Chameleon Vocational Training Limited

Chameleon Vocational Training Limited Progress monitoring report

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Name of lead inspector: Steve Hunsley, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: 6c Glover Industrial Estate Spire Road Washington NE37 3ES Monitoring visit: Chameleon Vocational Training Limited, 2–3 March 2021

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Context and focus of visit

Chameleon Vocational Training Limited received a new provider monitoring visit in January 2019. 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 taken into account 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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Insufficient progress

In the two years since the previous monitoring visit and the more recent periods of COVID-19 restrictions, leaders and managers have introduced standards-based apprenticeships but have not developed these programmes appropriately. Assessors focus too much on the competency requirements for qualifications and not enough on the development of the substantial skills and knowledge that apprentices need in their job roles. Assessors do not ensure that apprentices on level 2 and level 3 automotive standards-based apprenticeships develop rapidly enough their understanding of vehicle systems and their component parts. Monitoring visit: Chameleon Vocational Training Limited, 2–3 March 2021 Leaders and managers have not taken effective action to make sure that apprentices receive high-quality teaching and coaching during the restrictions imposed during the pandemic. As a consequence of the pandemic, leaders made provision for

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Insufficient progress

apprentices to access digital learning resources supplied by the apprenticeship awarding body. However, assessors do not use these resources effectively to plan and sequence learning for apprentices to enable them to gain the substantial skills, knowledge and behaviours expected by their employers and customers. Apprentices use the resources to record evidence of their competence. Tutors note and acknowledge completion of tasks, and give praise, but do not provide sufficiently helpful feedback or identify next steps for apprentices after they have completed tasks.

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Insufficient progress

Leaders do not have a good enough understanding of the strengths and weaknesses in the apprenticeship provision, and they underestimate the extent and significance of many of the areas for improvement. They have been too slow to ensure that apprentices and their employers are suitably aware of the requirements of a standards-based apprenticeship.

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Insufficient progress

Leaders and managers do not monitor the quality or quantity of apprentices’ off-the- job training well enough. They rely on the electronic evidence recorded by apprentices, but do not have sufficient oversight of the quality of that work. Apprentices are unsure about what is meant by off-the-job training or how it is recorded.

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Insufficient progress

Leaders do not involve employers sufficiently in the planning of apprenticeships. Too many employers rely on the provider and the apprentice to determine the curriculum and are not aware of the skills and knowledge that apprentices need to consider at different points in their programme. However, most employers value the learning that apprentices acquire in their job roles and appreciate the contribution that their apprentices make to their business.

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Insufficient progress

Assessors do not support the development of apprentices’ English skills. Apprentices make errors in their submitted work which are not corrected. They are insufficiently aware of the importance of the accuracy and the presentation of their written work.

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Insufficient progress

Apprentices who do not have access to suitable equipment or who find it hard to study remotely can attend the training centre for individual support. Staff have loaned computers to a few apprentices to enable them to access their learning remotely.

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Insufficient progress

Leaders provide useful careers information, advice and guidance for apprentices to enable them to make informed decisions about which part of the automotive sector they want to work in. Almost all apprentices remain in their place of employment on completion of their programmes. Leaders have been able to source alternative employment for apprentices made redundant as a consequence of the pandemic to enable them to continue with their programmes. Monitoring visit: Chameleon Vocational Training Limited, 2–3 March 2021 Apprentices have an effective understanding of safeguarding and the possible risks from radicalisation and extremist groups. They have a good understanding of how to stay safe when working online, and leaders provide useful information to reinforce the importance of staying safe. Leaders ensure that systems for reporting any safeguarding concerns are in place and understood by apprentices.

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Insufficient progress

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

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Insufficient progress

 ensure that tutors plan and deliver a curriculum that enables apprentices to develop the knowledge, skills and behaviours that they need in their chosen careers  make sure that employers and their apprentices understand what a standards- based apprenticeship involves, so that they can benefit from the opportunities it brings  ensure that they have a clear and accurate oversight of the apprenticeship provision to enable the required improvement actions to be taken. Monitoring visit: Chameleon Vocational Training Limited, 2–3 March 2021 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

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Insufficient progress

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.

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Insufficient progress

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

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