Skills and Enterprise Development Academy (SEDA) - Ofsted

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Focused monitoring visit: Skills and Enterprise Development Academy (SEDA), 14 December 2010 1 of 5 FOCUSED MONITORING VISIT: MAIN FINDINGS Context and focus of visit Skills and Enterprise Development Agency (SEDA) is a voluntary sector not for profit training provider focusing on small and medium enterprises within minority ethnic communities. Under a contract with the Skills Funding Agency, SEDA provides National Vocational Qualifications (NVQs) at levels 1 to 4 in customer services, business administration, information and communication technology (ICT), road passenger vehicle driving, and food and hygiene. The company also provides NVQ level 3 assessment qualifications (A1), NVQ level 4 internal verification qualifications (V1), advice and guidance NVQs at levels 3 and 4, and literacy and numeracy skills qualifications. On an individual level, SEDA offers tutorial and practical tuition and training, job preparation, advice and guidance, mentoring, confidence building and personal development. SEDA predominantly provides training in East and West London boroughs, but also covers wider North East and other Greater London boroughs. Two directors, two senior managers, eight assessors and trainers, and two administrative staff manage the provision. The company’s previous inspection was in October 2008. Grades were satisfactory in all areas. Themes Self-assessment and improvement planning What is the provider’s capacity to self-assess and make and sustain improvements? Reasonable progress The previous inspection judged SEDA’s arrangements for quality improvement to be incomplete with many activities either informal or new to the organisation. Initial assessment arrangements are now more relevant to the learner programmes and form a sound basis for further actions, including identification of any language or communication support needs. Prior learning and experience are assessed effectively, with this information used to ensure learners start at the correct NVQ level. All assessors are observed using a feedback sheet that covers the assessment process well. However, in some instances, the comments describe what the assessor did rather than evaluate how well the assessment went. A more structured approach to collecting and using learner and employer feedback has improved some of the processes and reduced bureaucracy within the training. At the previous inspection only two members of staff were qualified assessors; there are now twelve. A clear training plan is in place to increase the number of internal verifiers and the number of staff with an information, advice and guidance (IAG) qualification at level 4. All staff contribute to the self-assessment process and increasingly effective use is made of employer and learner views within the subsequent report.
Focused monitoring visit: Skills and Enterprise Development Academy (SEDA), 14 December 2010 2 of 5 Outcomes for learners What progress has SEDA made in raising achievements and outcomes for learners? Significant progress Significant progress has been made since the previous inspection in raising outcomes for learners. Across a three-year period, both overall and timely achievement of NVQs has risen steadily. In skills for life literacy NVQ at level 1, timely achievement has risen from 7.9% in 2007/08 to the current 79%, which is around five points above the national average. Timely completion for customer service NVQs at level 2 has risen by around twenty percentage points and now stands at 97%, which is nearly thirty points above the national average. For customer service NVQs at level 3, timely completion stands at 100%, which is thirty-six points above the national average. These increases in success rates have been brought about against a background of significantly increased enrolments. Employers report that levels of confidence and motivation are improving as a result of the work undertaken by SEDA. Punctuality and attendance are also getting better. In one organisation, a number of learners are now eager to apply for paid work, progressing from the voluntary roles they currently have. Quality of provision What progress has SEDA made in improving individualised planning and progress monitoring for learners? Significant progress Significant progress has been made in the development of useful individual learning plans (ILPs) and meaningful monitoring systems for learners. A new ILP gives much improved planning, progress monitoring and evaluation opportunities, and is well used by assessors and managers to plan training and identify learners’ needs. Employers are fully involved in the initial planning of training at a three-way meeting, with assessor, learners and employer present to discuss needs and training plans. Employers also receive a good level of information about learners’ progress during training. ILPs are now used effectively to monitor training, along with a clear and well-used learner progress tracking form. Additional training and support needs are swiftly identified and effective support is put in place. Assessors maintain clear and frequently-updated records of learners’ progress, following weekly workplace review and assessment visits to learners. How has the planning for and embedding of skills for life learning been improved? Significant progress The development of skills for life provision was in the early stages at the previous inspection, with progress identified on the implementation plan and some raising of staff awareness having taken place. Skills for life are now successfully embedded into the NVQ programmes and achievement of literacy and numeracy qualifications has increased from 59% in 2007/08 to 94% in 2009/10. SEDA works well with employers
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Skills and Enterprise Development Academy (SEDA) - Ofsted

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