TMX – Report Template V1 – 11.07.11

Commercial in Confidence

Assessment Report

For

The TTE Technical Training Group

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Contents

1. Key Information ........................................................................ 2

2 Company – Information, Introduction and Overview ............ 2

3. Added Value ............................................................................. 3

4. Areas of Particular Strength .................................................... 3

5. Areas for Continuous Improvement ....................................... 4

6. Methodology ............................................................................ 5

7. Findings Against the matrix Standard .................................... 6

8. The matrix Standard Evidence Grid ...................................... 15

9. Conclusion ............................................................................. 15

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1. Key Information

Assessment Type REVIEW

Assessor’s Decision STANDARD MET

Assessor’s Name JANICE GREY

Visit Date 26 & 27 FEBRUAURY 2013

Client Id 17609

Assessment Reference Number 12/1733

2 Company – Information, Introduction and Overview

The TTE Technical Training Group (hereafter referred to as TTE) is one of the leading UK providers of training and consultancy services with a strong reputation for safety, quality and reliability. It specialises in engineering, process, oil and gas sectors. TTE delivers bespoke commercial training to companies in the UK and across the world either on location or within the TTE Training Centre. Much of the company’s business however comes through the training and delivery of support to industry through apprenticeships. TTE was first accredited against the matrix Standard in 2009. Since that time it has been through a very challenging period following changes to contracts and funding and the impact of the recession on the industries in which TTE delivers its support. Major companies who were customers of TTE either downsized or in some cases ceased trading putting increased pressure on TTE where apprentices were involved. A major restructuring was undertaken over the last year, which included the co-location of the two strands of the business, commercial, and apprenticeships on one site. Redundancies were unavoidable as the company looked to secure its future. The restructuring also provided opportunities for the company to look at integrating both sides of the business through training staff taking on wider roles including commercial training and apprenticeship delivery and a restructuring at senior levels with management including directors and the Managing Director having ‘group roles ‘ The accreditation review looked at how TTE continues to provide support for its learners and employers (hereafter referred to as customers) with diverse needs. The rationale for the review sample was to include all aspects of the support from the front facing delivery to ongoing support provided by staff in other areas in order to continue to develop the clear understanding of staff of the contribution of each towards shared goals. The range of support provided is wide and includes career and course advice, information on funding, learning support, welfare, training solutions for employers and accessing learning resources. At the time of the review the company employed 100 staff

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3. Added Value

Prior to the review it was agreed that the area of feedback from learners and employers and partners would provide the focus for the added value. The company continues to recognise the importance of feedback and to this end continues to look at ways of gathering it. A questionnaire has been developed and introduced for learners, which is completed shortly after commencement giving valuable feedback on the induction and assessment processes. This questionnaire is further supplemented by others completed at key stages including end of year and end of courses. End of module reviews are also carried out with the trainer to look at all aspects of the delivery and support learners have received, There was however some confusion over how the information is shared, with some learners filling in their comments and not seeing the comments of the trainers. Comments were also made about how comfortable learners felt giving feedback that was less positive to the trainer face to face. Perhaps there is an opportunity for trainers to carry out end of module reviews with learners who are not in their group in order to gather more impartial objective feedback. Less formally many learners feel able to talk to trainers and assessors and air any concerns they may have. Focus groups have also been developed with representatives from each group meeting regularly with managers to talk about concerns. Minutes are taken and shared with learners on notice boards and via the reps. ‘You said we did’ memos have also been put on notice boards detailing actions taken. As a consequence most learners interviewed felt they were listened to and were encouraged to make suggestions to improve what was on offer. Perhaps these focus groups could be held at key stages in the learner journey and could review particular aspects of the support. This would help to ensure the meetings remain focused on improvements to the service as well as where relevant more domestic related concerns. Employers/partners are also asked for feedback as part of the review of support to learners via assessors and more formally through the questionnaires and Employer Forums. The company has tried many ways of getting employers together to focus on quality improvements with some success. Breakfast meetings, lunches and tea meetings have all been tried for emplyers. Employers contacted however felt that if they had any issues such is the nature of the relationship with the staff and the company that they would be comfortable to talk openly as appropriate. Partners who were not employers were very happy with the responsiveness and openness of the company and felt they would have no hesitation in giving feedback and felt actively encouraged to do so. (See also body of report including strengths and areas for continuous improvement).

4. Areas of Particular Strength

During the Assessment, the following strengths were identified. These are outlined below. The numbers in brackets refer to the relevant elements and criteria in the matrix Standard.

Customers value the range of support provided and recognise the difference in them and their companies that the support has made. In many cases the support has helped the customers to stay focused and achieve the desired outcomes. (3.2)

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Staff at all levels of responsibility and roles are constantly looking for opportunities for partnership working and networking in order to develop what is on offer and create additional opportunities for supporting customers. The impact of the partnerships is constantly reviewed and where they are not effective in delivering expected outcomes the company reflects and acts accordingly. (1.8, 4.4)

Constant communications and consultation is apparent and this has been of particular value during the changes and restructuring. Everyone interviewed talked about the openness and team culture and most felt encouraged to give ideas and suggestions. New staff in particular talked about this and as result new staff felt part of the team at an early stage. (1.1,1.2,1.5,1.7,2.1,)

Commitment to Continuous Quality Improvement (CQI) through constant review and reflection of performance for customers and including partners with a view to improving the offer. Everything is considered from the perspective of improving the service. The changes and restructuring have been carried out from this perspective. (4.1)

Staff new to the company spoke enthusiastically about the pre-start welcome they had received which included an outline induction schedule and information on the company and the role, which enabled them to settle in quickly. (2.5)

Continuing commitment to develop the skills of staff through the challenges of the restructuring through formal development including a commitment to IAG qualifications and less formally through the sharing of learning and knowledge across the company. This has been of particular importance where roles and responsibilities have now merged to include commercial and apprenticeship activities. This approach is helping the company in succession planning and ‘growing their own staff and playing to their respective strengths’, which is apparent. (2.3,2.4)

Staff commented on the inclusive leadership that was felt to be a contributory factor in helping the company to move forward through challenging times. This leadership is felt by many staff interviewed to empower them to make decisions, clear in the understanding of the support they will receive and the direction the company is taking (1.2,2.3)

Customers commented on the willingness of staff to provide encouragement and support related to their particular needs. This support is felt to be delivered by approachable, non-judgemental staff who are committed to customer success be it learners or employers, and achievement. Comments were also made about the way the options are given to customers in order to help with their understanding. This is particularly important for customers who need additional learning support. Comments relating to staff having strong industry backgrounds add to the acceptance by customers and the professionalism of the support. (2.1,2.2,3.3,3.4)

There is a pride amongst staff when customers achieve their desired outcomes and progress. As a consequence staff perceive it to be ‘a good place to work ‘and customers perceive it to be ‘a good place to study and learn.’ (3.4,4.6)

5. Areas for Continuous Improvement

In addition the following areas where further development may improve the quality of service were identified. The numbers in brackets refer to the relevant elements and criteria in the matrix Standard.

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The support service is discussed with customers at first point of contact or with tutors as part of the initial assessment when needs and wants are identified. Information is recorded. Whilst customers interviewed were able to explain what they had wanted in relation to support from the service and what the outcomes for them had been, these were not formally referred to in the marketing and planning processes. Inclusion in the planning and Individual Learning Plans (ILP) and publicity materials and reflection as part of the evaluation process would make it easier to understand and measure impact. It may also encourage more customers to use the support service, as this area of personal development (outcomes) is a strength of the company as recognised by customers. (1.1,1.5,3.1,4.3)

The service has a range of evaluation processes in place ranging from surveys, questionnaires and comments forms that measure hard outcomes. The company may wish to consider how the support service impacts on the achievement of soft outcomes in relation to the distance travelled by customers, such as changes in confidence and motivation, self esteem, team working. The company may also wish to consider evaluating the use of focus groups to gather timely feedback about aspects of the service such as induction, initial assessment, careers advice and employment support. This review may have the benefit of providing more timely information to inform the plan, identify improvements, demonstrate ongoing benefits to key stakeholders and improve the overall customer experience. (4.2,4.3,4.5)

Observations of teaching and learning take place and are part of the quality assurance process. These are valued and provide opportunities to identify expertise and share good practice. Consider how observations of aspects of the support to customers can be carried out for the same purpose. This would provide useful information for staff development, quality improvements and sharing of good practice. (4.5,4.6)

As mentioned previously feedback is gathered from customers at many stages of the journey both formally and informally. Much of the feedback however relates to the quality of teaching and learning and the customer’s views on this aspect. Consider reviewing the questionnaire to include increased linkages to the support service for customers including employers. Continue also to develop the processes to include more qualitative feedback to support the quantitative feedback that is collected. (4.3,4.8)

6. Methodology

A range of methods was used to gather evidence against the matrix Standard; Site visit to: Head Office, South Bank, Middlesborough 20 customers were interviewed face to face in groups including representatives from differing courses and differing length of time on courses One to one interviews with 13 staff and 3 partners Group interviews (4) with 10 staff including senior managers Telephone interview (1) with partner

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Observation of informal working practices and facilities Naturally occurring evidence including Plans, promotional literature, website, learner documentation, feedback questionnaires, restructuring information and company charts. Initial feedback was provided at the end of the review to the Group Managing Director, Group Operations Director and 2 senior managers.

7. Findings Against the matrix Standard

1. Leadership and Management

The way in which the company is led and managed to develop an effective service TTE has a mission statement, which relates to its desire ‘to provide training to develop business and enhance lives’. Strategic objectives and targets have been set and developed into detailed plans and Key Performance Indicators (KPIs) for the different areas of the company. Recruitment, retention and achievement remain among the key drivers linked to the quality of delivery and satisfaction of customers. Recruitment and retention targets are 100% with an achievement target of beyond the National Benchmark of 91%. TTE are committed to achieving these and see the support to customers as pivotal in the success in order to maximise the outcomes from the learning for the customers and also ensure the optimum value is gained from contracts in order for TTE to reinvest into its delivery and resources. To this end the support to customers, be they businesses, commercial customers or apprentices, is linked to ensuring that they;-

Are recruited onto the appropriate course at the appropriate levels Understand progression options

Increase confidence in themselves and increase self reliance and esteem

Become independent learners and develop transferable skills

Obtain business benefits

Outcomes and any additional support are discussed informally with customers as part of the journey with tutors and other designated staff. Although there is awareness of possible soft outcomes amongst staff and customers, further work could be undertaken to measure more fully the progress against these and the impact. Interviewees frequently described how they were more confident, had gained a greater degree of independence in their learning, and were more sociable and worked more effectively with people in positions of authority and responsibility. More measurable and specific indicators may support a greater impact on outcomes. Staff interviewed could describe the overall direction of the company. Whole company meetings have been held to review the vision of the company to ensure it reflects the changes and is fit for purpose as the company moves forward. There was a strong feeling that the delivery of the support to customers had continued throughout the changes. Staff described how they felt part of the team, which reflected the work across the group following

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the restructuring. Communications and opportunities for input into the decision-making were constant through emails, one to ones, team meetings and daily involvement. Leadership and direction is given by the Group Managing Director and Directors and delegated through the management team through the day-to-day running of the business the culture of the company continues to be one of empowerment and trust with staff being encouraged to make decisions within clearly defined and agreed boundaries, knowing they will be supported. It is to the credit of the company that this culture has continued to be supported through the changes that have occurred in funding streams, changes of roles and responsibilities of staff and the restructuring. Discussions with staff confirmed this and the company is felt by them to play to strengths and build on the considerable expertise that exists.’ Most managers, staff and partners perceive the leadership they are given to be clear and focused ‘ ‘…left to do my job...trusted to do it and supported if I need help…this has not changed’ Staff confirmed there are constant opportunities both formal and informal to give ideas and opinions and indeed new staff felt this was almost expected of them and there was a feeling across all staff that they are listened to. This was apparent in the restructuring and subsequent reviewing of job roles and responsibilities where everyone interviewed felt they were consulted. Many staff were also able to give examples of where new process had been developed or changes had been made to existing ways of working to benefit the service. ’

Staff gave examples of how they promote equality and diversity, impartiality, confidentiality and demonstrated professional integrity. The policies relating to these are held on the intranet, which is readily accessible, by all staff. Staff spoke about how they are informed about policy updates and changes through emails, team meetings or through the formal communication channels that also exist. Dedicated staff have been identified and trained for Safeguarding to meet the needs. Policies define professional integrity, impartiality, professional competence, transparency, equality and diversity and confidentiality. An IAG policy has also been developed and customers are made aware of it and its purpose and relevance to their experiences. Staff clearly explained their responsibilities in relation to the policies. Confidentiality is explained to customers at the initial meeting with staff. Customers confirmed they trust staff and gave examples of how staff had supported them during some personal situations. All policies are monitored as part of the quality cycle and reviewed annually.

TTE operates according within the range and scope of these policies and processes, which reflect the operational needs of existing and new legislation. These are reviewed and updated in an ongoing way and are linked to the Quality Assurance process and ISO compliance. Adherence to the policies forms part of the ongoing monitoring and evaluation of the service as well as being part of the Self Assessment Review (SAR) and contractual requirements in some cases. Staff confirmed they are informed of changes to legislation through team meetings and by email and explained how some of their processes have changed as a result. For example staff regularly get feedback from partners and have the opportunity of sharing good practice and experiences, with the added advantage of discussing changes to legislation and regulatory requirements. Recent updates include changes to safeguarding and risk assessments necessitating additional awareness training for staff. Members of the team have designated responsibility in relation to key policies including safeguarding, Health and Safety and Child Protection. All staff interviewed were aware of their respective roles and knew who and when to refer to the key members of the team.

‘always get to know about legislation…very focused on that here particularly relating to Health and Safety and risk assessments. ‘

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Customers confirmed that their respective interests in relation to the policies were covered at first point of contact and were evident in the way staff work with them as well as being included in the Learner and Employer Handbook and discussed frequently as part of the training and learning delivery. . ‘I was told about the policies when I came …talked about H and S all the time in the context of the work I do..’’ Ongoing contact with customers looks at needs and identifies what training and support will be necessary to meet their needs. These can be training and learning needs but in many instances these relate to life skills needed to provide the changing mindset for customers to access learning and make the best use of the opportunity. This information is used to look at and agree the level of need for information, advice and guidance within the service delivery. Individual Learning Plans (ILP) are agreed and reviewed on a regular basis by tutors taking this information into account. Employability Skills training is part of the offer to customers.

Customers and potential customers are made aware of the service from the website, networks and leaflets. Many customers however come through word of mouth referral. There was an understanding of which promotion method is the most effective. In many instances it is word of mouth referral. This would reinforce the fact that the service is delivering what customers want and need as it is the customers who are promoting the service and identifying new customers through telling family and friends of their experiences or for businesses it is through repeat business. .

The company holds a number of Open Days during the year where potential customers meet both vocational and support staff. Once a potential or enrolled customer has made contact with the company the service is more widely promoted through induction and at the beginning of programmes where all services are described to customers. A Learner and /or Employer Handbook is issued on enrolment and also details what is on offer and where to go for support. Input from key staff is also given at induction and leaflets and posters on notice boards continue to be used to raise awareness. Members of the support team also visit classes to talk about how they can provide support. Assessors talk to employers as part of the support. The company has an active approach to involving customers in the life of the company and providing opportunities to give feedback. This is supported through encouraging customers (employers) to be more actively involved in informing the strategic direction of the company and forums have been formed for this purpose. Staff are also involved at differing levels on networks and partnerships in order to bring back information to maintain a focus for the company on the needs of the sectors. Customers described the range of ways they are asked for their contributions to the development of services including surveys, focus groups, end of module reviews, assessor reviews, evaluations along with informal feedback being sought on an on-going basis by staff. ‘So many ways to tell them how we are feeling… Examples of development following input from staff and customers include;

Learner induction refined to include more practical work

Placements for un-sponsored learners

Timetables now displayed

Drop box IT application for passing completed work on to tutors

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Cross company groups with representatives from differing programmes are starting to come together to share good practice and reflect on the ways of working. Staff described how their views were sought through formal processes, for example Management Meetings, Whole Staff Days and informal discussions with managers.

The company has established links to a number of different companies and networks in order to support their work with customers; these are both strategic and operational. A Partnership Manager is in place but in reality everyone is involved in developing partnerships with all customers, be they employers, accreditation bodies, schools, funding organisations or sector bodies. Added value is gained from partnerships linked to employment opportunities and progression.

2. Resources The assets invested and applied in providing an effective service The company has continued to demonstrate a commitment to delivering the service to support customers throughout the restructuring. It was quite clear in discussion with staff, partners and customers that there is an understanding and agreement that additional resources will be made available if the need dictates. The facilities on site include private interviewing rooms, career and employability information resources, including access to computers and welfare rooms. An IAG room has also been created with resources for progression. Staff have also been supported to develop their skills and qualifications are being pursued for staff delivering aspects of the service. Formal courses and the sharing of learning and experiences across the company also make sure resources are optimised. Information is shared through meetings and informally through ongoing dialogue. Staff are updated by email which contains details of new funding, bids, partner updates and general issues. Information seen was found to be up to date, relevant and accurate. Customers and partners also confirmed their satisfaction with the quality, quantity and currency of information.

‘Loads of information ..if not there ..ask...so helpful ...I have had so much help…’’

The co location of staff now ensures increased flexibility and use of resources particularly linked to the commercial work where assessors and tutors are extending their skills through working overseas and with adult client groups. The company provides a range of information about what is on offer including course information sheets, employer leaflets, guides for parents and schools and the website. Much of the literature however promotes the teaching and learning with more details relating to the support contained within the Learner and Handbook and employer packs. Everyone takes some responsibility for reviewing information. Staff and managers to the benefit of the customers share knowledge and information. Overall responsibility however was felt to be with the Quality Manager who ensures all publications are coded and dated to meet the requirements of the ISO and quality monitoring. Audits of information are carried out to ensure the most up to date versions are displayed and issued. Observations of staff delivering the teaching and learning take place as part of the quality assurance however at present this does not extend to observations of staff delivering the support service through induction, initial assessment and reviews.

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Staff delivering training and learning are regularly involved in reviewing information relating to courses, which is then co-ordinated. The support team has a list of information sources that customers can access via the internet; these resources include links to websites and these to are checked regularly to ensure they remain up to date and fit for purpose.

The restructuring within the company, necessitated to some extent by changes in funding streams, has enabled it to reflect. A new structure has been created with staff taking on differing roles and responsibilities in some areas, following consultation and involvement, and reviews have taken place to reflect on any learning needs.

The company is aware of the skills, knowledge, competencies and qualifications it needs in its managers in line with current national standards and has developed job roles and responsibilities. The approach adopted ensures staff when recruited or on change of role have the essential qualifications, competencies and receive appropriate development linked to the aims and objectives of the service. As a consequence staff feel supported by the managers.

Staff undertake continuous professional development and are encouraged by managers to develop. Staff provided examples of professional development such as attending conferences; working with accreditation bodies, sector updates, teaching qualifications and degrees. The company has a staff development plan in place that is monitored and discussed.

Recently appointed staff members were able to explain how effective their company induction and induction into the role had been in helping them settle into their role. There is also an induction process for staff who change their role. The company has an induction process and policy and checklist in place that is used to ensure consistency when new staff commence their employment. A probationary period is in place and regular formal one to ones discuss performance and look at areas for development prior to the end of probation review and reflection. Staff interviewed who had been through this process felt it to be very supportive.

‘The formal induction was fine and provided a context which I could then take in..’

…helped me settle into my role. Got a programme for induction sent to me before I started which I thought was excellent….. Since I joined the support from …..really good and helps me do my job’

Following the restructuring some staff took on additional management responsibilities. Staff confirmed colleagues and managers acting as mentors, shadowing and coaching them on the job, helped them to become competent at an early stage and supported them in the change of role. Staff also confirmed that there were opportunities for them to access more formal training and learning through external and internal courses, some using on line facilities. Staff confirmed the various methods used had been effective and agreed. ‘It was the chance to develop that attracted me to coming here…’ There is an active approach to staff development, with staff describing the range of training and development opportunities they had accessed which included safeguarding, equality and diversity, management, attendance at sector specific conferences, IT. Staff reported that attendance at training had kept them up to date with current issues, provided useful reminders to areas previously covered and enabled personal development. Staff described how they discussed opportunities through the PDR process with a number of staff describing how they had moved from one job role to another for career development. .

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3. Service Delivery The way in which the service is delivered effectively The service is defined within the IAG Policy and also included in the Learner Handbook, which is issued to everyone. It is also further explained at induction and initial assessment through formal input. Members of the teams through visits to tutor groups and classrooms share further details. Some mention is also made on the website. Posters on Notice boards also inform customers, once recruited, of the support available. Presentations to schools, visits to employers and promotional events including Open Days provide opportunities to explain the service and the support available. The initial meeting with the prospective customer enables staff to offer the appropriate course, programme or qualification and also determines the level of support each customer needs. All customers interviewed confirmed they were made aware from the onset of how the service is delivered and explained how the various interventions worked. Staff explained that an initial meeting with the customer takes place as well as follow up meetings or telephone calls. Customers described induction, interview and referral from staff as the most common ways they found out about the range of services, and that they understood the support available and the purpose. The overall aim of the service is to support customers to make the most of their time within the company and help them to achieve whilst also supporting the recruitment, retention, achievement and success targtes. Staff described how the delivery of the range of support from initial contact and enquiry through to progression supports this aim: Staff provide an impartial and objective service by ensuring that customers are actively involved in the development of their plan and direction. They are also encouraged to explore a variety of options in terms of what they might benefit from. Customers are informed about potential conflicts of interest and staff confirm the service is focused on customer needs and goals. Overall, these reflected upon the capacity to signpost and refer to other organisations. Customers were able to confirm they were not put under any undue pressure to undertake any specific education or training activities or to pursue careers that were not appropriate to them in terms of their skills, experience and capacity. ‘They have helped me in the right direction and I think that is what stands out at the very beginning ’ ‘He comes in to see you are ok. He gives us the ideas and the guidance…top bloke!’.’ ‘All the staff are great here….can talk to any of them….they are more like mates…even the Boss was involved in interviewing some of us for practice..’ Members of staff use their skills and expertise to map out potential options for customers through finding placements and follow up courses. This was of particular value when companies with apprentices were no longer able to keep them due to business pressures related to the recession. Appropriate websites are sometimes explored as avenues for further information. Customers confirmed they have been given the information about other organisations such as placements with employers, progression courses and support agencies

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Staff provided examples of delivering careers interventions; helping with CVs, interview techniques and placement opportunities that have directly impacted upon on recruitment and retention and achievement. Customers provided examples of outcomes such as:

‘ The support I received in helping me prepare for interview was great’

‘The confidence I have now got ..just to come and see you is amazing from where I was’

Staff and customers described how the services provided were focused on individual’s needs. Customers understood the range of people they could speak to about different aspects of support and the boundaries of the advice available. The confidential nature of the service is explained to all accessing support. Customers are given the opportunity to explore opportunities. Staff use a range of resources to support customers, these include course information leaflets and websites which cover a range of areas that customers frequently require information on including progression, additional support and funding.. Customers described how they had been signposted and referred to a range of other external organisations, for example other Colleges, employers and support agencies and also internally to other services within the company which enabled them to work towards their personal goals. ‘They have so much knowledge here and nothing is too much trouble for them. The help I have had with my interviews has been unbelievable ‘

4. Continuous Quality Improvement The way in which the service provided is reviewed and improved on an ongoing basis The service continually measures its progress against its aims and objectives. Internal and external reviews are used to monitor performance and progress against the requirements of the contracts it holds as well as against its plans. A Self Assessment Report (SAR) is also produced to reflect on how the company has performed and identify areas to be included in Quality Improvement Plan (QIP). The MIS systems and processes are robust and any changes in performance are monitored by staff and actions taken. For instance attendance is constantly reviewed and any fall off is brought to the attention of the support and welfare staff who follow up to see what the issues are and provide support internally or signpost to external sources. Interventions are recorded and actions taken address any issues. This approach ensures that targets are met and focus on any areas of concern is supported, resourced and improvements identified. Key to the success of the company is its recruitment retention and achievement figures and progress. The support to customers through the service has helped with; -

100% retention of customers on courses Increase in timely achievement in line with national average.

Decreasing number of customers transferring from courses in the first six weeks.

Customer outcomes are monitored and evaluated through the team meetings, individual one to one meetings. Outcomes are logged on spreadsheets and collated and analysed as part of the management reporting process. Customers complete questionnaires that are reviewed and evaluated by the management team. Outcomes included;-

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95% of customers interviewed confirmed they have received the help they wanted

100 % of customers interviewed confirmed they found the induction to be useful.

95% confirmed they would recommend the services to others.

100% confirmed they had found the advice and support they needed at enrolment to ensure they were on the right course

100% confirmed they were aware of what they wanted to do on completion and the options through the support they had received.

100% were more confident and focused following the support

100% felt ‘better about themselves’ through raised self-esteem and self-belief.

Management and staff confirmed they are exceeding their aims and objectives and confirmed the achievement of the targets has made an impact. Customer outcomes form part of the performance indicators such as number of customers into employment, numbers, into HE; employability skills enhanced; exposure to employers and resultant employment, confidence and self-esteem. Customer outcomes are monitored at an individual level for 1-1 interventions through review meetings and on-going support and discussions with customers. This is not always recorded however and could be improved as mentioned in the Areas for Continuous Improvement. Opportunities for customer involvement are extensive, with customers, staff and managers describing the range of feedback mechanisms in place to capture the views and thoughts of customers. These processes included questionnaires, reviews, Learner and Employer Forums as well as evaluation sheets following training sessions and less formal daily contact with staff. Examples were provided of changes that had been made to delivery as a result of feedback. These include;-

Reviewing of learner and employer documentation to streamline and simplify it Letters and cards to learners who have been accepted and are awaiting a start to

help to keep them involved.

Updates to Individual Learning Plans (ILP) to increase ownership

Assessors working across sectors meeting to share practice

Sales pack developed for employers

Virtual testing facilities to add a practical aspect to the delivery of one course.

Mixture of drop ins and appointments for IAG support

Reduction in length of induction and content reviewed to be more participative

Review of paper work The company evaluates all feedback to build on its strengths and address areas for improvement. The analysis generates individual reports that identify strengths and improvement opportunities that influence and shape the service. The outputs along with other data are used to plan the service when reviewing and agreeing the aims and objectives at team and management meetings. Other improvement opportunities that are identified and where the respective teams have the capability to deliver are researched, developed and deployed

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The service has a number of key partnerships with employers, internal partners and associations that enable the company to meet its strategic aspirations. The Partnership Manager supported by the Management Team has a key role in establishing and maintaining links with other partnerships and networks. Strategic and operational links to national and regional networks are all used to provide essential support and share best practice and engage with key stakeholders. Evaluating the effectiveness of these relationships is essential to ensure that improvements to the service are being made. Partners were delighted with the opportunities afforded to them to work to mutual gain and welcomed the opportunities they are given to feedback and inform future delivery. ‘They are a fantastic partner…really flexible to deal with. .never a problem…always challenges... creative in the way they think...listen and take actions where necessary to add value to what they already do…so open and inclusive. Involving me in discussion regarding new qualification’. …’ Policy and procedures are in place to support quality delivery. Staff are informed of any changes in policies and quality assurance issues. Quality of delivery is an item at the regular meetings and there is an understanding of the need to ensure quality is maintained. Any fall in the quality of the service or its impartiality will have an impact on the take up of the service where word of mouth and experiences are one of the major recruitment and promotional vehicles. Everyone interviewed involved in service delivery was able to describe the quality assurance approaches and how they would be applied. There were several examples of how technology has been used for the benefit of customers including the website and more recently social media. Customer interventions tend to be face-to-face as that is the preference. Staff continue to develop their knowledge of useful websites, partners and tools to add value to the service and these are shared with colleagues and used with customers to move them forward. Drop Box, an application for computers is used to transfer work between tutors and learners to avoid it being lost. Virtual testing equipment is also in place adding to the use of technology. Txting and emails are also used to keep customers up to date. As a result of differing exposure to technology 100% of customers interviewed had increased some aspect of their confidence and awareness of the impact and application of technology in the sector and as part of their respective support. Staff described how they have a PDR where individual objectives are set linked to the overall aims of the service, training needs are identified and opportunities for career progression are discussed. Staff saw this as a supportive process, which provides a time of reflection and also allowed input from their line manager on areas of strength and areas where future development may take place. Staff described how, although the PDR was the formal process, review of performance and providing support to staff to develop happens informally on an on-going basis through conversations with managers and through team meetings. The company uses a range of methods to continuously review the services delivered to customers. A range of indicators and sources of information are used, as described in sections above, to provide input to the company’s quality cycle, which is used as a basis to inform future aims, and objectives. Inspection frameworks, quality standards, internal and external audits and reviews are all used as ways of assessing the quality of the delivery and looking for areas for improvement which will inform subsequent delivery plans. The company is committed to continuous development and ‘being the best’.

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8. The matrix Standard Evidence Grid

Criteria Met Not Met Strength AfCI

1.1

1.2

1.3

1.4

1.5

1.6 1.7

1.8

2.1

2.2 2.3

2.4

2.5

3.1

3.2 3.3

3.4

3.5 3.6

4.1

4.2

4.3

4.4

4.5

4.6

4.7

4.8

9. Conclusion

Following the review against the matrix Standard The TTE Technical Training Group has demonstrated that it continues to meet all of the criteria and therefore accreditation is granted from the date of this report. The company demonstrates its continued commitment to providing impartial and relevant support through its support service to potential and existing customers. The company continues to be active in the network, working with partners to provide the most appropriate and up to date service to the customers based on their respective needs. Staff are passionate and committed to the support. This is a real strength.

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The strengths and areas for continuous improvement have been identified following the review. These should be reflected on by the company and progress against them will be reviewed as part of the annual Continuous Improvement Check (CIC) which now forms part of the matrix accreditation. Customers recognise and appreciate the efforts staff put in to supporting them. It is the commitment to the customer, which has remained constant during the recent challenges that will support the company to continue to develop its reputation and move forward through the continuing challenges it faces.