Army Foundation College INSPECTION REPORT

INSPECTION REPORT

Army Foundation College

18 March 2002 ARMY FOUNDATION COLLEGE

Grading Inspectors use a seven-point scale to summarise their judgements about the quality of learning sessions. The descriptors for the seven grades are: • grade 1 - excellent • grade 2 - very good • grade 3 - good • grade 4 - satisfactory • grade 5 - unsatisfactory • grade 6 - poor • grade 7 - very poor.

Inspectors use a five-point scale to summarise their judgements about the quality of provision in occupational/curriculum areas and in New Deal options. The same scale is used to describe the quality of leadership and management, which includes quality assurance and equality of opportunity. The descriptors for the five grades are: • grade 1 - outstanding • grade 2 - good • grade 3 - satisfactory • grade 4 - unsatisfactory • grade 5 - very weak.

The two grading scales relate to each other as follows: SEVEN-POINT SCALE FIVE-POINT SCALE grade 1 grade 1 grade 2 grade 3 grade 2 grade 4 grade 3 grade 5 grade 4 grade 6 grade 5 grade 7 ARMY FOUNDATION COLLEGE

Adult Learning Inspectorate The Adult Learning Inspectorate (ALI) was established under the provisions of the Learning and Skills Act 2000 to bring the inspection of all aspects of adult learning and work-based training within the remit of a single inspectorate. The ALI is responsible for inspecting a wide range of government-funded learning, including:

• work-based training for all people over 16 • provision in further education colleges for people aged 19 and over • the University for Industry’s learndirect provision • adult and community learning • training given by the Employment Service under the New Deals.

Inspections are carried out in accordance with the Common Inspection Framework by teams of full-time inspectors and part-time associate inspectors who have knowledge of, and experience in, the work which they inspect. All providers are invited to nominate a senior member of their staff to participate in the inspection as a team member.

Inadequate provision A provider’s provision will normally be deemed to be less than adequate where • one third or more of published grades for occupational/curriculum areas and New Deal options are judged less than satisfactory, or • leadership and management are judged to be less than satisfactory

The final decision as to whether the provision is inadequate rests with the Chief Inspector of Adult Learning. The overall judgement as to whether the provision is adequate or inadequate is included in the summary section of the inspection report.

ARMY FOUNDATION COLLEGE

SUMMARY The provider The Army Foundation College in Harrogate provides work-based learning for young people as part of its training for junior soldiers. There are currently 1,176 learners receiving foundation modern apprenticeship training. Learners work towards a national vocational qualification (NVQ) at level 2 in using information technology and key skills.

Overall judgement The quality of the provision is adequate to meet the reasonable needs of those receiving it. The quality of work-based learning in information and communications technology is good. Leadership and management are good. Equality of opportunity and quality assurance are both good.

GRADES

Leadership and management 2 Contributory grades: Equality of opportunity 2 Quality assurance 2

Information & communications technology 2 Contributory grades: Work-based learning for young people 2

KEY STRENGTHS • good collaborative management to enable learners to succeed • effective measures to encourage continuous improvement in the quality of training • exceptionally high retention and achievement rates • excellent key skills training

KEY WEAKNESSES • inappropriate vocational qualifications • insufficiently detailed individual learning plans on which to base progress reviews .

OTHER IMPROVEMENTS NEEDED • better sharing of information on learners’ progress between civilian and military staff • closer communication on quality assurance between the military and the training subcontractor • greater continuity in the timetabling of instructors

THE INSPECTION

1. Four inspectors spent a total of 16 days at the Army Foundation College (AFC) in March 2002. They interviewed 103 junior soldiers, and examined 30 portfolios of evidence. Inspectors carried out 31 interviews with managers and staff, both military and civilian, and studied AFC’s most recent self-assessment report, which had been produced in December 2001. Inspectors observed 15 learning sessions, as well as assessments. They also attended two management meetings as observers. Grades awarded to learning sessions Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Total Information & 148200 015 communications technology Total 1 4 8 2 0 0 0 15

THE PROVIDER AS A WHOLE

Context

2. The AFC opened in September 1998 in Harrogate as the result of an initiative by the adjutant general to improve the recruitment and retention of soldiers in the army, in particular the Royal Armoured Corps, the Royal Artillery and the Infantry. The AFC takes young people from all over the United Kingdom who wish to leave school at 16. Most have few general certificate of secondary education (GCSE) qualifications, but all score highly on the army training and recruiting agency’s tests for aptitude and motivation. The AFC has two intakes each year, the main one in September and another in January, and trains up to 1,344 junior soldiers. There are currently 1,176 young people undergoing training. Junior soldiers attend a one-year course of military training integrated with vocational education, taught over a period of 42 training weeks and divided into three terms. After completing six weeks of basic military training, junior soldiers begin a programme of vocational education. All learners are working towards completing a foundation modern apprenticeship framework and are working towards the information technology (IT) NVQ at level 2. Training is funded by the Ministry of Defence (MoD) and also the North Yorkshire Learning and Skills Council (LSC). The AFC employs military personnel to provide all of the military training and subcontracts the teaching and assessment of the foundation modern apprenticeship training programme to a private training organisation. Facilities management for the training programme is provided by an external private contractor, under the private finance initiative (PFI). The training subcontractor is based at the college and has a director on site, supported by a senior management team of four managers. There are three team leaders, who are also internal verifiers and assessors. They are responsible for seven other assessors, some of whom are also internal verifiers. There are two co-ordinators, one for quality assurance and one for IT. There is also a learning resource centre manager, and a learning support team leader with a team of seven learning support assistants.

Work-based learning for young people 3. Training in information and communications technology (ICT) is good. Achievement and retention rates are exceptional, not only for the foundation modern apprenticeship framework and its component parts but also for the additional key skills training which all learners receive. Ninety-five per cent of learners, in the most recent intake to have completed their training, achieved the full apprenticeship framework.

4. Key skills training is excellent. All learners receive key skills training at a higher level than required by the foundation modern apprenticeship framework, working towards key skills in ICT at level 2 and in some cases level 3. Eighty-four per cent of learners, in the most recent intake to have completed their training programme, achieved key skills in application of number and communication at level 2, and a further 14 per cent at level 3. Of the same intake, 95 per cent achieved key skills in IT at level 3. Key skills training is designed and taught to focus on the military experience, and the use of vocationally relevant material maintains learners’ interest and demonstrates the relevance of key skills. In addition, learners work towards the wider key skills through their leadership and initiative training, which is provided by non-commissioned officers, who also carry out the key skills assessments. The achievement rates for the wider key skills have been the same as for the other level 2 key skills.

5. The choice of an NVQ as the main qualification aim within the apprenticeship framework is inappropriate, as it is difficult to match the assessment requirements of the NVQ to the learning environment in which junior soldiers operate. Much effort has been made to ensure that learners collect evidence for their NVQ which is as real as possible. However, all learners follow the same training programme at a similar pace, completing the same 33 tasks to achieve all the units of the NVQ. Learners’ portfolios are all similar and lack individuality.

LEADERSHIP AND MANAGEMENT Grade 2

6. The AFC is headed by a commanding officer who is responsible for all aspects of college management, working within the constraints of the operating statement from the initial training group of the army training and recruiting agency. The foundation modern apprenticeship programme and the extra key skills training are funded by the local LSC, through a letter of intent with the MoD. The AFC subcontracts most of this vocational training, although the wider key skills training and assessment are provided directly by the army, through the military training programme. The director of vocational education, who heads the training subcontractor’s team of trainers and assessors, is seconded from a further education college. The contract with the training subcontractor is monitored by the AFC’s chief instructor. The AFC uses an external contractor to provide facilities management. This contract is monitored by the AFC’s commanding officer, supported by a MoD contract monitoring officer.

7. The AFC has procedures which meet the requirements of the ISO 9002 international quality assurance standard. It also has a comprehensive set of equal opportunities policies and procedures produced by the army, as well as a separately produced equal opportunities policy for the AFC. Recruitment takes place centrally and the AFC cannot select recruits to meet targets for gender or ethnicity. The army has exemptions from equal opportunities legislation in relation to certain requirements of front-line military service. The AFC’s equal opportunities policies are implemented through the college’s equal opportunities action plan produced by the commanding officer, which covers recruitment, awareness training, and education and working practices. The AFC has recently drawn up a central diversity statement which is backed by a three-year diversity plan. There are additional equal opportunities policies for the training subcontractor and for the facilities management contractor. The AFC has recently set up a cross- college equal opportunities group which has met once to date. The AFC’s premises meet disability and access requirements for the needs of civilian workers and visitors to the college. Senior managers, together with external consultants from a further education college, carried out internal inspections in October 2000 and again in October 2001. The recent internal inspection formed the basis for the AFC’s second self- assessment report which was produced in December 2001.

STRENGTHS • good collaborative management to enable learners to succeed • clear and demanding targets for retention and achievement • careful management of dual funding to integrate vocational education with military training • thorough training in equal opportunities for staff and learners • effective advice and guidance for early learners • effective measures to encourage continuous improvement in the quality of training

WEAKNESSES • some inefficiencies in the day-to-day operational management of training • no specific monitoring of learners’ experience of equal opportunities • no formal feedback from the end employer

OTHER IMPROVEMENTS NEEDED • better sharing of information on learners’ progress between civilian and military staff • more systematic approach to joint equal opportunities training • more resources for further development of comprehensive course training manual • closer communication on quality assurance between the military and the training subcontractor

8. The contract with the training subcontractor is defined purely in terms of learners’ qualification aims, but managers and staff within the AFC work together effectively across all areas of the training programme in order to enhance the quality of the training received by learners. The training subcontractor is expected to exceed the MoD and LSC contract requirements for levels of key skills achievements by learners. This strength is identified in the self-assessment report.

9. The AFC has sound management procedures and communication structures, both internally and with the two external contractors who provide vocational training and facilities management. Despite the complexities of the contracting arrangements, all staff are clear about their targets. The AFC sets demanding targets for retention and achievement, which have been met. The levels of achievement by learners have been improving over the last four intakes. This strength is identified in the self-assessment report.

10. Because of the complexity of the contractual arrangements between the MoD and the LSC, there is careful identification of the separate funding streams, to avoid any possibility of double funding. The resources funded by the LSC are clearly additional to the core military training, which is funded by the MoD. This separation at a management level does not impact adversely on the learners, who are offered a training programme in which vocational training is integrated with military training rather than being offered in separate blocks of time. The AFC was aware of this strength, but did not mention it in the self-assessment report.

11. The PFI contract arrangements are complex, and separate out the provision of facilities management from the provision of vocational training. Some difficulties are encountered in the day-to-day operational management of the training programme. A small number of administrative staff are not able to be appraised, because their line managers are employed by a different organisation. Increases in the instructors’

© 2002 ADULT LEARNING INSPECTORATE 7 ARMY FOUNDATION COLLEGE workload can have an unexpected impact on the facilities management, for example, because of extra requirements for photocopying. This weakness is identified in the self- assessment report.

12. The training subcontractor has developed a detailed and impressive individual monitoring system to record learners’ progress towards achieving their qualifications. There is a plan to make this system available to platoon commanders, so that immediate supervisors and military instructors can have up-to-date information on their progress through learners’ vocational education. However, there have been delays in agreeing and installing the necessary intranet to enable this information to be shared by both military and civilian staff. The AFC is aware of the potential of the monitoring system, and the need to extend its availability, but did not mention it in the self-assessment report.

Equality of opportunity Contributory grade 2 13. All staff receive regular training on equal opportunities. All army staff have their training updated annually. The AFC has 12 equal opportunities advisers, who provide advice for personnel throughout the college. The equal opportunities advisers receive regular updates and training, which they pass on to other staff and to learners. The training subcontractor has recently trained all 60 of its staff. Effective liaison work takes place, with some of the training subcontractor’s staff attending the military equal opportunities training sessions, although there is no systematic approach to ensure joint training for all civilian and military staff. The self-assessment report did not identify this as a strength.

14. Learners are aware of the equal opportunities policies and of their rights and responsibilities. They receive equal opportunities training at induction. Equal opportunities issues are raised through discussion in some training sessions. Learners are treated fairly and encouraged to achieve their potential. Most learners are aware of the assessment appeals procedure, however, most would not be prepared to use it as they regard it as conflicting with the military culture. The appeals procedure has been used on one occasion.

15. The AFC provides effective advice and guidance for early leavers. Junior soldiers have the right to leave the army after the 4th week and before the 26th week after joining. The AFC contracts with the local careers service to provide regular and effective workshops for early leavers before discharge. Learners receive support to develop their curriculum vitae and are encouraged to identify their achievements during their time in training. They also receive individual guidance sessions and are put in touch with their local careers service. The AFC contacts early leavers after three months and gives them the opportunity to rejoin the training programme if they feel that they have made a mistake. This was not identified as a strength in the self-assessment report.

16. The training subcontractor monitors learners’ achievements at the end of the training programme by gender and ethnic origin. No monitoring of retention rates by gender or ethnic group takes place during the training programme. Equal opportunities has recently become an agenda item at the training subcontractor’s team meetings. However, there is no specific monitoring of learners’ experience of equal opportunities. No specific information relating to equal opportunities is gathered during the evaluation process which takes place at the end of training programme. Learners’ progress reviews do not include questions about equal opportunities. This was not identified as a weakness in the self-assessment report.

Quality assurance Contributory grade 2 17. The AFC’s quality assurance system is detailed, thorough and meticulously recorded. It includes regular surveys of learners’ views, and also feedback on learners’ achievements. The system is used effectively to encourage continuous improvement in the quality of training, and this is included as a strength in the self-assessment report. The last four intakes to complete their training programmes have been surveyed, and the findings have been used to adapt and improve the training programme. Foundation modern apprenticeship achievement rates have been climbing steadily over the last four intakes, while the number of learners has grown significantly over the same period, and the AFC has also undertaken a complete rebuilding programme at the same time. The formalities of the PFI contracting process have delayed the implementation of some improvements which the AFC wishes to introduce. These include improvements in initial assessment and individual action-planning for learners, tailoring the teaching programme to suit individual learners’ needs, and providing additional learning support in the classroom. Preparation for external assessment of key skills has only recently got under- way. Both the AFC and the training subcontractor carry out regular lesson observations as part of the military and the vocational training programmes, providing information for self-assessment and enabling teachers to build on their classroom skills. After some initial anxieties, instructors now see the lesson observations as both necessary and as offering development opportunities. Both the military and the vocational training programmes have a policy of open access to observers from either organisation. This has met with some early resistance, but managers see it as a critical means of improving informal communication links between the military and the training subcontractor, and it is now being accepted more readily. The training subcontractor carries out internal inspection as part of the self-assessment process. Staff understand the purpose of self-assessment, and have contributed to it. The self-assessment report itself is detailed and largely accurate.

18. The AFC has established feedback mechanisms which include surveying the phase 2 military training establishments which most of the learners go to when they leave the foundation college. Feedback from these establishments is very positive. One of the three phase 2 training organisations has been able to cut the amount of time learners spend there from 14 to eight weeks, because their skill level is so high when they arrive. This has not been possible in the other two because of the technical skill requirements. However, the AFC has not been able to carry out surveys with the regiments of the field army which the learners join as professional soldiers after their phase 2 training. Unofficial word-of-mouth feedback is positive, but there has been no formal assessment of the views of the end employers. The self-assessment report did not identify this specific weakness.

19. The AFC has a validation cell, which is a small unit responsible for carrying out surveys of learners and instructors at different stages of the training programme, and for analysing and acting on the findings. It is also responsible for monitoring the training performance of instructors, other than those employed by the training subcontractor. The validation cell is also in charge of developing the comprehensive manual which sets out the requirements of the full programme of learning, including both vocational and

10 © 2002 ADULT LEARNING INSPECTORATE ARMY FOUNDATION COLLEGE military training. However, it does not currently have sufficient resources to carry out this task. The self-assessment report recognised the importance of the work of the validation cell in the area of quality assurance. The training subcontractor also surveys the views of learners, but the production of questionnaires is not co-ordinated between the AFC’s validation cell and the training subcontractor. The design of the questionnaires is not integrated or consistent. The self-assessment report identified that learner satisfaction surveys were underdeveloped.

AREAS OF LEARNING Information & communications technology Grade 2

Programmes inspected Number of Contributory learners grade Work-based learning for young people 1176 2

20. There are 1,176 employed 16-17 year old junior soldiers at the AFC. Thirty of them are women. They are on a 42-week course of military training and vocational education. All learners are working towards a level 2 NVQ in using IT as part of a foundation modern apprenticeship. In addition to the key skills that form an integral part of the foundation modern apprenticeship, learners also work towards key skills in IT at levels 2 and 3 and the wider key skills. The level of key skills training is largely dictated by the ability of each learner as demonstrated during the course of their vocational training. The wider key skills of problem-solving, working with others and improving own learning and performance are included in their training. The AFC subcontracts the teaching and assessment of the whole foundation modern apprenticeship programme to a private training organisation which operates in purpose- built premises on site. The AFC is not directly involved in recruitment, which is carried out by the army’s training and recruiting agency. Learners are selected on the basis of tests which assess their aptitude and motivation. Learners begin their vocational training programme after completing six weeks of basic military training. At the start of their vocational training, all learners undergo an initial assessment of their literacy and numeracy levels. The training subcontractor carries out the initial assessment and draws up individual learning plans. Training and assessment take place on the college premises and are carried out by the training subcontractor. The exceptions are the wider key skills. These are assessed by suitably qualified military instructors. Class sizes are small, with usually between 12 and 16 learners to each instructor. Software and hardware in use are up to date and of a standard to be found in industry. Progress reviews are conducted at the end of each term. The AFC has a learner support unit and specialist dyslexia support is also available. There are currently 272 learners receiving some form of additional learning support. Where appropriate, specialist support staff attend teaching sessions alongside those learners identified as being in need of additional learning support.

The following table shows the achievement and retention rates available up to the time of the inspection. Work-based learning for young people Foundation modern apprenticeships 2001-02 2000-01 1999-2000 1998-99 (FMA) No. %%%%No. No. No. No. % No. % No. % No. % Number of starts 1265 1325 1005 633 Retained* 0 1047 749 514 Successfully completed 0 939 566 406 Still in learning 1176 0 0 0 *retained learners are those who have stayed in learning for at least the planned duration of their training programmes, or have successfully completed their programme within the time allowed

STRENGTHS • exceptionally high retention and achievement rates • excellent key skills training • good teaching methods in the classroom • good resources in purpose-built accommodation • good additional pastoral and learning support

WEAKNESSES • inappropriate vocational qualifications • insufficiently detailed individual learning plans on which to base progress reviews

OTHER IMPROVEMENTS NEEDED • greater continuity in the timetabling of instructors

21. The AFC has exceptionally high achievement and retention rates. Most of those who leave early do so after their first few weeks of military training, before starting the vocational part of their training programme. Recent figures show that 95 per cent of

learners who stayed to the end of the course achieved the full apprenticeship framework. Those who fail to achieve their qualification during the 42-week course at the AFC are given the opportunity to complete their training at a later stage. Of those who have taken up this opportunity, 25 per cent have achieved their qualification. All learners have the opportunity to extend their key skills training beyond the requirements of the foundation modern apprenticeship framework. The training subcontractor provides key skills training up to level 3 in ICT, communication skills and application of number, and also wider key skills up to level 2. Last year, 95 per cent of learners who had progressed up to level 3 key skills in ICT achieved their qualification. The contract requirement has now been varied with the introduction of external testing of key skills. There is no longer a requirement to offer key skills training at level 3, although the training subcontractor plans to do so with learners capable of this level of achievement. The self-assessment report identified this strength.

22. Key skills training is excellent and identified as a strength in the self-assessment report. The feedback from learners was extremely positive. There are no academic requirements for entry to the AFC. When learners arrive at the education block, abilities within a group vary considerably, although there is some streaming of groups for training in application of number and communications. About 25 per cent of the learners are identified as needing formal basic numeracy and literacy support. The AFC has put in place an effective programme to teach key and basic skills. All learners have the opportunity to complete six key skills. The foundation modern apprenticeship framework requires learners to achieve key skills in communication at level 2 and key skills in application of number at level 1. Ninety-eight per cent of the last intake to complete their 42-week course at the AFC, achieved both these key skills at least at level 2, and 95 per cent achieved a key skill in IT at level 3. All learners are able to undertake wider key skills at level 2, and achievement rates over the past two years have been above 95 per cent. Teaching and assessment are designed to focus on the military experience. The use of vocationally relevant material not only maintains learners’ interest but also demonstrates the importance of key skills. Leadership and initiative training provides the evidence for the wider key skills. All learners undertake an extensive sports and skills programme which goes beyond the requirements of their military and vocational training programmes. They are encouraged to work towards the Duke of Edinburgh’s Awards. Those who already have a bronze or silver Duke of Edinburgh’s Award when they arrive at the AFC, work towards the gold award, which is being developed to teach the wider key skills at level 3. The self-assessment report identified the strength of the extensive sports and skills programme.

23. All of the teaching observed was graded satisfactory or above. Some of the teaching was inspired and charismatic. Application of number teaching had been identified as a weakness in the self-assessment report. Considerable efforts have been made to improve the consistency and quality of training. While there are still some areas for improvement, the overall standard of teaching observed was very good.

24. The AFC occupies new, purpose-built accommodation. Learners have access to excellent resources both for ICT and key skills training. All classrooms are equipped

with state-of-the-art equipment. There is a specialist library and learning resource centre, and instructors are available out of hours to offer learners extra tuition. The learning resource centre is also used by staff working alongside learners to develop their own skills. The self-assessment report identified the AFC’s resources as a strength.

25. The AFC has established an effective multi-agency system of pastoral support for learners. Agencies provide leisure facilities as well as pastoral care. This enables learners to receive support quickly from a range of civilian and military personnel who are familiar to them. There is close formal and informal contact between all the agencies. Monthly joint meetings have recently been established and these include learners’ representatives. Minutes of these meetings are displayed on public notice boards. It is too early to measure the effect of these enhanced pastoral systems on retention rates. There is an established and thorough system of learning support. The learning centre is open in the daytime and in the evenings to provide additional learning support to all learners. Some learners are identified as needing support and their attendance at the learning centre is compulsory, while others attend on a voluntary basis. Support is also offered in the classroom where needed. Formal support is provided through additional learning needs tutors, and informal support through the presence of a non-commissioned officer. Learners’ progress is measured at regular intervals. However, there is no overall measure of the effectiveness of learner support. The self-assessment report identified that learners receive effective help and support.

26. Although there are real strengths in the training programmes, there are significant difficulties in tailoring the NVQ training to meet the needs of learners who are also being trained for a career in the army. The self-assessment report did not identify this weakness. Teaching and assessment take place in the classroom. Considerable effort has been made to help learners produce evidence of their competences based on their everyday experiences as junior soldiers. For example, learners produce documents which they take with them for their career as soldiers, such as a ‘tactical aide-memoire’. However, portfolios do not reflect what would normally be produced by learners working towards an NVQ. However, the awarding body and the national training organisation have accepted the validity of the programme. All learners complete a set list of 33 tasks which have been devised to fit the NVQ requirements. All assessments are based on the same exercises and there is little verification between individual portfolios. The level 2 NVQ training does not meet the individual needs of the junior soldiers. This is acknowledged in the self-assessment report, but it is an MoD requirement that all junior soldiers at the AFC undertake foundation modern apprenticeship training in ICT. There is no academic requirement for entry to the AFC, and learners in each new intake display a wide range of abilities in the use of IT. Learners undergo a series of basic skills tests when they start their training programme, but there is no assessment of ability in ICT, although one of the basic skills tests is done on a computer. Learners are streamed according to their test results in literacy and numeracy, but not in ICT. This is despite evidence that many learners have abilities or achievements in ICT which are either significantly beyond or below the level 2 NVQ.

27. Individual learning plans lack detail and do not reflect learners’ different ability levels

when they join the training programme. Progress reviews are superficial, as there is little information on which to base action-planning. Reviews do take place but the military and vocational aspects of training are looked at in isolation from each other. The strong pastoral support available to learners lessens the potential impact this could have, but the poor review process nonetheless fails to identify and deal with individual learners’ needs. This was identified as a weakness in the self-assessment report and while efforts are being made to rectify this it does not lessen the frustration of those learners who are currently affected. Discussions are taking place to develop alternative routes for learners who need to work towards level 1 or level 3 NVQs.

28. The timetabling restrictions on the AFC, who have to work around army commitments, make it difficult to ensure that learners have the same instructor for each training session. Groups are often taught by whichever appropriate instructor is available. However, this also encourages a standardised approach to teaching and assessing the training programme.

Good Practice Army platoon staff use the learning support sessions when preparing for educational promotion examinations. They work alongside learners, who are attending learning support sessions to improve their own basic skills. This helps learners to feel very comfortable about seeking support.