Chameleon Vocational Training Limited

Chameleon Vocational Training Limited Monitoring visit report

p.1

Name of lead inspector: Debra Forsythe-Conroy

p.1

Type of provider: Independent learning provider

p.1

Address: 6c Glover Industrial Estate Spire Road Washington NE37 3ES Monitoring visit: Chameleon Vocational Training Limited, 8–9 January 2019

p.1

Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Providers newly directly funded to deliver apprenticeship training provision’ and ‘Monitoring visits’. The focus of these visits is on the three themes set out below.

p.2

Context and focus of visit

Chameleon Vocational Training Limited has operated as a subcontractor specialising in providing automotive-related apprenticeships and study programmes since being formed in 2012. It became a levy-funded provider for apprenticeships in May 2017. As well as levy-funded and subcontracted apprenticeships, Chameleon Vocational Training Limited also delivers subcontracted study programmes and professional training to the automotive industry. The only provision in scope for this visit was the levy-funded apprenticeship programme on which nine apprentices were enrolled.

p.2

Reasonable progress

Leaders have a clear strategy for developing and implementing their apprenticeship provision. They have strong relationships with employers and currently provide apprenticeship frameworks for employees of two national automotive employers.

p.2

Reasonable progress

Leaders carefully plan a curriculum that meets the apprenticeship requirements. Employers influence the optional units on the framework to tailor the programme to suit their business needs. Apprentices develop new knowledge, skills and behaviours that lead to increased productivity. They receive additional accredited qualifications alongside their apprenticeship in, for example, MOT testing and handling refrigerants that enable them to service air conditioning in vehicles. Assessors and employer- based mentors meet frequently with apprentices to review progress. They carefully plan the on-the-job training to enhance their apprentices’ learning opportunities. Apprentices also benefit from well-planned off-the-job training and their activities are regularly monitored and carefully logged.

p.2

Reasonable progress

Leaders have made a significant investment in the training premises. The learning resources are of a high quality, are valued by employers, and provide apprentices with opportunities to train on the most up-to-date specialist equipment. Managers Monitoring visit: Chameleon Vocational Training Limited, 8–9 January 2019 and assessors are well qualified and have good levels of experience in the automotive industry. They use their expertise effectively to help apprentices make good progress.

p.2

Reasonable progress

Managers work closely with employers to ensure that the recruitment of apprentices is fair and open. Most apprentices are on programmes that meet their needs and career aspirations. In a very small number of instances, managers recruit apprentices onto frameworks that are not appropriate to the apprentices’ needs. As a result, a small number of apprentices leave their programmes before completing them.

p.3

Reasonable progress

Apprentices who leave their employer at the end of their apprenticeship receive helpful careers advice and guidance that enables them to find other employment. As a result, all apprentices who successfully complete their apprenticeship remain in employment, with many gaining promotions or pay rises.

p.3

Reasonable progress

Leaders receive regular reports on the progress of apprentices. They identify any apprentices who are at risk of falling behind in their studies and put in place appropriate interventions to ensure that the apprentices catch up quickly. However, apprentices do not have a good enough understanding of how well they are progressing towards achieving their qualification.

p.3

Reasonable progress

Performance management of staff is effective in driving improvement. Staff have regular performance reviews that set targets relating to their job roles. Leaders use a range of information to help inform performance reviews. For example, leaders consider observations of teaching, learning and assessment, any identified training needs and tutors’ future goals. However, in a few instances the agreed targets are not precise enough.

p.3

Reasonable progress

Leaders do not use self-assessment well enough to evaluate the levy-funded provision. Their quality improvement plan identifies appropriate actions for improvement; however, too many targets in the plan are not specific enough. Leaders do not set review dates for most of the targets that they are working towards. Too many records of observations do not have action plans for improving performance. As a result, leaders are not able to identify the key areas that they need to improve.

p.3

Reasonable progress

Apprentices receive appropriate training that develops their vocational, technical and practical skills and improves their knowledge. Assessors closely monitor apprentices’ progress towards completing units of the qualification. Most apprentices are making at least expected progress towards achieving their qualifications. Assessors informally measure what apprentices can and cannot do at the start of their Monitoring visit: Chameleon Vocational Training Limited, 8–9 January 2019 apprenticeship and are able to articulate this clearly in relation to the assessment expectations of the framework. However, they do not consider sufficiently apprentices’ pre-existing skills, knowledge and behaviours when planning their learning. As a result, all apprentices receive the same tasks to complete and the most able apprentices do not receive sufficient challenge.

p.3

Reasonable progress

Assessors adapt and amend training plans in close consultation with employers and apprentices. The plans are based around the needs of the workplace and are designed well to enable apprentices to progress in developing their skills and knowledge. Assessors accurately identify improvements in apprentices’ knowledge and skills during their programme. Most apprentices are developing into valuable employees. Employers welcome the incorporation of specialist and additional qualifications that benefit their apprentices and meet their needs well. However, assessors do not set consistently challenging targets to enable apprentices to develop their skills and understanding quickly; too often, targets focus on completing tasks rather than developing skills.

p.4

Reasonable progress

Apprentices demonstrate good skills in their workplaces. For example, they work independently to diagnose faults in vehicle electrical systems and use advanced engine management systems to isolate faulty parts and replace them expertly. Resources in the practical workshops and at employers’ sites support learning well. Off-the-job training is planned well, including industry-recognised additional qualifications, so that it develops apprentices’ technical and vocational skills.

p.4

Reasonable progress

Too few apprentices develop their English and mathematic skills beyond the minimum requirements of their apprenticeship. Assessors identify when apprentices do not already have level 2 qualifications in English or mathematics and ensure that they study the appropriate qualification for their apprenticeship framework. However, too many apprentices do not receive enough support from their assessor to develop their written work. As a result, apprentices make repeated mistakes in their work and do not develop the skills that they need for their job roles. Assessors do not challenge apprentices’ poor use of English and, as a result, apprentices repeatedly make errors in punctuation and spelling.

p.4

Reasonable progress

Leaders and managers place a high priority on safeguarding, health and safety. There is a strong focus on safe working practices in apprentices’ work and training environments. Apprentices understand the importance of personal protective equipment requirements that are specific to their job role. Assessors ensure that apprentices adhere to the requirements at all times. Apprentices feel safe and know how to keep themselves safe in the workplace and in the provider’s training environment. Monitoring visit: Chameleon Vocational Training Limited, 8–9 January 2019 Apprentices and staff understand what action they should take if there is a safeguarding concern. They know how to report such concerns. Apprentices have a good understanding of the risks associated with radicalisation and extremism.

p.4

Reasonable progress

All staff complete appropriate ‘Prevent’ duty and safeguarding training before they start working with apprentices. The designated safeguarding officer monitors the renewal date of training undertaken closely. The designated safeguarding officer and deputy designated safeguarding officer carry out additional and relevant in-depth training.

p.5

Reasonable progress

Leaders use safe recruitment practices. They keep suitable records of the checks they complete when employing a member of staff, including Disclosure and Barring Service checks.

p.5

Reasonable progress

Leaders have good links with external safeguarding agencies. They know how to make referrals to these partners, although they are yet to need to use their links for their levy-funded apprenticeship provision.

p.5

Reasonable progress

Policies relating to safeguarding and the ‘Prevent’ duty are compliant with statutory requirements. However, the ‘Prevent’ duty risk assessment does not identify the local threats of radicalisation and extremism sufficiently. Leaders and managers are able to articulate the key local priorities but the risk assessment does not reflect these well enough. Monitoring visit: Chameleon Vocational Training Limited, 8–9 January 2019 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

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 .

p.6

Reasonable 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 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

p.6

Reasonable progress

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

p.6

Reasonable progress

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

p.6

Reasonable progress

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

p.6