Tempest Management Training Limited

Tempest Management Training Limited Progress monitoring report

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Name of lead inspector: Helen Whelan, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Arnold Business Centre Brookfield Road Arnold Nottingham NG5 7ER Monitoring visit: Tempest Management Training, 10–11 March 2020

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Context and focus of visit

Tempest Management Training Limited received a new provider monitoring visit in November 2018. At that time, inspectors made progress judgements under three themes.

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Context and focus of visit

This monitoring visit focused on the extent to which leaders and those responsible for governance are taking effective action to provide education and training in the current circumstances. It was undertaken as outlined in the operational note on visits carried out from January 2021 and with reference to the further education and skills handbook.

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Context and focus of visit

These visits are to help learners, parents, employers and government understand how providers are meeting the needs of learners in this period, including those with high needs and those with special educational needs and/or disabilities.

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Context and focus of visit

Following changes to government guidance and the imposition of COVID-19 (coronavirus) lockdown restrictions, inspectors carried out this monitoring activity remotely. As a result, the range of evidence available to inspectors was narrower than would be the case during an on-site inspection. Therefore, this report provides a more limited level of assurance.

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Context and focus of visit

The impact of COVID-19 has been considered in the findings and progress judgement below. Inspectors did not evaluate leaders’ response to COVID-19 during the spring and summer of 2020, when the provider was not open to all learners and there were no national expectations regarding remote education.

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Reasonable progress

Leaders and managers have made a range of improvements since the previous monitoring visit. Apprentices benefit from helpful feedback from assessors. This helps them improve their work and ensures that they are better prepared for their final assessment. Leaders prioritise those apprentices whose progress has been adversely affected by the pandemic. They work well with employers and assessors to ensure that apprentices successfully complete their apprenticeship.

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Reasonable progress

Courses are taught in a logical order, so apprentices develop their knowledge, skills and behaviours incrementally. Level 2 adult care apprentices first explore their roles and responsibilities in work before moving on to consider values and behaviours. This helps them to follow residents’ care plans confidently. Level 3 team leader Monitoring visit: Tempest Management Training, 10–11 March 2020 apprentices develop an awareness of their own leadership style before exploring different leadership styles. As learning has been disrupted due to COVID-19, assessors alter the sequence of topics to meet apprentices’ individual needs adeptly. However, planning documents often lack detail about how assessors will teach individual topics.

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Reasonable progress

In progress reviews, assessors focus primarily on apprentices’ completion of assessments rather than developing apprentices’ deeper understanding of the course.

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Reasonable progress

Assessors are very experienced in the care and business sectors. Leaders provide assessors with the skills they need to teach confidently online. They receive training to gain a deeper understanding of the curriculum and the requirements of the final assessment. Business apprentices describe in detail how they are prepared for their final assessment. A few apprentices in health and social care do not fully understand how they will be assessed at the end of their apprenticeship.

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Reasonable progress

There has been a sustained focus on how assessors’ feedback can support apprentices to embed and use knowledge fluently. Assessors provide helpful feedback to apprentices and tell them what they have done well and what they need to do to improve. Assessors use of a range of assessment methods, including professional discussions, practice interviews and mock tests. These support apprentices to develop their understanding and improve their skills. This has had a significant impact on the standard of apprentices’ work in business, but further improvement is needed in health and social care.

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Reasonable progress

Leaders’ excellent knowledge of the care and business sectors allows them to work sensitively with employers to support their needs. They provide training for employers, so they fully understand the high standards and commitment they expect. Throughout the national restrictions, leaders held fortnightly meetings with employers about apprentices’ progress. Employers used these to inform decisions about how to best support apprentices in their training.

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Reasonable progress

The governing body is now firmly established. Members of the board bring considerable experience, and have a good oversight of the apprenticeships on offer and how they can be improved.

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Reasonable progress

The safety and welfare of apprentices is taken very seriously. Safeguarding procedures are systematically reviewed. The designated safeguarding lead participates in regional safeguarding networks and shares good practice at team meetings. Apprentices feel safe and know who to report safeguarding concerns to. They know how to work safely online and most can explain how to spot the signs of a friend or colleague being radicalised.

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Reasonable progress

Apprentices are introduced to the importance of British values at the start of their course. This learning is frequently revisited. As a result, apprentices can explain in some detail what the values mean and how they relate to their personal and working Monitoring visit: Tempest Management Training, 10–11 March 2020 lives. For example, health and social care apprentices relate their understanding to the Care Quality Commission regulations.

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Reasonable progress

Leaders and managers are passionate about the career opportunities available in the sectors they work in. Apprentices are signposted effectively to impartial guidance, for example through resources made available by Skills for Health and Skills for Care. Former apprentices have successfully developed their careers, moving to the NHS as ambulance technicians or nurse associates. Apprentices are ambitious about what they can achieve in their careers.

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Recommendations

Leaders and those responsible for governance should take further action to:

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Recommendations

 ensure that progress reviews focus on apprentices developing knowledge, skills and behaviours  provide further training for assessors on the teaching practices most likely to help health and social care apprentices make rapid progress and achieve high standards in their final assessment. Monitoring visit: Tempest Management Training, 10–11 March 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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Recommendations

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Recommendations

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Recommendations

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Recommendations

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