Cherith Simmons Learning & Development LLP

Cherith Simmons Learning and Development LLP Monitoring visit report

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Name of lead inspector: Peter Cox, Her Majesty’s Inspector

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Inspection date(s): 30 September to 1 October 2020

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Type of provider: Independent learning provider

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Address:

The Learning Centre 135–137 Station Road Addlestone Surrey KT15 2AT Monitoring visit: Cherith Simmons Learning and Development LLP, 30 September to 1 October 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 provider received a monitoring visit under these arrangements and was found to be making insufficient progress against one or more themes.

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Context and focus of visit

On 17 March 2020, all routine inspections were suspended due to the COVID-19 (coronavirus) pandemic. As part of our phased return to routine inspections, we are carrying out additional monitoring visits to new providers that were judged to be making insufficient progress against one or more themes at their previous monitoring visit and would have been due their full inspection up to or during the interim phase but have not received it because of the suspension of routine inspections. This monitoring visit was undertaken as part of those arrangements as outlined in the interim phase operational note for further education and skills and with reference to the further education and skills handbook and is focused on the themes set out below.

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Context and focus of visit

Cherith Simmons Learning & Development LLP is a learning and development training organisation founded in 1984. It specialises in delivering leadership, management and supervisory programmes for managers in both the public and private sectors, particularly within the NHS. Cherith Simmons Learning and Development LLP received a monitoring visit in February 2020, at which time inspectors judged there to be insufficient progress in all three themes. There are currently 85 apprentices on standards-based programmes. There are 36 apprentices on level 3 management programmes and 49 apprentices on level 5 management programmes. The provider does not work with any subcontractors.

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Reasonable progress

Leaders and managers have a clear vision to prepare future senior managers to succeed in highly challenging and changing business environments. They work closely with employers to design programmes that meet local and national needs. They have developed a curriculum that often goes beyond the requirements of the apprenticeship and allows apprentices to develop a greater understanding of leadership theories and practices. Consequently, apprentices, who are often already experienced managers, develop new and valuable knowledge and skills.

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Reasonable progress

Leaders and managers have strengthened how they monitor the quality of their provision and have a secure understanding of their strengths and areas for Monitoring visit: Cherith Simmons Learning and Development LLP, 30 September to 1 October 2020 improvement. They have put in place systems to monitor and track apprentices’ progress, which is allowing them to intervene more swiftly when required. As a result, of the apprentices we spoke to, the vast majority make good progress.

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Reasonable progress

Leaders and managers have appropriate arrangements in place to meet the requirements of apprenticeships. They have updated apprenticeship commitment statements to match the previous skills and experiences of apprentices as well as employers’ needs. They ensure employers complete these documents. While all apprentices receive their full off-the-job entitlement, leaders recognise the need for more rigorous tracking and monitoring of this entitlement.

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Reasonable progress

Leaders and managers have made sure that apprentices benefit from high-quality learning resources. They make sure that staff are sufficiently qualified and well experienced. They have a substantial staff training programme that ensures trainers remain vocationally up-to-date. Leaders and managers have revised the assessment of apprentices’ prior experience, skills and knowledge. As a result, they have adjusted apprentices’ programmes, so now they are more relevant and appropriate to apprentices’ existing skills and job roles.

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Reasonable progress

Training staff use their management experience to plan and sequence apprenticeship programmes logically. They work with apprentices and employers to ensure that programmes are relevant to apprentices’ jobs. Apprentices develop substantial new knowledge, skills and behaviours. They speak enthusiastically about how they are developing management skills, improving their confidence and gaining promotion. Apprentices are able to take on increasingly complex roles in their employment. Employers value the benefits of the apprenticeship for their staff. For example, level 5 management apprentices working in the NHS have led on developing appraisal processes within their workplace.

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Reasonable progress

Most training staff deliver well-planned sessions that are tailored to apprentices’ individual work place and job role. For example, level 5 management apprentices with finance responsibilities learn to balance budgets and identify cost savings. Training staff make sure that apprentices benefit from well-planned and coordinated on- and off-the-job training. Consequently, the work of apprentices we saw demonstrates that they make good progress, become better managers and are due to complete their courses as planned.

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Reasonable progress

Since the last monitoring visit, leaders and managers recognise a need to improve communication with employers about apprentices’ progress. They have improved the frequency and structure of progress review meetings. As a result, apprentices benefit from employers who better understand and are able to support their training. Monitoring visit: Cherith Simmons Learning and Development LLP, 30 September to 1 October 2020 Training staff support those who study English and/or mathematics effectively. However, training staff do not do enough to support the ongoing development of English and mathematics skills for apprentices who are exempt from functional skills. Training staff support those with additional learning needs to achieve as well as their peers.

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Reasonable progress

Training staff give information to apprentices and employers about end-point assessment. However, not all apprentices and employers are clear on all aspects of this assessment. Consequently, they are unaware of the possibility of achieving higher grades.

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Reasonable progress

Leaders and managers prioritise safeguarding. They have appropriate safeguarding policies and processes and a detailed ‘Prevent’ duty action plan. They complete risk assessments for apprentices under 19 years old. Staff use these processes to keep apprentices safe. Managers check that training staff are safe to work with apprentices.

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Reasonable progress

The designated safeguarding lead (DSL) is suitably qualified and trained. The DSL and deputy are developing good relationships with external safeguarding agencies to keep informed about local issues. They ensure that staff are appropriately trained and understand about safeguarding processes and issues. Staff frequently assess the vulnerability of apprentices and provide apprentices with ample opportunity to share any safeguarding concerns.

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Reasonable progress

Apprentices feel and are safe. They understand how to keep themselves safe and know who to report concerns to. They receive relevant and regular safeguarding and ‘Prevent’ duty training. However, many apprentices have only a limited understanding of specific local threats. Monitoring visit: Cherith Simmons Learning and Development LLP, 30 September to 1 October 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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