ABM Training (UK) Ltd

ABM Training (UK) Ltd Progress monitoring report

p.1

Name of lead inspector: Montserrat Pérez-Parent, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address: Grove End Farm Sittingbourne ME9 8DY Monitoring visit: ABM Training (UK) Ltd, 18–19 February 2021

p.1

Context and focus of visit

ABM Training (UK) Ltd received a new provider monitoring visit in August 2018. At that time, inspectors made progress judgements under three themes.

p.2

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 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.

p.2

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.

p.2

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.

p.2

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.

p.2

Insufficient progress

Leaders and managers have not overcome most of the weaknesses identified at the previous monitoring visit. While the new leadership team has taken action to tackle these weaknesses, their actions have not yet resulted in the necessary improvements to the quality of training for most apprentices. Employers are not effectively involved in the development of the apprentices’ training programmes to ensure that the skills, knowledge and behaviours that apprentices learn are relevant to their job roles. Apprentices’ line managers do not participate sufficiently in the reviews that tutors hold with apprentices to discuss the progress they are making. As a result, the large majority of apprentices do not benefit from Monitoring visit: ABM Training (UK) Ltd, 18–19 February 2021 opportunities to discuss with their line managers how they can apply what they learn to the workplace. Leaders and managers have good working relationships with employers at strategic

p.2

Insufficient progress

level. They introduced new systems to recruit apprentices remotely so they could continue to support employers in the care and education sectors with their staffing needs during the periods of national restrictions. Employers value that managers take swift action to resolve any concerns that they raise, for example with staffing. Apprentices do not all receive their entitlement to time off for their off-the-job training. Because of this, they complete their work in their own time when they do not benefit from the support of their tutors or line managers. Leaders and managers have introduced processes to monitor the progress that apprentices make towards completing the different components of their apprenticeships. They use these well to identify apprentices who fall behind with their work and support them to ensure that they complete their studies on time. Leaders and managers are not aware that many

p.3

Insufficient progress

apprentices complete their assignments in their own time and therefore do not take action with their employers to rectify this. Following a recommendation from the previous monitoring visit, leaders and managers introduced an advisory board to make sure they had sufficient external scrutiny and challenge. Leaders and managers benefit from the expertise of board members, which helps them introduce improvements in finance, curriculum and digitalisation. Leaders and managers train tutors effectively to teach and assess apprentices remotely. Staff benefit from feedback on their remote teaching which helps them improve. Staff use materials specifically designed for remote teaching. As a result, most apprentices continue to develop new knowledge in their lessons. Tutors’ feedback does not provide apprentices with details of how they can improve their work further. At review meetings, staff continue to measure the progress of the

p.3

Insufficient progress

large majority of apprentices on the completion of assignments and units of their qualifications. As a result, these apprentices do not benefit from discussing with their tutors how they are developing new knowledge, skills and behaviours and how these can help them improve at work. Leaders and managers have recently introduced new work plans which build apprentices’ knowledge in a logical manner. Apprentices using this new model benefit from well-planned activities that help them remember key content securely over time. They enjoy learning resources specifically designed to be used online and they complete online assessment activities to test their recall of key concepts. After they complete assignments, these apprentices have discussions with their tutors to further build on the knowledge they have demonstrated through their work. As a result, these apprentices develop and remember new knowledge that helps them at

p.3

Insufficient progress

work. For example, teaching and learning apprentices learn about child development, which helps them understand and support better the children they work with. Apprentices who are not studying English or mathematics as part of their apprenticeship do not benefit from feedback on how to develop their existing skills further within the context of their industry. Apprentices who are working towards Monitoring visit: ABM Training (UK) Ltd, 18–19 February 2021 functional skills qualifications in English, mathematics or information technology benefit from good support from specialist tutors. Tutors carefully teach lessons, taking into account apprentices’ different abilities. For example, they use a variety of strategies to build the confidence of apprentices who experienced problems when learning these subjects in the past. Staff use their knowledge of the personal circumstances of apprentices to support

p.3

Insufficient progress

them well. They have increased the frequency of one-to-one sessions with apprentices who, as a result of the current national restrictions, are at risk of falling behind with their studies. Apprentices who struggled with the move to remote lessons benefit from additional training on the use of the technology. Apprentices feel safe and know who to go to if they have any concerns. Leaders and managers have updated staff with the risks that apprentices face as a result of the pandemic. Skills tutors check at their one-to-one sessions for apprentices with signs of decline in mental health or neglect so they can support apprentices if necessary. Apprentices benefit from workshops and online modules that build on their knowledge of how to keep safe and help them develop increased awareness at work.

p.4

Insufficient progress

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

p.4

Insufficient progress

 involve apprentices’ line managers in planning and teaching apprentices’ training, so that all apprentices learn new skills, knowledge and behaviours which are relevant to their roles

p.4

Insufficient progress

 ensure that they involve apprentices’ line managers in the reviews of the new skills, knowledge and behaviours that apprentices are learning, so they can provide them with opportunities to apply them quickly to the workplace

p.4

Insufficient progress

 ensure that staff provide all apprentices with feedback that enables them to improve the quality of their work, including how to develop English and mathematics skills that are relevant to their industry. Monitoring visit: ABM Training (UK) Ltd, 18–19 February 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

Insufficient 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

Insufficient 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

Insufficient progress

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

p.5

Insufficient progress

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

p.5