Matrix Solutions International Limited

Matrix Solutions International Limited Monitoring visit report

p.1

Name of lead inspector: Martin Ward Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

Smithfield House Digbeth Birmingham B5 6BS Monitoring visit: Matrix Solutions International Limited, 31 July–1 August 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

Matrix Solutions International Limited received a contract to deliver apprenticeship provision in January 2018. The company trades under the name of ANZ Training (ANZ) for this aspect of its business. Currently, there are 22 non-levy-funded apprentices. ANZ delivers most of the apprenticeships through three subcontractors. These are Pier Training Ltd in Birmingham, 1 st 2 Achieve Training Limited in Skelmersdale and Holt Green Training Ltd in Manchester. Apprentices are on standards-based apprenticeships in business administration, learning and development practitioner, learning and skills teaching, operations/departmental management, and team leadership/supervision. Nine apprentices are studying at level 3 and 13 at level 5.

p.2

Insufficient progress

Senior leaders do not demonstrate a clear strategic vision. Leaders and managers did not plan effectively for the introduction of apprenticeships. For example, they did not start to recruit apprentices through subcontractors for nine months. As a result, leaders and managers were slow to develop opportunities for apprentices.

p.2

Insufficient progress

Senior leaders do not have a management team with the knowledge, skills and time to deliver high-quality apprenticeships. They have not set up any formal arrangements for externally scrutinising the quality of provision that the subcontractors deliver. There is no governance function.

p.2

Insufficient progress

Leaders and managers do not provide support for subcontractors, for example through professional development. Too many apprentices are making slow progress. Most tutors are not providing effective tuition. Monitoring visit: Matrix Solutions International Limited, 31 July–1 August 2019 Managers have made errors in recording data. Extensions to apprentices’ planned end dates reflect the poor progress of several apprentices. Therefore, managers report inaccurate judgements about apprentices’ progress.

p.2

Insufficient progress

While leaders and managers identify apprentices who are not making good progress, this is not accurate. They concentrate solely on unit completion. They do not consider the quality of the work or the development of apprentices’ knowledge, skills and behaviours. Leaders and managers have an over-optimistic view of the progress that apprentices make.

p.3

Insufficient progress

ANZ only delivers a small part of the apprenticeships. At the time of the monitoring visit, ANZ staff were late in providing their agreed contribution to two apprenticeship programmes. Leaders and managers do not take prompt action to prevent such situations arising.

p.3

Insufficient progress

Leaders and managers do not ensure that subcontractors provide a consistently positive learning experience and that all apprentices benefit from high-quality training. The quality of provision between subcontractors is too variable. Not all apprentices have their full entitlement to off-the-job training during working hours.

p.3

Insufficient progress

On the operations/departmental management apprenticeship programme at ANZ, tutors require the apprentices to conduct their own research based on statements from the standard. Apprentices reproduce presentations which address the statements, but they do not understand the concepts. They are not able to relate this knowledge to their work. Tutors do not check understanding or reinforce knowledge effectively. Most apprentices make slow progress. Too few apprentices receive support to aim for high grades.

p.3

Insufficient progress

At Pier Training Ltd, tutors provide effective support. Apprentices develop new knowledge, skills and behaviours and apply them appropriately at work. Managers at this subcontractor monitor apprentices’ progress closely and make sure that they catch up swiftly if they fall behind. Apprentices aspire to achieve high grades.

p.3

Insufficient progress

Leaders and managers do not ensure that they enrol all apprentices on the correct apprenticeship. For example, on the learning and skills teacher apprenticeship programme, managers do not ensure that apprentices receive regular tuition. Also, a small number of apprentices on this programme are in jobs which do not provide practical opportunities to develop the required technical skills.

p.3

Insufficient progress

Apprentices make slow progress in developing their English and mathematical knowledge and skills. Tutors do not identify apprentices’ starting points accurately Monitoring visit: Matrix Solutions International Limited, 31 July–1 August 2019 and use the information to set targets, plan learning and monitor progress. Where apprentices need to achieve functional skills qualifications at level 2, managers do not provide prompt and specific support.

p.3

Insufficient progress

Leaders and managers do not provide apprentices with access to impartial information, advice and guidance (IAG), including careers IAG. Apprentices are not aware of the further learning opportunities they can pursue on completion of their apprenticeship.

p.4

Insufficient progress

Leaders and managers do not promote a culture of safeguarding.

p.4

Insufficient progress

The designated safeguarding lead had not attended appropriate training or gained an appropriate safeguarding qualification.

p.4

Insufficient progress

Leaders and managers do not check the extent to which subcontractors implement their safeguarding policies effectively. They do not plan visits or request information about this.

p.4

Insufficient progress

Leaders and managers do not plan or agree with subcontractors the content of the curriculum in relation to safeguarding and the ‘Prevent’ duty. Apprentices’ understanding of the risks associated with radicalisation and extremism is, in most cases, limited. They do not have the understanding that they need for the world of work and their everyday lives.

p.4

Insufficient progress

Leaders and managers have produced an appropriate safeguarding policy. Most apprentices know to whom they should report concerns within the subcontractor. Managers follow safe recruitment procedures when appointing new staff. Monitoring visit: Matrix Solutions International Limited, 31 July–1 August 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

Insufficient 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

Insufficient 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

Insufficient progress

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

p.5

Insufficient progress

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

p.5

Insufficient progress

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

p.5