Rebus Training Ltd

Rebus Training Limited Monitoring visit report

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Name of lead inspector: Bev Ramsell, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

Unit 4 Westlake Trading Estate Canal Lane Stoke-on-Trent ST6 4PA Monitoring visit: Rebus Training Limited 15–16 April 2021

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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 ‘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.

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Context and focus of visit

Rebus Training Limited was founded in 2010 as an independent training organisation catering for the electrical industry, initially training apprentices via subcontracting arrangements. In January 2019, it was awarded its own contract to deliver apprenticeship training. At the time of the inspection, 26 apprentices were studying a level 3 standard in electrical engineering.

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Context and focus of visit

Leaders responded quickly when COVID-19 (coronavirus) restrictions were implemented and began teaching apprentices remotely. They were able to continue with regular theory sessions to support apprentices to continue with the development of knowledge. At the time of the visit, apprentices had only just returned to face-to-face learning.

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Context and focus of visit

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

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Reasonable progress

Leaders recognised the need for well-qualified electricians locally. They used their industrial experience and knowledge to construct a curriculum that enables apprentices to develop the skills they need to be productive within the workplace. They have cautiously grown apprentice numbers, starting with just four in 2019.

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Reasonable progress

Employers are clear on their commitments to the apprenticeship and rightly recognise the benefits that apprentices bring to their business. Apprentices receive the time they need to study, and some benefit from wider training from their employer to advance their knowledge and skills. However, not all employers fully engage in the design of a tailored curriculum that meets apprentices’ needs. Monitoring visit: Rebus Training Limited 15–16 April 2021 Leaders prepare apprentices well for the requirements of the end-point assessment (EPA). They introduce the EPA at the start of the apprenticeship and discuss further in-class sessions and progress reviews. They have gained accreditation to become an EPA testing centre. These actions have resulted in apprentices understanding the requirements of an EPA and being able to sit tests in a centre they are confident in and know well. However, no apprentices have gone through the EPA yet, so the full

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Reasonable progress

Leaders use a range of information – including apprentices’ satisfaction surveys and questionnaires – to improve the quality of teaching, learning and assessment. Leaders meet with managers regularly to review apprentices’ progress. Where apprentices fall behind, they receive a range of support to help them catch up. As a result, most apprentices make good progress.

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Reasonable progress

Leaders use experienced external governance effectively to support them with the development of their business. They provide a range of detailed reports – which include reports on safeguarding, health and safety, attendance and progress – to governors. As a result, governors are clear on the strengths and areas of development in the provider and hold managers to account when needed.

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Reasonable progress

Managers have created a curriculum that allows apprentices to develop new knowledge and skills quickly. For example, tutors teach health and safety alongside science principles, which helps build the development of fundamental practical skills. As a result, apprentices can undertake meaningful activity, such as single-phase wiring, within the workplace earlier than expected.

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Reasonable progress

Tutors support apprentices with additional needs well. Throughout the pandemic, those who identified as vulnerable were carefully supported and monitored. Tutors put detailed support plans in place to help apprentices with mathematics and English, where needed, and to monitor their progress. However, plans are often not created until the first 12-week progress review. As a result, apprentices may not receive the support they need quickly enough to make progress at a rate within their capabilities.

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Reasonable progress

Apprentices benefit from detailed progress reviews. Plans articulate well discussions between apprentices and employers, where a range of activities are discussed. They make clear future actions needed. As a result, most apprentices know what they need to do to achieve and gain the support they need from their employer.

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Reasonable progress

Tutors assess apprentices’ prior knowledge and skills well. At the start of each learning unit, apprentices complete a knowledge test and, where applicable, a skills test to establish apprentices’ understanding. Tutors use these starting points to Monitoring visit: Rebus Training Limited 15–16 April 2021 structure apprentices’ learning. They assess and consolidate learning at the end of each unit. As a result, apprentices can remember more and recall in detail what they have learned.

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Reasonable progress

Tutors set high expectations for apprentices. They encourage apprentices to do their best at all times. They expect high standards of behaviour, including for attendance and punctuality. They discuss career and progression routes, so that apprentices are aware of the next steps available to them. However, tutors do not routinely discuss grades with apprentices, and so some apprentices are not aware of how to achieve a merit or distinction grade.

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Reasonable progress

Leaders consider safeguarding and health and safety as a core value. The designated safeguarding lead (DSL) completes a broad review of safety and safeguarding with all employers. Tutors discuss these topics at progress reviews and recap safeguarding themes monthly. As a result, apprentices articulate well key areas of safeguarding and how to stay safe at work. For example, they understand the correct use of personal protective equipment, such as hard hats, gloves and protective boots, while working on site, and the availability of first-aid kits.

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Reasonable progress

Most apprentices recognise the current threats in Stoke-on-Trent, such as gangs and knife crime. However, where apprentices live outside of the region, they have a limited understanding of the threats local to where they live. As a result, they are not fully clear on how to protect themselves from harm.

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Reasonable progress

Leaders carry out suitable and appropriate checks when recruiting new staff. They ask fitting questions at interview and check all references. All staff undertake Disclosure and Barring Service checks. The DSL and two assistants are suitably trained in the leadership of safeguarding and health and safety. Monitoring visit: Rebus Training Limited 15–16 April 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

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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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