Rove Limited

Name of lead inspector: Jonny Wright, Ofsted Inspector

p.1

Type of provider: Independent learning provider

p.1

Address: A6 Kingfisher House Kingsway Team Valley Trading Estate Gateshead NE11 0JQ Monitoring visit: Rove Limited, 12–13 February 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 ESFA 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

Rove Limited was established in 2008. It specialises in the delivery of business administration training in National Health Service (NHS) trusts, including training on a full-cost, commercially funded basis. From May 2017, Rove Limited started to deliver levy-funded apprenticeships, which was the provision considered on this monitoring visit.

p.2

Context and focus of visit

At the time of the monitoring visit, 72 apprentices were enrolled on apprenticeship frameworks. Rove Limited works with two levy-paying NHS trusts to provide apprenticeship training for their employees. Around one third of apprentices are on business administration apprenticeships at level 2, one third at level 3 and one third at level 4. Four fifths of apprentices are employed by Northumberland, Tyne and Wear NHS Foundation Trust and the remainder are employed by Tees, Esk and Wear Valley NHS Foundation Trust.

p.2

Reasonable progress

Leaders work in close and effective collaboration with employers to develop apprenticeship programmes that meet their organisational skill development needs. Through well-managed training programmes, apprentices improve their knowledge, skills and behaviours in administration. This enables them to become valued employees and make good progress in developing their careers.

p.2

Reasonable progress

Leaders plan off-the-job training effectively with employers to ensure that the large majority of apprentices receive the training and support that they need. As a result, they make good progress from their starting points and develop relevant skills for their job roles. Leaders ensure that assessors deliver effective training sessions for apprentices. In addition, they successfully engage with employers to make adequate provision for apprentices to have protected time at work to study and complete assignments. Monitoring visit: Rove Limited, 12–13 February 2019 The large majority of newly recruited apprentices receive good support and guidance from the progress mentors that are allocated to them in their workplace by their employer. Mentors help and encourage apprentices to engage in their learning and to make good progress. A small minority of apprentices who are existing employees and follow programmes designed to help them to gain promotion do not consistently

p.2

Reasonable progress

use the time allocated to carry out off-the-job training due to other work constraints. However, leaders and assessors work effectively with employers to identify alternative times for apprentices to complete their training.

p.3

Reasonable progress

Leaders and assessors effectively monitor and record the progress that apprentices make. They quickly identify when apprentices are at risk of falling behind and put in place actions, in close consultation with the employers, to ensure that apprentices catch up. As a result, almost all apprentices are making at least the progress expected in developing new skills and knowledge. When apprentices complete their programmes, a high proportion gain permanent employment, and many progress to higher-level positions.

p.3

Reasonable progress

Leaders accurately self-assess the quality of provision and have a clear understanding of its strengths and weaknesses. In their self-assessment, they consider a wide range of evidence to inform their evaluation, including the views of apprentices, employers and staff. Leaders use the findings of their self-assessment to implement effective actions to make necessary improvements. However, when carrying out observations of teaching and learning, leaders focus too much on the activities of the assessor. They do not consider sufficiently the impact that these activities have on the progress that apprentices are making in developing new skills and knowledge. The outcomes of observations do not accurately identify areas that can help assessors to improve their practice.

p.3

Reasonable progress

Leaders work closely with, and manage effectively, the performance of the subcontractor that they use for the delivery of English and mathematics qualifications. As a result, apprentices who need to achieve qualifications in these subjects make good progress in improving their English and mathematical skills.

p.3

Reasonable progress

Assessors carry out rigorous initial assessment activities to establish apprentices’ suitability and the appropriate level of apprenticeship programme. They plan and deliver well-structured and effective learning activities that meet apprentices’ individual needs. Apprentices are provided with challenging and engaging training at the NHS trust training centres by assessors and in the workplace by their employer. The training helps apprentices to develop effectively the skills and knowledge that are relevant to their job roles in administration. Monitoring visit: Rove Limited, 12–13 February 2019 Assessors carry out reviews with apprentices regularly to ensure that apprentices are making the progress of which they are capable. However, the comprehensive and helpful discussions about progress between assessors and apprentices are not recorded sufficiently well for apprentices and their employers to reflect on

p.3

Reasonable progress

Assessors and workplace mentors ensure that apprentices develop new skills that they apply effectively in their workplace. This prepares apprentices well for future roles in the NHS. For example, apprentices develop their verbal communication and writing skills, enabling them to work confidently with medical professionals and patients accessing treatment. They also develop the skills to work with challenging customers effectively.

p.4

Reasonable progress

Assessors provide apprentices with good support. Based within the health trusts’ training departments, they are proactive and flexible in responding to apprentices’ needs. Assessors respond quickly and keep in regular contact with apprentices by email and telephone when apprentices need additional help. Assessors provide helpful and constructive feedback on practical work and assignments. They ensure that apprentices act on this to make improvements to their work and continue to develop their skills.

p.4

Reasonable progress

Apprentices who need to complete training in English, mathematics and information and communication technology to enable them to reach the required level receive good support to help them improve their skills and achieve their qualifications. They use their improved skills well in their job roles. For example, apprentices gain in skills and confidence to write error-free reports, formal letters and emails. They improve their confidence to deal effectively with patients on the telephone.

p.4

Reasonable progress

Leaders have ensured that a culture of safeguarding is well integrated into all aspects of apprenticeship provision. They have established effective procedures to safeguard apprentices in their workplace and everyday lives.

p.4

Reasonable progress

Leaders have ensured that the designated safeguarding lead officer is appropriately trained. The lead officer receives regular communications from the local safeguarding board and uses this information to ensure that staff are well informed about local issues. A secure log records any concerns and actions taken.

p.4

Reasonable progress

The designated safeguarding lead officer ensures that all staff undergo appropriate background checks to ensure that they are suitable for the role that they carry out. This includes obtaining references and confirming their eligibility to work in the country. The lead officer ensures that staff undertake appropriate training in safeguarding and the ‘Prevent’ duty. This develops their knowledge well about how to keep apprentices safe and the risks associated with radicalisation and extremism. Monitoring visit: Rove Limited, 12–13 February 2019 Leaders and assessors design helpful learning activities covering safeguarding and the ‘Prevent’ duty as part of apprentices’ induction at the start of their programmes. Apprentices also complete additional training in both safeguarding and the ‘Prevent’ duty delivered by their employer as part of regular training within the NHS. As a result, the large majority of apprentices develop a good understanding of how to

p.4

Reasonable progress

stay safe, including when online. They apply their knowledge well in their workplaces, for example they understand the importance of the safe storage of confidential documents. However, the knowledge of a small minority of apprentices about the risks associated with radicalisation and extremism is limited, particularly where they have not completed the required online training early enough in their programme. Monitoring visit: Rove Limited, 12–13 February 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