Compass Group, UK and Ireland Limited

Further Education and Skills inspection report Date published: 17 December 2014 Inspection Number: 430252 URN: 58805 Compass Group

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Summary of key findings for learners

 learners greatly benefit from effective off-the-job teaching and learning provided by well- qualified, highly enthusiastic and experienced trainer assessors  learners greatly improve their English and mathematics skills; they develop good employability and personal skills  learners improve their career and future employment prospects through completing their apprenticeships  provision effectively meets national training priorities, successfully promotes apprenticeships and raises ambition among its employees.  managers have effectively dealt with areas for improvement identified at the previous inspection.

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Summary of key findings for learners

 there is not enough outstanding teaching, learning and assessment  not enough learners complete their apprenticeships within planned timescales because they do not always receive clear and specific targets to improve their progress  workplace supervisors do not have sufficient involvement with learners’ programmes and their on-the-job training, resulting in slow progress for a small number of learners  not all managers contribute effectively enough to quality improvement arrangements, including self-assessment. Inspection dates 10−14 November 2014

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This inspection: Good-2

Previous inspection: Requires improvement-3 Outcomes for learners Requires improvement-3 Quality of teaching, learning and assessment Good-2 Effectiveness of leadership and management Good-2

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What does the provider need to do to improve further?

 Ensure that all learners complete their apprenticeships within planned timescales by ensuring that they: − have more specific targets to speed up their progress − receive more frequent and effective reviews and visits from their trainer assessors.  Provide more outstanding teaching, learning and assessment by ensuring that trainer assessors receive good, relevant training in providing the specialist support learners may need.  Use the performance management arrangements effectively to ensure that workplace supervisors have greater involvement in monitoring their learners’ on-and off-the-job progress.  Ensure that managers across Compass Group have greater involvement in the self-assessment process and that they take greater account of the views of stakeholders when making improvement plans.

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Inspection judgements

Outcomes for learners Requires improvement  Compass Group provides apprenticeships and training for professional qualifications in three main areas. Currently, security services is the largest area with more than half of current learners, followed in order of size by hospitality and catering, and management and professional qualifications. This inspection sampled provision in security services, but does not report this as a discrete subject area. Compass Group employs all learners, and the vast majority of learners are over 25.  Since the previous inspection, the numbers of learners completing their apprenticeships in security services have increased significantly, are very high and well above national rates. Learners in security and in hospitality make good progress towards gaining their apprenticeships. However, in management and professional qualifications these fell below national rates in 2013/14.

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Inspection judgements

 Too few learners in management and professional courses, such as team leading and business, complete their apprenticeships within the planned timescales and they make slow progress. However, they still receive support and help with their studies and do eventually gain their qualifications  The vast majority of learners, very many of whom have not been engaged in education or training for many years, greatly improve their English and mathematics skills. They gain their functional skills qualifications in English and mathematics at their first attempt. Very many of these learners do not have formal qualifications in English or mathematics and their success motivates them and gives them confidence in their jobs.  The use of, and training in, information and communication technology (ICT) as part of their qualification enables many learners to develop or improve their ICT skills, which they use successfully in their jobs. However, the lack of familiarity and confidence in ICT skills of a small

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Inspection judgements

number frustrates them and holds them back. The sometimes complicated system for submitting assessment details electronically also baffles and discourages a number of learners.  Across all the areas, the majority of learners improve their vocational and practical skills through good study skill workshops. Successful integration of practical and theory work gives them a rounded and beneficial understanding of their specialist work area. For example, security learners demonstrate sensitivity in communicating with members of the public whose behaviour can be difficult because of their homelessness or unseen disabilities.  The training they receive in understanding diversity enables specialist security staff in high security environments to resolve potentially difficult situations. Knowing legal frameworks and individuals’ rights provides them with a sound basis for how they react in a measured way.

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Inspection judgements

 Younger catering learners in the Chef Academy greatly improve their communication skills and patience in busy and demanding situations. They gain confidence in preparing unfamiliar dishes and dealing with a range of different people. Two learners gained prestigious awards at a recent national event.  There are no significant differences in how learners from different age groups or diverse cultural or minority ethnic backgrounds perform. Women slightly outperformed men in gaining their qualifications in 2013/14. Managers are aware of the reasons for this and are taking appropriate steps to improve performance.  The proportion of learners with a learning difficulty participating in apprenticeships is very small. Those who participate are successful in gaining their qualifications.  Compass Group data show that at least a quarter of staff gain promotion or improve their job prospects because of taking part in the training programmes or completing their

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Inspection judgements

apprenticeships. The support for jobs that are not sociable or regular, but important to local economies, demonstrates that Compass Group is meeting national and local needs well.

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Inspection judgements

The quality of teaching, learning and assessment Good  Teaching, learning and assessment are now good, but have not yet sufficiently ensured that all learners complete their programmes in the planned time. Learners develop good knowledge and skills, particularly in security services and hospitality. Trainer assessors challenge learners who are more capable to gain functional skills at a higher level than required by their apprenticeship framework.  Trainer assessors monitor the progress of learners effectively using electronic portfolios and reviews, so that they identify slow progress quickly. They take swift actions to resolve problems and are flexible and accommodating to learners’ requests for help. They arrange visits to meet the varied needs and work patterns of learners who can then make effective use of their time.  In spite of their clear dedication and commitment, trainer assessors are not always able to visit

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Inspection judgements

and observe learners at work because of competing demands on their time. Thus, learners do not always receive timely visits and this affects their progress.  Assessment is careful and well planned, resulting in learners completing their assignments promptly and to a good standard. This is particularly effective in security services. Trainer assessors ensure that assignments relate closely to tasks in learners’ everyday work. For example, in covering equality legislation, trainer assessors ensure that the learners understand how they can address clients and the public appropriately and how they should or should not refer to people in normal work situations.  Learners receive constructive feedback from trainer assessors, which helps their progress. They improve their spellings and number skills during vocational workshops because of trainer assessors’ diplomatic identification and correction of errors. Management learners on level 3

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Inspection judgements

programmes receive clear and precise guidance on how to improve and produce good quality work-based assignments. However, in business management, feedback is slow, and this delays learners’ progress.  Learners in hospitality and security programmes learn to work independently and develop the necessary occupational skills well. The programmes are well structured and the design takes good account of the different and often unsocial work patterns of the learners. Catering learners enjoy and benefit from the mix of work and time to experiment.  Resources to support learning are good. Learners use these well to practise and develop new skills. Learners also gain good study habits and research their work at times suitable to them, using the internet and the good textbooks they are given. The majority of learners make good progress in their English through good use of the English ‘virtual classroom’ and in mathematics

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Inspection judgements

by using the online mathematics resources.  Training in off-the-job workshops is good. The sound practical advice and opportunities for reflection and discussion with peers develop learners’ thinking. For example, consideration of ways that the behaviour of people with mental health problems can change when they are under stress was stimulating and relevant to security staff. Trainer assessors in workshops pay full attention to reinforcing good health and safety practices; as a result, learners themselves are attentive to health and safety in their jobs.  Learners receive useful and attentive individual support from their trainer assessors to help them achieve functional skills qualifications. However, no specialist support staff are available for learners with specific difficulties in learning English and mathematics.  Too few learners receive timely on-the-job support and encouragement from their mentors or

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Inspection judgements

workplace managers, who often know little about learners’ training and assessment plans. As a result, they do not provide effective training and guidance to support learners to make good progress.  Recently introduced arrangements to assess learners’ skills, aptitudes and support requirements at the start of their programmes are good. The follow-up detailed assessments, identifying levels of skill, are proving to be positive. However, the setting of appropriate targets to measure progress and help learners improve still requires improvement.

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Apprenticeships

 The quality of teaching, learning and assessment is good, reflected in the increasing ithe numbers of learners achieving their frameworks since the previous inspection. However, too few learners achieve their frameworks within the planned time. The majority of current learners are making good progress and developing good practical skills for working in the hospitality and catering industry. For example, learners develop their confidence and presentation skills well by cooking in front of customers.  Learners in the Chef Academy benefit from practical experiences of working at large catering events very early in their programmes. Trainer assessors give pertinent examples and insights from their own recent industry experience, and instil in learners the importance of meeting strict deadlines as part of a team.  The structure and planning of the apprenticeship programme are good and result in the majority

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Apprenticeships

of learners gaining good practical skills. In workshops, they learn how to organise and manage time and develop useful research skills. Although trainers deal with equality and diversity as topics in workshops, they do not routinely reinforce points at other times in their training.  A small minority of workplaces do not offer sufficient opportunities for learners to practise newly acquired skills from their off-the-job training sessions. In these workplaces, supervisors do not give sufficient level of attention to reinforcing or developing learners’ skills.  Learners improve their English and mathematics skills and understanding effectively in the context of their work. Trainer assessors make English and mathematics practical and relevant, using a variety of media that include information technology and well-illustrated, engaging books. They also encourage the more capable learners to achieve at higher levels. However,

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Apprenticeships

trainer assessors do not routinely correct spelling and grammar errors in learners’ work. As a result, learners do not appreciate sufficiently how inaccurate written work can inhibit progress.  Assessment of learners’ work is good. Constructive feedback from trainer assessors guides learners to develop good technical skills. Their practical tips enable learners to provide good evidence of how well they are acquiring and using their skills at work. Those learners who are competent at using information and communication technology make good use of this in submitting and receiving assessed work.  A small minority of learners do not improve or make progress quickly enough because of trainer assessors do not provide feedback on their assignments quickly enough. Those who are not confident using ICT require more support to use electronic portfolios.  The management of progress reviews requires improvement, and learners do not receive precise

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Apprenticeships

and clear targets and deadlines. For example, learners not completing set work are simply given extra time and their targets extended. Workplace supervisors who act as mentors are insufficiently involved in learners’ progress reviews.  Learners receive good information and advice before they start their apprenticeships. This ensures the apprenticeship matches their interests and abilities. The information and guidance for longer-term career progression are also good.  Support arrangements for learners with specific needs require improvement. Trainer assessors provide suitable help on an individual basis when learners disclose that they may have additional support needs, but the trainer assessors lack training and skills in diagnosis and support for those with specific learning difficulties.  The majority of learners gain a better understanding of equality and diversity related to their job roles because of the programme. For example, they become more comfortable and confident in

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Apprenticeships

identifying cultural sensitivities relating to food preparation.

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Apprenticeships

 Teaching, learning and assessment require improvement, reflecting the fact that not enough learners completed their qualification within the planned timescales in 2013/14. Learners make good progress from low starting points. They develop confidence and improved communication skills when dealing with clients. They also gain increased knowledge about employment law and business functions.  The frequency and quality of learners’ progress reviews require improvement in a a number of programmes, leading to slow progress for business management learners. These learners do not receive frequent visits by trainer assessors in their workplace. As a result, they do not receive coaching or assistance to apply to the workplace the knowledge gained in workshops.  Business administration and customer service learners benefit from frequent visits in the workplace by trainer assessors who thoroughly review their progress. Trainer assessors use

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Apprenticeships

good coaching techniques to develop well learners’ understanding of business practices, for example how to prioritise time and tasks.  Learners successfully extend their understanding of business functions and strategies in workshops and formal training sessions and apply these to their workplace. The successful application of a newly learnt management strategy led directly to a reduction in short-term absences in one learner’s workplace.  From workshops, learners develop a broader understanding of equality and diversity within the vocational area. They learn how their understanding of an individual’s differences and needs and their own responses influence the quality of the service they provide.  The intervals between workshops are often too long for business management learners, resulting in slow progress towards completing the apprenticeship programme. Although they have access to well-designed online support and learning programmes, not all learners have the

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Apprenticeships

technical expertise to benefit fully from these. However, the experience and practice for business administration and customer service learners are much more positive.  Target setting for business administration and customer service learners is good, but for other learners it does not contribute effectively enough to progress. Targets for business management learners mainly relate to the completion of assignments and are not broken down to help measure progress in smaller steps. This contrasts with the more detailed, helpful, short-term targets set for business administration learners that lead to them making better progress.  The frequency and quality of assessments require improvement. For business administration and customer service learners these are good. In workshops and at work, learners receive detailed, clear feedback to help them make progress. Only a minority of business management learners

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Apprenticeships

receive prompt and helpful assessments of their work. For example, the majority do not receive fully individualised plans for improvement, or develop specialist technical vocabulary well enough through assessments.  The process for identifying learners’ levels of English, mathematics and ICT skills at the beginning of their programme is effective. It leads to learners working with motivation and purpose towards their functional skills qualifications. This is the result of changes made since the previous inspection.  Business administration and customer service learners receive good one-to-one coaching to develop their English and mathematics skills in the workplace. The assistance provides appropriate contexts to improve their skills. However, business management learners work independently to practise their skills and do not have sufficient guidance to make good progress.  Learners receive good advice and information through their performance reviews. This enables

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Apprenticeships

them to follow a programme well matched to their job role. They learn of progression opportunities, further training, and employment within the company and beyond. Participation in the apprenticeship programme motivates learners and encourages them to progress to a higher level qualification to improve their career prospects.

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Apprenticeships

The effectiveness of leadership and management Good  Managers at all levels within Compass Group demonstrate a very strong support for the apprenticeship programmes. Board members are well aware of the performance of learners and the actions taken to improve the provision. They provide good resources to enable improvements to be made.  Senior leaders value apprenticeships highly as a key contributor to the company’s aim of promoting career development and raising ambition in employment sectors that do not traditionally recruit a significant number of young people.  Good partnership work with local authorities, hospitals and financial services organisations has brought useful careers information to young people in areas of disadvantage. This increases their participation and employment in industry sectors with which they may be unfamiliar.  The response to the areas for improvement at the previous inspection has been effective.

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Apprenticeships

Managers have taken well-considered actions to invest in, and improve, the provision. The number of learners gaining their apprenticeships has improved and continues to rise, but still not enough learners complete within the planned time.  Teaching, learning and assessment have improved and are now good. The number of learners in security services achieving their qualifications has greatly improved and is very good. Monitoring of Compass Group’s subcontractor is effective. Timely actions have resulted in major improvements in performance, which is now good. The vast majority of learners in subcontracted provision gain their qualifications in the planned timescales.  Compass Group’s managers evaluate the quality of teaching, learning and assessment much more rigorously than at the previous inspection, now and have a clear picture of strengths and areas for improvement. All trainer assessors received an observation of their teaching and

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Apprenticeships

learning within the past year and received timely support where necessary to achieve improvements. An appropriate system of peer observations encourages the sharing of good practice.  A well-designed performance management process enables managers to improve the quality of its trainer assessors. However, not all managers involved in supporting learners, particularly in the workplace, work to a high standard.  Managers have developed accurate and accessible management information, and they now have a good understanding of key performance indicators, which has a positive impact on effecting improvements. However, not all developments, such as ready access to data for managers when away from their bases, are complete.  Managers improved quality assurance arrangements quickly after the previous inspection, but systems are not yet sufficiently well established. For example, managers know when reviews with learners take place, but they cannot be sure that they are as effective as they should be.

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Apprenticeships

 Self-assessment does not yet drive improvement. Senior managers accurately identify strengths and the areas for improvement and ensure plans for improvement come to fruition, however, the views of key stakeholders do not inform the process sufficiently well. Assessments made by a few managers in individual sector areas are not sharp enough and the self-assessment report does not provide sufficient evidence to justify the judgements made.  A clear commitment to supporting national priorities has led to an expansion of apprenticeships. Managers respond very well to the training needs of internal company markets and a broad range of courses meets learners’ needs well.  Leaders and managers successfully promote respect for others and take action to ensure that activities are fair and inclusive. For example, they have changed the location of some training programmes to ensure that they do not exclude those with care commitments. All staff and

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Apprenticeships

learners receive frequent training in equality and diversity.  Promotion of equality and diversity by trainer assessors within training workshops and reviews requires improvement. However, managers carefully analyse the performance of different groups and understand the reasons for any differences, although any current gaps are not significant.  Managers and staff pay good attention to health and safety. Managers across Compass Group place a high priority on ensuring that the varied environments in which its people work reflect very high standards of health and safety.  Arrangements for safeguarding are good. All staff, including the subcontractor’s workforce, are checked by the Disclosure and Barring Service and appropriate records are maintained. Apprentices benefit from the company-wide approach that includes specific risk assessments for young people. Learners feel safe.

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Compass Group

Inspection grades are based on a provider’s performance:

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Compass Group

1: Outstanding 2: Good 3: Requires improvement 4: Inadequate Overall 14-16 part-time provision 14-16 full-time provision 16-19 study programmes Traineeships 19+ learning programmes Apprenticeships Employability Community learning

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Compass Group

The quality of teaching, learning and assessment 2 - - - - - 2 - -

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Compass Group

The effectiveness of leadership and management 2 - - - - - 2 - -

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full contract year

Principal/CEO Mr Dennis Hogan Date of previous inspection 3−7 June 2013 Website address http://www.compass-group.co.uk

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programme level

Level 1 or below Level 2 Level 3 Level 4 and above

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Apprenticeship level and age

Intermediate Advanced Higher 16-18 19+ 16-18 19+ 16-18 19+ 18 488 - 33 - - Number of traineeships 16-19 19+ Total - - -

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Number of learners aged 14-16

Full-time N/A Part-time N/A Number of community learners N/A Number of employability learners N/A Funding received from Skills Funding Agency (SFA)

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Contextual information

Compass Group UK and Ireland, part of the larger Compass Group PLC, specialises in catering, hospitality and support services. Formed in 1987, after a management buyout of a predecessor company, Compass Group floated on the Stock Exchange a year later and entered the FTSE 100 list of companies in 1998. Around 60,000 employees work at over 7,000 client sites. Compass Group UK and Ireland contracts directly with the National Apprenticeship Service to provide apprenticeships for new recruits and as development opportunities for existing employees.

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Information about this inspection

Lead inspector Peter Green HMI One of Her Majesty’s Inspectors (HMI) and six additional inspectors, assisted by the Qualification Contract Manager as nominee, carried out the inspection with short notice. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. Inspectors also used data on learners’ achievements over the past three years to help them make judgements. Inspectors used group and individual interviews, telephone calls and online questionnaires to gather the views of learners and the employer; these views are reflected throughout the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all relevant provision at the provider. Inspectors looked at the quality of teaching, learning and assessment across all of the provision and graded the sector subject areas listed in the report above.

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Grade Judgement

Detailed grade characteristics can be viewed in the Handbook for the inspection of further education and skills 2012, Part 2:

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Grade Judgement

http://www.ofsted.gov.uk/resources/handbook-for-inspection-of-further-education-and-skills- september-2012

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Grade Judgement

guidance ‘Raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234 , or email enquiries@ofsted.gov.uk .

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Grade Judgement

Learner View is a website where learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too.

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Grade Judgement

To find out more go to www.learnerview.ofsted.gov.uk

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Grade Judgement

Employer View is a new website where employers can tell Ofsted what they think about their employees’ college or provider. They can also see what other employers think about them too.

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Grade Judgement

To find out more go to www.employerview.ofsted.gov.uk achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Grade Judgement

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Grade Judgement

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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