Absolute HR Solutions Ltd

Absolute HR Solutions Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Andrea Dill-Russell, Her Majesty's Inspector

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Type of provider:

Address: Unit 1, The Barford Exchange Wellesbourne Road Barford Warwick CV35 8SD Monitoring visit: Absolute HR Solutions Limited, 30 June 2021

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Context and focus of visit

Absolute HR Solutions Limited was inspected in January 2020. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in addressing the main areas for improvement identified at the previous inspection.

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Context and focus of visit

Absolute HR Solutions Ltd (Absolute Apprentices) is a private limited company based in Barford, Warwickshire. The company became an approved apprenticeship training provider in May 2017. The company has two strands to its work: Absolute Apprentices and Absolute Works. At the time of the visit, there were 24 apprentices following standards-based apprenticeships. The large majority of apprentices are following level 3 business administration, and level 3 team leading/supervision apprenticeships. The remaining apprentices are following apprenticeships in level 5 operational and departmental management, level 2 retailer, and level 2 customer service.

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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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Significant progress

Following the progress monitoring visit, senior leaders undertook a thorough review of the apprenticeship programme. Leaders quickly re-designed the recruitment process for apprentices. They have implemented a comprehensive assessment of apprentices’ starting points. Managers and assessors use this information well to match apprentices to the correct level of apprenticeship and to plan their training programme.

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Significant progress

At the start of the programme, managers assess extensively apprentices’ skills and knowledge. Managers use well-considered questioning to identify apprentices’ strengths and weaknesses. This is quickly followed up with an observation of the apprentice in the workplace. As a result, managers, apprentices, and employers have a good understanding of apprentices’ starting points when they begin their programme. Monitoring visit: Absolute HR Solutions Limited, 30 June 2021 Managers and assessors use the information on starting points to identify gaps in apprentices’ skills, knowledge, and behaviours. Through managers identifying these gaps, they have been able to put in place additional training sessions quickly. For example, managers identified that level 3 business administration apprentices had gaps in their knowledge of using spreadsheets. Managers and assessors taught these skills at the start of their apprenticeship to ensure apprentices had the necessary

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Significant progress

Managers and assessors work closely with employers. Employers state that they receive detailed information on apprentices at the start of their programme. They use the information they receive to inform assessors of the specific job skills and knowledge that apprentices need. Through undertaking tri-partite reviews, managers, assessors, and employers work with apprentices to identify improvements in their skills, knowledge, and behaviours throughout the programme. Employers value the skills that apprentices bring to the workplace. Of the small sample of apprentices seen during the visit, most had seen an increase to their roles and responsibilities during their apprenticeship.

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Significant progress

Following the previous visit, leaders recognised that teaching the same curriculum to apprentices on different levels and subjects did not ensure that they developed the skills and knowledge they needed. Leaders, managers, and assessors now design each apprentice’s training plan to reflect the apprenticeship and the sector in which they work.

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Significant progress

Assessors plan training well to ensure that apprentices develop the skills and knowledge they need to be successful on their apprenticeship, and for their long- term careers. They adapt the curriculum and their approaches to teaching to reflect apprentices’ job roles. For example, assessors have included additional training on lone working where apprentices work in estate agencies.

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Significant progress

Managers, assessors, and employers work together to identify the skills, knowledge and behaviours apprentices need in their daily jobs. They use this information well to plan apprentices’ on- and off-the-job training. They work with employers to identify sector-specific training. For example, managers secured senior staff to teach level 3 business administration apprentices, who work in letting agencies, about tenancy law. As a result, apprentices develop valuable new skills and knowledge relevant to their workplace. Monitoring visit: Absolute HR Solutions Limited, 30 June 2021 During reviews and assessment of apprentices’ skills and knowledge, assessors closely link apprentices’ training to their everyday work tasks. Assessors use well- planned assessments to ascertain apprentices’ skills and knowledge in key work- related topics, such as the management and protection of personal data. Assessors provide additional teaching where apprentices do not yet have a secure

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Significant progress

understanding of key topics. As a result, apprentices improve their skills and knowledge over time.

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Significant progress

Assessors work well with employers to identify when apprentices require additional support. Where assessors have identified apprentices need extra help, they accelerate the frequency of teaching and reviews. They work with managers and employers to provide the support apprentices need. Assessors work quickly to re- engage apprentices who have fallen behind to ensure they catch up on their programme.

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Significant progress

Senior leaders and governors have worked collaboratively to review the quality of teaching since the previous visit. They have worked swiftly to make changes to the way in which they evaluate and monitor the apprenticeships. Senior leaders and governors now have a comprehensive understanding of the strengths and areas for improvement. This understanding has led to significant improvements since the progress monitoring visit.

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Significant progress

Senior leaders and governors have worked tirelessly to improve their understanding of the quality of the apprenticeships. Managers have sought the views and support from governors, who have expertise in training and apprenticeships. For example, governors have provided support in the re-design of the assessment of apprentices’ starting points and the development of training plans. Governors have taken the time to talk to most apprentices to gain an understanding of their experiences. Senior leaders and governors have used the feedback from apprentices to inform training for staff, and changes to the apprenticeship programme.

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Significant progress

At the time of the previous visit, senior leaders had begun to review the way in which they evaluated the quality of teaching. Managers have now implemented a formal observation process, alongside support and training for assessors. Through frequent and comprehensive evaluations of teaching sessions, managers work with assessors to set targets to improve their teaching. Managers have provided additional training, such as in the use of digital technology, to ensure assessors have the skills they need to teach.

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Significant progress

In addition to formal observations, managers have also introduced coaching and mentoring sessions, and opportunities for assessors to team-teach. Assessors value Monitoring visit: Absolute HR Solutions Limited, 30 June 2021 the support they receive through coaching. They can identify how the opportunities to team-teach have provided them with the skills to enable them to change their approaches to teaching. Monitoring visit: Absolute HR Solutions Limited, 30 June 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

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Significant progress

children's services, and inspects services for children looked after, safeguarding and child protection.

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Significant progress

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Significant progress

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