Chameleon Vocational Training Limited

Further education and skills inspection report

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Inspection of Chameleon Vocational Training Limited

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Chameleon Vocational Training Ltd (CVT) began providing apprenticeships in 2012 as a subcontractor to a local college and received a contract to deliver apprenticeships directly in 2017. At the time of the inspection, 34 apprentices were on standards-based programmes. There were 26 apprentices on level 3 motor vehicle service and maintenance technician (light vehicle) and eight apprentices on the level 2 autocare technician apprenticeships. CVT has training premises in Washington and provides apprenticeships for employers predominantly in Sunderland, Gateshead, South Tyneside and the east of County Durham. CVT does not subcontract any provision to external organisations. 16–18 June 2021

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What is it like to be a learner with this provider?

Apprentices benefit from training in a well-equipped workshop with high-quality tools and machinery that enables them to develop the practical skills that they need to be effective in their job roles. Tutors are highly experienced motor vehicle technicians and use their experience well to motivate apprentices to develop the skills and professional attitudes that their employers need.

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What is it like to be a learner with this provider?

Managers focus well on recruiting apprentices from a diverse range of backgrounds and abilities. They consider apprentices’ individual needs and provide support in all aspects of their learning. Apprentices lacking in confidence receive support from staff and their employers to engage confidently with colleagues at work and become an effective member of their team.

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What is it like to be a learner with this provider?

Apprentices benefit from gaining extra skills and qualifications that are not required as part of their apprenticeship but are highly valued by employers. Tutors provide training in carrying out MOT tests, working on electric and hybrid vehicles and providing breakdown assistance.

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What is it like to be a learner with this provider?

Apprentices feel safe and know how to stay safe. They are provided with effective support from staff, so they can recognise the risks that they may encounter both in the workplace and in wider society. Tutors provide helpful training on topics that include online safety, mental health awareness and health and safety in the workplace.

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better?

Managers have taken appropriate action to improve the provision since the monitoring visit in March 2021. They have recruited experienced teaching staff to support the delivery of the curriculum. They have developed the curriculum to ensure that it more effectively meets employers’ requirements and that it enables apprentices to develop their knowledge and skills over time and become effective in the workplace. Managers have worked closely with employers to ensure that apprentices re-engage in off-the-job training following COVID-19 (coronavirus) restrictions, including at the training centre that is now fully open.

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better?

Managers have effective oversight of the progress that apprentices make. They know their apprentices and they liaise with employers on a frequent basis. When apprentices are at risk of falling behind, managers put in place effective actions to help them to catch up, including extending training days at the training centre and planning additional training for the summer.

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better?

Tutors plan and sequence the curriculum well so that apprentices can build upon their existing knowledge and skills and apply their learning to the next steps in their training. For example, level 2 apprentices develop their understanding of the common faults found in electrical circuits before moving onto fault diagnosis and 16–18 June 2021

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rectification. This enables apprentices to deepen their knowledge and improve their confidence to tackle more complex tasks.

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Apprentices benefit from working with experienced automotive technicians in the workplace who provide them with helpful coaching and mentoring. When completing practical tasks, including stripping an engine, technicians explain to apprentices what they are doing and why and what the consequences could be of poor practice.

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Managers provide apprentices with helpful information and advice to prepare them for the requirements of an apprenticeship. They assess apprentices’ suitability for an apprenticeship based on their existing skills and interests and place apprentices with employers appropriately to enable them to develop their knowledge and skills quickly and become effective in their job roles. For example, apprentices wanting to pursue a career in ‘fast fit’ centres start on the level 2 autocare apprenticeship.

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Tutors use assessment well to determine apprentices’ starting points and to measure progress in the development of apprentices’ knowledge, skills and behaviours. They provide apprentices with constructive feedback that informs them of what they need to do to improve their practical skills and enhance their theoretical knowledge. Consequently, almost all apprentices are making expected or better progress.

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Apprentices demonstrate a positive attitude to their learning, both in the training centre and in the workplace. They recognise and value the skills that they are developing and demonstrate an understanding of how these skills will help them to sustain employment in the automotive sector.

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Apprentices develop good practical skills in training and practise them in their job roles. They learn how to carry out voltmeter tests correctly to find electrical faults and do this confidently in the workplace. As a result, employers provide apprentices with more demanding tasks with minimal supervision.

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Apprentices produce a high standard of written work in the form of ‘job cards’ which describe in detail the procedures to be followed, including identifying a range of electrical faults in modern vehicles. Most apprentices use the ‘job cards’ confidently to carry out full services on vehicles, to change tyres and to service brakes.

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Managers oversee the quality of apprenticeships appropriately, but rightly recognise that they need to strengthen their processes further. They have not put in place any arrangements for external scrutiny and challenge to make them accountable for the quality of apprenticeships.

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Managers have been too slow to provide teaching to the small number of apprentices who require functional skills qualifications in English and mathematics to complete their apprenticeship. They have planned an intensive support programme over the summer months for those apprentices who require these qualifications. 16–18 June 2021

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers have established rigorous policies and processes to keep apprentices safe. They carry out effective background checks on new staff to ensure their suitability to work with apprentices. All staff complete training in safeguarding and in the ‘Prevent’ duty. The designated safeguarding lead (DSL) and deputy are both appropriately trained and seek helpful information and advice from local authorities and the regional ‘Prevent’ coordinator. The DSL shares this information with staff who cascade it to apprentices in lessons and reviews, including information on county lines, online safety and mental well-being.

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What does the provider need to do to improve?

 Ensure that apprentices without the required functional skills qualifications benefit from English and mathematics teaching in order to develop their skills and gain the qualifications required to be successful on their apprenticeships.  Put in place effective arrangements for external scrutiny to strengthen oversight of the quality assurance of the apprenticeship programme. 16–18 June 2021

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Provider details

Address 6c Glover Industrial Estate Spire Road Washington NE37 3ES

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Not applicable 16–18 June 2021

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Information about this inspection

The inspection team was assisted by the managing director, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including observing learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Jonny Wright, lead inspector Her Majesty’s Inspector Andrew Scanlan Ofsted Inspector 16–18 June 2021

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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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