Self-Assessment Report 2016
YATE
FISHPONDS
KINGSWOOD
CITY CENTRE
Contact
Jill Taylor
KTS Training (2002) Ltd Tel 0117 9605 184
E-mail jill.taylor@ktsgroup.co.uk
December 2015 (updated January 16)
Page 1
CONTENTS
Background to KTS
Context – South Gloucestershire Unitary Authority
Context – Bristol Unitary authority
Learner numbers
Grades Awarded
Summary Report



Overall Effectiveness
Main Findings
What do we need to do to improve?
Main Report




Capacity to make and sustain improvements
Outcomes for learners
Quality of provision
Leadership and Management
o Safeguarding
o Equality and Diversity
Subject areas


Preparation for Life and Work (Study Programmes/Traineeships) –
Area 14
Business Administration and Law (Apprenticeships) – Area 15
Glossary of Terms
Appendix 1 – Staff details
December 2015 (updated January 16)
Page 2
Background to KTS (2002) Ltd
KTS Training (2002) Ltd is based in Kingswood and has an additional 3 centres at
Yate, Fishponds and City Centre. Kingswood and Yate are based in the local
authority area of South Gloucestershire with Fishponds and City Centre based in
the Bristol local authority area.
KTS has been in existence since 1980 when it was originally formed as Kingswood
CVS to deliver a range of community based activities for unemployed adults.
Over the years the company expanded and put more emphasis on provision for
young people, especially those that are the most disadvantaged, offering in house
employability training as well as an increasing number of Apprenticeships.
In 2002 the company was the subject of a management buyout which necessitated
the formation of a new company KTS Training (2002) Ltd.
Reviewing the changing economy, and taking into account government priorities
our main focus over the last 10 years has become delivery to young people
through Apprenticeships, Foundation Programmes (including Study Programme,
Traineeships, ESF NEET reduction programme and work with year 10/11 pupils).
We continue to deliver to adults through Apprenticeships and commercial delivery.
Our Programmes are branded as Quest or Jigsaw (see below)
QUEST
JIGSAW
Apprenticeships
Study Programmes including
Traineeships
Commercial Delivery
Year 10/11
This has enabled us to both produce a range of marketing materials more specific
to the target audience and better focus our marketing activities.
Although we have a direct contract to deliver Study Programmes and Traineeships
through the EFA Apprenticeships are delivered through a contract with House Of
Clive (trading as Reflections). In 2015 up until July we also delivered a large NEET
reduction programme through an ESF subcontract with Weston College. This
ended when the last EFA round ended although Weston will be tendering for the
14-20 round of ESF and if successful we hope to be working with them again from
April 2016.
December 2015 (updated January 16)
Page 3
.
KTS currently has 37 staff, 35 of whom are employed directly and 2 that work on a
self-employed basis (for staffing details see Appendix 1).
Context – South Gloucestershire Unitary authority
With a total land area of 537sq km, South Gloucestershire is the largest unitary
authority in the South West and the latest population estimate of 271,600 accounts
for over 5% of the South West total. An increase in population of 28-30% is
forecast by 2033.
South Gloucestershire has the 4th highest population of all 37 South West
authorities with a higher population than most in the 15-19 age groups, 53% of
which are male.
The number of minority ethnic residents in South Gloucestershire remains low at
around 6% although this is likely to increase in the next few years.
80% of the population lives in the 20% of the area classed as urban whilst 20% of
the population lives in the 80% of the area classed as rural. For those living in rural
areas, transport, jobs and infrastructure can be problematic.
Within the area there are over 10,000 employers, however most of these are small
with 67.5% employing less than 5 staff.
29% of all jobs in the area are within public administration, education and health
sectors.
The banking, finance and insurance sector at 17.7% and distribution and hospitality
at 16% are the second and third largest sectors.
Defense, aerospace (Rolls Royce and Airbus) and retail along with local and
central government, higher and further education, insurance and
telecommunications also remain significant.
Whilst the scale and pace of economic growth has brought prosperity to many
areas of South Gloucestershire such as the new development at Emersons
Green/Lyde Green, which will include another 2,500 houses, 3 schools and a
range of business units, it has also created major challenges with an increase in
traffic and pressure on the infrastructure.
By 2017 it is hoped that this situation will be eased by the introduction of the
Metrobus, park and ride facilities and a link directly from the ring road at Emersons
Green to the M4/M5 motorway.
South Gloucestershire Council is one of 4 local authorities along with Bristol, North
Somerset and Bath and North East Somerset which make up the West of England
December 2015 (updated January 16)
Page 4
LEP, formed to respond to cross boundary issues and maximize opportunities for
the area through effective partnership working.
KINGSWOOD
GCSE Results 2015 (provisional) – schools nearest to Kingswood centre
GCSE A-C including English/Maths
School
Result
Kings Oak
Mangotsfield
SBL
37%
49%
46%
England average (State
funded schools)
56.1%
56.1%
56.1%
Kingswood (our main base) is one of the 6 priority neighbourhoods in South
Gloucestershire with another 2 of the areas in our catchment area.
New Cheltenham area, close to our base, is the most deprived area in South
Gloucestershire. 16-18 year olds that are NEET have been significantly higher in
the Kingswood area for the last 5 years than in other areas of South
Gloucestershire.
After being above the national average for many years GCSE results in South
Gloucestershire are below the national average for the fourth year running. Whilst
the local authority have set a challenging action plan this is not making the
progress they anticipated and is likely to be the subject of intensive monitoring from
national government.
The nearest schools to our Kingswood centre are below the national and local
average (see above).
Numbers of benefit claimants in the Kingswood area are also above the local and
national average.
Total deprivation factors are higher than local and national averages especially in
the areas of income, employment, crime and education deprivation. Both crime and
education deprivation are in the worst 20% of the country as a whole.
YATE
GCSE Results (Provisional) – schools nearest to Yate centre GCSE A-C
including English/Maths
School
Result
Yate International
Academy
Brimsham Green
47%
England average
(State funded schools)
56.1%
60%
56.1%
December 2015 (updated January 16)
Page 5
Yate overall is the most affluent area that KTS work in although there are still
pockets of deprivation there and due to its more rural location transport links and
access to employment is more limited.
The majority of those in employment in Yate travel to work from outside the local
area.
Educational achievement has improved at both schools local to our centre since
2012 and Brimsham Green is now significantly above the local and national
average but Yate International Academy despite becoming an Academy and
coming under Winterbourne International Academy has failed to make significant
progress.
Higher level jobs are significantly lower in the area and semi-routine and unskilled
are higher than average.
Context - Bristol Unitary Authority
With a total land area of 110sqk and a population of 442,500 Bristol is the largest
conurbation in the South West and the 8th largest city in England.
The population is forecast to increase significantly by 2021.
Bristol has a relatively young age profile with 1 in every 5 of those living in Bristol
being under the age of 16. This is significantly higher in wards where there is a
large immigrant population and in where there are high levels of social renting.
The population has grown increasingly diverse in the last 10 years with at least 50
countries of birth registered and 91 languages spoken. The number of residents
from a minority ethnic group has increased significantly in the last 10 years and is
currently around 22% including those that are ‘not white British’.
However in schools in Bristol the minority ethnic population is 30% which will have
a significant impact on future years.
Bristol is still highly dependent on the financial and business services sector which
has fluctuated in recent years. It had been showing signs of recovery but in
2015/16 heavy job losses at Lloyds and Nat West banking centres will impact.
Other significant sectors are public administration and health along with distribution
and logistics.
Bristol has been the European Green Capital 2015 and this has helped give
tourism a further boost which should continue into 2016.
Although GCSE results in Bristol have improved after many years of being very
poor the number of pupils achieving 5 A*-C including Maths and English is still
below the national average by over 3%. However it is now above South
Gloucestershire after being below for many years.
December 2015 (updated January 16)
Page 6
Fishponds
GCSE Results 2015 (Provisional) – schools nearest to Fishponds centre
achieving GCSE A-C including English/Maths
School
Result
Metropolitan
City Academy
Brunel Academy
45%
41%
44%
England average (State
funded schools)
56.1%
56.1%
56.1%
Fishponds is the location of our third centre which opened in October 12.
Most of the neighbourhood is more deprived than the local and national average
and one area falls within the lowest 10% of all England LSOA’s. Benefit claimants
are high and the numbers claiming disability living allowance is 40% higher than
the local average.
Both Fishponds and Hillfields are in the lowest 10% in the country for Education
and Skills achievement.
Low levels of community cohesion exist with most of the residents saying this has
got worse in the last 2 years. Problems with vandalism, noise and anti-social
behaviour are the main concerns and are above the average locally and nationally.
Violent crime and racist incidents also remain higher in this area with 2 shootings in
the last month.
City Centre
GCSE Results 2015 (Provisional) – schools nearest to City centre achieving
GCSE A-C including English/Maths
School
Result
Bridge Learning
Campus
City Academy
Oasis Brightstowe
21%
England average (State
funded schools)
56.1%
41%
30%
56.1%
56.1%
City Centre is our latest centre opening September 2014. This was opened in
request from Bristol City Council who felt there was little high quality Study
Programme provision in the area.
Learners can access city centre from most areas of Bristol but we aimed to recruit
learners from Lawrence Hill, Ashley, Easton and Cabot wards where the need is
greatest. These wards are the most deprived in the West of England area and also
December 2015 (updated January 16)
Page 7
contain the highest numbers from BME groups. Lawrence Hill is in the most
deprived 10% of areas in England. It is also the largest ward in the area.
However recruitment from this area has proved extremely difficult with young
people reluctant to engage in any form of education and training. We hope to target
this area if Weston is successful in their bid for future ESF NEET provision.
Benefit claimants in areas where KTS centres are located (September 15)
Area
% of JSA LA%
claimants
GB%
Kingswood
2.2%
0.9%
1.6%
Yate
1.1%
0.9%
1.6%
Staple Hill
2.0%
0.9%
1.6%
Fishponds/Hillfields 2.2%
1.8%
1.6%
Lawrence Hill
4.4%
1.8%
1.6%
Easton
3.5%
1.8%
1.6%
KTS LEARNER NUMBERS
Type of provision
Learner numbers November 2015
Advanced Apprenticeship
Apprenticeship
Study Programmes
Traineeships
Year 10/11
TOTAL
29
54
86
1
10
180
GRADES AWARDED
Overall Effectiveness of Provision
2
Capacity to Improve
Outcomes for learners
Quality of Provision
Leadership and Management
2
2
2
2
Equality and Diversity
Safeguarding
Subject Areas
2
2
December 2015 (updated January 16)
Page 8
2
2
Business Administration and Law
Preparation for Life and Work
OVERALL EFFECTIVENESS – Grade 2
Key Strengths






Strong, strategic links with local authorities, community organisations and
employers which benefit learners
Very good financial health and management
Learners develop good personal, social and employability skills which
prepare them for the world of work
Teaching, learning and assessment are good in all centres, successfully
motivating and supporting learners with significant barriers to achieve their
learning outcomes
Apprenticeships are of a high standard and valued by employers
Learner feedback is very good and they value the high levels of pastoral
care and support which enables them to achieve and progress
Areas for Improvement

Achievement of Maths and English Functional Skills qualifications on Study
Programmes needs improving

GCSE Maths and English delivery needs to be in place by September 16

Not all learners achieve a high quality work placement relevant to their
progression and career aims

Not enough teaching and assessment is outstanding

Some targets set for learners need to be more ambitious and stretching

Ensure learners skills in all aspects of English, Maths and employability are
developed and embedded in all areas of the curriculum
We are confident that whilst improvements need to be made to the delivery of
Study Programmes to ensure better success rates in Maths and English the
overall effectiveness of the organisation remains good and that we have the skills
and capacity to do this.
Leadership and management across the centres is good and there is an excellent
record of strong partnership working which benefits learners and the local
community.
December 2015 (updated January 16)
Page 9
Financial health and monitoring continue to be very effective.
Learners feel safe and well supported particularly within the centres which reflect
the positive promotion of safeguarding. KTS is working hard to promote traditional
British values including freedom, tolerance, respect and belief in personal and
social responsibility.
Extremism and intolerance in any form is not tolerated and the Prevent agenda is
covered in personal and social development sessions. External ‘experts’ have
delivered information sessions to staff and learners and we have excellent
resources through the local prevent coordinator and the police.
Equality of opportunity is well integrated and promoted within lesson plans and
reviews. Additional resources are being developed including learner videos of
practical scenarios of both good and bad examples of Equality and Diversity
practice.
Again, staff have regular update training and question and answers sessions from
an external consultant who we have worked with for many years and who is now
an advisor both to the West of England Local Enterprise Partnership (LEP) and
South Gloucestershire Council.
Gender and ethnic mix of learners reflects the local community although the
numbers from a minority ethnic group on Study Programmes has reduced in the
last 12 months although our research can find no reason for this.
On Apprenticeships locally, as nationally, BME learners are underrepresented
despite strenuous efforts to increase this.
We have a diverse range of staff with a gender, ethnicity, sexual orientation and
age mix.
On Apprenticeships in 14/15 success rates were excellent at 90% with 100% of
completers maintaining their positive outcomes.
On Study Programmes the overall success rate was 54% which is good given the
past experiences of education and training of many of our learners but needs to
improve.
From January 16 we are setting up a task group to look at this again and put
improvement actions in place.
Main Findings
KTS has an excellent record of partnership working throughout the West of
England area and the Quality Director is represented on a number of strategic and
operational forums across the local unitary authorities.
December 2015 (updated January 16)
Page 10
Learners within the centres feel safe and use safe working practices. Tutors,
support staff and managers build good relationships with the learners which foster
respect and trust and enhance the confidence of the learners. Learners also
demonstrate a good awareness of health and safety.
Learner progression is good with all young people in 14/15 that completed their
Apprenticeship qualification continuing in employment.
Learners on Study Programmes including Traineeships have a personalised
programme which includes English and Maths along with Workskills, which
includes tasters and work placements at employers of their choice which can vary
from one day per week to much longer blocks.
Learner feedback is consistently good and learner views are gathered regularly
through surveys, one to one and group discussions. Learner views are taken into
account when planning provision wherever possible.
Equality and Diversity are integrated into sessions and tutors also take advantage
of any naturally occurring opportunities for further promotion. Data on gender,
ethnicity and disability is monitored to ensure that achievements are consistent
across all areas and the external consultant we work with on Equality and Diversity
meets with the management team regularly.
Efforts to widen participation from under-represented groups have not worked as
well in 2015 as previously. It is difficult to find any reason for this apart from the fact
that some of the schools with a high minority ethnic population are delivering more
foundation programmes post 16. This results in more young people staying in
education at the same establishment.
We are continuing to work with community groups and other organisations based
in the inner city to promote our offer, particularly to BME groups where participation
is low and outreach activities are concentrating on this area.
Learners by group
Male
Foundation
Female
White
Minority
Ethnic Group
Disability
55%
45%
88%
12%
20%
31%
69%
94%
6%
12%
Programmes
Apprenticeships
.
Safeguarding is effective. All staff and volunteers have an enhanced DBS check
and these are updated on a 3 yearly basis. A central register is held which also
records details of staff training in safeguarding which is usually held 6 monthly.
December 2015 (updated January 16)
Page 11
KTS has a safeguarding policy which is understood by all staff who are clear about
the referral processes.
We have links with Bristol and South Gloucestershire Safeguarding Boards and
have a good relationship with First Response. Staff training on both Equality and
Diversity and Safeguarding is carried out for all staff and managers regularly and
new staff members complete a series of on-line Equality and Diversity training
modules.
We also have an Equality, Diversity and Safeguarding Action Plan which is
monitored quarterly with input from an external consultant.
Care, guidance and support are very effective particularly on Foundation
programmes where we work with a high number of vulnerable young people. KTS
has extensive and productive links with a wide range of partners and specialist and
support agencies which benefits learners. Feedback on the benefits of this from
partners is also excellent.
Assessment and training in the workplace is good and uses a variety of
assessment methods.
Since the introduction of new standards for our NVQ’s learners come in for out of
workplace training for 12 weeks at the beginning of their programme. This is
working well and feedback from learners, employers and our EQA has been
extremely positive.
All learners are set challenging learning aims and goals to broaden their
employability skills which are closely monitored by both their training and
development consultant and IQA’s.
The IQA process is well planned and effective and feedback from learners shows
they are clear about the process. This is confirmed by external EQA reports from
the awarding bodies.
There is a well-established CPD programme for all staff. Staff qualifications are
continually reviewed and update training encouraged. The support given for
training and development activities is highly valued (see Appendix 2).
Lesson observations were previously carried out mainly by using external ‘experts’
but since our last inspection we have developed our own internal and external
processes including observations by managers and peer review. We also do
informal ‘walk through’ mini observations to check on behaviour and learning.
All managers expect and communicate to their staff their expectations of them to
deliver high quality, engaging and creative lessons as well as promoting and
sharing best practice across the company.
December 2015 (updated January 16)
Page 12
What do we need to do to improve?
We need to continue to work with local employers particularly those offering
practical occupational areas for learners on Foundation programmes to ensure
availability of work placements/tasters and also encourage participation in
employability sessions, mock interviews etc.
We also need to continue with the good progress made in involving employers in
all aspects of the delivery of Apprenticeships. Employer feedback continues to be
very good and employer attendance at TDC visits and reviews has increased
considerably in the last 12 months.
The VLE is now widely used by tutors and learners on Foundation programmes
and feedback has been very positive. We need to ensure that it is used as
effectively across all programmes enabling all learners, employers and partners’
access to on-line courses, support materials and resources.
We also need to ensure that our strategy on observation of teaching and learning
is effective and leads to more instances of outstanding delivery in 2016.
Targets need to be consistently SMART across all centres and need to be
ambitious and stretching taking into account the individual needs of learners.
MAIN REPORT
Capacity to make and sustain improvement - GRADE 2
Since the last SAR KTS has made good progress on achieving some of the
improvement actions identified in the Quality Improvement Plan although some still
need further improvement particularly:

Achievement rates in Functional Skills

Delivering outstanding teaching

Ensuring all targets for learners are ambitious and stretching
We have continued to maintain the strengths identified especially partnership
working, pastoral care, learners development of good personal, social and
employability skills and the excellent success rates on Apprenticeships.
KTS (2002) Ltd has a clear vision and our key priority is to improve outcomes for
learners and employers and make an effective contribution to the communities in
which we are based. This is understood and shared by staff.
The management culture is open and supportive. Provision is well planned and
managed with a clear focus on priorities to raise standards and outcomes for
learners. Changes in the weekly hours/length of the programme instigated for the
December 2015 (updated January 16)
Page 13
15/16 year, taking into account previous learner feedback, are working better in
some centres than others so from January 16 we are looking at how we can
implement a more flexible delivery model and market all of our routes to success
(Apprenticeships, Traineeships and Study Programmes) more cohesively.
Information technology is used effectively to benefit learners including, a VLE,
website, E portfolios (Smart Assessor) and the use of Facebook/Twitter and other
social media as a positive engagement tool. We have recently started using an
iPad at each centre to record positive images, feedback, achievements, success
stories etc. which are updated weekly on Facebook/Twitter.
Partnership working is excellent and effective links made and developed over
many years has ensured that KTS is well known and respected throughout the
area for the contribution it has made to learning. There is good, strategic level
involvement in the local training and education network particularly with the local
authorities in South Gloucestershire and Bristol.
Outcomes for learners in Maths and English still need to improve. Achievement of
Workskills is good and learners improve employability skills such as team working,
decision making, accepting responsibility, attendance and interpersonal skills.
This has helped the progression rates which are excellent on Apprenticeships and
particularly encouraging on Study Programmes where learners starting points are
often very low.
The excellent guidance and pastoral care and support has been vital to this and
has been consistently recognised by schools, referral and support agencies as well
as Ofsted at our last inspection.
However improving Maths and English needs to remain a priority for the majority of
learners and their starting point on joining us remains a concern with 100% not
achieving an A-C GCSE in Maths and English by the end of year 11.
The fact that school has not engaged them in these crucial areas makes our task
extremely difficult but we aim by making both as Functional as possible and by
embedding across all subjects delivered to improve this considerably.
Delivery of Maths and English GCSE remains a challenge. Our Maths specialist
has recently left and joined an FE college and the normal delivery of these subjects
is over a 2 year period rather than the current 1 year maximum that we usually
deliver.
At the moment we are exploring options as to whether it would be more effective to
engage our own ‘specialists’ or work in partnership with other providers on delivery
and we need to resolve this in the next couple of months ready for delivery in
September 16.
December 2015 (updated January 16)
Page 14
KTS embraces positive change and constantly assesses the qualifications it
delivers and the methods of delivery, within the confines of the requirements of the
funding bodies, to ensure that they meet the needs of the learners and employers.
Our Apprenticeship programme has recently been restructured in line with the
additional teaching and learning requirements of the latest framework and all
Apprentices attend out of work training sessions at KTS on a day release basis for
a minimum of 12 weeks.
This is a challenging course with stretching assignments to complete but early
feedback is that despite the hard work learners are enjoying and achieving.
Our first EQA visit since the introduction of this (December 15) was highly
complementary about the standards achieved and the quality of teaching/delivery.
Our Traineeship delivery has also been restructured with most learners spending
more time with an employer and attending KTS weekly for structured employability
skills training and Maths and English (if needed).
At the moment numbers experiencing the new process are small but early
feedback is very positive.
Study programmes delivery from August 15 was changed, in response to learner
feedback, to a more intensive programme over a shorter period. Whilst this works
well for some learners it has not been totally successful so from January 16 we are
setting up a working group to look at ways of delivering a more flexible programme
that can meet the needs of all learners.
We are also hoping that from April 16 we will be able to replicate our very
successful ESF programme under the new ESF 14-20 programme for those NEET
young people who need more engagement activities and pastoral care and support
before they are ready to start on Study Programmes, FE or another positive
outcome.
Feedback from learners, employers and other partners is constantly sought and
improvement actions, including demand led local provision put in place where
feasible.
Outcomes for learners – Grade 2
Overall success rates are excellent on Apprenticeship programmes and 100% of
those that complete remain in a positive outcome.
On all Foundation programmes (Study Programmes, Traineeships and year 10/11)
learners make good progress and improve their Maths and English skills as well as
developing vocational skills and their personal, social and employability skills. This
leads to good progression rates into positive outcomes.
December 2015 (updated January 16)
Page 15
Success rates in Functional Skills Maths and English need to be higher on
Foundation programmes but overall prior attainment is low leading to an aversion
to these subjects from many learners which is hard to overcome.
Learners on Foundation programmes can achieve a range of qualifications
including:




Functional Skills (English, Maths and ICT)
BTEC Workskills and Jamie Oliver’s home cooking skills
First Aid Certificates
Health and Safety Certificate
We also work hard to ensure our learners become good citizens and involve many
external groups and support agencies etc. in running sessions on topics including:

The world of work including interview skills and mock interviews

Equality and Diversity

Safeguarding

The Prevent Agenda

Health including sexual health, healthy living etc.

Drug and alcohol abuse

Independent living
Additionally learners receive careers advice and guidance from our own staff and
from an impartial consultant who works for us on a freelance basis. The consultant
then prepares an action plan with the learner that the tutor/work placement staff
work on with the learner.
Learners also undertake a range of structured work experience/tasters in
occupational areas of their choice ranging in length from half days to several
months.
Progression into positive outcomes remains very good given that most of our
Foundation learners are from the most disadvantaged groups and we have set a
target of an increase of 5% for 15/16.
December 2015 (updated January 16)
Page 16
Foundation Programmes Positive Outcome Rates
2012/13
(FL)
2013/14
(SP)
2014/15
(SP)
339
197
200
(SP)
20
28 (8%)
20 (10%)
30 (15%)
1 (5%)
Leavers from FL/SP
2015/16
To period 4
Positive Outcome Route
Apprenticeships
Traineeship
1 (5%)
Further Education
123 (36%)
47 (24%)
61 (31%)
9 (45%)
Employment with training
19 (6%)
10 (5%)
Employment Only
46 (14%)
56 (29%)
36 (18%)
2 (10%)
In paid employment for less
than 16 hours a week
6 (3%)
1 (5%)
Voluntary work
2 (1%)
0
135 (67%)
14 (70%)
In paid employment 16 hours
or more a week
Success Rate
216 (64%)
133 (68%)
Overall Achievement
Foundation
Programme
50056943: Award
in Using ICT Entry
3
50080209: Award
in Home Cooking
Skills Level 2
50080842: Award
in Home Cooking
Skills Level 1
50084732:
Functional Skills
Qualification in
ICT Entry 3
Timely Achievement
2012/13
2013/14
2014/15
2012/13
2013/14
2014/15
Cohort
126
27
25
123
27
25
Achieved
116
23
25
109
23
Achievement Rate
92.06%
85.19%
100.00%
88.62%
85.19%
Cohort
33
39
8
33
39
25
100.00
%
8
Achieved
10
22
8
9
22
Achievement Rate
30.30%
56.41%
100.00%
27.27%
56.41%
Cohort
120
93
40
120
93
Achieved
68
53
40
55
51
Achievement Rate
56.67%
56.99%
100.00%
45.83%
54.84%
Cohort
1
1
Achieved
1
Achievement Rate
100.00%
December 2015 (updated January 16)
Page 17
1
8
100.00
%
40
40
100.00
%
1
1
0.00%
100.00
0.00%
%
50084987:
Functional Skills
qualification in
Mathematics E3
50085050:
Functional Skills
qualification in
ICT L1
50085098:
Functional Skills
qualification in
ICT L2
50089080:
Functional Skills
qualification in
mathematics L2
50089109:
Functional Skills
qualification in
mathematics L1
50089638:
Functional Skills
qualification in
English L2
50091116:
Functional Skills
qualification in
English L1
50091979:
Functional Skills
qualification in
English at Entry 3
50110329:
Introductory
Award in Life and
Living Skills E3
60022929: Award
in WorkSkills L2
60022966:
Certificate in
WorkSkills L2
60023934: Award
in WorkSkills L1
60023946:
Certificate in
WorkSkills L1
Cohort
39
26
43
39
26
43
Achieved
24
16
26
23
16
26
Achievement Rate
61.54%
61.54%
60.47%
58.97%
61.54%
60.47%
Cohort
85
87
68
84
87
68
Achieved
37
35
34
34
35
34
Achievement Rate
43.53%
40.23%
50.00%
40.48%
40.23%
50.00%
Cohort
3
25
14
3
25
14
Achieved
1
10
7
1
10
7
Achievement Rate
33.33%
40.00%
50.00%
33.33%
40.00%
50.00%
Cohort
23
53
61
23
53
61
Achieved
1
15
16
1
15
16
Achievement Rate
4.35%
28.30%
26.23%
4.35%
28.30%
26.23%
Cohort
36
58
69
36
58
69
Achieved
8
28
26
7
28
26
Achievement Rate
22.22%
48.28%
37.68%
19.44%
48.28%
37.68%
Cohort
22
60
76
22
60
76
Achieved
7
21
24
6
20
24
Achievement Rate
31.82%
35.00%
31.58%
27.27%
33.33%
31.58%
Cohort
34
52
54
33
52
54
Achieved
17
32
21
13
30
21
Achievement Rate
50.00%
61.54%
38.89%
39.39%
57.69%
38.89%
Cohort
29
24
35
29
24
35
Achieved
20
11
19
18
11
19
Achievement Rate
68.97%
45.83%
54.29%
62.07%
45.83%
54.29%
Cohort
124
24
25
121
24
25
Achieved
118
21
25
110
21
Achievement Rate
95.16%
87.50%
100.00%
90.91%
87.50%
Cohort
41
19
41
25
100.00
%
19
Achieved
37
17
37
17
Achievement Rate
90.24%
89.47%
90.24%
89.47%
Cohort
42
52
42
52
Achieved
34
30
34
30
Achievement Rate
80.95%
57.69%
80.95%
57.69%
Cohort
26
11
26
11
Achieved
17
11
17
Achievement Rate
65.38%
100.00%
65.38%
Cohort
52
64
52
11
100.00
%
64
Achieved
35
32
34
32
Achievement Rate
67.31%
50.00%
65.38%
50.00%
December 2015 (updated January 16)
Page 18
Overall Achievement
Timely Achievement
2013/14
737
416
2014/15
665
361
2012/13
2013/14
2014/15
Cohort
Achieved
2012/13
1403
862
1321
737
665
695
410
361
Achievement Rate
61.44%
56.45%
54.29%
52.61%
55.63%
54.29%
On Apprenticeships retention in employment on completion is 100%.
Apprenticeships learner outcomes were excellent in 14/15 at 90% an increase of
10% over the previous year. Our target for 15/16 is to maintain this rate.
Learners develop their occupational skills; increase their confidence and
communication skills and generally increase their employability skills. This is
recognised by both the learners and their employers and is reflected in the fact that
100% of learners are employed by the same company after completing their
Apprenticeship.
Whilst the majority of older learners are in employment when they are recruited the
majority of the 16-18 year olds are recruited to the companies directly through
KTS.
Careful matching of the young person with the employer and the job role leads to
excellent achievement rates both overall and timely for 16-18 year olds and good
progression to a higher level apprenticeship.
Learner and employer feedback is very positive and the FE Choices and Employer
Satisfaction survey for 13/14 scored 9.6 overall for learner satisfaction and 9.4 for
employer satisfaction. We are awaiting the 14/15 feedback in the New Year.
Learner feedback on Study Programmes shows that learners particularly value the
support they receive from all staff and the high expectations and encouragement
staff give them to achieve and progress.
Quality of Provision – Grade 2
Teaching, training, learning and assessment are consistently good across all
centres although not enough lessons are yet outstanding.
On Foundation programmes initial assessment is carried out very thoroughly both
initially and on an ongoing basis.
From the interview stage young people are assessed and given advice and
guidance and we refer them to other providers if we feel that KTS cannot best meet
their needs.
96% of learners felt that the interview process was a very good one.
December 2015 (updated January 16)
Page 19
A personal profile is compiled with detailed information about the learners and their
additional/pastoral needs, learning styles, past experiences of education.
Tutors use a wide range of screening and assessment tools including BKSB to
inform programme planning and support for individual learners. Initial assessment
also builds on the detailed profile started at interview stage and built up about each
learner during their participation in the programme.
Work experience options are identified and the work placement staff meets with the
learner. Learners also have access to impartial advice and guidance from an
external consultant throughout their time with KTS as well as from the engagement
team and their tutors.
On work based learning there is a very thorough assessment procedure including

Use of Learning Styles questionnaire at initial sign up visit

At group induction PLTS analysis is carried out by learners, longer term
career aims are discussed and the skills they would need to develop to
achieve these are recorded and a BKSB assessment and analysis is carried
out to determine additional support that may be needed especially around
Functional Skills

At workplace induction an in depth discussion is carried out with the learner
and mentor/employer to identify development needs from the perspective of
the learner and employer. Previous experience is taken into account when
assessing the learning requirements with stretching, individualised targets
set.

From this suitable NVQ units are chosen and a detailed analysis of the
learning needs against each unit is completed, recorded and used to create
an individual learning plan for each learner. Employer feedback has shown
that this is especially valuable and they appreciate that the learner is being
developed and ‘stretched’ rather than just meeting the minimum framework
criteria.

The learner and employer are encouraged to revisit PDP on a regular basis
to review learning targets. Consideration is also given to the learner’s
workload and capability and any in house training and development
planned.

Where learners do not have A-C grades in Maths, English and ICT they are
encouraged to undertake level 2 qualifications where the framework only
requires level 1. Learners work is marked and assessed quickly and
additional work given to allow more driven learners to take more autonomy
and work at a faster pace.
December 2015 (updated January 16)
Page 20

A range of learning resources is used to meet all learning styles from
discussion to assignments, video clips and a variety of group and hands on
activities. Changes to resources, session structure and teaching styles are
made where required to meet the needs of the learner.
On all programmes one to one and small group support is provided where needed.
On Foundation programmes tutors plan interesting activities that engage the
learners and feedback is taken into account when making any improvements.
Tutors work together across sites to share good practice and resources and they
attend a range of training and professional development events both regionally and
nationally.
Tutors have positive relationships with learners that encourage respect and trust.
Learners are treated as adults, something that they value highly along with the safe
learning environment.
The mix of tutors provides positive role models and learner feedback on the
support received is outstanding.
Learners’ personal and social skills are effectively enhanced and individual needs
are taken into account when planning lessons and activities. Sessions are
appropriately paced and challenging.
On Foundation programmes peer mentoring and development of learners is
actively encouraged to improve learners’ understanding and also provide challenge
to more able learners.
Learner feedback is used when planning sessions and also when developing
additional qualifications.
Progression into Apprenticeships from Foundation programmes has improved in
14/15 by 5% to 15% although we are aiming to achieve 25% in the next 12 months.
Progression to FE in 14/15 rose again whilst employment reduced but this is
because learners are starting to recognise that higher qualifications are likely to
mean that they can gain more sustainable employment.
Numbers on Traineeships have been poor despite the fact that we have had
positive success in selling the concept to employers and have vacancies
advertised on NAS.
We have recently employed a marketing executive with exclusive responsibility for
marketing Traineeships to young people, schools and referral agencies as well as
working with employers and using all forms of social media. We have set
challenging targets for the next 6 months and are hoping that the new, structured
programme combined with the range of occupational choices in Apprenticeships
will prove attractive.
December 2015 (updated January 16)
Page 21
KTS has very good links with the local community in all of the centres where it
operates and has built strong and effective links with schools including extending
provision to groups of year 10/11.
In 15/16 we have reintroduced a specific year 10/11 group as well an infilling
learners into some centres. At the moment this is working well and group feedback
is very good. All learners feel that they are achieving much more than at school
and that the teaching support is much better.
They are all working towards qualifications although the school interest and contact
with them seems minimal.
Relationships with the local authorities and a wide range of referral and support
agencies are excellent. The demise of Connexions and its integration into the local
authority has led to a decrease in referrals as their remit has changed and they
have many staff cuts. To ensure that numbers recruited do not decrease we have
considerably extended our recruitment team.
Training and development consultants on the Apprenticeship programme take
particular care to understand employers’ businesses and learners’ job roles to
ensure that the best mix of units are selected, enabling learners to make good
progress. They are also flexible to the needs of employers and work patterns when
planning visits, tests etc.
The development of Smart Assessor has allowed learners to become more
proactive with regard to taking responsibility for own learning. With the new up front
out of workplace teaching and learning including assignments, learners are able to
achieve 3 units which will enthuse and encourage them to progress.
This will also help them to achieve and be timely within their planned end date
rather than within the flexibilities allowed.
We are optimistic that we will be able to once again offer ESF provision to NEET
learners in 2016 under the new ESF programme and if so this is likely to
commence in April. This programme will be highly outcome based with sustainable
progression being the key principle.
Managers actively participate in a wide range of networks that principally focus on
the development and quality of provision for learners. KTS represents Work Based
Learning on a number of groups including South Gloucestershire 14-19 Strategy
Group, Apprenticeship strategy group and Employment and Skills steering group.
We are also the only independent training provider member of the West of England
LLDD group, set up to ensure that as much suitable provision as possible is
available in the local area and that fewer learners have to travel out of area post
16. This group also includes representatives from all four local unitary authorities,
FE and specialist college providers etc.
December 2015 (updated January 16)
Page 22
Leadership and Management – Grade 2
Leadership and management are good.
There is a senior management team and a wider management team that includes
the Quality Manager, Training and Development Manager, Marketing Manager and
Business Development Manager.
Additionally there are the Centre Managers at all 4 centres who are also senior
tutors.
Strategic planning is taken very seriously and senior managers have maintained a
focus over time on meeting the needs of the local community, particularly for young
people.
In 2014/15 we responded to the needs of Bristol City Council and opened a new
facility in the inner city where NEET numbers are high. However recruitment to this
centre has proved difficult despite its location and we are using a lot of resources
to try and improve this situation.
In South Gloucestershire we have offered additional year 10/11 places in response
to local authority demand and we are hoping that we will be allowed under a new
ESF contract to re-engage year 11 learners who are excluded/at risk of exclusion
as we have been very successful with this in the past.
We will also seek out new partnership opportunities that benefit learners and the
local community throughout 2016.
There is a clear commitment to continually improving the quality and breadth of
provision and ensuring high achievements and positive progression for learners
across programmes.
Data is used effectively and detailed reports on recruitment, retention and
achievements along with financial data are used to monitor performance.
Remedial action is put in place where any of the areas fall below targets set.
It remains extremely difficult to recruit and retain Maths and English specialist
teachers who can confidently teach at level 2 and above.
We have also had staff changes due to maternity leave, long term sickness and job
progressions which have not helped but feel we have maintained a good level of
teaching, learning and support to all learners during 2015 and will maintain and
improve this in 2016.
Partnership working remains excellent and KTS has had a significant impact on the
local training provider network for many years.
December 2015 (updated January 16)
Page 23
The Quality Director remains a member of a successful Peer Review Development
group with two other leading providers in the area (Reflections Hairdressing and
S&B Automotive Academy), concentrating on issues such as:




Quality of Teaching and Learning
Assessment process
Recruitment and Induction
Staff involvement with the self-assessment process
Additionally she is the training provider network representative on The WOE group
for LLDD and is also on the South Gloucestershire 14-19 strategy group,
Apprenticeship Strategy Group and Employment and Skills group.
.
Engagement with learners is very good, particularly on Foundation programmes
where the Managing Director attends each centre weekly and is very involved with
everything that is going on there on a daily basis.
Learner feedback is collected in various ways and used to make improvements
where identified and reasonable. However the majority of feedback is positive and
learners feel that their total experience at KTS is a good one.
Work based learners’ views are regularly obtained at reviews and in surveys and
we have been gathering feedback on the new delivery model which so far has
been very positive
The staff development programme is well designed to develop staff and managers’
skills in relation to risk assessment and business planning. Training attended is
reviewed and evaluated to ensure that it has met aims and objectives. All staff
have an annual Performance Development Review (PRD) that looks at what has
been achieved, future planning and training and development needed. This is with
their line manager and the Training Director. In addition regular staff one to one
meetings with their line manager cover training and development needs.
All staff are subject to an enhanced DBS check and this is recorded on a central
register.
Well-designed materials promote safeguarding to learners and learner knowledge
and understanding is good.
We have a range of DVD’s and other resources on the Prevent agenda which were
obtained through the Metropolitan police and have made links with the coordinators
for the south west for FE and also with Avon and Somerset police staff promoting
the agenda who have delivered information sessions to staff and learners.
The principles that the government are currently promoting of:
December 2015 (updated January 16)
Page 24
Democracy, freedom, tolerance, respect and belief in personal and social
responsibility have always been implicit in all of our work.
Health and safety arrangements are thorough and include the promotion of esafety.
Premises are welcoming and friendly and resources are good.
All ICT equipment was fully upgraded in 2014.
KTS is committed to the ongoing improvement and development of its resources,
considering costs, sustainability and quality to ensure value for money can be
demonstrated.
SAFEGUARDING – Grade 2
KTS promotes safeguarding well and has comprehensive policies and procedures
to protect all young people and vulnerable adults.
Learners consistently say that they feel safe at KTS in learner surveys. We actively
promote anti-bullying and use Personal and Social Development (PSD) sessions to
cover topics such as extremism and terrorism, E&D, faith and belief etc. often
using external speakers and involving learners in role plays, discussions etc.
We have CCTV cameras in all training rooms, learner rest rooms, corridors and
parking areas in our biggest centre at Kingswood.
All visitors sign in and out of the building and wear visitor badges during their stay.
Health and Safety and Safeguarding are promoted through well planned lessons
and activities delivered by both the Health and Safety Officer and tutors. Learner
feedback on these activities is very good, together with their understanding which
is checked at all reviews.
However we do need to ensure that no opportunities for promotion in lessons and
training sessions are missed.
The safety of workplaces and procedures to safeguard learners in employers’
premises is assessed effectively before learners undertake placements, tasters, or
work based learning. A comprehensive check is also carried out where learners
are already employed when they start a learning programme with KTS.
All activities undertaken by learners have appropriate risk assessments carried out.
These are completed by tutors and must be approved by the H&S officer and
Quality Director.
December 2015 (updated January 16)
Page 25
Apprentices in the workplace are also given information concerning our
safeguarding policy and understanding is developed and reinforced at reviews.
All staff undertake an enhanced DBS check along with any volunteers and these
are kept in a central register.
The Quality Director has lead responsibility for safeguarding along with the
Managing Director.
Training in Equality and Diversity and Safeguarding takes place 6 monthly and new
staff can undertake e-learning training on modules designed by the external
consultant we work with for all Safeguarding and E&D training. We also have
access to an external telephone helpline through the external consultant where
staff are unsure of the best action to take.
As well as more formal sessions we have run staff question and answer sessions
with the external consultant which have proved popular and allow staff to pose
what if questions and scenarios.
All staff are provided with a copy of the safeguarding policy during induction and
understand its importance and required actions. The policy also contains contact
details of relevant agencies/police etc.
KTS has effective links with all relevant agencies including the local safeguarding
boards and First Response.
A record is kept of all safeguarding queries/referrals etc. by centre and member of
staff.
EQUALITY AND DIVERSITY - Grade 2
Equality and Diversity has a high profile throughout the organisation.
Tutors integrate equality and diversity into lessons wherever possible and also take
account of any opportunities that may naturally occur to promote equality and
diversity.
On Foundation programmes in particular, use is made of ‘scenario training’ which
the learners enjoy and which provokes lively discussion.
On Quest a wide variety of resources are available to learners including:

Learning aids and power point presentations that TDCs take into the
workplace

General resources are available on SMART assessor

Dyslexia appropriate materials are available on the VLE
December 2015 (updated January 16)
Page 26
Marketing materials, including the newsletter, are inclusive.
Bullying and harassment is not tolerated. Learners understand this and have
produced a range of posters and displays for classrooms to illustrate this. Learners
are also involved in putting ‘ground rules’ in place and have input into the code of
conduct.
However we do need to adhere to this consistently across all centres as we still
have some issues particularly with the use of mobile phones and wearing of hats
and coats.
Policies and procedures are comprehensive and are understood by all staff and
regular training/information sessions are held for all staff and delivered by an
external consultant. Policies have been subject to an Equality Impact Assessment
(EIA) by our external consultant who is also the advisor to the West of England
Local Enterprise Council and South Gloucestershire Council.
Employers are expected to have an equality and diversity policy or to use KTS’ and
to show commitment to this. KTS has worked with an external consultant to
produce fact sheets on E&D for employers.
Data including success rates and progression of different groups of learners is
monitored. This includes gender, ethnicity and disability/learning difficulty. Formal
monitoring of learner groups is carried out at least quarterly involving the external
consultant and an Action Plan produced. Progress against this Action Plan is
shared at management and staff meetings. .
Feedback from all learners’ shows that they feel well supported and encouraged to
succeed throughout their programme. 98% of learners felt that the interview
process and induction was good and they felt confident to join KTS and that it
would meet their needs.
KTS premises are all easily accessible by public transport although wheelchair
access is not that easy at Kingswood as the premises are historic and rented.
A good range of resources is available and learners value the opportunities and
support they are given particularly on Foundation programmes.
There is a good staff mix including ethnicity, gender and disability.
Efforts to widen participation from under-represented groups have involved working
closely with schools and community groups based in the city centre and in
September 2014 we opened a new centre in this area.
However, along with other providers in the area we are not meeting our targets for
number of learners on the programmes from minority ethnic groups in any of the
programmes.
December 2015 (updated January 16)
Page 27
This is despite concerted efforts and working with support groups, community
groups in areas with a high ethnic population, working with schools in these areas
and also concentrating outreach activities/marketing in these areas.
It will remain an improvement action in the Quality Improvement Plan and we will
continue to work with as many partners as possible to try and improve on this.
KTS has very good links with a wide range of support agencies and regularly
arranges talks to learners on Foundation programmes. These include those that
deal with drugs, sexual health, hearing and visual impairments, racist incidents etc.
We also work closely with YOT, Community Police, young homeless agencies and
schools where year 10/11 are excluded/at risk of exclusion. This ensures our
programmes are as ‘inclusive’ as possible.
AREAS OF LEARNING
Area 14 – Preparation for life and work – Grade 2
Strengths






Very good initial and ongoing assessment using a range of tools enables
tutors to set stretching, individualised targets which are monitored
frequently.
Pastoral care and support for individual learner needs is excellent
Staff work hard to maintain communications with the wide range of support
agencies involved with many of our learners with complex issues
Enrichment activities are used effectively to motivate learners
Learners develop the personal and employability skills valued by employers
Excellent partnership arrangements are used proactively to provide both
opportunities and support for learners
Areas for Improvement





Maths and English success rates need to improve
All learners should undertake a meaningful work placement as part of their
course
Continue to increase progression rates into Apprenticeships
More teaching sessions need to be outstanding
Good behaviour and attendance needs to be consistent across all centres
Success rates, particularly in Maths and English need improving considerably
although given the very challenging nature of many of our learners with a very high
number with behavioral problems many have made excellent personal progress.
December 2015 (updated January 16)
Page 28
Delivery of GCSE will be very challenging and we are still considering the best
options for delivery in 16/17 but are determined that it will be in place.
Positive outcome rates have remained about the same in 14/15 although entry to
Apprenticeships and FE has risen which is encouraging for their longer term career
prospects. It would be helpful for progression if FE colleges were more flexible in
their entry patterns.
Learners have the opportunity to achieve a range of qualifications at all levels
including:






Functional Skills (Maths, English and ICT at entry level to level 2)
BTEC Workskills
BTEC Jamie Oliver home cooking skills
A range of ICT qualifications
First Aid Certificates
Health and Safety Certificate
Additionally learners access a wide range of PSD sessions in topics such as
Prevent, Citizenship, knife crime, gang culture, bullying along with a wide range of
topics aimed at getting them to live a healthier, more active life.
We are particularly working hard to persuade the learners to reduce their
consumption of sugar mainly through energy drinks which they are addicted to.
Sessions are delivered by a mix of staff and external speakers.
There is a very thorough 2 stage interview process which allows us to gather a
great deal of information about our learners, academic, personal and social
helping us to create an individual programme that best meets their needs and their
longer term career aspirations.
Initial and ongoing diagnostic assessment is good and uses a range of methods
including BKSB. Learners understand the importance of assessment and how it is
used in determining their individual learning plans and targets.
All learners undertake a comprehensive induction when Health and Safety and
Equality and Diversity are covered. A range of styles and resources appropriate to
the learner group are utilised. Learners’ knowledge and understanding of these
areas is reinforced during their programme with a range of additional scenarios and
challenges set within sessions, as well as at review. Learners are clear about their
rights and responsibilities and KTS code of conduct.
Lessons in all subjects are made functional, relevant and vocational to the
learners. Each lesson often has links to another subject e.g. using Maths and IT as
well as English in Workskills.
December 2015 (updated January 16)
Page 29
This helps learners realise their importance in everyday life and not just see them
as a subject they hated or failed at in school.
Learner’s wider skills e.g. communication, teamwork, leadership, problem solving,
employability, reflective thinking, citizenship and rights and responsibilities are
developed giving them the confidence and ability to complete a work placement
and progress into a positive outcome.
Ongoing careers advice and guidance is offered throughout the learner’s
programme both from tutors and an external careers consultant who works across
all sites. They then liaise with the work placement staff to find opportunities in their
chosen areas.
Learners enjoy their learning and are well motivated. The staff have high
expectation of the learners journey and clear learning objectives are set for each
session as well as overall qualification aims. Their work is marked and assessed
regularly taking account of spelling, punctuation and grammar.
Positive and encouraging feedback from staff ensures learners develop their
confidence and raise their aspirations to succeed, making them feel they are being
treated as adults and are not a failure in life because their achievements at school
were not high.
Records of training (ROT) are updated daily and can be accessed by all tutors and
support staff and are an invaluable source of information on performance and also
personal and social issues which may impact on this. They also record behaviour
and effort.
The business development team regularly participates in mock interview sessions
with Study Programmes learners and also delivers workshops on what employers
are looking for. We do still need to involve more external employers in these
sessions in the future and are hoping to work with the civil service and banks on
this in 15/16 as part of their engagement in the community initiative.
The development of positive attitudes and behaviour patterns are significant gains
for many learners enabling them to be much more likely to gain employment.
Learners feel safe and work safely during sessions.
Equality and Diversity is positively promoted in lesson plans and learners’
understanding is good. Learners are encouraged to come up with their own posters
and statements on E&D to display in their training rooms.
A range of outside agencies are also involved in the delivery of these topics.
Sustainability is positively promoted and recycling of paper, plastic, glass, cans, ink
cartridges etc. is carried out. Additionally we conserve energy, use water machines
that filter and recycle water, monitor printing etc.
December 2015 (updated January 16)
Page 30
This can be difficult to promote as the majority of our learners come from
households that do not recycle or think that these things are important.
Enrichment activities are well planned and learners use evidence of this for their
Maths, English and Workskills qualifications.
Staff are very well qualified and everyone has an individualised CPD programme to
improve and update their skills. The majority of tutors have a good subject and
curriculum knowledge. They are particularly good at modifying learning to meet
individual needs enabling learners to achieve and progress.
Staff are encouraged to identify suitable training and development opportunities
and cascade back to other staff after attending.
Team meetings are held at least monthly and all staff have regular one to one
sessions with their line manager.
Resources are good with plentiful ICT equipment, interactive whiteboards, video
and audio equipment. Staff also use a wide range of free resources on the internet
and are continually updating these to maintain learner’s interest.
Study Programmes have now been in place for 2 years and improvements have
been made to the delivery model but we are continually monitoring the effect of this
and seeking feedback from staff and learners.
A new working party is being set up in January 16 to look at any further
improvements to the curriculum and delivery model and will also cover the
introduction of GCSE Maths and English from September 16.
15 – Business Administration and Law - Grade 2
Strengths







Careful matching of learners and employers needs when recruiting staff for
employers
Excellent achievement rates
Learners are stretched and set challenging targets on both NVQ units and
Functional Skills
High quality off job teaching and development
Good individual coaching and additional support which is valued by
learners both on and off job
Good development of learner’s employability, confidence and occupational
skills lead to excellent retention and progression
Very good employer feedback
December 2015 (updated January 16)
Page 31
Areas for Improvement

Better use of SMART rooms needed for group and one to one training
sessions

Whilst overall success rates are very good more learners need to achieve
by initial PED

Increase numbers progressing to higher level Apprenticeships
Apprenticeships Success Rates
2012/13
2013/14
2014/15
Overall
89.62
81%
90%
Timely
85.71
78%
88%
There are 83 learners on the Apprenticeship programme, 29 Advanced
Apprenticeship and 54 Intermediate Apprenticeship.
69% of apprentices are female with 31% male. 6% are from a minority ethnic group
with 12% declaring they have a learning difficulty or disability.
Success rates improved considerably in 14/15 and were excellent at 90% and we
are currently on target to maintain this in 15/16.
Although timely also improved to 88% we do need to ensure that more learners are
timely by their PED rather than within the flexibilities allowed,
As with foundation programmes there is a well-planned staff development
programme and staff are well qualified. In addition to accredited training, staff
regularly attends information sessions and meetings arranged by Learning South
West, awarding bodies and the local/regional training provider network to keep up
to date and to share good practice. All relevant staff completes reflective CPD
logs.
Learners undertake thorough initial and on-going assessment which is used to
inform the early development of an in depth learning plan which is agreed in
consultation with learners and their managers.
Stretching targets are given and work us set to allow learners who are more driven
to take more autonomy and responsibility for their learning and work at a faster
pace.
December 2015 (updated January 16)
Page 32
Additional sessions are put in place where learners need more support. Changes
to resources, session structure, teaching styles and assessment methods are
made to suit the needs of these learners where required.
Learner feedback shows that they are extremely positive about these changes.
All off job training including functional skills is planned well in advance to assist
employers. Teaching is well structured and delivered with assignments marked
quickly and in depth feedback given.
Learner understanding is constantly monitored and developed building self-belief
and confidence.
The whole focus of the NVQ is developing good vocational skills and we work
closely in partnership with employers when developing this. Personal skills
including confidence, using initiative, team working, decision making are also
developed at both off job training and in workplace sessions.
Reviews are planned ahead and include development and reinforcement on E&D,
Safeguarding and H&S. A new, very detailed review form has been developed
with lots of scenarios, example questions etc. which the TDC are very positive
about and feel that this is far more stretching for the learner.
A new, very informative employer handbook has just been developed with input
from employers and this has also had a very positive response.
In recent employer feedback visits from our Lead provider the employers visited
were very complimentary about the service delivered and the results achieved.
Learner progress is monitored closely by managers and discussed at monthly
management meetings. Data is collected at a Training and Development
Consultant level / programme level and remedial action taken if falling below
targets.
Learner feedback is consistently positive both in the FE choices learner satisfaction
survey, where the overall score achieved was 9.4 (with 9.7 for ‘respect from staff’)
and in our own locally gathered feedback and exit interviews.
Promotion of safeguarding is effective and we ae going to be delivering Prevent
sessions during off job training during 2016.
Regular monitoring of health and safety of employers premises is carried out. All
learners report that they feel safe at work.
December 2015 (updated January 16)
Page 33
Glossary of Terms
BKSB
Basic and Key skills builder
CCTV
Closed circuit television
CIF
Common inspection framework
CPD
Continuing professional development
DBS
Disclosure and Barring Service
E&D
Equality and Diversity
EFA
Education Funding Agency
EIA
Equality Impact Assessment
EQA
External Quality Assurance
ETF
Education and Training Foundation
H&S
Health and Safety
IAG
Information, advice and guidance
IQA
Internal Quality Assurance
KTS
KTS Training (2002) Ltd
LEP
Local Enterprise Partnership
LLDD
Learners with learning difficulties/disabilities
MCL
Minimum contract level
MPL
Minimum performance level
NEET
Not in education, employment or training
NVQ
National Vocational Qualification
PED
Programme end date
PRD
Performance Development Review
SA
Smart Assessor (E- Portfolio)
SAR
Self-Assessment Report
SARI
Support against racist incidents
SFA
Skills Funding Agency
December 2015 (updated January 16)
Page 34
SOW
Scheme of work
SP
Study Programmes
TDM
Training and Development Manager
TDC
Training and Development Consultant
VLE
Virtual learning environment
WBL
Work based learning
WOE
West of England
YOT
Youth Offending Team
December 2015 (updated January 16)
Page 35
STAFF QUALIFICATIONS and EXPERTISE
Provider: KTS Training (2002)Ltd
To be completed by the provider and returned to the Ofsted:
Name and job role
Occupational, training and other qualifications & experience
Occupational
qualifications
1 ANDY HAYNES
Training or
teaching
Training Director
(Centre Co-ordinator)
Other
qualifications
Experience
CIPD Diploma.
Trainer’s Cert
35 years operational and
strategic/senior management
experience in training
organisations managing
national and local contracts.
Chartered member CIPD.
(Owner KTS Training 2002
Ltd).
BA (Hons)
Business
Studies
C and G 725
Trainer Award
and
TDLB NVQ
level 4 HRD
Teachers Cert
30 years operational/senior
management experience in
training organisations, HR,
retail, hospitality;
teaching/training and
assessment/IV and
Managing Director
2 LORRAINE SHEARING
Area of Learning:
KTS Training (2002) Ltd revised November 2015
Assessment
qualifications
D32
D33
A1
A2
CAV
A (a)
CAV
A (b)
Y
Y
D3
4V
1
D3
5V
2
Y
Y
D3
6
3
JILL TAYLOR
Quality Director
option
7407 Stage 1/2
Counselling
cert.
Adult Trainers
Cert. (Craft
Award). TEFL
Cert.
NVQ level 4
Management
LSIS
Safeguarding
Modular
Training
programme
CIEHO cert.
4
MICHELLE WHEELER
Quality Manager P/T
Level 3
Certificate in
Management
Studies.
NVQ level 4
Management
KTS Training (2002) Ltd revised November 2015
EV/Moderator. Business
skills/management trainer.
Chartered member CIPD.
(Owner, KTS Training 2002
Ltd)
Nominated
Safeguarding
Officer.
28 years Operations
Manager, Contract Manager
and Quality Assurance lead
(govt programmes) Formerly
TEC Youth Training
Manager. Audit Manager
(Training Agency) Job Centre
Manager. 15 years Civil
Service. Chartered member
CIPD
BCS Level 2 IT
User Cert. /
ECDL Level 2.
16 years experience in
general administration and
management of admin team.
Accounts and advanced
PICS super-user. Quality
assurance.
Fire Marshal
Cert and 1st
Aider Cert
Y
Y
Advanced MA
Administration.
NVQ 3
Customer
Service.
5
NICOLA GRANT
Cert. Ed.
Training and Development
Manager (Work Based
Learning, brand name
‘Quest’)
D32/33/D34/V1
and V2 update
Lead IQA
Level 3 Advice
and Guidance
pending
NVQ
Management
L5
FAETC 1 and
2
RSA and
Pitman quals
OCN Level 3
Mentoring
BTEC in
Interior Design
Book Keeping
and Practical
Finance Quals
L2
NVQ level 4
Business and
Admin
NVQ level 4
Customer
Service
KTS Training (2002) Ltd revised November 2015
Management of
Training/Development and
assessment team. Course
design, writing and dev.
Trainer/Assessor/lecturer for
A1/V1/PTLLS and HSS8 unit
etc. Lecturer, Assessor,
Tutor and IV in Business
Admin, Customer Service,
ITQ, Legal Secretarial and
Finance (Entry to L4).
Previous posts in Accounts,
Clerk in Chambers and other
Admin posts
Y
Y
Y
ITQ2/ECDL 2
6. JENNY FORD
Study Programme Centre
Manager (Kingswood)
PGCE
(learning and
skills)
NEBOSH
General Cert
3 ‘A’ levels
Head of School
(Construction, Engineering,
Motor Vehicle). Lecturer in
Construction. Formerly
Project Manager, Fleet
Manager, Facilities Manager.
Administration and
Accountancy roles
Sales/Service
training, CRM,
coaching,
business
lending, etc.
Business sector Assessor,
formerly with HSBC as
Relationship Manager,
Employee Benefits Manager,
Commercial Banker, Branch
Manager, etc.
A levels:
Business
Studies and
Media Studies
11 years major restaurant
chain, 1st Assistant Manager.
T and D, recruitment,
appraisal and performance
management, marketing and
audit/general management.
MSc Facilities
Management
7. LISA WHELLER
Training and Dev. Consultant,
Quest
8. PAUL CLANCY
Marketing Manager
CAVA Cert
level 3
CEFA
BA (Hons)
Marketing
Food Safety
and Hygiene
L3
First Aid at
Work
Restaurant
Ops
Leadership
KTS Training (2002) Ltd revised November 2015
8 GCSEs
Volunteer Engagement
Worker with young people
Y
Y
Practices etc
9 LORRAINE SPILLER Study
Programme Centre Manager,
Yate
NEBOSH cert.
Manual
Handling Cert.
Emergency
First Aid cert.
Food Hygiene
Cert.
Dip. Ed and
Training level 5
pending
10 KARL JEACOCK
Monitoring Officer and Health
and Safety Officer
TDLB D32,
D33, D34 and
A1 revision
Unit Credit
‘Adult Learner
Support’
Level 3 Unit
cert ‘Delivering
Learning’
C and G 7302
NEBOSH Nat.
General Cert.
Full First Aid
Cert to 2008
NVQ Level 2
and 3
Customer
Service.
C&G 7302 Cert
KTS Training (2002) Ltd revised November 2015
Centre Coordinator and
Study Programme Tutor.
Retail Supervisor, Catering
industry Supervisor 18 years.
Distributive Ops Assessor,
Administration Assessor and
IV.
CTLLS cert.
OCR IBT
Stage 2 cert in
IT user skills
Ad. Lit Cert L2
Main background in
construction industry prior to
joining KTS. 18 years service
as reviewing officer with
learners/employers; carrying
out health and safety
assessments on employer
premises. General and H
Y
Y
Y
and S inductions and training
on SP programme.
11 CLAIRE MITCHELL
Training and Development
Consultant.
Trainer/Assessor/IQA (self
employed part-time)
12 PHOEBE JOZEFOWICZ
Accounts Administrator
(Advanced apprenticeship)
BA (Hons)
Primary Ed
with QTS
A1Award for
Assessors
Internal Quality Assurance
(IQA) for Quest department.
V1 Award
Resourcing and
Development Co-ordinator,
management development
programmes. Network Coordinator. NVQ Co-ordinator.
8 GCSE at
grade A and B
Apprentice administrator,
Sales Assistant, Christmas
temporary, retail and National
Trust working with people
with learning difficulties
ILM Level 5
Dip
Management
Bus. Admin
Intermediate
Apprenticeship
ICT Distinction
Accountancy
Advance App
pending
13 SUE SEALY
Training and Development
Consultant.
Assessor/Trainer/IQA (self
Customer
Service NVQ
3.
KTS Training (2002) Ltd revised November 2015
C and G Retail
Trades Cert
(bronze medal)
C and G
FAETC
Freelance consultant trainer
and assessor. OCR and EDI
external verifier. L and D
trainer. Background in retail
A1
V1
Y
Y
Y
Y
Y
employed part time)
14 KATY DODD
Tutor, Study Programme,
Yate
IBT 3.
A1/V1 upgrade
management, company
secretary/director for family
company. Lecturer/ trainer
Level 3
Certificate in
Management
Studies. NVQ
level 3 Advice
and Guidance
FETC Stage
1/2 cert
H&S initial cert
NVQ 2
business
Admin
Introductory
certificate in
counselling
7 years Tutor, Senior Tutor
and Cover Tutor. Personal
Assistant, Customer Service
Manager then training officer
and placement officer.
Tutor/advisor for E2E for 4
years. Recruitment Adviser.
Dip. Ed and
Training Level
5 pending
First Aid 2006
Unit A22
(TDLB suite)
15. POLLI MULDER
Part-time teaching assistant,
Study Programme
Advanced Dip
in Learning for
All (SEN) (part
of MEd in
Special Needs)
KTS Training (2002) Ltd revised November 2015
2 ‘A’ Levels
Class teacher and PE Coordinator, Teaching
Assistants posts, SEN
teaching assistant, Shop
Manager, Netball Coach.
BEd Hons
Human
Movement
Studies
16. KAYLEIGH LANE
Tutor, Study Programme
17. MADDIE BEGUM
Tutor, Study Programme
Dip. Ed and
Training Level
5 pending
Functional
Skills English
L2
PTLLS
NVQ
Hairdressing
Level 2
Dip. Ed and
Training Level 5
BA Hons
Educational
Studies and
English
18 SUREKHA KAMERI
Administrator
NVQ Level 2
and 3
Customer
Service
KTS Training (2002) Ltd revised November 2015
Functional Skills English and
Life Skills Tutor. Volunteer
Class Assistant.
Receptionist, Assistant Youth
Worker
3‘A’ levels
FE English Trainee Teacher
(Academic Graduate
Internship). Teaching
Assistant prior to.
4 ‘AS’ levels
10 GCSE B
and C grades
Level 2 Cert
Text
Processing
GCSEs, 8
Grade A to C
IOSH Cert
Working Safely
Senior Administration,
Administrator, Work Based
Learning Facilitator, Learner
Advisor, Assistant Training
Advisor, Receptionist
19 DEBORAH FINAMORE
PGCE
3 ‘A’ levels
Tutor, Study Programme
BA Hons Eng
and Classical
Lit
10 GCSEs
20 JOHN CARPENTER
FE English and
Maths
Enhancement
FS level 2
Maths
Presenters
course
FS level 2
English
BTEC Nat Cert
ICT
Tutor, Study Programme
PTLLS
CAVA award
Level 3
Essential Skills Lecturer, EFL
Tutor, English teacher,
Japan. Retail sales assistant
prior to.
Functional Skills Tutor. IT
Support. ICT apprentice
Broadlands School and
Technical support.
Temporary Groundsman.
Key skills at
level 2 (5
subject areas)
9 GCSEs
21 SAMUEL HARTLEY
Teaching Assistant part-time
C and G
Plastering
BAWA
teaching qual
Qualified First
Aider
KTS Training (2002) Ltd revised November 2015
NVQ level 3
Child Care
Control and
Restraint
trained
SIA badge
holder
Food Hygiene
Cert
Teaching experience in
nutrition, weight lifting,
primary children attending
forest school, personal
trainer. Other roles include
plastering, night club
management, gymnasium
owner, prison officer, care
Y
Y
worker and support worker
22 MUHINUR RAHMAN
Recruitment Executive, Study
Programme
23 JO NEWMAN
Information, Advice and
Guidance Advisor, Study
Programme P/T
24 STEVE NEWMAN
Co-ordinator, Study
Programme (ESF)
13 GCSE’s
BA (Hons)
Sports
Management
2 A levels
Post Grad Dip
Careers
Guidance
Advanced
GNVQ Travel
and Tourism
BA Hons
Travel,
Tourism and
Business
NVQ 4 Advice
and Guidance
PGCE in
progress
Safeguarding
Children and
Young People,
Housing and
Homelessness,
Young People
NVQ Level 4 L
and D and
Support for
KTS Training (2002) Ltd revised November 2015
A1 Assessor
Award
9 GCSEs at C
Professional
Trainer Cert
CIEH
Training, developing and
managing and coach in
soccer skills, international
camps. Customer Service
Assistant, retail assistant and
restaurant weekend
supervisor.
Self employed freelance
Career Guidance Practitioner
and Careers Advisor.
Personal Adviser,
Connexions. Trainer and
NVQ Assessor, customer
service Advisor, Holiday
Service Representative
4 years involvement Study
Programme. Retail Manager
(music sector). Specialist
Routes Supervisor, Director
online/offline maps shop.
Personal Support Worker.
Community Care Worker,
Y
Young People
and Drugs, etc
Connexions Key Worker and
Connexions Personal
Adviser.
Access Prog:
Primary
Education
Teaching
25 MELANIE FELTHAM
Study Programme Tutor
BA (Hons)
History
PGCE
Secondary
A Levels, 2
AS Levels, 3
QTS
26 DWAYNE SMITH
Study Programme Centre
Manager, City Centre
BTEC
Business and
Finance/Leisur
e and Tourism
Dip. Ed and
Training level 5
pending
KTS Training (2002) Ltd revised November 2015
NVQ Level 2
Plumbing
Courses: Intro
to Mentoring,
Working with
Children,YP
and families,
Safeguarding,
etc
9 GCSEs
3 years as SP Tutor.
Extensive supply teaching
experience between 2008
and 2011. Plus fixed term
posts covering wide range of
subject areas.
4 years as Tutor. Learning
Support Teaching Assistant,
(schools). Property
Consultant, Field Sales
Exec/supervisor. Assistant
Manager, construction
industry. Case
Manager/Team Leader
(Insurance sector). Bar
Steward.
27 MICHELLE TOOGOOD
Senior Administrator, Study
Programme
Intermediate
Apprenticeship
Business
Admin
Advanced
Apprenticeship
Business
Admin pending
4 ’A’ levels
9 GCSEs A to
C
FS ICT
28 JOSHUA (JJ) CLARK
Member of
Charity
Trustees
Investors
association
(MCTIA)
4 ‘A’ levels
2 ‘A’ levels
Apprentice Administrator
Advanced
Apprenticeship
Bus. Admin
pending
8 GCSEs at
grades B to C
30 JULIE BAUGH
A22
Train the
Trainer training
Business Development
Executive - Traineeships
29 ARCHIE ROACH
MA Education
pending
BA
(Hons)Studies
in Education
Business Development
KTS Training (2002) Ltd revised November 2015
10 x GCSE’s
Administrator with
supervisory responsibility.
Previously apprentice in
Business Admin. Hotel work
and work experience at
veterinary surgery
Learning Research Assistant,
Student Information Advisor
UWE Bristol, Vice-President
Education UWE, Student
Ambassador, Volunteer
Manager, Bristol festival
Community group, Marketing
Liaison Officer
Tesco PLC as Customer
Service Assistant and work
experience with local building
company
25 years experience in
business development. Roles
in sales and sales
Executive
IOSH
Unit D in
Occupational
Health and
Safety Practice
Basic
Counselling
certificate
management. Account
management, training
consultant and advisor.
Unit 1 Level 2
Cert Adult
Learner
Support
31 SHERIDAN SELWOOD
Engagement Manager
NVQ 3
Business
Planning
Dip Finance for
Small
Businesses
ISM Business
Planning
Diploma in
Digital
Marketing
pending
KTS Training (2002) Ltd revised November 2015
Courses in
media, sales,
sales and
customer
theory,
presentation
skills etc
RSA
Secretarial
certs in WP,
S’hand, audio,
etc
5 GCSEs
4 years as BDE. Account
Manager (Radio). Marketing
Consultant. Business
Development Manager
(television). Sales Executive
prior to. PA, Sales and
Promotion Co-ord.,
Administrative roles.
32 SARAH JONES
Training and Development
Consultant, Quest
33 RACHAEL
UNDERWOOD- ROBERTS
Study Programme Centre
Manager, Fishponds
CAVA cert
level 3
NVQ level 3
Management
9 GCSEs at A
to C
Open Uni. BA
Hons in
Leadership/M’
ment pending
NVQ level 2
Team Leading
GNVQ ICT
PGCE
Retail Food
Safety cert
BA (Hons)
Theatre
Studies.
NCDT
Accredited
Store Manager, the Cooperative group, Team
Manager, and Team Leader
Y
Y
3 A levels
3 years as SP Tutor and Coord. Teacher (specialist role,
challenging children). Relief
Work, Autistic Society.
Lecturer in Drama etc.
Programme Manager for
Drama. Teaching Technician
6th form college Performing
Arts. Assistant Stage
Manager / Stage Manager.
Y
Y
Inst
Purchasing
and Supply,
2 years as TDC. Royal Air
Force Supply Squadron 22
years. Supervisory, supply
function, other administration
Y
Y
Personal
licence holder
Assessor
Awards D32/33
C and G 7306
and 730
34 PETER BIRD
Training and Development
Consultant. Quest
FETC Stage 1
and 2
Teachers Cert
KTS Training (2002) Ltd revised November 2015
ECDL
TDLB units
Y
Department
35 SCOTT JOYNER
Study Programme Cover
Tutor
BTEC Nat Dip
Early Years
Dip. Ed and
Training level 5
pending
C24 / C25
Foundation
CLAIT
Inst
Supervisory
Management
Cert
Child
Protection
training L2
Sport and
Recreation
NVQ level 2
E and D
training
Level 1 FA
Football Coach
First Aid at
Work. Life
Guard
and training. ICT Tutor and
Assessor. NVQ Assessor for
Business Admin and
Customer Service etc. Tutor
for literacy and numeracy
Engagement Worker, LPW
inc delivery of ASDAN
awards, key skills etc.
Learning Support Worker,
day nursery. Recreation
assistant/youth club
supervisor.
ASDAN PSD
training
36 MOLLIE MAYNARD
Apprentice Administrator,
Quest team
BTEC L3
Public
Services,
Distinction
BTEC L2 in IT,
KTS Training (2002) Ltd revised November 2015
Business
Administration
Apprenticeship
Level 3
pending
A level – 1
10 GCSEs
Work experience as Activity
Instructor, Funfair Operator,
Checkout operator, Customer
Services Assistant, Admin
Assistant and Courier
37 HEATHER OUGHTON
Moodle
Administrator/Webmaster
Distinction
Activity
Instruction
apprenticeship
L2
BA (Hons)
Scientific and
Technical
Graphics
Level 4
Professional
Cert in elearning
Cert Ed. (lst
year)
L3 Advanced
Business
Administration
Apprenticeship
(Part-time self-employed)
38 STEPHANIE TROAKE
Recruitment Executive
CTLLS cert
L3 Cert Adult
Literacy
Subject
Support
KTS Training (2002) Ltd revised November 2015
3 A levels
Moodle Administrator,
Webmaster and graphic
designer for KTS (6 years).
Formerly training manager,
graphic and photographic
applications. Authorised
consultant for portrait studio
software, bespoke database
developer, IT consultant
hardware and software
Community Care Coordinator.
Interviewer/Advisor Mental
Health recovery unit, Special
Educational Personal Tutor,
FE Life Skills Tutor,
Anaesthetic Aunty.
39 KHATEEJA BIBI
PGCE
Tutor, Study Programme Yate
FDA Working
with Children
and Young
People
KTS Training (2002) Ltd revised November 2015
Business
Studies First
Dip/Nat Dip
10 GCSEs
Student placement, children’s
nursery. Student Placement
Filton Infants School.
Support Worker City
Academy. Student Volunteer
Maypark Primary School.
Playscheme Worker.