What does the provider need to do to improve further?
- Improve the quality of teaching and learning in GCSE English and mathematics lessons, to ensure that lecturers engage learners in these lessons, and provide them with the knowledge and skills they need to achieve a grade 4 or higher in their examinations.
- Reinforce to learners on study programmes the importance of frequent attendance and good punctuality. Ensure a consistent approach from all staff to address poor attendance and punctuality.
- Increase the number of clients available during practical lessons, so that all learners can develop their skills on a wide range of clients, and so that learners do not have to act as models for their peers so often.
What does the provider need to do to improve further?
- Improve the quality of teaching, learning and assessment so that it is consistently good by ensuring that:
- training for lecturers focuses on improving classroom practice and teaching skills
- observations of teaching place sufficient emphasis on evaluating the skills, knowledge and professional standards that learners are developing during lessons
- lecturers plan for learning that consistently challenges and meets the needs of individual learners
- assessors, referred to as ‘learning and development trainers’ by LCBT, plan sessions at visits to challenge and extend apprentices’ learning and knowledge.
- Increase the proportion of study programme learners that achieve their English and mathematics qualifications, by:
- improving the rate of attendance at these subjects
- ensuring that lecturers promote to learners the benefits of achieving these qualifications to support them in the future
- ensuring that vocational lecturers develop learners’ mathematics and English skills in lessons, by planning additional activities that allow them to practise and apply these skills.
- Further embed the implementation of the new apprenticeship management structure and processes, to ensure that the quality of apprenticeship delivery and the proportion of apprentices who complete their qualifications in the planned time continues to improve.
- Monitor where learners go on completing their course, relative to their intended career or study aims. Identify why more learners on study programmes do not progress to the next level of study with LCBT and put actions in place where appropriate to increase this.
What does the provider need to do to improve further?
- Improve success rates for learners aged 16 to 18 on full-time beauty therapy programmes, by providing more support and motivation to the minority of learners who start at later dates and are at risk of leaving early as their courses span the summer holiday period. Improve the pace of progress for those apprentices with lower success rates, by better monitoring of workplace visits, ensuring that all apprentices receive frequent assessment.
- Improve the standard of teaching and learning by ensuring all teachers and assessors plan well so that they use learning strategies and resources to a consistently high standard; and by constantly monitoring the performance of staff through effective observation of teaching and learning.
- Increase the availability of specialist functional skills and specific learning support, by the planned appointment of the necessary additional staff to improve classroom-based learners' functional skills success rates.
- Implement quality improvement arrangements fully across the expanding provision, including the sharing of good practice. Ensure greater input by learners and their employers into the selfassessment process, by developing further the use of forums and on-line ways of capturing their views formally.
Key areas for improvement
- Low timely success rates by apprentices
- Insufficient recent and relevant training for staff in equality and diversity
- Insufficient use of success rate data by managers for improvement
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