CVS (UK) Limited

CVS (UK) Limited Monitoring visit report

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Name of lead inspector: Suzanne Wainwright, Her Majesty's Inspector

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Type of provider: Independent learning provider

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Address: Unit E and F Telford Court Gates Lane Chester CH1 6LT Monitoring visit: CVS (UK) Limited, 26-27 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 the Education and Skills Funding Agency 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

CVS (UK) Limited is a training centre located within ChesterGates Veterinary Specialists, which is a specialist-led, multi-disciplinary veterinary referral hospital in Chester. Apprentices follow the level 3 apprenticeship standard in veterinary nursing. This programme enables them to become registered with the Royal College of Veterinary Surgeons (RCVS) as a registered veterinary nurse (RVN). At the time of the visit, 15 learners attended the centre; 11 of whom are apprentices and in scope for the monitoring visit. They are all employed in a training practice and attend the centre for one day per week with the rest of the time spent in the workplace.

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Context and focus of visit

During the COVID-19 (coronavirus) restrictions, apprentices continued to work in their practices. However, they received most of their off-the-job training through online teaching and learning activities. As apprentices on this programme learn much of their knowledge, skills and behaviours through practical application, they found this approach challenging.

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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 and tutors ensure that the apprenticeship programme encompasses all aspects of what it means to be a qualified, professional veterinary nurse. They are role models for their apprentices. All are highly qualified, registered veterinary nurses and hold teaching qualifications. Most continue to practise as veterinary nurses. Apprentices receive direct support from assessors within their practices, who are either experienced registered veterinary nurses or veterinary surgeons. Monitoring visit: CVS (UK) Limited, 26-27 May 2021 Apprentices develop confidence and apply what they learn off-the-job in their workplace, for example radiography positioning and anaesthesia. They learn to recognise best practice and to challenge their employers when they identify out-of- date or poor practice. Apprentices benefit significantly from the extensive range of equipment that the co-located hospital offers, including magnetic resonance

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Reasonable progress

Leaders monitor the quality of teaching and training closely. For example, leaders require practice-based assessors to explain in detail why they choose specific tasks for their apprentices and how the task will develop the apprentice's knowledge and skills. They review assessors' suitability annually, including their training and development activities.

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Reasonable progress

Employers are pleased with how leaders develop the curriculum and the logical way in which they teach it. They understand the importance of the final assessment. However, employers have limited input into what the provider delivers because the curriculum content is governed by the RCVS.

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Reasonable progress

Leaders respond swiftly to apprentices' feedback. For example, during national restrictions they paid for apprentices to take COVID-19 tests so that they could attend face-to-face learning. This helped to improve apprentices' mental health and well-being and to catch up quickly on missed learning.

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Reasonable progress

Leaders meet regularly to review the quality of the provision and take appropriate actions to resolve any immediate concerns. They do not yet review quality improvement actions frequently enough to show the impact that they have in improving the quality of the provision over time.

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Reasonable progress

Governors understand the strengths and weaknesses of the curriculum. They use their expertise, for example of apprenticeships, outside governors' meetings to mentor leaders and provide support and guidance on providing high-quality nursing apprenticeship programmes.

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Reasonable progress

Tutors have developed a curriculum that helps apprentices to develop substantial new knowledge, skills and behaviours from the start of their course and over time. Employers recognise the benefits they receive from their apprentice as they become more capable, responsible and effective in the workplace. For example, apprentices explain how to clip animals correctly, using points on the animal, such as the greater trochanter and wing of the ilium. They keep their practices updated to conform with guidance and legislative changes; particularly pertinent at the moment has been the legislation around the transport of animals during the pandemic. Monitoring visit: CVS (UK) Limited, 26-27 May 2021 Staff plan on- and off-the-job training effectively. They provide apprentices with opportunities to practise their skills and to develop fluency in their application. When apprentices are unable to practise, for example ear bandaging, assessors set up

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Reasonable progress

‘mock’ experiences or allow apprentices to access opportunities in the centre’s hospital.

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Reasonable progress

Apprentices develop and improve their English and mathematical skills throughout the programme. Following teaching sessions, they have practice sheets for formulae and mock tests to ensure they can apply the new learning in practice. They learn about suffixes and prefixes in Latin, breaking down words so they can use the learning to new words they come across, for example hyper and hypotension.

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Reasonable progress

Tutors prepare apprentices fully for their final assessment. They ensure that apprentices have experienced all aspects of veterinary nurse practices and have followed clear ‘objective structured clinical examination expectations’. These are monitored by a clinical supervisor who ensures that apprentices cover all requirements.

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Reasonable progress

Leaders and tutors are ambitious for their apprentices. They provide detailed information about different career pathways and include additional qualifications, for example a prescriber qualification, to ensure that apprentices are fully equipped to work in the industry.

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Reasonable progress

Staff do not use apprentices’ starting points sufficiently to inform the curriculum. However, apprentices develop new knowledge, skills and behaviours with most making substantial progress over time.

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Reasonable progress

Leaders prioritise safeguarding for their apprentices, both in the centre and in their practices. All staff receive regular and relevant training. Staff recognise that apprentices experience challenging situations at work, for example the death of an animal. They ensure that they safeguard apprentices' mental health and well-being as well as their physical safety.

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Reasonable progress

Apprentices receive training on safeguarding at the start of their programme and throughout their apprenticeship. They learn about the 'Prevent' duty and understand what to look out for, such as changes in people's behaviours. However, apprentices do not have a thorough enough understanding of extremist activity contextualised to their working practice, for example the risks associated with animal rights extremism.

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Reasonable progress

Apprentices feel safe and know who to go to with any concerns. They understand British values in the context of their work. For example, they link the rule of law to legislation within their veterinary practices. Monitoring visit: CVS (UK) Limited, 26-27 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 and child protection.

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Reasonable progress

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Reasonable progress

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Reasonable progress

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