Compass Group UK & Ireland

Compass Group UK & Ireland Monitoring visit report

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Name of lead inspector: Harmesh Manghra HMI

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Inspection date(s): 13–14 September 2017

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Address:

Parklands Court 24 Parklands Birmingham B45 9PZ Monitoring visit: Compass Group UK & Ireland, 13–14 September 2017

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Context and focus of visit

This is the first re-inspection monitoring visit to Compass Group UK & Ireland following the publication of the inspection report on 17 July 2017. At that time inspectors found the provider to be inadequate for overall effectiveness and for each of the key judgements: effectiveness of leadership and management; the quality of teaching, learning and assessment; personal development, behaviour and welfare; and outcomes for apprentices. The arrangements for safeguarding were effective.

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Context and focus of visit

Since the inspection, directors have restructured the provision, revised staff roles and made several changes to the way that apprentices receive training and support. They have voluntarily stopped recruiting new apprentices. A manager has been assigned to the role of managing funding and compliance. At the time of the monitoring visit, a new head of apprenticeships and a quality manager had been in post for nine weeks and two weeks respectively. The apprenticeship delivery manager is due to start work in the next two weeks. Directors have secured the services of a new partner, Creative Learning Partnership, to provide functional skills learning to apprentices and are reviewing the role of the sole subcontractor, Jigsaw Training, including the models of learning delivery. In addition, directors are in the advanced stages of hiring two new specialist subcontractors to deliver apprenticeships in the hospitality and management sectors, while they plan to focus their direct delivery on

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Context and focus of visit

providing apprenticeships in culinary programmes and chef leadership programmes. These two programmes account for 20% of the apprentices within the company. Other significant programmes include those in security, cleaning and hospitality. Of the 296 apprentices in learning at the time of the visit, 64 apprentices had exceeded their allocated time in learning.

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The fitness for purpose of the post-inspection action plan, reporting

arrangements, rigour of senior leaders’ and governors’ scrutiny. Directors fully accepted the shock result of the inspection and made a swift and well- considered response to implement the recommendations of the inspection team. Having been assured of an overly positive picture of the provision by the previous managers, directors took decisive action to understand the root causes of the weaknesses in the provision and conducted a detailed analysis. This included a full audit of all learner records, including those with the subcontractor, and taking strong steps to deal with the identified weaknesses. The number of apprentices making slow progress remains identical to what the inspectors found at the recent full inspection and these figures reflect the true position. The detailed analysis of the provision identified far deeper problems than they had anticipated. By gathering all apprentices’ views, directors in all departments have an accurate understanding of

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The fitness for purpose of the post-inspection action plan, reporting

Monitoring visit: Compass Group UK & Ireland, 13–14 September 2017 the quality and level of the support for apprentices as well as the causes of slow progress towards skills development and achievement of qualifications. They receive weekly reports on the progress of apprentices in their departments and are well aware of who to speak to about improvements – something they did not know previously. The newly appointed head of apprenticeships has produced a detailed second draft of the post-inspection action plan and included actions to deal with other weaknesses in the provision that were not considered key in the inspection report. Plans to deal with most of the major weaknesses, except for improving teaching, learning and assessment, are appropriate. However the action plan is focused on taking actions to deal with the weaknesses, rather than focusing on how the actions will improve the apprentices’ experience. Managers have not clearly

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The fitness for purpose of the post-inspection action plan, reporting

spelled out what they wish to achieve and how they will measure the impact of their actions on apprentices. They have not set interim targets to help them achieve their objectives.

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Priorities for improvement

 Set clear and precise objectives in the post-inspection action plan that focus on the impact on apprentices rather than completion of activities.  Identify and set clear interim measures to ensure that all actions are on target to achieve the planned objectives.  Finalise and implement arrangements to evaluate and ensure a high-quality experience for apprentices, including their skills development, progress and progression, through a rigorous scrutiny of their work, evaluation of all staff interactions and discussions with apprentices.  Closely monitor the performance of apprentices with the subcontractor and swiftly deal with the areas for improvement, including the quality of teaching, learning and assessment.  Directors in governance roles should empower senior managers to implement the planned changes by scrutinising their work, providing them with necessary and timely support, and challenging them to excel at training the workforce to meet

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The planning of learning to ensure that apprentices make rapid progress

and achieve their qualifications in the planned period.

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The planning of learning to ensure that apprentices make rapid progress

At the time of the full inspection, assessors did not plan learning well enough to ensure that the apprentices made rapid progress and achieved their qualifications in the planned period. Those apprentices who needed to complete functional skills to achieve their framework did not start on these qualifications until they were nearly at the end of their programmes. Workplace supervisors of many apprentices did not allocate sufficient time for them to work on their programme and did not provide sufficient support. The majority of apprentices experienced changes in assessors, and this slowed their progress further. The recently audited data presents a more Monitoring visit: Compass Group UK & Ireland, 13–14 September 2017 accurate picture, both within direct delivery and in the subcontracted provision. Senior managers are closely monitoring the subcontractor and the workplace supervisors to ensure that all apprentices complete their qualifications as soon as

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Priorities for improvement

 Ensure that managers and supervisors: – undertake the planned training and development to update their understanding of how to provide effective support to apprentices, enabling them to progress rapidly towards their qualification in the workplace – enable apprentices to start their English and mathematics learning from the beginning of their programme to improve their skills and achieve their qualifications – plan learning and assessment activities well to align with apprentices’ day-to- day job roles to help them develop and practise practical workplace skills, and learn and demonstrate appropriate behaviours – allow sufficient time at work for apprentices to complete their off-the-job training with ample support from the workplace supervisors.

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to develop high-level skills, confidence and qualifications in English and

Teaching, learning and support for apprentices to develop their functional skills in English, mathematics and information and communication technology (ICT) at the previous inspection were ineffective. Learning resources were insufficient, as was the support to develop apprentices’ skills and confidence. Apprentices did not develop their skills sufficiently in these subjects and could not give evidence of how they used or could use these skills in their workplaces. Since the previous inspection, managers have recruited a subcontractor with appropriately qualified, skilled and experienced staff to provide flexible and specialist English and mathematics support.

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Priorities for improvement

 Ensure that the recently appointed specialist English and mathematics functional skills tutors provide all apprentices with the appropriate teaching and support based on apprentices’ starting points to enable them to develop appropriate levels of skill and confidence in these subjects.  Work with workplace supervisors to identify opportunities for apprentices to practise and develop English, mathematics and ICT skills that are relevant to their workplaces. Monitoring visit: Compass Group UK & Ireland, 13–14 September 2017  Develop assignments that will provide challenging opportunities for apprentices to demonstrate their skills confidently and enhance their future career prospects.  Further develop quality monitoring arrangements to ensure that apprentices receive consistently high-quality teaching, learning and assessment.

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Development of work supervisors’ and managers’ understanding of

apprenticeships to enable them to support apprentices effectively. At the inspection inspectors judged that the workplace supervisors and managers did not fully understand what they needed to do to support their apprentices to develop skills, demonstrate their competence and make rapid progress through their qualifications. As a result, many of the apprentices were making slow progress. The managers and workplace supervisors were not sufficiently involved in the planning of their apprentices’ learning and did not take part in conducting progress reviews. Therefore they did not have a clear picture of their apprentices’ progress and skills development. Compass managers have circulated a useful guide to all line managers and reiterated the benefits of apprenticeships to the business. However, they have not clarified how they will achieve success, or how they will evaluate the impact of the measures taken on apprentices’ progress and attainment.

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Priorities for improvement

 Ensure that the workplace managers and supervisors have a sound understanding of the standards and elements of the apprenticeship, so that they can help and support their apprentices by: – using their knowledge of the job roles and business processes to identify and create learning opportunities for apprentices to practise and consolidate their skills – being fully involved in progress reviews and appraisals of apprentices so that that they develop necessary skills fully and demonstrate behaviours required for the success and growth of the business.

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their skills development and next steps to improve further, and to record

their progress on the e-portfolio system.

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their skills development and next steps to improve further, and to record

Just before the inspection, managers had introduced a new apprenticeship monitoring and electronic portfolio (e-portfolio) system to improve communication between apprentices, assessors and managers. Apprentices and some staff were not confident in using it. As a result, too few apprentices knew how well they were progressing and what they needed to do to improve. Additionally, managers could not monitor effectively apprentices’ performance to provide additional support if they were falling behind expected targets. The quality of verbal feedback was good; Monitoring visit: Compass Group UK & Ireland, 13–14 September 2017 however, written feedback was scant and did not help apprentices to improve their skills further. Assessors did not check the written work for accuracy and they did not correct apprentices’ spelling and grammar mistakes. Their assessment was infrequent and not planned well.

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their skills development and next steps to improve further, and to record

Since the recent full inspection, managers have provided intensive training on the use of the e-portfolio and monitoring system to all assessors and managers, to ensure that apprentices receive accurate and timely feedback.

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Priorities for improvement

 Ensure that assessors provide apprentices with constructive and detailed feedback, both verbal and written, so that apprentices produce higher standards of work, making accurate use of English and mathematics skills, thus demonstrating their competence and skills acquisition.  Assessors to work more closely with the workplace supervisors to plan assessment more effectively so that it fits in with apprentices’ work patterns, providing sufficient learning and assessment opportunities to enable apprentices to make swift progress.  Ensure that managers contribute fully in providing constructive feedback and enabling effective planning of assessment activities at work.  Fully implement the planned changes to support apprentices in using the e- portfolio effectively, so that they can provide evidence quickly and easily and keep up to date with their current progress.  Monitor the use of effective assessment practice and the use of the online e-

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Priorities for improvement

portfolio system by all assessors and apprentices, so that all concerned have an accurate view of the exact progress of apprentices, to support their achievement of their qualifications in the planned period.

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protect themselves in their everyday lives and in the sectors in which they

At the inspection, apprentices’ understanding of the risks of radicalisation and extremism was at only a basic and superficial level, except for those working in uniformed services, security environments and schools. Those apprentices working in other industries had only a cursory understanding of the ‘Prevent’ duty, British values, diversity or how equality considerations affect them at work.

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protect themselves in their everyday lives and in the sectors in which they

Managers have updated their awareness of the risks of radicalisation and extremism and have plans to ensure that apprentices have a good working knowledge of the dangers and know how to protect themselves and their colleagues. Monitoring visit: Compass Group UK & Ireland, 13–14 September 2017

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Priorities for improvement

 Ensure that all managers and supervisors enhance and update their knowledge and understanding of the risks of radicalisation and extremism and the ways in which they can empower their apprentices to protect themselves, including when using the internet and social media.  Implement the planned strategies to promote British values, inclusion and the ‘Prevent’ duty by making them relevant to all apprentices and their workplace settings, so that they know how to keep themselves safe from potential threats of extremism and radicalisation. Monitoring visit: Compass Group UK & Ireland, 13–14 September 2017 the guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . Learner View Learner View is a website where apprentices can tell Ofsted what they think about their college or

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Priorities for improvement

provider. They can also see what other apprentices think about them too. To find out more go to www.learnerview.ofsted.gov.uk .

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Priorities for improvement

Employer View Employer View is a 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. To find out more go to www.employerview.ofsted.gov.uk .

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Priorities for improvement

regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for apprentices of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to

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Priorities for improvement

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Priorities for improvement

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Priorities for improvement

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