The World of Work Limited

The World of Work Limited Monitoring visit report

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Name of lead inspector: Penelope Horner, Ofsted Inspector

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Type of provider: Independent learning provider

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Address:

The Business Centre Gor-ray House 758 Great Cambridge Road Enfield Middlesex EN1 3GN Monitoring visit: The World of Work Limited, 5–6 June 2019

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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.

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Context and focus of visit

The World of Work Limited (World of Work) was formed in 2012. In December 2017, it contracted with the ESFA to provide apprenticeships and adult training funded by adult learning loans. At the time of the monitoring visit, 38 apprentices were on programmes in beauty therapy, digital marketing or health and social care at level 3 or level 5. One apprentice was on a hairdressing programme at level 2. All but three of these apprentices were on standards-based apprenticeships, and 12 adult learners were on courses in beauty therapy, health and social care, or education and training at level 4 or level 5.

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Reasonable progress

Leaders and managers pay careful attention to developing apprentices’ knowledge, skills and behaviours to help enable their career progression. They carry out thorough assessments at the start of apprentices’ programmes to identify their aspirations and ensure that they will benefit from training. Leaders have invested in up-to-date equipment and resources in beauty therapy and healthcare to help develop apprentices’ and learners’ knowledge and skills at level 3 and level 5.

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Reasonable progress

Leaders and managers know their apprentices well. They make effective use of systems for monitoring apprentices’ progress and attainment so that they can identify those at risk of falling behind or failing. For example, managers’ records of achievements on functional skills qualifications show where apprentices have struggled and where managers have arranged additional support.

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Reasonable progress

A recruitment agency employs a high proportion of apprentices and places them with suitable employers. Leaders monitor apprentices’ employment contracts and their time off for training carefully to ensure that they receive their apprenticeship entitlement. Monitoring visit: The World of Work Limited, 5–6 June 2019 Leaders do not make sufficient use of management information to evaluate the provision or to provide strategic oversight and direction for its development. Leaders have appointed an operations manager very recently to address this area for improvement.

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Reasonable progress

Leaders and managers do not do enough to ensure that programmes develop apprentices’ higher-level thinking skills, especially at levels 4 and 5. Teachers’ expectations are often too low, for example, asking apprentices to explain or describe rather than to analyse or evaluate. Apprentices at levels 4 and 5 struggle to explain key concepts, such as the application of their managerial skills in different settings or the purpose of lesson objectives.

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Reasonable progress

Managers make effective use of assessments at the start of apprentices’ programmes to prepare individual learning plans. Teachers adjust off-the-job training sessions to address apprentices’ individual needs by, for example, pairing apprentices with fellow learners to help them improve. Managers have suitable arrangements for developing apprentices’ English and mathematics and helping them to achieve functional skills qualifications if they need them.

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Reasonable progress

Teachers are experienced and qualified. In off-the-job training, they make effective use of activities and questioning techniques to develop apprentices’ knowledge and understanding. Apprentices value the help and individual support their teachers provide and most make good progress. The majority of apprentices who were due to finish their apprenticeships in 2017/18 achieved within the planned timescale, and all gained employment.

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Reasonable progress

Managers ensure that employers contribute successfully to apprentices’ development. For example, employers devise activities that build apprentices’ teamworking skills or develop their confidence at work. At level 5, employers involve apprentices in charitable activities at work to help them practise their managerial and organisational skills.

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Reasonable progress

Assessors carry out frequent reviews that give apprentices clear information on what they need to do to improve their knowledge or skill. They set clear expectations for apprentices’ behaviour, such as their punctuality or attitude at work. They prepare apprentices effectively for their end-point assessments. Apprentices know what to expect and what to do to gain high grades in their apprenticeships.

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Reasonable progress

Managers do not ensure that apprentices have sufficient breadth in their experience. For example, digital marketing apprentices use only their employers’ range of marketing strategies. They do not do enough to explore other innovative marketing Monitoring visit: The World of Work Limited, 5–6 June 2019 techniques available within the digital sector. Care apprentices do not do enough to explore management in a range of care settings.

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Reasonable progress

In a small number of instances, assessors accept weak written work. They overlook poor written English and provide very brief feedback that does not help apprentices to improve.

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Reasonable progress

Leaders and managers plan suitably structured programmes of study that enable learners to gain new knowledge and skill to further their career ambitions. They acquire new skills such as massage or microdermabrasion, or new knowledge such as the health and safety requirements for beauty treatments. This new knowledge and skills contribute effectively to the range of services learners offer or to business decisions that affect their profitability. Most learners are ambitious and regard their training as a useful investment in their future.

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Reasonable progress

Learners enjoy their lessons and find them stimulating and interesting. Teachers explain concepts carefully and give learners step-by-step information on what to do to improve. They provide beneficial coaching and support that help learners make good progress in their studies. In 2017/18, a very high proportion of learners were successful in gaining the qualification associated with their course.

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Reasonable progress

Teachers set relevant homework assignments and activities that are demanding of learners’ time. They give learners suitable resources and clear guidance to help them study between taught classes. This homework helps most learners to put skills into practice and develops their independence and confidence.

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Reasonable progress

Learners on the education and training course have insufficient opportunity to put knowledge into practice. Although half-way through the course, learners have not yet had an opportunity to teach. The teaching practice arranged for them is at World of Work and with too narrow a range of apprentices to develop adequate breadth in their teaching skill.

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Reasonable progress

In a small number of examples, teachers’ feedback on learners’ assignments does not give learners enough information on how to improve the quality of their answers or written work.

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Reasonable progress

Monitoring visit: The World of Work Limited, 5–6 June 2019

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arrangements are in place?

Leaders and managers have suitable processes in place to ensure that staff are suitable to work with young people and vulnerable adults. They carry out appropriate criminal records checks on staff, give them suitable training and refresh this training annually. The managing director is trained as the designated safeguarding lead at World of Work. She has investigated the single safeguarding incident properly. Leaders ensure that they meet the requirements of the ‘Prevent’ duty.

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arrangements are in place?

Apprentices and learners feel safe at their employers and at World of Work. They understand the dangers of radicalisation and extremism and know how to keep themselves safe. They can explain basic safeguarding concepts and know what to do if they have any concerns. Care apprentices understand basic safeguarding concepts in relation to their work. Digital marketing apprentices are aware of the potential threats of online grooming or harassment.

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arrangements are in place?

Managers give apprentices and learners training in safeguarding at induction, but they do not remember it well. The training is too superficial. It does not challenge learners’ and apprentices’ thinking, especially at level 5, when apprentices may themselves be responsible for establishing safeguarding cultures in their own organisations. Monitoring visit: The World of Work Limited, 5–6 June 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 .

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arrangements are in place?

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 .

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arrangements are in place?

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arrangements are in place?

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arrangements are in place?

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arrangements are in place?

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