Mears Learning Limited

Mears Learning Limited Monitoring visit report

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Name of lead inspector: Ken Merry, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Concession 2 New York Stadium New York Way Rotherham S60 1FJ Monitoring visit: Mears Learning Limited, 11-12 April 2018

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Context and focus of visit

This monitoring visit was undertaken as part of a series of monitoring visits to a sample of new apprenticeship training providers that are funded through the apprenticeship levy. Ofsted’s intention to carry out monitoring visits to these new providers was first announced by Her Majesty’s Chief Inspector in November 2017. The focus of these visits is on the three themes set out below.

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Context and focus of visit

Mears Learning Limited is a wholly owned subsidiary of Mears Group PLC. The company is an independent training provider and offers a range of apprenticeships in business and construction-related subjects. In May 2017, Mears Learning Limited became a prime contract holder. The provider currently has 53 apprentices funded through the apprenticeship levy, of whom 36 are enrolled on standards-based programmes in leadership and management, four on standards-based programmes in gas engineering, and 13 on construction building frameworks. While Mears Learning Limited has future plans to offer apprenticeship training to other companies, at the time of this monitoring visit all apprentices were employees of Mears Group PLC.

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Insufficient progress

Leaders’ self-assessment of the quality of provision and their quality improvement planning are not sufficiently evaluative. The self-assessment report does not identify areas of weakness well enough, and actions in the quality improvement plan are not specific enough. As a result, improvements to the quality of provision are too slow.

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Insufficient progress

Leaders do not take enough action to improve the practice of teaching staff. They produce action plans for tutors and assessors that reflect the areas for improvement that they identify when they observe teaching and training. However, too many of the improvement actions have not been taken by teaching staff. As a result, the work that leaders are doing to improve the quality of provision is not having enough impact on apprentices’ progress.

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Insufficient progress

Systems to monitor the apprentices’ progress are underdeveloped, which means that assessors are not able to monitor well enough the progress that apprentices are making towards completing their programme. In too many cases, the direct line managers of apprentices do not take enough responsibility for progress reviews or for setting targets for apprentices. As a result, leaders and managers are unable to identify when apprentices are falling behind in their studies and do not intervene quickly enough to provide support. Monitoring visit: Mears Learning Limited, 11-12 April 2018 Leaders and managers have a clear and carefully devised strategy for the apprenticeships that they offer, with all current apprentices being employees of Mears Group PLC. They offer apprenticeships in vocational areas where they are confident that they have the skills, experience and expertise in place to deliver well. They continue to use other providers to deliver apprenticeships in vocational areas

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Insufficient progress

where they do not have sufficient expertise.

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Insufficient progress

Leaders ensure that programmes meet the requirements of an apprenticeship and that apprentices receive their entitlement to on- and off-the-job training. Apprentices on construction programmes take part in frequent off-the-job training and management apprentices attend monthly workshops and carry out a range of activities that enhance their learning. However, leaders do not record well enough the activities that management apprentices complete.

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Insufficient progress

Leaders have made a significant investment in a state-of-the-art construction training centre that enables apprentices to learn industry techniques. Teachers and assessors are well qualified and all have relevant industry experience.

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Insufficient progress

Recruiting managers and human resources staff provide clear and helpful advice and guidance prior to apprentices starting on programmes. As apprentices on construction programmes approach the end of their planned studies, most receive appropriate advice and guidance about their next steps, which for most is to continue working in specialised trades; almost all apprentices have permanent contracts from the start of their employment. However, advice and guidance for the more ambitious construction apprentices is not provided early enough in their programme to help them to plan out their intended career path within the construction industry.

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Reasonable progress

Apprentices develop vocational skills well in their job roles and at the provider’s training centre; this is particularly the case on construction programmes. For example, joinery apprentices are able to participate fully in house-refurbishment projects. Management apprentices develop the skills and knowledge that help them to become more valuable to the business. However, the progress that construction apprentices make in developing their theoretical understanding is less strong; in too many theory sessions, teachers answer their own questions and do not check apprentices’ understanding of theoretical concepts well enough.

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Reasonable progress

Teachers and assessors provide effective support to develop the personal, social and communication skills that apprentices need to complete their jobs well. For example, construction apprentices communicate effectively with colleagues and customers. Management apprentices develop an improved understanding of emotional Monitoring visit: Mears Learning Limited, 11-12 April 2018 intelligence and are more aware of the well-being of their colleagues when completing tasks.

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Reasonable progress

Apprentices develop their mathematics skills well. Construction apprentices can complete calculations related to their job roles such as ordering the correct volume of supplies and estimating the cost of jobs with accuracy. Apprentices on management programmes produce bids for funding that demonstrate accurate costing for the projects.

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Reasonable progress

Too many apprentices do not develop their written English skills well enough. Apprentices’ work is assessed frequently but assessors do not identify or correct technical terminology that has been misspelled or incorrectly used. As a result, apprentices often repeat mistakes in their written work.

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Reasonable progress

Leaders have introduced effective systems and processes to ensure that apprentices stay safe.

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Reasonable progress

The designated safeguarding officer and deputy safeguarding officer are well trained and maintain detailed records of any safeguarding concerns. Relationships with local support agencies are in place and these support vulnerable apprentices well. For apprentices who do not live close to the provider’s main site, the designated safeguarding officer contacts support services in their home areas to ensure that these apprentices receive good support where necessary.

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Reasonable progress

Leaders keep suitable records of the checks that they complete before they appoint individuals to work for them in a training or assessing capacity; this includes Disclosure and Barring Service checks. All members of staff have completed appropriate training in safeguarding and the ‘Prevent’ duty.

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Reasonable progress

Construction apprentices know how to keep themselves safe when working in hazardous environments. They understand how to use potentially dangerous equipment correctly and work safely when in workshops and on building sites. Leaders ensure that they display up-to-date risk assessments outside all workshops in the training centre; staff and apprentices comply with the relevant safety controls.

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Reasonable progress

Leaders have produced a ‘Prevent’ duty risk assessment and action plan. However, they do not identify well enough potential threats and issues that are specific to their business. Apprentices have a general awareness of the risks of radicalisation and extremism but their knowledge in relation to their workplace is underdeveloped. Monitoring visit: Mears Learning Limited, 11-12 April 2018 the guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . 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 learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too. To find out more go to www.learnerview.ofsted.gov.uk .

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Reasonable progress

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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Reasonable progress

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Reasonable progress

the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Reasonable progress

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Reasonable progress

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