Discovery Recruitment Limited

Discovery Recruitment Limited Monitoring visit report

p.1

Name of lead inspector: Richard Deane, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

Ipsley Court Redditch B98 0TJ Monitoring visit: Discovery Recruitment Limited, 24-25 March 2021

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 ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

Discovery Recruitment Limited became an approved apprenticeship provider in 2018. They delivered their first apprenticeship programmes from January 2019. There are currently 62 apprentices following standards-based apprenticeships in level 5 operations departmental manager, level 3 team leader, and level 4 sales executive.

p.2

Context and focus of visit

Leaders responded quickly when COVID-19 restrictions started and began teaching apprentices remotely. They were able to continue training activities with most employers and apprentices, but had to furlough 50% of teaching staff to mitigate the reduction in training events overall. This decision slowed leaders’ ability to staff all provision at pre-pandemic levels, for example, ensuring swift cover for sickness and absence.

p.2

Context and focus of visit

The impact of COVID-19 (coronavirus) has been taken into account in the findings and progress judgements below.

p.2

Reasonable progress

Leaders have developed a comprehensive leadership and management curriculum to provide employers with aspiring and experienced managers with the knowledge, skills and behaviours to excel in their role. They have worked productively with employers to refine the curriculum, so that apprentices learn new knowledge and develop specific behaviours, such as active listening, empathy, and an increased awareness of self – and others. Employers recognise rightly the increased skills that apprentices display – and the benefits they bring – to their business, in terms of improved communication and productivity. Monitoring visit: Discovery Recruitment Limited, 24-25 March 2021 Leaders have designed a curriculum that includes all the components required by the apprenticeship standards for which they deliver – including preparation for end-point assessment. To date, the large majority of apprentices who have completed their

p.2

Reasonable progress

apprenticeship have achieved high grades.

p.3

Reasonable progress

Leaders review apprentices’ progress weekly. They ensure that apprentices who are at risk of falling behind in their studies receive the appropriate support to catch up. They use a range of information – including apprentices’ satisfaction surveys and feedback from employers – to improve continually the quality of teaching, learning and assessment. Leaders identify their weaknesses correctly and have appropriate plans to take swift remedial action that includes improving teaching for English and mathematics.

p.3

Reasonable progress

Employers discuss routinely the progress of their apprentices with leaders. They ensure that most apprentices receive the time necessary to do their work. However, a small minority of apprentices do not receive sufficient time ‘off-the-job’ or receive direct feedback from their line manager during formal reviews. As a result, a few of these apprentices do not make the progress of which they are capable – and in rare examples – leave the programme early.

p.3

Reasonable progress

Leaders use external governance arrangements effectively to support and challenge their business development. However, they do not have the expertise on the board to evaluate fully the quality of their apprenticeship curriculum and hold leaders to account.

p.3

progress

At the start of their programme, apprentices complete a thorough review of their previous experience and skills. Coaches use this to plan and schedule learning activities in a logical order, so that apprentices build on their understanding. As a result, coaches set apprentices work and appropriately challenging targets, so they develop their knowledge and skills incrementally.

p.3

progress

Coaches have adapted to teaching remotely very well. They use communications software imaginatively, placing apprentices into virtual groups to discuss relevant and topical information. As a result, apprentices can quickly access and discuss relevant theories. They explain how their learning has helped them to transform their ability to influence people and how their management style can have a significant impact on behaviour and attitudes at work.

p.3

progress

Coaches review routinely apprentices’ progress through formal reviews and ‘on- demand’ support by email and telephone. They have a thorough understanding of Monitoring visit: Discovery Recruitment Limited, 24-25 March 2021 what apprentices know and can do. They use questioning creatively to draw out apprentices’ knowledge and help them link theoretical principles – such as emotional intelligence – to practical scenarios from their daily routine. Apprentices use these examples – plus additional helpful feedback – to improve their work. Too often, apprentices’ line managers do not attend apprentices’ formal reviews. Consequently, a few apprentices are slow to receive any specific feedback, which they need to apply to their performance and to practise the related skills and knowledge in the workplace. As a result, these apprentices do not always have the opportunity to embed skills, such as project management, quickly enough.

p.3

progress

Although the few apprentices who require functional skills qualifications in English and mathematics have access to appropriate learning resources, leaders have not provided them with sufficient teaching and support to enable them to improve these skills rapidly. Also, leaders do not ensure that all apprentices – who already hold the requisite qualifications in English and mathematics – continue to close knowledge gaps in these subjects.

p.4

Reasonable progress

Leaders consider the safeguarding of staff, learners and apprentices as a core value and an expectation of their social responsibilities. They have recently completed their annual safeguarding review, making appropriate changes to include key named contacts in addition to the designated safeguarding officer.

p.4

Reasonable progress

Leaders express their commitment to a ‘duty of care’ by ensuring that coaches check routinely on apprentices’ well-being – including their mental health. They provide apprentices with effective support – and where necessary – refer them to other organisations.

p.4

Reasonable progress

Leaders ensure that staff have the requisite qualifications and undertake the appropriate training, so they can help apprentices learn about staying safe at work, at home, and online. Leaders follow closely safer recruitment processes. They ensure that all staff have the appropriate clearances, references and documentation expected before joining the organisation.

p.4

Reasonable progress

As a result of routine discussions with coaches about topics, such as online safety, gang culture, and extremism, apprentices can explain clearly the potential risks posed from extremist groups and who to contact if they were aware of any potential threats. Monitoring visit: Discovery Recruitment Limited, 24-25 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 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.

p.4

Reasonable progress

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 .

p.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5