Premier People Solutions Limited

Premier People Solutions Limited Monitoring visit report

p.1

Type of provider: Independent learning provider

p.1

Address: 3 Derwent House Richmond Business Park Sidings Court Doncaster South Yorkshire DN4 5NL Monitoring visit: Premier People Solutions Limited, 22–23 October 2018

p.1

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.

p.2

Context and focus of visit

Premier People Solutions Limited, trading as Premier Partnerships, has been a commercial training provider for around 25 years. The company’s head office is in Doncaster. Premier People Solutions Limited works with public sector organisations to offer public service delivery officer standards-based apprenticeships. In August 2017, Premier People Solutions Limited recruited their first levy-funded apprentices. Since then, they have quickly recruited nearly 1,000 apprentices. As well as levy- funded apprenticeships, Premier People Solutions Limited also delivers privately funded training and apprenticeships. On this monitoring visit, only the levy-funded apprenticeship provision in England was inspected.

p.2

Context and focus of visit

Premier People Solutions Limited has 686 apprentices in learning. All except five are on the public service delivery officer standards-based apprenticeship at level 3. The remaining five apprentices are on a team leader standards-based apprenticeship at level 3.

p.2

Insufficient progress

Leaders and managers have not ensured that the apprenticeships they offer are meeting the requirements of apprentices. Too many apprentices have a poor learning experience and do not develop substantial new skills, knowledge or behaviours.

p.2

Insufficient progress

Staff do not plan apprentices’ programmes well. Too many apprentices are unsure about when they are due to complete their apprenticeship. Leaders do not ensure that trainers plan all elements of apprentices’ programmes well enough. Training staff do not plan effectively enough for apprentices to receive their entitlement to off-the-job training, and too many apprentices do not receive their entitlement. This means that, for too many apprentices, the provider is not meeting the principles of an apprenticeship. Monitoring visit: Premier People Solutions Limited, 22–23 October 2018 Leaders have an overly optimistic view of the quality of their provision. While they identify in their most recent self-assessment report most of the weaknesses in the quality of training, they underestimate the severity of the weaknesses identified during the monitoring visit. They are not aware that they are not consistently

p.2

Insufficient progress

meeting the principles and requirements of an apprenticeship. As a result, they do not prioritise actions well enough to address the weaknesses that would have the biggest impact on improving the training that apprentices receive.

p.3

Insufficient progress

Leaders have weak relationships with employers. Staff at employers, including line managers, do not participate actively in the planning of apprentices’ programmes or in reviewing apprentices’ progress. Trainers do not take effective action to overcome employers’ lack of participation when visiting apprentices, and insufficient support from employers to their apprentices persists.

p.3

Insufficient progress

Leaders and managers do not ensure that the apprentices they enrol are suitable for an apprenticeship. Too often, apprentices are either existing members of staff or already have the skills to carry out their job role. Consequently, most apprentices do not develop new occupationally specific skills, knowledge and behaviours. Careers advice during apprenticeships is not effective. Too many apprentices are approaching the end of their programme without realistic or clear plans for their next steps. This means that apprentices on fixed-term contracts that only last the length of their apprenticeship are not supported well enough to plan their next steps.

p.3

Insufficient progress

Leaders and managers have been successful in securing contracts that commit them to recruiting a high volume of apprentices. However, leaders do not ensure that all the employers that they work with understand and apply fully the principles and requirements of an apprenticeship.

p.3

Insufficient progress

Trainers have appropriate qualifications for their roles, including assessor qualifications. Most have teaching qualifications, and those that do not are working towards them currently. Leaders have invested significantly in good-quality e- learning materials to support apprentices to work independently. However, too few apprentices have access to these resources or use them to support their learning.

p.3

Insufficient progress

Too many apprentices make slow progress towards completing their apprenticeship. Trainers do not ensure that apprentices receive the support and encouragement that they need to make the progress of which they are capable. Apprentices are frustrated that they are not making quick enough progress based on their own expectations. They report concerns that their trainers change frequently. This lack of continuity impedes the progress of apprentices towards completing their apprenticeship within the planned timescale. Monitoring visit: Premier People Solutions Limited, 22–23 October 2018 Leaders and managers do not take enough action to improve the performance of teaching staff. They have implemented an appropriate quality assurance process that includes observations of training and subsequent action plans to improve trainers’ practice. However, observation records focus too much on the actions of trainers and

p.3

Insufficient progress

not on the impact of the training on apprentices’ learning and progress. Too often, trainers do not improve quickly enough the features of their teaching that observers identify as needing attention. As a result, leaders’ actions to improve the quality of provision are not having enough impact on apprentices’ progress.

p.4

Insufficient progress

Apprentices do not have milestones set for them as they progress though their programme. As a result, trainers are unable to measure the progress that apprentices are making towards the non-qualification elements of their standards- based apprenticeships, such as attitudes and behaviours. Although trainers determine most apprentices’ starting points effectively by using baseline assessments at the beginning of the programme, they do not use this information well enough to plan and deliver learning programmes that meet apprentices’ individual needs.

p.4

Insufficient progress

Leaders, managers and trainers do not ensure that apprentices receive their entitlement to off-the-job training. Too many apprentices fail to attend training sessions. Apprentices are aware of their entitlement and they attempt to gain their line manager’s support to attend. However, too often employers do not permit apprentices to attend training due to high workloads in their operational areas, or they change shift patterns at short notice, which results in apprentices being unable to attend sessions.

p.4

Insufficient progress

Trainers do not provide apprentices with helpful feedback. When assessing apprentices’ written work, trainers focus too much on the completion of tasks and not enough on the skills that apprentices are developing. Feedback does not help apprentices to recognise how they can improve their work or identify what skills they need to develop further. As a result, too few apprentices improve their work over time.

p.4

Insufficient progress

Too many trainers do not ensure that training meets the individual needs of apprentices. During their interactions with apprentices, trainers do not challenge apprentices well enough to deepen their understanding of subjects. Too often, apprentices are unable to recall previous learning. Most apprentices believe that the learning activities that they undertake reinforce existing skills and knowledge, and do not enable them to develop new skills or extend their knowledge.

p.4

Insufficient progress

Too few apprentices develop their English and mathematics skills beyond the minimum requirements of their apprenticeship. Trainers quickly identify apprentices who do not already have level 2 qualifications in English or mathematics and ensure that they study the appropriate level of programme to comply with the apprenticeship standards. However, too many apprentices receive poor support from trainers and do not develop the skills that they need for their job roles. Monitoring visit: Premier People Solutions Limited, 22–23 October 2018

p.4

Insufficient progress

Leaders and managers do not comply with their statutory requirements under the ‘Prevent’ duty. They do not have a risk assessment or action plan that identifies the risks associated with radicalisation and extremism that apprentices may come across.

p.5

Insufficient progress

Leaders and managers do not have safe enough recruitment procedures. They do not hold references for too many of the trainers who they employ to work with apprentices. Leaders apply for references, but if they are not returned, they do not pursue them. In addition, they accept references that are not from the trainer’s most recent previous employer. As a result, leaders and managers cannot be sure that their members of staff are safe to work in the sensitive environments of the employers for whom their apprentices work.

p.5

Insufficient progress

The designated safeguarding officer and deputy safeguarding officer have undertaken appropriate training to enable them to carry out their roles. All members of staff undertake appropriate training in safeguarding and the ‘Prevent’ duty as part of their induction with the company.

p.5

Insufficient progress

Leaders and managers use safeguarding policies and follow procedures that are fit for purpose and cover most of the main priorities in relation to safeguarding. They frequently produce and circulate useful information to trainers and apprentices through a series of bulletins and themed emails. Recent examples include highlighting concerns about the influence of drill music in inner-city locations and the growing risk of county lines activity. However, leaders and managers do not evaluate well enough the impact of these updates on apprentices’ understanding.

p.5

Insufficient progress

Most apprentices have a good understanding of safeguarding. They know who to contact should they have any concerns. Where it is an essential part of their job, apprentices have a good understanding of the risk of extremism. For example, they know the signs of extremism to look for when handling external mail. However, too few apprentices understand well enough the risks of radicalisation and extremism in their everyday lives. Monitoring visit: Premier People Solutions Limited, 22–23 October 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

p.5

Insufficient 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 .

p.6

Insufficient progress

regulates and inspects to 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 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 looked after children, 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

p.6

Insufficient progress

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

p.6

Insufficient progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Insufficient progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6