Willing and Able Limited

Willing and Able Limited Monitoring visit report

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Name of lead inspector: Jane Hughes, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

6 Lanark Square London E14 9RE Monitoring visit: Willing and Able Limited, 12–13 February 2020

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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

Willing and Able Limited (WAA) is a training provider based in London Docklands. Established in 1999 as a healthcare recruitment agency, WAA began to offer apprenticeship programmes to levy-paying employers in July 2018. Currently, WAA has 36 apprentices on associate project management at level 4; 21 apprentices on facilities manager level 4; 22 apprentices on HR (human resources) support at level 3; and 18 apprentices on a selection of standards in management, accountancy and junior content producer at levels 3 and 5. All apprentices are over 18 years of age.

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Insufficient progress

Leaders and managers have not implemented all the apprenticeship programmes correctly. Too many apprentices and employers are unhappy with the service WAA provides. Employers are not involved sufficiently with the planning of their apprentices’ individual programmes. Apprentices do not receive clear information about the English and mathematics qualifications.

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Insufficient progress

Leaders have been extremely slow to implement effective internal quality-assurance arrangements. Leaders and managers do not check the quality of mentors’ work and their teaching and assessment methods. Managers do not react quickly when mentors inform them that apprentices have left the programme. As a result, they have not withdrawn a small number of apprentices in a timely manner.

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Insufficient progress

Leaders and staff do not use the management information systems effectively to support and track apprentices’ progress. Apprentices are very frustrated with the problems related to the online system. For example, apprentices often must resubmit work even though they have already submitted it.

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Insufficient progress

Leaders recognise that they need to improve the programme. They have recently recruited a more experienced team. The mentors who teach apprentices have appropriate experience in the subjects they teach. However, leaders do not Monitoring visit: Willing and Able Limited, 12–13 February 2020 performance manage mentors closely enough or support them sufficiently to develop and share best practice.

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Insufficient progress

Leaders and managers do not act quickly to address the actions set at management meetings. They have engaged an external partner to add scrutiny and challenge to what they do. However, they have not implemented fully the sensible actions set by the partner.

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Insufficient progress

Leaders and managers enrol most apprentices onto programmes that match their jobs and their career aspirations. Leaders have identified a range of suitable programmes that meet the needs of the employers with whom they work. Staff work with employers to ensure that most apprentices receive sufficient off-the-job training. However, a small number of apprentices do not receive their entitlement.

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Insufficient progress

Staff do not assess enough of what apprentices already know or can do at the start of their programmes. Mentors do not adapt the content and duration of the training to suit apprentices’ individual needs. This applies particularly where apprentices hold higher-level qualifications relevant to their apprenticeship programmes, or have extensive knowledge and experience.

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Insufficient progress

Too many apprentices do not gain substantial new vocational knowledge, skills and behaviours. Those experienced employees on associate project-management and facilities-manager higher-level apprenticeships joined the programme to gain a professional qualification. These apprentices develop their theoretical knowledge. For example, they understand the legal and regulatory requirements for this industry. However, they are unfamiliar with the wider competencies required by the standard.

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Insufficient progress

Managers and mentors do not prepare apprentices sufficiently for their end-point assessment (EPA). They have not explained the requirements fully and apprentices are unaware of the grading and assessment criteria. Some apprentices on the HR support standard who are approaching their EPA have discovered that the assignments they have completed are not required.

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Insufficient progress

Arrangements to support apprentices who need to achieve English and mathematics qualifications are not implemented fully. Too many apprentices do not know when they will take their examinations and feel anxious about this uncertainty. However, the new English and mathematics tutor has started to make arrangements for apprentices and this is having a positive impact. A few apprentices have now passed their examinations.

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Insufficient progress

Apprentices do not receive enough information about their progress or feedback on their work. Staff do not complete the progress reviews frequently. They do not Monitoring visit: Willing and Able Limited, 12–13 February 2020 discuss with apprentices how they have developed specific behaviours they need for their apprenticeships. As a result, many apprentices do not know how much progress they have made, and too many make slow progress.

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Reasonable progress

Leaders and managers have put in place appropriate policies and procedures to safeguard adult apprentices. Leaders ensure that staff working with apprentices are safe to do so. They complete relevant training in safeguarding and the ‘Prevent’ duty.

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Reasonable progress

The designated safeguarding lead has appropriate qualifications and experience in safeguarding vulnerable adults. Leaders have recruited staff specifically to support apprentices’ well-being. Apprentices are not sufficiently aware of this or do not understand how this support will help them in the future.

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Reasonable progress

Staff ensure that apprentices receive effective safeguarding training during induction and at progress reviews. Apprentices feel safe at work and in learning. Most know who to contact should they have any concerns. However, apprentices’ knowledge and understanding of the dangers associated with extremism and radicalisation are underdeveloped. Monitoring visit: Willing and Able Limited, 12–13 February 2020 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

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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