BMS Progress LLP

BMS Performance Recruitment LLP Monitoring visit report

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Name of lead inspector: Ruth Stammers, Her Majesty's Inspector

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Inspection dates:

Type of provider: Independent learning provider

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Address:

Europa House 310 Europa Boulevard Westbrook Warrington Cheshire WA5 7XR Monitoring visit: BMS Performance Recruitment LLP, 25-26 May 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

BMS Performance Recruitment LLP (BMS) is an independent learning provider based in Warrington, Cheshire. It specialises in training for sales professionals. BMS began to offer apprenticeship training to levy-paying employers in August 2019. At the time of the visit, there were 275 apprentices studying the Level 4 sales executive apprenticeship standard. BMS provide training for apprentices across England.

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Context and focus of visit

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

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Reasonable progress

Leaders have a clear rationale for the delivery of the Level 4 sales executive apprenticeship standard. They and their staff have experience in the sales sector and focus solely on training for business to business sales. This enables them to provide current industry specific training for apprentices and employers.

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Reasonable progress

Leaders work with most of their employers to develop the curriculum. They include specific training requests from employers such as corporate sales models and sustainability awareness. Apprentices develop a deeper understanding of the business they work in. A few apprentices gain promotion and are given additional responsibilities following the completion of their apprenticeship.

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Reasonable progress

Leaders develop the curriculum to match the sales cycle. For example, apprentices first learn about building confidence and sales etiquette before learning end to end sales and account management. This enables apprentices to build their knowledge, skills and behaviours incrementally.

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Reasonable progress

Leaders identify areas for improvement and put actions in place to rectify them. For Monitoring visit: BMS Performance Recruitment LLP, 25-26 May 2021 example, they identified an increase in apprentices not passing their work-based projects on their first attempt. Development coaches now include a preparation workshop to train apprentices on how to confidently use punctuation and grammar in their projects and how to write to the correct command verbs. More apprentices now achieve distinction grades on completion of their apprenticeship.

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Reasonable progress

Leaders provide a range of training for staff in the development of their teaching skills and understanding of the principles of an apprenticeship. Most development coaches are experienced in sales but have not yet achieved a formal teaching qualification. Leaders plan to provide formal teacher training for development coaches in the next few months.

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Reasonable progress

The governing board challenge and advise leaders on the quality of training that apprentices receive. However, there is currently no external oversight of the curriculum from the sales sector. Leaders plan to appoint an external board member with a background in sales to advise on curriculum development.

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Reasonable progress

Apprentices develop new knowledge, skills and behaviours. They learn how to increase sales by using a variety of methods such as using open questions and alternative closing techniques. They develop and hone their time management so that they use their time more efficiently. Employers value the contribution apprentices are making to improve their businesses.

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Reasonable progress

Apprentices develop new English and mathematical skills that they use in their job roles. For example, they carry out re-pricing activities and learn how to structure sentences within presentations and reports. This helps to make apprentices more proficient salespeople.

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Reasonable progress

Trainers provide relevant industry training for apprentices. For example, when discussing negotiations in sales, trainers refer to trading variables rather than contract pitches. Apprentices learn about the impact of free products in negotiations and the cost of this to the employer. Apprentices are better able to relate their sales training to the industry they work in.

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Reasonable progress

Apprentices receive useful feedback on their work that helps them improve. For example, they receive guidance on how to structure presentations and make them more interesting for a virtual audience. Apprentices include videos and graphics to engage customers. This prepared them well for selling during the pandemic when they were unable to visit customers’ premises. Monitoring visit: BMS Performance Recruitment LLP, 25-26 May 2021 Development coaches provide effective support for apprentices. Employers are routinely involved in the review of apprentices’ progress and receive regular communication from coaches. Where apprentices fall behind, coaches work well with employers to put actions in place to help them to catch up.

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Reasonable progress

Leaders plan and coordinate on- and off -the -job training with the majority of employers. However, for a few apprentices, this is not planned in advance. These apprentices seek out the opportunities to practise the skills they learn on an ad-hoc basis in work. As a result, they make slower progress than their peers.

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Reasonable progress

Leaders promote a positive safeguarding and well-being culture where apprentices feel safe. They train staff in safeguarding and the ‘Prevent’ duty. Leaders analyse safeguarding concerns and provide update training to enable staff to deal with them appropriately. For example, leaders noticed an increase in apprentices with low mood or anxiety during the pandemic. Staff discuss topics such as healthy eating and exercise to increase apprentices' well-being.

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Reasonable progress

Leaders have an appropriate safeguarding and well-being referral process in place. They log and monitor concerns raised by apprentices and provide appropriate support. Apprentices access further training, such as strategies to enhance resilience, stress management and mindfulness.

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Reasonable progress

Development coaches use relevant examples when training apprentices on radicalisation and extremism. For example, they teach apprentices working in chemical industries to be aware of large quantities of chemical sales. Apprentices have a better awareness of the risks in their work environment. Monitoring visit: BMS Performance Recruitment LLP, 25-26 May 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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