Developing 'U' Limited

Developing ‘U’ Limited Monitoring visit report

p.1

Name of lead inspector: Fadia Clarke, Ofsted Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

Walnut House, Blackhill Drive, Wolverton Mill Milton Keynes MK12 5TS Monitoring visit: Developing ‘U’ Limited, 6-7 March 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 themes set out below.

p.2

Context and focus of visit

Developing ‘U’ Limited was registered as an independent provider of apprenticeships in November 2017. Their core training focus is in engineering. Their main training centre is in Milton Keynes and they work with employers from Oxfordshire, Cambridgeshire, Buckinghamshire and Northamptonshire.

p.2

Context and focus of visit

Developing ‘U’ Limited delivers mechanical engineering and composite engineering apprenticeship frameworks for motor sport-related companies. They offer framework apprenticeships at levels 2 and 3. At the time of the monitoring visit, there were a total of 33 levy-funded apprentices of which 19 apprentices were still in training and 14 had completed their training programme and were waiting for certification. Half of these apprentices were aged 16 to 18.

p.2

Reasonable progress

Managers assess apprentices’ skills and knowledge appropriately prior to the start of the apprenticeship programme. They provide detailed information about the content and expectations of the training programme. They also organise a day placement with the relevant employer to familiarise the apprentices with their employer’s workplace. As a result, apprentices know the content and expectations of the training programme and are prepared for their work environment.

p.2

Reasonable progress

Leaders and managers are not checking the quality of teaching and learning sufficiently well. As a result, they do not have detailed information to help them develop further the skills of tutors and assessors. Also, they do not constantly monitor actions agreed with the tutors and assessors to ensure that the apprenticeship is delivered to a high standard.

p.2

Reasonable progress

Tutors and assessors set action plans sufficiently well. They set measurable targets with specific actions and end dates for apprentices’ off-the-job training. However, Monitoring visit: Developing ‘U’ Limited, 6-7 March 2019 they do not provide specific end dates for set actions that support apprentices’ on- the-job training. As a result, apprentices risk not completing their apprenticeship by their planned end date.

p.2

Reasonable progress

Managers ensure that the apprenticeship delivery model is in line with the framework training expectations and requirements. However, they do not ensure that apprentices have the chance to practise the skills they learn in theory sessions soon enough after the learning takes place. This limits apprentices’ ability to put in practice the knowledge learned.

p.3

Reasonable progress

Apprentices have excellent workplace behaviours. They respect each other’s views and opinions and work confidently in teams. They value the skills and knowledge they are learning and recognise their importance in contributing to the productivity of their employer. They know what they need to do to achieve specific grades.

p.3

Reasonable progress

Leaders and managers have effective partnerships with the apprentices’ employers. The managers keep employers up to date with apprentices’ progress regularly. Employers, as a result, recognise the value apprentices bring to their businesses and regard them as respected members of their teams at work. Employers plan to retain the vast majority of apprentices in employment after they complete their apprenticeship.

p.3

Reasonable progress

Apprentices undertake assessments to determine their English and mathematics skills. Tutors use these assessments to develop good literacy and numeracy skills for apprentices. Tutors embed the correct use of English and mathematics into most taught sessions and provide feedback that helps apprentices improve. Assessors also encourage apprentices’ accurate use of technical and complex language in verbal and written descriptions.

p.3

Reasonable progress

Apprentices make good progress while in learning. Tutors’ feedback on the BTEC National Diploma assignments is prompt, specific and helpful in supporting apprentices gaining high grades. However, assessors’ feedback on the work-based assessments is not as prompt. Assessors do not always provide confirmation of apprentices’ success on completion of an assessment quickly enough. Apprentices, as a result, cannot quickly remedy any deficiencies in their skills or knowledge and make even swifter progress.

p.3

Reasonable progress

Apprentices acquire substantial new knowledge and skills. Tutors set specific and measurable targets for assignment work and projects that help apprentices improve their knowledge and skills at a very good pace. However, assessors do not do the same in apprentices’ reviews. Targets in these reviews are not sufficiently Monitoring visit: Developing ‘U’ Limited, 6-7 March 2019 measurable to enable apprentices to focus their learning on what needs further development.

p.3

Reasonable progress

Apprentices’ written work is of a high standard. Assessors provide good learning resources. However, in taught sessions tutors do not always check thoroughly apprentices’ understanding to confirm their learning and progress.

p.4

Reasonable progress

The arrangements for safeguarding are effective. Managers train their staff appropriately and ensure that apprentices have good awareness and understanding of safeguarding, the ‘Prevent’ duty and British values.

p.4

Reasonable progress

Apprentices feel safe. They can identify behaviours and actions they should be aware of, and how to respond to and report concerns.

p.4

Reasonable progress

Apprentices work in safe and supportive environments. Managers ensure that workshop and classroom displays have appropriate guidance on safeguarding, including the dangers of radicalisation and extremism. They also ensure that the workshops are well laid out, have good-quality equipment and have appropriate health and safety signage.

p.4

Reasonable progress

Managers’ safeguarding policies provide good guidance to staff and apprentices and are easily accessible. However, managers do not have a mechanism that gives them oversight of apprentices’ welfare and concerns. This limits their ability to identify any possible patterns that may undermine apprentices’ safety. Monitoring visit: Developing ‘U’ Limited, 6-7 March 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 www.learnerview.ofsted.gov.uk .

p.4

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.5

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.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5