Rosewood Management Services Limited

Rosewood Management Services Limited Monitoring visit report

p.1

Name of lead inspector: Andrea Machell, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

RKMS Unit 17 The Pavilions Avroe Crescent Blackpool FY4 2DP Monitoring visit: Rosewood Management Services Limited, 22–23 May 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

Rosewood was established in 1994. In 2014, the company acquired an established training company, Holt Green Training Limited, which began to deliver government- funded work-based training, mostly in health and social care, initially for other providers through subcontracting arrangements.

p.2

Context and focus of visit

In November 2018, all subcontractors and learners were recontracted to Rosewood Management Services Limited (Rosewood). Rosewood currently has 36 apprentices enrolled under its prime contract and funded through the employer levy. All apprentices are on level 2 business improvement techniques frameworks. Rosewood provides a small amount of subcontracted apprenticeship training for Prevista. This is not in scope for the monitoring visit.

p.2

Reasonable progress

Leaders and managers have developed a relevant programme that fulfils all the apprenticeship requirements. Managers ensure that employers and apprentices are fully aware of the requirements of an apprenticeship. Consequently, apprentices benefit from sufficient and good quality on- and off-the-job training. Apprentices gain new skills and knowledge which they apply in their workplaces. For example, at a sunscreen manufacturer, apprentices improve the productivity of manufacturing processes through the new knowledge they gain on their apprenticeship. Links with employers are good. Managers and tutors work closely with employers and apprentices to plan the apprenticeships around work-based projects. They design these specifically to review business techniques and develop new and more efficient ways of working. As a result, employers value the contribution that apprentices make to improving the profitability of their businesses.

p.2

Reasonable progress

Managers carefully monitor the progress that apprentices make, and whether they complete sufficient off-the-job training. Managers identify the very few apprentices whose off-the-job training is insufficient and agree a plan with their employers to Monitoring visit: Rosewood Management Services Limited, 22–23 May 2019 rectify this. In the current year, the numbers of apprentices who remain on their courses and make good progress is high. Leaders and managers monitor carefully all aspects of the apprenticeship, and accurately identify areas which require improving. They do this through frequent team meetings and by using a range of data and information. Managers agree actions and review that they achieve them. However, in the current self-assessment report, managers do not evaluate stringently enough the quality of the new prime contract. Managers have not yet implemented all of their intended quality monitoring

p.2

Reasonable progress

processes to check that apprentices receive a high standard of training. They have very recently developed processes to check the quality of teaching, learning and assessment, but it is too soon to judge the effectiveness. As yet, no external board members or governance arrangements are in place to ensure that senior managers receive sufficient support or challenge.

p.3

Reasonable progress

Apprentices develop new skills and knowledge, as a result of the good standard of training they receive. They benefit from well-planned off-the-job training sessions, by attending workshops and accessing high-quality learning resources. In addition, apprentices take part in daily project planning and review sessions at work. These sessions help apprentices to develop new skills and an understanding of business processes and systems. For example, through project work, apprentices develop a range of new skills and knowledge such as planning, evaluation, costing, communication skills and efficient business methods. Apprentices enjoy the training they receive from supportive tutors. Consequently, they increase their confidence in applying improved systems in their workplaces. For example, apprentices in manufacturing undertook a project to improve the productivity of the assembly area using ‘lean’ techniques. Managers value the

p.3

Reasonable progress

contribution that apprentices make to improving productivity and profitability of their businesses. Apprentices receive regular and effective teaching, assessment and progress review sessions from their tutors. Apprentices record their progress in workbooks and demonstrate evidence of the new skills and knowledge they gain. For example, apprentices gain a greater awareness of management theories and how they can use them in their workplaces to save production costs. Managers monitor the online records and ensure that staff put interventions in place when necessary. However, tutors do not routinely set and record personal targets to ensure that apprentices make timely progress. Consequently, a very small minority make slower progress than expected. Monitoring visit: Rosewood Management Services Limited, 22–23 May 2019 Tutors provide apprentices with constructive verbal feedback that helps them to develop the skills and knowledge necessary in their job roles. However, when tutors

p.3

Reasonable progress

provide written feedback, they do not always include sufficiently helpful guidance on how apprentices should improve their work. Tutors ensure that they assess apprentices’ English and mathematics starting points accurately. However, the progress that a few apprentices make in completing their functional skills in English and mathematics has been too slow. Managers recognise this and have recently appointed a new functional skills coordinator to ensure that apprentices now benefit from sufficient and timely support.

p.4

Reasonable progress

Leaders and managers place a high priority on ensuring that apprentices are safe. Managers monitor that staff and apprentices comply with the safeguarding and health and safety policies that are in place. The designated lead safeguarding officer has had appropriate training and has the necessary experience to carry out her role. She ensures that all staff receive training on safeguarding, the ‘Prevent’ duty and radicalisation and extremism. Managers have not yet developed effective relationships with the local authority designated officers in the four counties in which the provider delivers apprenticeships. Leaders and managers ensure that all staff are subject to relevant pre-employment checks and vetting procedures before their employment begins. Apprentices feel safe and are safe. They follow a structured induction programme and have access to a helpful handbook. Consequently, apprentices know to work

p.4

Reasonable progress

safely in work and online. Most apprentices have a basic understanding of radicalisation and extremism and how it applies to them in their workplace. Monitoring visit: Rosewood Management Services Limited, 22–23 May 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