quality training in birmingham - transworld publications services … · 2017-11-15 · protocol...
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Transworld Publications Services Ltd
Trading As
PROTOCOL CONSULTANCY SERVICES
Self-Assessment Report and Quality Improvement Plan 16/17
Date July 2017 ( Data analysis as at P12)
Compiled by Susan Tipton/Pauline Dodsworth/Craig Higham
Contact Details
Protocol Consultancy Services
The Old Guild House
1 New Market Street
Birmingham
B3 2 NH
0121 236 2634
Mob: 07802 987 283
E-mail [email protected]
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Protocol Contents Page
Summary - Introduction ..................................................................................................................................... 3
Every Child Matters/ British Values .................................................................................................................. 5
Local Labour Market Information ..................................................................................................................... 5
Protocol Statement of Intent/ Vision.................................................................................................................. 7
Key Findings from Self-Assessment ................................................................................................................. 9
Overall Key Strengths .................................................................................................................................... 9
Areas for Continued Improvement .............................................................................................................. 10
Key Challenges ............................................................................................................................................ 10
Capacity to make and sustain improvement ................................................................................................ 11
Current Learner Statistics ................................................................................................................................ 12
Effectiveness of Leadership and Management ................................................................................................ 14
Quality of teaching, learning and assessment .................................................................................................. 16
Personal Development, Behaviour and Welfare of learners ............................................................................ 17
Health & Safety Strengths ............................................................................................................................... 19
Functional Skills .............................................................................................................................................. 19
Strengths ...................................................................................................................................................... 20
Protocol Apprenticeships ................................................................................................................................. 21
Customer Services Apprenticeships ............................................................................................................ 21
Apprenticeships in Management .................................................................................................................. 22
Business Administration Apprenticeships .................................................................................................... 23
Information Technology ............................................................................................................................... 24
Hospitality & Catering Apprenticeships ...................................................................................................... 25
Protocol Traineeship Programme .................................................................................................................... 26
Protocol Traineeship Delivery ..................................................................................................................... 26
What learners like about Protocol .................................................................................................................... 28
What learners feel we could improve on ......................................................................................................... 28
Information Sources ......................................................................................................................................... 29
Appendices Organisation Chart
Business/Development Plan
Quality Improvement Plan
Data Appendix
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Summary - Introduction
Transworld Publications Services Ltd trading as Protocol Consultancy Services (part of the Protocol Group and no
connection with Protocol Skills or Protocol National) was established in 1993 to offer training and consultancy for the
travel industry by Managing Director Sue Tipton through a sub contract arrangement with BHCA. The company took
on its first direct contract for providing training towards National Vocational Qualifications (NVQs) in 1996, and has
consistently held contracts within the West Midlands for the last 21 years and currently offers work based learning
primarily in Apprenticeships, Advanced Apprenticeships and Higher Apprenticeships in, Customer Services, Business
Administration, ITQ, ITP, Social Media, Team Leading and Management. We also have a small traineeship and skills
conditionality contract allocation within our AEB.
As of the 1st August 2011 Protocol acquired the Birmingham Hotel & Catering Academy and now offers a small amount
of Hospitality & Catering provision.
As at 31 July 2017 there were 136 (22) learners on work based learning, comprising 34 (9) Advanced Apprentices,
73 (11) Apprenticeships and 25 (2) Higher Apprentice learners. We also have 1 Skills Conditionality, 3 16-18
Traineeships and 0 19-23 Traineeships under Classroom Learning.
(Including Sub-Contractor Numbers)
We act as a prime for funding with a small sub contract arrangement of less than 10% of contract value of the AEB
Bellis Training for Customer Service, Business Administration, Hospitality, Warehousing and Retail qualification from
levels 2-4. (Our previous subcontractor BDM finished all their learners apart from one suspended still as at 31 July
2017). In April 2017 the ESFA asked Protocol to take over 33 learners from Succeed an ITP whose contract had been
terminated.
In addition to work based learning the company undertakes private consultancy work within the UK, and the MD has
been an LSIS HQM and IAS consultant and QCF Champion. She has been a director of the Birmingham & Solihull
Work based training providers since 2011 and represents the Network at the WMTPN and also sits on the LEP ESB.
From January 2017 the MD has been appointed Chair and Treasurer of the B&S Network.
The Company leases a suite of offices from which it operates in Birmingham City Centre, that has had a positive benefit
for the learners, particularly those traveling by train into New Street and Snow Hill from the Midlands region. In June
2011 Protocol moved into The Old Guild House which provided the expansion needed to fully operate with the enhanced
apprenticeship numbers and off the job training requirements. The lease was renewed again in June 2015 for a further 5
years and the premises are undergoing refurbishment. Protocol is an official external centre for City & Guilds, BCS and
BIIB.
Protocol is owned and run by the Managing Director, Sue Tipton, assisted by the Operations Director and two senior
Managers and employs 12 staff. A further four people assess or internally verify on a part-time or seasonal basis. A
register of consultants is held for emergency backup if required. Protocol also has the services of an ICT specialist
company to enhance the internal systems of the centre and maintain the learner training network. In November 2009
Protocol appointed an internal IT Manager (now the operational Director) to help the MD lead the ILT initiative and
develop the VLE and E Portfolio. (See organisation Chart – Appendices 1)
Our mission statement was reviewed and amended again in Sept 2008, Nov 2009, 2012 & 2016 and is currently as
follows:
Company Mission Statement
Our mission is to provide our clients with excellent, cost effective training, consultancy and advice and guidance,
delivered to the highest standards in a safe and secure environment by an experienced, professional and flexible
team. The Protocol learning experience will inspire you to “aim high and achieve more for all” –
and also incorporates the slogan “Excellence in Everything”
“Aim High Achieve More for All” is on our marketing literature and advertising.
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Key Products/Qualifications/Frameworks currently approved to deliver, include:
Customer Services Level 2 & 3 Diploma
Business Administration 2 & 3 Diploma
Functional Skills English, Maths & ICT
Hospitality & Catering
Social Media L3
Our Bellis Sub Contractor delivers:
Customer Services Level 2 & 3 Diploma
Business Administration 3 Diploma
Hospitality & Catering
Diploma in Retail Skills
Certificate in Warehousing Skills
ILM NVQ3/4 & 5 in Management Diplomas
ILM NVQ2 in Team Leading
ECDL
ITQ and ITP
Protocol
Has gained accreditation as a City & Guilds, ILM, Pearson, BCS, ECDL, CEIH BIIB approved examination
centre and holds Direct Claim Status recognition
Has achieved the IIP award in 1998 and re-accreditation in November 2001, 2002 & 2004 and 2007, 2011,
2014 and 2017
Has achieved the Lloyds TSB Small Business Champions Finalist Award in 2002
Has won the Midlands Excellence Small Company Award in 2002 after becoming a finalist at first attempt
in October 2001 and a prize winner in 2006 and 2007
Has won 4 Medals of Excellence and a highly commended award from City & Guilds
Has been awarded Investors in Excellence March 2003 and re-accredited in 2006 & 2008
Has been awarded Grade 1’s (Outstanding Provider) at the Ofsted Inspection in Nov 2006* Reconfirmed in
2009 and 2010
Has been awarded BEACON STATUS in 2008
National Training Award Individual winner October 2008
Has achieved Training Quality Standard full accreditation Nov 2008
EFQM Small Company Award winner again in 2009
Has achieved Matrix Accreditation August 2008 and re accreditation March 2012 and November 2015
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Every Child Matters/ British Values
We support the Government’s aim for every child, whatever their background or their circumstances, to have the support
they need to:
Be healthy
Stay Safe
Enjoy and achieve
Make a positive contribution
Achieve economic well-being
All our learners understand the principles of Every Child (Learner) matters and British Values. We also comply with
our Duty of Care and full safeguarding and prevent requirements. All staff have had training in ECM, Safeguarding,
Prevent and British Values and are able to cascade the principles in their training sessions and reviews with learners and
employers. The training facilities are fully equipped with CCTV equipment which enhances the safe environment.
Learners contribute to developing learning materials and visible display posters and their knowledge and understanding
is checked throughout the course to ensure they have absorbed the principles and also participate in focus groups. The
ECM & BV training is featured on both Induction days and function skill activities as well as reviews, questionnaires
and ERR. We have full policies and procedures in place to support learners which are reviewed a minimum twice yearly
and staff engage in CPD workshops for their development a minimum annually.
Local Labour Market Information
In a survey carried out by the Department for Education and Employment, Birmingham was identified as the fifth most
deprived local authority area in the United Kingdom. Manufacturing, especially in the automotive trade, remains a key
industry for the area. Tourism, particularly business tourism, is a growth industry for the area. The proportion of young
people in Birmingham & Solihull who continue in education beyond 16 is slightly below the national average at 72.7%.
The percentage of school leavers achieving five or more passes in the GCSE at grade C and above was 41.2% in
Birmingham and 55.9% in Solihull, compared with the National average of 50% (in 2011). It has been forecast that
there will be a net increase of more than 50,000 new jobs in Birmingham and Solihull by 2020 with the same amount
of employees requiring managerial and professional skills. It is also predicted that the composition of the workforce will
see an increase in older and ethnic groups and by 2020 the composition of 16-24 year old ethnics will be around 57%.
From the National Employers Skills Survey; Key findings it is reported that experience appears to be the key indicator
of skills that candidates lack for sales and customer service roles. In the skills gap analysis soft generic skills such as
oral communication, problem solving and written communication skills were identified. Where staff lacked proficiency
it was through insufficient general IT user skills and a lack of management skills. A lack of literacy and numeracy skills
were each present in around a fifth of skills gaps.
143,576 residents in Birmingham city aged 16-64 have no qualifications. This equates to 21% of the working age
population, well above the England average of 15%.
The proportion with Level 1 only (15%) and Level 2 (15%) only are broadly similar to that for England. However the
proportion with Level 2+ (58%) and Level 3+ (40%) are below the England average of 64% and 44% respectively. Only
25% are qualified to degree level or above (Level 4+) compared to 30% in England2. The proportion with ‘other’
qualifications (7%) is above the national average, and is likely, at least in part, to be influenced by the large proportion
of residents who were born overseas.
Birmingham has the highest proportion of residents with no qualifications of all the English Core Cities. It also has the
lowest proportion qualified to Level 2+ and Level 3 . Birmingham has the third lowest proportion of residents qualified
to Level 4+ after Nottingham and Liverpool. An analysis of the 2011 Census Origin and Destination data shows that 166,272 people commuted into Birmingham for
work, equating to 36.4% of the total workforce of the city.
Just over 100,000 residents work outside the city, so the city is a net importer of around 66,000 workers, making it by
far the largest provider of employment for non-residents of any area in the West Midlands. (update from LEP data 2017
meeting)
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GCSE attainment levels in the city have undergone a transformation in recent years. The number of pupils achieving 5
or more GCSEs at A*-C grade increased from 41% in 2000 to 88% in 2013. During this period the city’s attainment
rates moved from being well below the national average to surpass the England average in 2007. In 2013 Birmingham’s
GCSE attainment rates were 4.5 percentage points above the national rate.
For the more recently introduced key performance measure of 5 or more A*-C GCSEs including English and Maths,
the results for Birmingham for First Entry was 55.2% was in 2014. This is 0.9 percentage points below the national rate,
which is similar to the difference in 2013 when Birmingham was 1 percentage point below.
For the same measure Birmingham’s performance was above the average for both Core Cities (52%) and it’s Statistical
Neighbor’s (53%).
Equally encouragingly, the school and the census data also shows that for young people the differences between ethnic
groups, which are very large for older residents, are closing, although differences do remain. This is important for a city
like Birmingham, where the proportion of ethnic minorities in the workforce is forecast to rise. As many of these groups
currently have relatively low qualification rates there has been concern that this could place a downward pressure on
future employment rates for the city. But the data presented here, suggests that this may not in fact be the case.
Skill levels in the city broadly decrease with age. However, while young people under 24 have almost closed the gap
with the national picture, looking at those with no qualifications, there is a 6 percentage point gap with England for
those aged 25-34 and a 10 percentage point gap for those aged 35 and above. So even for those aged 25-34, despite
being better qualified than older residents, they still significantly underperform the national average.
Older Asian residents have particularly low attainment rates. A factor in this is the relatively high proportion of residents
with ‘Other’ qualifications. These are concentrated in areas with a high BAME population and suggest there are people
with unrecognised qualifications who may be under-employed. A challenge for the city is how to make best use of these
skills.
There is a strong geographical correlation between skill levels and employment when mapped across the city. This is at
least in part driven by demographics and low skills levels are certainly found in inner city areas with diverse populations.
But some outer-city areas with predominantly white populations also have some of the lowest qualification levels. And
indeed some of the wards with the lowest attainment at school are outer-city wards.
Though there is relatively little difference between the genders in terms of NVQ qualifications, there is a large gender
difference in the ability to speak English. This is important, as poor English is a key barrier to employment, and this
may contribute to the large gender differences in employment rates.
The relationship between qualifications and employment has been clearly demonstrated, as had the impact of the level
of qualification on the type of job and on earnings. The city has bold aspirations to improve the quality of life for its
residents, and this is also reflected in the vision for the Greater Birmingham and Solihull Local Enterprise Partnership
and the emerging West Midlands Combined Authority. In an environment where public sector and further education
resources are constrained, understanding where these limited funds should be directed is increasingly important. This
report has been written to aid this understanding. A companion report is planned, which will focus on the future job
opportunities in Birmingham, the types of occupations and sectors that will see growth and the skills that will be required
to access these opportunities.
The current full LEP data can also be provided.
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Protocol Statement of Intent/ Vision
1. To provide high quality consultancy & training services and effective information advice and guidance to a
range of people, from school leavers to mature adults in a safe, secure and inspiring learning environment.
2. To ensure that our Policy and Strategy are based on present and future needs and expectations of all stakeholders
and in line with the local LEP identified needs and the government agenda.
3. To assist local employers to taken on traineeships and apprentices and improve their competitiveness and
enhance their existing skill base through vocational and personal development to maximise the full potential of
their workforce and have impact on their business and understand the Apprenticeship reforms.
Protocol is:-
1. Customer focused in providing a professional, quality advice, guidance, training and consultancy service to
young people, adults and employers in a safe and inspiring environment.
2. Seeking continuous improvement in developing all staff through the Investors in People Award and Matrix
and other relevant business models.
3. Committed in maintaining a high level of integrity and professionalism throughout all business activities whilst
providing value for money and sustainability and seeking excellence in everything we do.
P
R
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T
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C
O
L
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Professional in all aspects
Respected within the industry
Objective with our assessment
Training for excellence
Optimistic in our achievements
Caring and considerate
Open, trustworthy and honest staff
Listening to all our customers’ needs
V
A
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U
E
S
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Value added
Approachable
Lead by Example
Understanding
Encouraging
Successful
The main objectives of the company are:-
1. To provide high quality, value for money training and consultancy services for all our customers and
stakeholders through a realistic customer led portfolio of qualifications, accessible to all in a safe and inspiring
learning environment
2. To be profitable and successful but still a caring company, ensuring that we safeguard, support and guide all
our learners to ensure they maximise their training potential and personal development through the achievement
of stretched and challenging targets.
3. To be at the forefront of new initiatives including standard developments and Levy implementation that will
lead to increased business for the company and all stakeholders and help widen participation with BAME
groups and males, until a realistic equal balance is achieved and maintained, reflective of the sectors and local
community.
4. To set specific, measurable, realistic, achievable and timely targets/KPI’s and objectives; the achievement of
which will be contributed to by all stakeholders and to offer encouragement for improvement suggestions
through established feedback initiatives including the learner voice.
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5. To provide professional development opportunities for all staff in line with company objectives, ensuring that
they have the skills, competencies, resources and empowerment to fully undertake their job role and to progress
either within or externally to the company, including e learning initiatives that support learners fully and give
effect support and guidance.
6. To review in line with a planned timetable, the key performance indicators and outcomes and to benchmark
similar and “best in class” organisations when reviewing and setting targets, in order to ensure continuous
quality improvements that impact positively on all stakeholders.
7. To put the company forward for any awards or models including IIP, IIE, Business Excellence and Framework
for Excellence, Matrix and PRD that will enhance the company quality reputation and provide external
feedback to assist in continuous improvement and excellence for all stakeholders.
8. To contribute to Society by supporting a designated Charity and local community needs and encouraging
support from learners and employers.
9. To be environmentally conscious and apply lean concepts through all company activities where practicable to
ensure value for money and efficiency of systems and sustainability.
10. To establish effective partnerships that are supportive and enhance Protocol’s mission vision and values,
particularly with the government and local LEP agendas improving the NEET situation and in line with British
Values.
Overall Effectiveness
Based on the stakeholder analysis and recent critical review of the self-assessment report and business planning, the
team have graded the Protocol overall provision still as Outstanding and this is qualified by having sound evidence and
benchmarking and more key strengths than weaknesses that impact on the learner’s, employers and staff experience.
With our continuous strive for excellence and the culture of continuous improvements our goal as a company would be
to aim to continue to achieve Grade 1’s at the next inspection. .
Detailed below are the grades identified to determine our overall provision as Outstanding – 1
Apprenticeship programmes are graded as 1
Traineeship/Skills Conditionality are graded as 2/1
Learning occupational area Work Based Learning Grade identified by Protocol
6.Information technology/ Social Media 1
7. Retail – Hospitality 1
15. Business, Law & Administration
Business Administration
1
Management & Professional
1
Customer Services 1
Functional Skills 1
Overall Effectiveness 1
Outcomes for Learners 1
Quality of Provision 1
Leadership & Management 1
Equality and Diversity 1
Safeguarding 1
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Key Findings from Self-Assessment
Overall Key Strengths
Consistently high levels of retention, NVQ achievement and Framework completion, well above both local
and national average ( see results in the appendices), all areas 2007/8 through to 2011/12 - 100%
achievement.
Date 2014/15 2015/16 2016/17
QAR 90.24%
94.51%
91.00%
Timely 90.12% 95.45% 89.11%
Thorough staff development programme and CPD that ensures highly qualified assessor/tutors who have all
achieved the qualifications themselves, including functional skills tests and technical certificate/UPK tests in
order to be able to better guide learners through their learning process and have empathy with learners. Full
training and bi annual refresher training for Safeguarding, Prevent EO and H&S is conducted for all staff.
Well managed strategic growth and self-assessment of the Company that is fully discussed and evaluated
with the staff, includes effective staff suggestion scheme, external company analysis including Quality
Models and culture of continuous improvement demonstrated by all staff that impacts fully on the learners
and has been consistently deployed over the last eighteen years. Both full and part time staff participate in
the quarterly Business Planning reviews and MEX (maintaining Excellence) meetings.
Strategic Leadership & and Governance Board into its third contract year and holds the company
accountable and requires justification for decisions made as well as being supporting and challenging.
Effective realistic target-setting that is linked with continuous personal development and company objectives
that in turn is cascaded to the learners who also have challenging and SMART targets.
Thorough evaluation of learners and work place mentor/Manager reviews and questionnaires; action points
addressed within two weeks. Established and effective focus group meetings that have led to improvements
that have had a positive impact on the learner. See results in appendix.
Additional value added for some learners includes IT/ECDL or Assessor TAQA training even though not a
Framework requirement. Additional qualifications have been supported such as Award in Team
Leading/Management, additional option units and higher level functional skills attained particularly with
English.
Presentation and open events held to celebrate learner, mentor and staff achievements. – published on
Protocol website/Wall of Fame
Good employer partnerships that prove effective in planning and implementing the success of the learners
experience both in the work place and co-ordinated with the off the job training.
Highly effective and non-discriminatory company approach to progression and lifelong learning
Part of Peer Review Group within the Birmingham Network that support benchmarking and sharing of good
practice with the learner as the focus for activities.
Thorough information, advice and guidance externally validated through Matrix accreditation across the
learner and employer journey that supports the right courses selection and level of qualification. No actions
identified from external reviews
Excellent eLearning initiatives and in house development of e portfolios that enhance the learner experience
and satisfaction levels.
Effective due diligence and auditing of Sub contractor as well as providing support and guidance
EDIMs met and exceeded with Male/Female ratios and BAME/White ratios.
Safeguarding issues dealt with promptly and effectively
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£74.000.00 raised for RCLC by PCS and stakeholders over the last 10 years; other initiatives supported
include Dementia Friends, Children in Need, Sport Relief with learners and employers.
Protocol accepted onto ROATP at first attempt
Key Areas for Continued Improvement – Please see QIP
Achieve greater contributions from employers towards the cost and designing of training and up skilling
their workforce
Encouraging employers and learners particularly from the Hospitality sector to see the benefit of the off the
job training and where practicable using our VLE.
More comprehensive local and national benchmarking data needed for effective evaluation, particularly best
in class organisations that will be outside of our sector.
More learners & employers to develop skills, knowledge and understanding relevant to community cohesion,
British values and sustainable development. Tutors are developing strategies that will support enhanced
contributions to the local community.
Implement a thorough continuous and effective marketing campaign to attract new business and partner
external agencies to attract new employers and provide work trials and employment opportunities and
support in understanding the Apprenticeship reforms and levy.
Building on good practice from PRD Group activities including Benchmarking and observation of teaching
and learning activities and reignite the B&S Network group in 2017
More interactive training activities and review of ICT action plan
Data analysis and integrity to be challenged by all SMT/ Governors not just MD
Effective review of Traineeship programme to drive up QAR and chasing progression data
Increase first time pass levels of functional skills
Development of Standards, resources and knowledge regarding EPA
Key Challenges
Maintaining high achievement rates and ensure well above minimum levels of performance and national
timely success measures
Continue to proactively plan for industry fluctuations and changes linked to business plan including support
for NEETS
Actively promote equality of opportunity and diversity and British Values and meet challenging EDIM’s
Continue to develop, expand and grow programmes to meet future needs and local LEP and government
priorities including Higher Apprenticeships.
Maintain the rigor and accuracy of the self-assessment process and quality improvements in the strive for
excellence whilst incorporating lean concepts fully into business strategy
Managing business continuity despite the uncertainties regarding government fun ding, contracts and
procurement
Continue the effective use and collection of data to inform the business indicators including progression data
To encourage learners to support the local community more.
All tutors to strive to achieve grade one/two observations across the whole of the learner journey.
Engaging with all aspects of social media and maintaining systems and web sites etc. with the most current
information
Remaining innovative and creative in ensuring the best possible experience for all stakeholders.
To improve the off the job attendance and ensure the buy in from all the employers and mentors
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Improve the screening attendance of traineeships and apprenticeship, sometimes less than 25% attendance
from acceptances. Capacity to make and sustain improvement
Protocol has a sound track record of sustained improvement and sets and meets ambitious targets to improve
outcomes for all learners
Protocol has a clear vision and appropriate priorities that will sustain improvement and raise expectations for
all users
Protocol’s processes for self-assessment and quality improvement include appropriate use of the views of
users and leads to demonstrable impact measures and challenges data integrity and validity
Protocol has an effective board and management structure and sufficient staff and other resources to carry
through its plans for improvement and all staff contribute to securing sustained improvements
Examples of improvements during the last 12/24 months include:
Streamlining of processes and continuing of
lean principles
Improved spreadsheets of MIS
Improved Initial Assessment and RPL
Process
Expanding of QAC system to key staff for
new and amended documents
Interactive How To Guides for Learners
and Staff revised
E Portfolio structure and ILP views
improved with progress bar
Improved resources and IT equipment
including Induction section on Moodle with
certificates
Social Enterprise activities updated
Open days to provide focused advice and
guidance
Flexible Fridays and Personal Development
Coaches
Scanning of learner documents and certification
Improved recruitment selection and feedback process
I drive update – internal intranet for speed of location
of documents and Learner folders
On Line learner surveys
More Interactive resources developed including use of
Titan Pad/ Primary Pad
Moodle and Turning Point Quizzes and Mock tests
further developed
Partnerships further developed including JCP and
local training providers
Speedier Internal marking of assignments/tests and
response time for supportive feedback to learners
Visual internal displays throughout building
Displays of learner work/posters regularly rotated
Reinstatement of Portfolio Grading System Bronze,
silver, gold
More stretched and challenging targets for learners
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Current Learner Statistics Learners on programme up to 31st July 2017 are made up as follows:
2016/17*
Apprenticeships 73
Advanced Apprenticeships 34
Higher Apprenticeships 25
Classroom (TRN/Skills Con) 4
Total Learners 136
Learners on Programme up to Jul 2017
SSA Code Occupational Area Numbers
6 ICT 2
7 Hospitality 15
7 Retailing 5
7 Warehousing 5
14 Preparation for Work – TRN 16-18 3
14 Preparation for Work – TRN 19-23 0
14 Preparation for work – SCON (includes ICT main aim) 1
15 Administration 30
15 Customer Service 13
15 Management/ Team Leading 58
15 Social Media 3
Non-Levy App 1
TOTAL 136
Ethnic Analysis up to July 17 Gender Analysis up to July 17
Year BAME WHITE MALE FEMALE
2016/17 24% 76% 42% 58%
2015/16 30% 70% 45% 55%
2014/15 23% 77% 48% 52%
2013/14 33% 67% 42% 58%
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Disability Analysis up to Jul 17
Year PWD Non-Disabled
2016/17 6% 94%
2015/16 9% 91%
2014/15 12% 88%
2013/14 13% 87%
Apprenticeship Achievement Rates
Overall
Achievement 2014/15 2015/16 2016/17
Cohort 81 90 100
Achieved 74 86 91
Achievement Rate 91.36% 95.56% 91.00%
Timely Achievement
2014/15 2015/16 2016/17
Cohort 81 88 101
Achieved 73 84 90
Achievement Rate 90.12% 95.45% 89.11%
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Classroom Achievement Rates by cohorts by qualifications achieved
Overall Achievement Timely Achievement
2014/15 2015/16 2016/17 2014/15 2015/16 2016/17
SCON: Skills Con - JCP
19-24
Cohort 171 129 171 171 129 171
Achieved 148 124 151 148 124 151
Achievement Rate 86.55% 96.12% 88.30% 86.55% 96.12% 88.30%
SCON: Skills Con - JCP
25+
Cohort 16 40 16 40
Achieved 16 35 16 35 Achievement Rate 100.00% 87.50% 100.00% 87.50%
16 35
TRN: Traineeships
16-18
Cohort 63 76 111 63 77 110
Achieved 47 59 99 47 59 98
Achievement Rate 74.60% 77.63% 89.19% 74.60% 76.62% 89.09%
TRN: Traineeships
19-24
Cohort 6 7 12 7 6 12
Achieved 6 7 10 7 6 10
Achievement Rate 100.00% 100.00% 83.33% 100.00% 100.00% 83.33%
Effectiveness of Leadership and Management Protocol has been setting successful and ambitious targets for the last 18 years which are reviewed monthly
with the SMT and communicated with the staff both visually and through MEX (maintaining excellence
quarterly) team meetings. They are also discussed with the strategic board informally and formally at the
half yearly meetings. We also inform and update learners on Inductions and focus groups: with employers at
review meeting and quality forums and newsletters and other partners such as JCP at one to one
presentations and through the website. This ensures all stakeholders receive value for money quality
provision and supports positive outcomes for all learners and they are aware of our high standards. There is a
continuous learning culture that enables learners and staff to excel. Protocol is committed to setting high
expectations for staff and learners’ conduct and achievement. Our mission remains “Aim High and Achieve
More for All” - Excellence in everything. Working relationships between staff and learners are exemplary
and any minor concerns are addressed immediately with all staff following our ethical code of conduct and
all learners signing our contract of learning.
The MD still has a very “hands on” approach with the SMT and Operations Director and ensures sustained
improvements to teaching, learning and assessment through high quality professional development and
robust performance management. Very little weakness is identified and good practice across all types of
provision is shared through the MEX and SMT and Assessor IQA meetings. All staff focus on consistently
improving outcomes for all learners and are committed to maintain Ofsted Grade One as an uncompromising
ambition. Protocol has resources to sustain provision of very high quality, including Functional skills and
through technology on our VLE. A huge investment is made in time and updating of resources on Moodle
every year.
There is a rigorous self-assessment process, incorporating the learner voice and soliciting continuous
feedback from the views of learners, staff, employers and other key stakeholders. The information obtained
is used to seek continuous improvements across the whole of the learner journey and good practice is shared
with our sub-contractors. Everyone has a deep, accurate understanding of the effectiveness and the need for
actions to lead to improvements if identified from the views of learners, staff, employers and other
stakeholders.
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The SMT sees the provision of Functional Skills, English, mathematics and ICT as a top priority and every
encouragement is giving to learners to improve their levels of skills in these subjects compared with their
starting points, which are often at the level below their paper prior achievements. The SMT uses up-to-date,
accurate and incisive performance management that leads to professional development that encourages,
challenges and supports staff improvement. Teaching is highly effective across all provision including sub-
contracted provision with a rigorous standardisation plan and observation of teaching practice across all
aspects of the learner journey.
Tutors and assessors reflect on and discuss the way they teach. They feel very involved in their own
professional development. The MD has created a climate in which staff are motivated and trusted to be
creative and innovate in ways that are right for their learners. A recent change has been the development of
personal development coaches and Flexible Fridays for the internal learners to support innovation and
creativity. The process was led by the MD with the staff and then cascaded to learners.
The MD and the senior representative from the SMT meets twice yearly as a strategic board which includes
a team of five with an employer and external consultant to collaborate ensuring that the range and content of
the provision is aligned to local and regional priorities. All KPI’s are discussed and questions answered and
advice sought to ensure Protocol remains focused on its objections and values and they hold the MD and
operations Director to account for improving the impact and effectiveness of provision and ensuring value
for money.
All learning programmes ensure that they enable learners to acquire knowledge, understanding and skills,
including, where relevant, English, mathematics and information and communication technology (ICT)
skills, that prepare them well for future progression to further/higher education and/or sustained
employment.
The SMT monitors on a monthly basis the progress of groups/cohorts of learners so that none is
disadvantaged or behind target without investigation and action.
All relevant staff ensure that learners and employers receive thorough and impartial careers guidance to
enable them to make informed choices about their current learning and future career plans and qualifications.
Parents are also advised of their child’s options. Protocol has maintained Matrix accreditation led by the MD
who runs update workshops for all staff on an annual basis and through separate quarterly meeting there are
regular updates for relevant staff.
The SMT monitor the progression and destinations of all learners including entering secure and sustained
employment and use this information to improve provision and evaluate employers and locations.
The MD & SMT promote role model behaviours and visually and verbally promote all forms of equality and
ensure greater understanding of and respect for people of all faiths (or those of no faith), races, genders,
ages, disability and sexual orientations. Learners and staff are protected from harassment, bullying and
discrimination, including those based with employers and at other sites external to the provider. Any
instances discovered are acted on immediately and resolved (Albeit in single numbers over the last 10 years)
The tutors/assessors prepare learners for a successful employment life in modern Britain and promote the
fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance
of those with different backgrounds, faiths and beliefs. All staff received the relevant training through the
MEX meeting and this in turn has been used to cascade to learners and employers through presentations and
through discussions linked to Functional skills English and ERR and E & D sessions and newsletters. All
staff promote equality of opportunity and diversity exceptionally well so that the ethos and culture of
Protocol would be able to address any form of direct or indirect discriminatory behaviour and does not
tolerate prejudiced behaviour. Learners feel safe and know how to raise concerns with the team should the
need arise.
Protocol has very effective safeguarding processes and practices, including the prevention of radicalisation
of learners and compliance with the Prevent duty. All staff have undertaken the on line training materials
and have a good understanding of what signs to pick up on and when to report concerns to the safeguarding
officer.
Safeguarding is prioritised highly by all staff and Protocol works with agencies and professionals to
safeguard learners and all staff are trained to take action to identify and respond appropriately to users’
welfare concerns.
Protocol is proactive in assessing safeguarding risks and follow through and taking action to prevent them
and has a strong track record of raising awareness among staff and learners of safeguarding issues, listening
to learners’ concerns and acting on them. (Again albeit single numbers over the last 10 years)
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High quality training develops staff’s vigilance, confidence and competency to challenge learners’ views and
encourage debate. This is particularly evident within the functional skills speaking and listening curriculum
and within the traineeship programmes.
The MD promotes very high standards in a positive and supportive culture that continually aspires to
excellence. This has been validated externally through the EFQM, Matrix and IIP assessors and raises
expectations through a clear and realistic strategy for planning and developing learning programmes and
services. Business planning meets national and local priorities and initiatives that are relevant to learners,
employers and local communities. Very complimentary feedback has always been received from the external
assessors concluding that Protocol systems are far superior to those companies a lot larger.
Protocol has written and effective policies and procedures that are reviewed annually for staff recruitment,
induction and appraisal.
Protocol has a thorough and well-organised system for reviewing staff performance and for individual and
team target-setting through PDR and action plans.
Protocol operates in a low /medium risk environment and ensures all of our sub-contractors and employers
maintain their low/medium risk Health & Safety category.
Quality of teaching, learning and assessment
Protocol’s teaching and assessment methods and resources inspire and challenge all learners and meet their
different individual needs, including the most able and the less able, enabling them to enjoy learning and
develop their knowledge, skills and understanding relevant to their chosen career path.
Learners are supported to achieve their individual learning goals, both in and between learning sessions
through work place assessments and observations and remote desk based sampling and monthly face to face
or e mail contact. For internal learners this is on a daily basis.
All staff have qualifications, training and excellent subject knowledge and experience relevant to their roles
and use these to plan and deliver learning appropriate to learners of all abilities, reflecting good industry
practice and meeting employers’ needs. A continuous personal development programme is sustained along
with ECPD training sessions and “How to Guides” that support assessors to support learners with technology
very effectively as just one example.
Staff achieve job satisfaction when learners do well and see that employers also appreciate it and are
motivated through engaged learners who enjoy the training and work they complete. Tutors and assessors
have consistently high expectations of all learners’ attitudes to learning and learners are set challenging and
smart targets to achieve which is in line with their targets agreed with their line managers.
Staff identify learners’ support and additional learning needs quickly and accurately through effective initial
assessment and on-going assessment, leading to the provision of high quality and effective support to help
learners achieve as well as they can. Actions plans are produced and monitored by senior IQA’s so ensure
learners are quickly back on target should circumstances prevail that cause them to lose focus or get behind
with targets.
Staff work with learners to ensure that teaching, learning and assessment are individually tailored to enable
all learners to make good progress and prepare for their next steps. Learning styles are reviewed and
alternative options are discussed if appropriate. Learners are given the option of e portfolios or paper based.
The majority select e portfolios but in hospitality some learners select the blended option with paper based
still for the diploma and Moodle for the UPK questions and tests particularly with Housekeeping
qualifications.
Staff assess learners’ progress and performance and ensure that assessments and reviews are timely,
frequent, fair, informative and reliable. This is rigorously monitored by the IQA’s and the QAC and through
monthly audits of the paperwork and MIS reporting.
All learners receive clear and constructive feedback through assessment and progress reviews and/or during
personal tutorials so that they know what they have to do to improve their skills, knowledge and
understanding to achieve their full potential.
Employers are engaged in planning learners’ development; they are kept informed of learners’ attendance,
progress and improvement, where appropriate through e mails and face to face reviews. They are provided
I:\12.Quality& Awards\SAR\2016-17July 2017 17
with clear and timely information that details the extent of learners’ progress in relation to the standards
expected and what they need to do to improve and whether they are on target to achieve. Parents have also
been informed in some circumstances for 16 – 18 year olds in order for them to support what Protocol tutors
are trying to do.
Teaching, learning and assessment promote equality, raise awareness of diversity and feature discrimination,
victimisation, harassment, stereotyping, radicalisation and bullying throughout the off the job training
programmes and through self -study.
Staff are aware of and plan for individual learners’ diverse needs in teaching or training sessions and provide
effective support or materials to suit any disabilities identified e.g. dyslexia and dyspraxia
Teaching, learning and assessment activities support learners to develop their skills in English, mathematics
and ICT and their employability skills, including appropriate attitudes and behaviours for work, in order to
achieve their learning goals and career aims.
Protocol seeks to continuously evaluate the quality of teaching and its impact on learning and collects
information on learners’ starting points, such as initial assessments and mid and end points. This is used to
plan improvements in learning when identified. Most learners are curious, interested, ask questions and are
keen to learn. They seek out and use new information to develop, consolidate and deepen their knowledge,
understanding and skills. They contribute in learning sessions and, where appropriate, use their experiences
in the workplace to further develop their knowledge, skills and understanding and support each other to
achieve. Tutors and assessors set work that consolidates learning, deepens understanding and develops skills,
and prepares learners very well for their next steps whether for a change of direction or to seek sustained
employment and extra responsibility. See appendix for data analysis.
Learners are shown how they can improve their work and develop their knowledge, understanding and skills
through action plans with feedback from marked work. Tutors and assessors check learners’ understanding
systematically and effectively, offering clearly directed and timely support that has a notable impact on
improving learning and achieving goals.
The Tutors, PDC’s and IQA’s hold discussions with learners about the work they have undertaken, what
they have learned from it, and their experience of teaching and learning over the learning programme which
is then used to make changes were identified as necessary.
Focus groups are firmly established, have been reviewed and provide many improvement suggestions that
impact on the learner. 95% of improvement suggestions have been implemented by the next quarter and are
again reviewed at the next focus group meetings.
The Learner Voice and Involvement Strategy is fully implemented and achieves improvements that impact
on the learner.
The last ten years of Awarding Organisation reviews and EQA visits have resulted in consistently achieving
all criteria and no actions and maintaining Direct Claim Status.
Personal Development, Behaviour and Welfare of learners
Protocol encourages learners to take pride in their work, become self-confident and self-assured, and know
that they have the potential to be a successful learner on their current and future learning programmes,
including in the workplace. This is evident through the visual and verbal reinforcement throughout the
building and continually via the staff.
The majority of learners benefit from purposeful work-related learning, including external quality work
experience where appropriate to their learning programmes and/or their future career plans. They receive
feedback on how well they contribute to their workplace, including those learners undertaking work
experience, as a valued member of the company. Those not ready to go out to external employers are given
a short period of work experience in a Protocol Group company in order to gain their confidence and assess
their ability and skills development.
Learners at Protocol develop the personal, social and employability skills, including English, mathematics
and ICT skills, required to achieve their core learning aims and appreciate the importance of these skills in
the context of their progression and career aims. We endeavour to re motive those who have a strong dislike
for Maths by explaining that employers regard maths as a necessary skill to be effective in most jobs.
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Learners discuss and debate issues in a considered way, showing respect for others’ ideas and points of view
particularly through English speaking and listening functional skills. Topical issues are discussed such as
BREXIT, should Police carry guns and also British values.
A high percentage of learners achieve the specific units of their main vocational qualifications on their target
dates and relevant additional qualifications that enhance their learning and increase their future
employability. See Data appendix
Effective IAG enables learners’ to use the information they receive on the full range of relevant career
pathways from Protocol and employers, to help them develop challenging and realistic plans for their future
careers.
Learners are advised how to protect themselves from the risks associated with radicalisation, extremism,
forms of abuse, grooming and bullying, including through the use of the internet, and how well they
understand the risks posed by adults or young people who use the internet to bully, groom or abuse other
people, especially children, young people and vulnerable adults. Protocol has effective policies and
procedures in support of these areas. Learners have an excellent understanding of how to stay safe online
and of the dangers of inappropriate use of mobile technology and social networking sites.
Learners are advised how to keep themselves fit and healthy, both physically and emotionally and again
through visual and verbal reinforcement by tutors and in the training environment.
From regular feedback evaluation learners feel safe, secure and have a good understanding of how they can
raise concerns if they do not feel safe; they have confidence that any concerns they may have are taken
seriously and followed through appropriately with agreeable outcomes.
Learners’ understanding is checked to ensure they know their rights and responsibilities as a learner and,
where relevant, as an employee, as citizens and consumers in the community; and how well they work
cooperatively with others in all settings and promote good and productive working relationships with their
peers and employers.
With the introduction of Flexible Fridays for the internal learners good feedback has been received that they
appreciate enrichment activities and team work, that allows them to explore personal, social and ethical
issues and take part in life in wider society and in Britain. Recently all learners supported our Children in
Need and Sport relief activities to raise funds.
Learners are advised of the importance of attending learning sessions and/or work regularly and punctually,
including through participation in any distance learning activities, such as online learning and the use of
virtual learning environments. In some cases this is a steep step change and a slow process particularly for
those on skills conditionality programmes.
Protocol insists on a learner contract with guidelines for behaviour and conduct stipulated by tutors or
employers and advised of the need to manage their own feelings and behaviour at work and during learning
sessions. One to one meetings are held to support those who struggle in this area.
Learners levels of self-confidence and other softer skills are measured at start and end of programmes to
show the distance travelled. They are also encouraged to develop their own presentations of what they have
learnt and understood through their programmes and present to their colleagues and tutors in a confident and
self-assured way. Many go on to produce case studies that are inspiring to new learners and also are updated
regularly on the web site and have the confidence to be videoed.
Outcomes for learners Learners make very good progress during their programme compared with their starting points and can
articulate their distance travelled and skills developed
Learners attain their learning goals, including qualifications, and achieve challenging targets and are
supported well to keep on target.
The majority of learners’ work meets or exceeds the requirements of the qualifications, learning goals or
industry standards. This is often commented upon by assessors and IQA’s.
Feedback indicates that learners enjoy learning and make progress relative to their prior attainment and
potential over the qualification time frames.
The majority of learners progress to relevant further learning and employment or further education relevant
to their career plans or gain promotion at work and take on more responsibility.
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Learners acquire qualifications and the skills and knowledge that will enable them to progress to their
chosen career, employment, and/or further education and training that have been planned in line with local
and national priorities for economic and social growth and employer demand particularly in the service
industries and with SME’s.
There are no significant variations in the achievement of different groups of learners, ethnicity or gender.
Learners are set challenging and smart targets, given their starting points, and the majority are on track to
meet or exceed these.
The most-able learners do work that deepens their knowledge, understanding and skills or go on to study
further, rather than simply undertaking more work at the same level and in some cases gain significant pay
rises and promotions or even offered sustained employ
Good progression from traineeships/skills con to apprenticeships.
Protocol monitors lower-attaining learners and ensures they receive the support they need to ensure that they
achieve and progress to higher-level learning or into sustained employment.
Health & Safety Strengths
We ensure that all learners understand how hazards are identified and risks are assessed, together with
the principles of control measures through effective learning sessions from Induction, NVQ/Work Skills
Unit completion and Reviews. Learners review and develop Health & Safety resources and materials for
their own use. Learners on pre apprenticeship and JCP complete the Health & Safety workbook and know
the procedures for reporting accidents.
We encourage learners to develop a set of safe behaviours, so that they play an active part in the process
and acquire practical, transferable skills from their experience that we test out on formal progress reviews
every 8 – 12 weeks.
We promote the safe learner concept and ECM in addition to ensuring a safe, healthy and supportive
environment through effective health and safety management.
Protocol has a robust management of Health & Safety internally and at Employer’s premises,
Comprehensive staff and learner training and reinforcement of Health & Safety All assessors and
reviewers who deal with employers are fully competent in health & safety and have a wider range of skills
in, for example, communication and learning, as well as an understanding of businesses and in particular the
needs and constraints of small businesses.
We see that the initial health and safety assessment and on-going monitoring of the employer, location
and the learner are crucial. Good relationships and communications are established from the outset of
a supportive nature
Functional Skills
We have effective processes that include induction, teaching and learning strategies, review and assessment that covers
Functional Skills and is overseen by the Senior Tutor.
We ensure that the learning resources including BKSB and lesson plans equip the learners to improve their overall
functional skills together with their employability skills.
The MD ensures that the tutors and assessors within the organisation have the skills and ability to deliver functional
skills and we have a fully integrated team approach.
Positive climate within the team for their own CPD in achieving Functional Skills particularly updates
in Maths
Targets are set for the delivery and achievement of functional skills and we have effective and robust standardised and
I:\12.Quality& Awards\SAR\2016-17July 2017 20
observation procedures and CPD updates.
Strengths
Programmes designed to meet individual learner needs and extra guidance and support given to learners
where needed to ensure they achieve and recognise their success.
Our quality assurance of Functional skills is embedded within the overall quality
assurance/improvement process including standardisation meetings and sharing good practice and
continued direct claim status
On-demand testing that is well managed and flexible to meet individual learner and employer needs
Learners up-skilled were possible. See Appendix data
Areas for improvement include:
A review of resources particularly for English reading
Improvement of off the job training that ensures training and testing is not too far apart for the learner to retain
the knowledge and apply it
Strategies for identifying decreasing trends and improving first time pass rates
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Protocol Apprenticeships Area of Learning 15
Customer Services Apprenticeships Grade 1
Achievement and standards
Achievement rates are again consistently high and well above average for the sector.
Apprenticeships 2007/8 and 2008/9 and 2009/10 and 2010/11 100% achievement
Date 2014/15 2015/16 2016/17
Success Rate 100% 100% 100%
Timely 100% 100% 100%
100% achievement of Technical Certificates /UPK tests
Achievement of additional qualifications (FS level 2 IT units )
Learners demonstrate high standards of skills in the workplace and are confident and key sales/ receptionist
people.
Learners are given progressively challenging targets and responsibilities in the workplace to help them
further develop and succeed.
Protocol’s staff encourages learners to continue with their training and development. In order to broaden
their experience, improve their employability, and see clear progression routes onto complementary or
higher-level qualifications.
100% of learners choose our Moodle system (Virtual Learning Mahara Portfolio),
The quality of provision
A thorough Initial assessment process and where applicable incorporating the RPL procedure when learners
have progressed from ICT or Business Administration.
We also complete a further Functional Skills initial assessment if required. A one day induction is held and learners are
shown how to RPL existing valid and current evidence from their previous qualification portfolio if applicable and are
progressing to a higher level.
Learners and mentors are issued with an individual schedule that gives the dates of sessions, and indicates the topics
which will be covered. This is then linked to the off the job work study plan so that formal practical training is reinforced
by workplace activities.
On and off the job learning are coordinated and mutually supported by Protocol and employers through the
work study plan.
Training sessions are held at a well-equipped training centre and reflect the ethos of the workplace with high
standards.
Learners, work-based mentors are very positive about the apprenticeships, and have a good understanding of
the assessment process and evidence production.
Work-based mentors act as good role models for learners, and their support for learning motivates learners,
and encourages them to succeed.
Strong support from employers for learners and themselves to continue to achieve further
qualifications and functional skills. Comprehensive mentor guidelines that they have helped produce and
improve, understanding checked and evaluated through use of a quick quiz and on formal reviews.
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High quality, well-structured, varied and well-resourced and coordinated off-the-job training that is
continually reviewed and improved upon after consultation with the tutors, learners and employers. Learner
and Mentor focus groups established and improvement ideas discussed and implemented.
Flexible quality off-the-job training arrangements that take into account both the company and
learner needs. Individual course schedules produced and extra support provided if required particularly
outside of office hours. Saturdays and evenings are options.
Effective assessment and verification process to a high standard
Area of Learning 15
Apprenticeships in Management Grade 1
Achievement and standards
100% Achievement of Team Leading up to 2010_11
100% Achievement of additional qualifications Introduction to Management and Team Leading
100% QSR for 2007/8 and 2008/9 and 2009/10 and 2010/11.
Date 2014/15 2015/16 2016/17
Success Rate 82% 88% 93.10%
Timely 85% 87% 90.00%
The drop in 14/15 was attributed to a small number of Management learners on programme
during 2014/15 this made the Success rate figures low, 11 learners on programme with 9
achieving. Sub-Contractor 2015/16 drop in figures due to early leavers with personal issues
including serious illness
Learners, work-based mentors/supervisors are very positive about the apprenticeships, and recognise the
benefits of training.
Many mentors/managers have already achieved the ILM management and are able to use their knowledge of
the company’s way of working and understanding of the qualification to provide effective guidance for
learners.
The on the job learning offers a wide range of management opportunities for the learner to gain the required
competencies and be fully assessed.
E learning or blended learning is available if it is more beneficial to the learner and employer.
Both Protocol and the employers give encouragement to use the company for assignments and where
possible give the suggestions for improvements practical application.
If learners are finding the work difficult or have missed a session, Protocol’s staff provides additional training
in the workplace. This flexibility enables learners to benefit fully from the off-the-job training programme. An
off/on the job work study plan is used to ensure full co-ordination on all management programme levels. It is
updated on assessment visits, discussed at focus group meetings and referred to on formal reviews.
Functional skills training sessions are well planned and fully integrated into the NVQ element as practically as
possible. Learners and employers now have a good understanding of functional skills.
High quality, well-structured, flexible off-the-job training that is continually reviewed and improved upon
after consultation with the tutors, learners and employers. Learner and Mentor focus groups established and
improvement ideas discussed and implemented.
Challenging learning targets set for learners
Effective Integration of learning with work place activities and job development
Progression opportunities through Higher Apprenticeships level 4 & 5 now offered with a cohort on both
levels piloting the programmes.
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Areas for improvement
To encourage more Managers to attend the off the job training sessions – blended learning rather than
complete the independent self-study option
AREA OF LEARNING 15
Business Administration Apprenticeships
Grade 1/2
Achievement and standards
Date 2014/15 2015/16 2016/17
Success Rate 90% 95% 81.81%
Timely 88% 97% 81.81%
Quality of provision
A thorough Initial assessment process to ensure learners on the correct qualification.
On and off the job learning are coordinated and mutually supported by Protocol and employers
Training sessions are held at a well-equipped training centre and reflect the ethos of the workplace
Strong support from employers for learners to achieve qualifications and functional skills.
Comprehensive mentor guidelines that they have helped produce and improve, understanding checked and
evaluated through use of a quick quiz questionnaires and on formal reviews.
High quality, well-structured, varied and well-resourced and coordinated off-the-job training that is
continually reviewed and improved upon after consultation with the tutors, learners and employers. Learner
and Mentor focus groups/feedback established and improvement ideas discussed and implemented.
Flexible quality off-the-job training arrangements that take into account both the company and
learner needs. Individual course schedules produced and extra support provided if required particularly
outside of office hours. Work Study Plans fully embedded with off and on the job training
Thorough RPL process particularly after the achievement of previous qualifications and learners shown
how to incorporate evidence and cross reference to standards.
Effective assessment and internal qualify assurance process
Excellent resources, equipment and software for learner usage
Additional qualifications are available free of charge to all learners undertaking the administration
qualification in the form of ECDL to further enhance or improve ICT skills or E&D NVQ2.
Areas for Improvement
Increase employer base particularly in priority areas in line with local targets
Encourage more employers to support continuous learning and progressions once apprentices have been
taken on to a full time staff contract.
Evaluate reasons why the drop in QAR and ensure reasons outside of Protocol’s control. Monitor employers
where the learners are leaving early
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AREA OF LEARNING 6
Information Technology
Grade 1
Date 2014/15 2015/16* 2016/17
Success Rate 100% 88% 100%
Timely 100% 88% 100%
*Low numbers on the programme meant that of the 8 on programme 7 achieved and 1 did not, which
brought the QAR down for 15/16. 1 learner changed job role to work in a factory and did not wish to
pursue IT any further.
Learners are given progressively challenging targets and responsibilities in the workplace to help them
further develop and succeed
Protocol’s staff encourages learners to continue with their training and development. In order to broaden
their experience, improve their employability, and see clear progression routes onto complementary or
higher-level qualifications.
E- portfolio route for ITP
The quality of provision
A thorough Initial assessment process to ensure learners on the correct qualification.
On and off the job learning are coordinated and mutually supported by Protocol and employers
Strong support from employers for learners to achieve further qualifications and functional skills.
Comprehensive mentor guidelines that they have helped produce and improve, understanding checked and
evaluated through use of a quick quiz questionnaires and on formal reviews.
High quality, well-structured, varied and well-resourced and coordinated off-the-job training that is
continually reviewed and improved upon after consultation with the tutors, learners and employers. Learner
and Mentor focus groups established and improvement ideas discussed and implemented.
Flexible quality off-the-job training arrangements that take into account both the company and
learner needs. Individual course schedules produced and extra support provided if required particularly
outside of office hours.
Effective assessment and internal quality assurance process
Remote access for all learners through the use of the VLE. This enables distant learning and also enables
learners the ability to access the local resources even if they are unable to attend one of our training sessions.
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Area of Learning 7
Hospitality & Catering Apprenticeships
Grade 1
Date 2014/15 2015/16 2016/17
Success Rate 100% 100% 75%
Timely 100% 100% 75%
Low numbers of Hospitality achievers in 2016/17 meant that of the 4 learners who achieved 1 did not achieve so it has
brought the QAR down to 75%
Strengths
Good reputation within the Industry
Effective qualified staff
Good employer feedback and support for learners
Direct Claim Status with Awarding organisations
Varied portfolio of qualifications
Good resources on Moodle
QAR and Timely success being sustained at Grade One standards
Areas for improvement
More engagement with e learning resources
More use of taped professional discussions with learners and mentors
Encourage candidate statements to enhance English skills
Further development of resources and self-study materials
More learners to attend off the job training sessions
Marketing needed to improve learner numbers*
*This area has seen lower numbers due to the number of learners that leave the sector or move into other areas
thus affecting the QAR. This has been a commercial decision also.
I:\12.Quality& Awards\SAR\2016-17July 2017 26
Protocol Traineeship Programme Report Period 2013/14 – 2016/17
Since the 2014/15 contract we have worked with 88 Traineeship learners between the ages of 16-23. There were 25 in
2014/15, 30 learners in 2015/16 and 33 learners in 2016/17. 50 (57% over 3 years) of the learners have progressed onto
the next stage; Apprenticeships, Further Education or Full Time Employment, during or with 6 months of leaving the
programme. When a traineeship learner leaves the programme without achieving a progression our recruitment
department continues to work with them by keeping in contact, if they are still NEET we will discuss the vacancies we
have and send their CV’s to agreed employers.
Protocol Traineeship Delivery
We have a very thorough and robust initial assessment process for the way in which we recruit learners on to the
programmes. Once we have clearly identified which programme a learner is best suited for; an initial offer is made to
the learner to clearly give them an overview of the full programme elements. Within the Traineeship offer, the following
elements are discussed: -
Functional Skills English, Maths and ICT
IT User Skills
o Presentation Software
o Word Processing
o Spreadsheet Software
o Using Internet and Email
All of the above can be at either Level 1 or Level 2
Work Skills Award
o Applying for Jobs
o Preparing for an Interview
o Achieving Success at the Interview
o Career Progression
o Managing Money
o Personal Presentation for the Workplace
o CV and Covering Letters
Work Placement / Work Experience
A typical plan of delivery for the above units and work placement would be as follows: -
Weeks 10 - 26
Work Placement, including on the job
Reviews and Observations
Progression Outcome: -
College or Further Education
Apprenticeship
Full Time Employment
Protocol Initial Assessment Process
Protocol Induction (Including
Safeguarding, British Value and Prvent, ECM and Health and Safety)
Weeks 1-10
Work Skills, Functional Skills,
IT Units
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Learners are clearly informed that they do not have to have to complete the full work placement before progressing and
are encouraged to try their best and to give themselves the best opportunity if being taken onto the full apprenticeship
programme earlier than the 26 week stage.
Throughout the weeks 1 -10 we work closely with the learner to give them Information Advice and Guidance around
the next steps and are always monitoring and giving feedback on current position of their programme. Additional to the
academic areas we also support and monitor: -
Reliability Common Sense
Timekeeping and Attendance Honesty and integrity
Team Work Loyalty and commitment
Enthusiasm Motivation
Confidence levels Adaptability /Flexibility
Powers of Retention Self-management skills
Listening Skills Communication
All of the above of monitored through both an initial assessment questionnaire at the beginning and end of their
programme, but are also monitored through discussion with the PDC’s (Protocol Development Coaches) at key
milestones throughout their programme. See data appendix for additional data
Non Achievers
Despite our best efforts 9 learners in the 2014/15 and 11 learners in the 2015/16 contract year did not progress
into one of the progression categories (College, Apprenticeship etc.) Even though we are outside of the ESFA
requirements we are still attempting to make contact with these learners to support them with progressing into
either further education, apprenticeship programmes or part/full time employment. Additional to the
previously mentioned stats; see some of the reasons why learners were not successful in the first 2 years are:-
- 2 were unsuccessful at their interviews – feedback given to learners
- 4 did not give a sufficient enough performance and reliability at the work place to justify being taken on
- 1 refused to go for Job interviews as they only wanted certain sectors i.e. IT Support
- 3 removed from programme due to behavioural issues
- 2 not performing to a reliable standards in the work place and the employer not taking them onto the
apprenticeship programme
- 2 started apprenticeship but left after 4 weeks.
- 6 Not able to contact once left the programme
At the end of the 2016/17 contract we have supported 15 learners out 33 (45%) learners into a positive outcome
(split between apprenticeships, college/FE and part/full time work). We have 7 learners that are due to begin
their college course in September and we will update the system once they have ben in their college for 6
weeks (bringing our progression rate to 67%). We will continue to work with the remaining 11 learners to
support them with achieving a positive outcome and currently 4 are waiting for apprenticeship interviews and
one has gone back to Pakistan.
I:\12.Quality& Awards\SAR\2016-17July 2017 28
What learners like about Protocol and some comments
from “Have your Say”
The techniques used by my tutors helped me to learn better and faster
I enjoyed this training as it was fun and kept me interested
A very good training session, a lot of important points were discussed which will improve my everyday job
The support from the staff
Great training day
Excellent training day
Well planned and organised
I really enjoyed today, activities were really good and it was great all working together
Team work sessions very effective
Welcoming and comfortable environment for the off the job training
Accessible venue
Fun training
PRD feedback & EQA feedback positive and complimentary from Learner interviews
What learners feel we could improve on
Ensure employers release learners for training even at busy times for full days
Better guidelines for using Mahara – actions with clearer How to Guides for Mahara
I:\12.Quality& Awards\SAR\2016-17July 2017 29
Information Sources Documents/input sources used to contribute to the Self-Assessment Process
Annual Business/Development Plan
Quality Improvement Plan
Strategic Plan
ICT Development Plan
Staff Development Plan
HR & TNA Plan
Diversification Plan
Review & Self-Assessment Process
Investors in People & Matrix reports
Marketing Action Plan including competitor analysis
Equal Opportunities Action Plan
Health & Safety Action Plan
Safeguarding/Prevent Action Plan
Teaching & Learning Action Plan
Functional Skills Action Plan
Customer Feedback evaluation
Learner feedback evaluation
Employer feedback evaluation
Staff feedback
Focus group improvement suggestions summary
Management Information including Equal opportunities statistics & Leaner statistics of retention, NVQ
achievement and framework completion
Ofsted inspection reports
Benchmarking Data
Internal Quality Assurance documentation
Quality Assurance policies and procedures
External Quality Assurance Reports
Quality Questionnaires
Framework for Excellence
CIF
LEP Strategic Plans