection. For example, they have a Prevent strategy and policy. These are communicated to all staff and are there to help inform the good practice which is in place in the organisation. For example, staff confirmed how the DBS checks had changed to CRB and the effects of this. 10 TMX matrix Themed Report Template

They also knew about the requirements for safeguarding and how this was affecting the requirement to be more vigilant. For data protection, it was explained that computers are password protected and papers are locked in a cupboard or briefcase. there are better checks we tell more stories about being aware we don t pass on information about people Regent Training Services is kept up to date with legislation information and updates from their awarding bodies and Prime contractors and this is discussed in staff meetings and on an ongoing basis. As part of the quality assurance processes in place in Regent Training Services, there is continuous update of policies and practices and this is done as part of regular reviews that take place. Management and staff referred to proof reading and the system for approval which is in place. They also talked about how the paperwork for induction had been updated and the monthly meeting with the marketing team looking at material for new courses and the update of information available for learners. paperwork is checked by the assessor 5E updates are passed down When talking to learners, they were very positive about the quality, currency and accuracy of information they received and referred to it being easy to follow and up to date. it s all in a standard format With regard to partnership relationships, Regent Training Services have established good and effective links with their Primes and other partners who complement the IAG provided to learners. A strong collaborative approach is taken with Primes and other partners to ensure that learners are supported from the first point of contact and through their learner journey. Partners involvement complements the IAG provided by Regent Training Services and this is in the form of regular contact and reviews, observation and feedback related to what Regent is providing and the quality of service to learners. we try to meet monthly we share good practice Evaluation of the effectiveness of the relationships Regent Training Services have with its partners is ongoing through discussions and meetings and improvements and changes have been made as a result of this. For example, the way documentation and paperwork is completed and exchanged has improved as a result of the dialogue which takes place. they help us to get all our completion targets we talk about how it s going 11 TMX matrix Themed Report Template

Staff Competency (2.3, 2.4, 2.5, 4.6) Regent Training Services have identified and defined the skills, knowledge and competencies people in the organisation require in line with industry based standards. For example, job requirements identify a need for experience and qualifications in training and assessment. There is also an expectation within the context of people s different roles that IAG is provided to meet the needs of individual learners. Management and staff talked about, for example, having some experience of IAG in the past and the importance of experience in supporting people. Also, they explained the importance of having qualifications such as PTTLS and Level 3 in training and development. got IAG Level 4 and others currently working to Level 3 For all those staff working for Regent Training Services, continuous professional development (CPD) is taken very seriously. Everybody is encouraged to undertake CPD and to regularly add to and update their knowledge, skills and abilities. Management and staff confirmed that they keep their CPD up to date. They also explained the range of support which includes health and safety training, first aid and safeguarding training. This has helped with the quality of the IAG provided and is currently being added to where all staff have either achieved or are working to an IAG qualification. From a career perspective, people generally feel career development is about how they progress within Regent Training Services and their professional development. They also confirmed that the support they have had since they started has helped with this career requirement. training helps with career From a performance perspective, Regent Training Services have an appraisal process which is complemented by 1 to 1s, monthly review meetings and opportunities to observe performance and provide feedback. The combination of this activity provides a good platform to discuss performance and agreed development objectives for staff. However, more could be done to make appraisal more measurable in terms of performance targets and review these on a 1 to 1 basis. KPIs are set but need review 12 TMX matrix Themed Report Template

Service Delivery (3.3, 3.4, 3.5, 3.6) Regent Training Services delivers IAG in conjunction with their partners in a client centred and collaborative manner. Staff and partners were able to describe how they ensure the IAG provided is free from bias and person centred. There were consistent comments and responses from interviews that the IAG provided is impartial and objective. For example, comment was made related to having no set agenda and dealing with people as individuals. not judging them Learners also confirmed the impartial and objective nature of the IAG provided, and talked about how Regent Training Services staff helped them with their individual requirements. they build support questions make us think it s aimed towards you They also explained how they were given the opportunity to think about choices through the discussion with staff from Regent Training Services. For example, they discussed how they wanted to progress and what was done to help them consider this. Also, staff explained how they enabled choices and options to be considered in discussion with learners and, for example, what their interests and aspirations were. we looked at optional units we talked about GCSEs but felt Level 2 & 3 would be better for me Regent Training Services use appropriate resources to explore options with learners. There are computer rooms available, for example, for learners to explore their interest areas or topics which they want to research. Also, learners are contacted by email and text, and Dictaphones can be used by assessors to summarise information discussed with them. When talking to staff and learners, they confirmed there is a range of supportive resources including technology to explore options. research on google and.gov email is used we let staff (learners) use the computers for researching information Part of the service delivery throughout Regent Training Services is to signpost and refer learners where this is in their interest and meets their needs. It was confirmed, for example, that people will be signposted and referred to other external agencies, for example ESOL training, should that be required. Also, learners may be referred internally within the Regent Group where they need support with English. Additionally, learners can be referred to a Prime should there be particular needs in such as IT. In addition, there is personal information and signposting provided by way of contact points and posters around the buildings used by Regent Training Services. can signpost them to other parts of the college or look at other local colleges there is a Student Welfare Officer 13 TMX matrix Themed Report Template

6. Conclusion Regent Training Services demonstrate fully their commitment to, and practice in the provision of information, advice and guidance (IAG). Their policies, processes and practices represent an organisation which has embedded IAG, quality assurance and continuous development into the way it delivers its activities. Their business model of delivering their service in conjunction with the Regent Group, their Primes and partners works well. The collaboration and quality assurances processes in place ensure that learners are achieving their goals and objectives in a learner centred manner. Before the next Assessment, Regent Training Services, as part of their conditions of accreditation, will be required to demonstrate their continuous improvement activities, and the potential impact of these, on an annual basis, although no assessment visits will be required. This will be achieved through Continuous Improvement Checks (CIC), conducted 12 and 24 months after this Assessment. Further details can be found on the matrix website, http://matrixstandard.com/process/continuous-improvement-checks/. NB: Continued accreditation is subject to annual Continuous Improvement Checks at twelve and twenty-four months following assessment and three-yearly on-site accreditation reviews. If checks/reviews are not undertaken in a timely way this will have an impact upon the organisation s accreditation. Assessment Type Assessor s Decision Assessor s Name INITIAL ASSESSMENT STANDARD MET BOB MOFFAT Visit Date 1 ST & 2 ND FEBRUARY 2016 Client ID Assessment Reference C18163 PN101442 14 TMX matrix Themed Report Template

7. The matrix Standard Evidence Grid Element 1 Criteria Met Not Met Strength AfCI 1.1 The service has clearly defined measurable aims and objectives which link to any wider organisational strategic aims. 1.2 The service is provided with clear leadership and direction 1.3 The organisation implements policies to promote equality and diversity, impartiality, confidentiality and professional integrity in all aspects of service delivery 1.4 The organisation complies with existing and new legislation which might impact upon the service 1.5 The organisation defines client outcomes and uses them as a measure of success for the service 1.6 The organisation promotes the service in ways which are accessible to all those eligible to use it 1.7 Clients and staff influence the design and development of the service 1.8 The organisation establishes effective links with other appropriate partnerships and networks to enhance the service Element 2 Criteria Met Not Met Strength AfCI 2.1 The organisation uses its resources effectively to deliver the service 2.2 Clients are provided with current, accurate and quality assured information which is inclusive 2.3 The organisation defines the skills, knowledge, competencies and qualifications, in line with current national recognised professional qualifications and frameworks, for individual staff roles, linked to the aims and objectives of the service 2.4 Staff are supported in undertaking continuous professional development and provided with opportunities for career progression 2.5 Effective induction processes are in place for all staff 15 TMX matrix Themed Report Template

Element 3 Criteria Met Not Met Strength AfCI 3.1 The service is defined so that clients are clear about what they might expect 3.2 The service is delivered effectively to meet its aims and objectives 3.3 The service provided is impartial and objective 3.4 Clients are given appropriate options to explore and understand that they are responsible for making their own decisions 3.5 When exploring options, clients are provided with and supported to use appropriate resources including access to technology 3.6 Clients benefit from signposting and referral to other appropriate agencies or organisations Element 4 Criteria Met Not Met Strength AfCI 4.1 The organisation measures and evaluates the service against its stated aims and objectives and identifies improvements 4.2 The organisation monitors and evaluates client outcomes to support and improve service delivery 4.3 The organisation evaluates feedback on the service to build upon its strengths and addresses any areas for improvement 4.4 The organisation evaluates the effectiveness of its partnerships and networks to improve the service 4.5 The organisation defines quality assurance approaches which are used to improve the service 4.6 Staff performance, linked to their role within the aims and objectives of the service, are reviewed and evaluated to improve the service 4.7 Effective use is made of technology to improve the service 4.8 The organisation continually reviews improvements to help inform the future aims and objectives of the service 16 TMX matrix Themed Report Template