PMA Ltd

Practice Managers Education and Training Ltd Monitoring visit report

p.1

Name of lead inspector: Alison Humphreys, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address: PMA House The Old Post Office 1 Macclesfield Road Alderley Edge Cheshire SK9 7BQ Monitoring visit: Practice Managers Education and Training Ltd, 14–15 April 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

Practice Managers Education and Training Ltd (PMA) is a national training provider that is based in Cheshire. PMA received its own directly funded contract in July 2019. At the time of the visit, there were 162 apprentices on apprenticeship programmes between levels 2 and 5. Over half of all apprentices follow standards-based provision in level 3 team leader/supervisor or level 5 operations departmental manager. The remaining apprentices study apprenticeship programmes in business administration, dental practice management and healthcare support. All apprentices work in doctors or dental practices.

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

Insufficient progress

Leaders and managers do not consistently meet the principles of an effective apprenticeship. They do not always collect sufficient information about what apprentices know and can do at the start of their programme and use this to plan their learning. A few apprentices do not develop substantial new knowledge, skills and behaviours.

p.2

Insufficient progress

The quality improvement arrangements do not focus sufficiently on the key priorities for improvement. They do not put in place actions quickly enough to bring about swift improvements. Leaders have been too slow to improve apprentices’ learning experiences.

p.2

Insufficient progress

The directors identified significant issues with the leadership and management of its apprenticeship provision. Apprentices were not receiving high-quality training. Directors appointed a new leadership team in July 2020 with experience in leading and managing apprenticeship programmes. Leaders appointed new tutors in the last Monitoring visit: Practice Managers Education and Training Ltd, 14–15 April 2021 six months with experience of providing apprenticeship training. Apprentices now benefit from regular structured training and support.

p.2

Insufficient progress

Leaders have a clearly defined purpose and strategy for their apprenticeship programmes. They provide apprenticeships for non-clinical staff in General Practitioner surgeries (GPs). Leaders develop the apprenticeship to meet the needs of GPs. Staff progressing to management positions needed training in leadership skills. Apprentices learn how to build effective relationships with patients. They now deal empathetically with patients and any complaints they may have, providing effective solutions.

p.3

Insufficient progress

Leaders ensure tutors are appropriately qualified. Tutors receive regular training to keep up to date with management practices in primary care. They complete a range of development courses which include new healthcare strategies. As a result, apprentices benefit from relevant industry expertise in their training.

p.3

Insufficient progress

Those responsible for governance are appropriately qualified and experienced in the education and healthcare sector to carry out their roles. They hold senior leaders to account for their actions and provide appropriate challenge to improve the standard of apprenticeship training.

p.3

Reasonable progress

Tutors teach topics in a logical order to progressively build apprentices knowledge, skills and behaviours over time. At the start of the programme, apprentices learn about how to lead and manage their team before moving on to project management. Employers support apprentices with short-term projects that develop their project management skills. For example, apprentices evaluate the effectiveness of their employer’s telephone system.

p.3

Reasonable progress

Most apprentices develop new knowledge, skills and behaviours. They learn about how unconscious bias can impact on the recruitment process. Apprentices use this learning to recruit staff effectively. However, leaders and managers recognise the need to have a more detailed understanding of what apprentices know and can do at the start of the apprenticeship to provide training to meet each apprentices’ training needs.

p.3

Reasonable progress

Tutors develop apprentices’ English and mathematical skills. Apprentices analyse project performance using qualitative and quantitative data to measure performance. They carry out calculations on the number of staff hours required at the surgery. Apprentices apply these skills when writing business plans. This informs decision- making by partners at their practice. Monitoring visit: Practice Managers Education and Training Ltd, 14–15 April 2021 During the apprentices’ programme, tutors effectively identify gaps in apprentices’ knowledge. They include additional training from an extensive online library of learning resources and through access to workshops, for example building teams and excellence in primary care finance. Through this extra training, apprentices broaden their knowledge of primary care.

p.3

Reasonable progress

Employers are highly supportive of their apprentices. They value the contributions apprentices make to their business. Level 3 team leader and supervisor apprentices skilfully identify solutions to problems. As a result, they sensitively manage team underperformance and confidently conduct staff appraisals.

p.4

Reasonable progress

Tutors do not consistently coordinate on- and-off-the job training. Most employers are not present at apprentices’ progress reviews. Leaders and managers attribute this to the increase in workload because of COVID-19. As a result, a few apprentices do not always get the opportunity to practise newly acquired knowledge, skills and behaviours in a timely manner.

p.4

Reasonable progress

Tutors do not provide appropriate careers advice and guidance. Most apprentices do not receive information that helps them to decide their next steps in their careers.

p.4

Reasonable progress

The designated safeguarding lead (DSL) and designated safeguarding officers have received appropriate training to carry out their roles. At the time of the visit, there had been no safeguarding referrals.

p.4

Reasonable progress

All staff receive regular training and updates in safeguarding and the ‘Prevent’ duty. This includes topics such as COVID-19 psychological first aid, vaccine scams and domestic abuse. Apprentices know who to contact about concerns linked to safeguarding. They talk confidently about safe working practices in their job role, for example using clinical machines appropriately and wearing suitable personal protective equipment.

p.4

Reasonable progress

Tutors do not discuss risks regarding the ‘Prevent’ duty in apprentices’ programmes. Most apprentices know about the specific threats from radicalisation and extremism because of the training they receive at work.

p.4

Reasonable progress

Apprentices benefit from additional support when they are struggling with their workload. They receive more frequent contact from their tutor. As a result, they remain on program Monitoring visit: Practice Managers Education and Training Ltd, 14–15 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 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