GLAS Business Solutions Limited

Further education and skills inspection report

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Inspection of GLAS Business Solutions 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

GLAS Business Solutions Ltd (GLAS) was established in 2010. It provides a range of business support and publicly funded training services. The provider joined the register of apprenticeship providers in March 2017. The provider is based in Pontypridd, in Rhondda Cynon Taff. They teach apprenticeships either remotely or at the employers’ premises, which are dispersed across England. They specialise in apprenticeships in business improvement techniques and team leading from level 2 to level 5. At the time of the inspection, there were 102 apprentices. All but a few apprentices were on standards-based apprenticeships. The provider works with seven employers. Most apprentices were employed by Wincanton Group Plc. The provider does not use subcontractors. A new provider monitoring visit was completed in January 2019. 20–23 July 2021

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

Apprentices develop new knowledge, skills and behaviours that prepare them well for their next steps. They receive good teaching from experienced and knowledgeable staff, which motivates them to improve. Apprentices benefit from a well-planned curriculum, which builds on their existing skills and prepares them to assume greater responsibility at work. They have access to good learning resources, which are most effective when taught face to face.

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

Apprentices make good progress, and employers value the contributions apprentices make to their businesses. Apprentices particularly enjoy the planning and implementation of the work-based projects. They receive clear guidance, both written and oral, on how to improve their work. In addition to the regular reviews, during the restrictions, they have received good, additional individual support.

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

Apprentices apply their knowledge well in a range of business sectors, such as engineering, warehousing and logistics. Most apprentices develop good team- working and time-management skills. Higher-level apprentices develop strong leadership skills and can plan and implement change within tight timescales.

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

Most apprentices enjoy their courses, and this is reflected in their high attendance in classes and reviews. Apprentices understand their responsibilities regarding equality of opportunity and the nine protected characteristics. They talk about the negative impact of racism, sexism and inappropriate language at work. They show positive attitudes to learning and a can-do attitude on site.

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

Learners feel safe in learning and work, including online.

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better?

The core purpose of GLAS is to teach apprentices to use business improvement techniques for the benefit of their employer and for their own professional development. Leaders and managers use their close relationships with employers to develop a curriculum which meets the needs of the business closely.

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better?

Through sharing their own expertise and knowledge, and supporting professional development, senior leaders ensure that staff teach a well-planned curriculum. For example, curriculum leaders have identified the essential knowledge that apprentices need at the start of the course. Trainers ensure that apprentices have a good understanding of the key business improvement principles of ‘define, measure, analyse and control’ at each apprenticeship level. Apprentices are then able to apply these principles well within the workplace. For example, at level 4, in discussion with the employer, the trainer and the apprentice have redesigned the delivery process, so that the number of out-of-date items in a national supermarket chain has been reduced. This has resulted in reduced costs and wastage. 20–23 July 2021 Trainers have high expectations of apprentices at all levels. They teach well the ‘Kaizen principles’, which bring about business improvement through changes to

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better?

processes. They support level 2 apprentices to undertake real business projects, even though these are not required by the apprenticeship standard. As a result, apprentices refine and deepen their understanding.

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better?

Teaching in the higher-level programmes is very strong. Trainers use clear explanations to introduce techniques such as the ‘Ishikawa fishbone diagram’, which allows apprentices to identify and analyse causes and effects. Apprentices use this type of analysis to improve quality control within their businesses. For example, a level 5 apprentice improved the quality alert process for non-compliance within the production process at Leonardo Helicopters. This improved the efficiency of the production line.

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better?

Trainers provide regular assessments with constructive oral and written feedback. With this level of support, apprentices complete complex projects. For example, a level 4 apprentice was able to identify the reasons for failure in the communications equipment within helicopters and produced a solution, which the employer successfully implemented.

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better?

Apprentices produce work of at least the expected standard. At level 2, apprentices have a good understanding of health and safety and can recall the dangers of over- hanging racking and how to mitigate the risks. At level 3, most apprentices can demonstrate how to apply theories, such as ‘Deming Wheel/Shewhart cycle’ (plan, do, check and act) in the workplace. However, some apprentices do not write in sufficient depth to demonstrate their understanding sufficiently well and use single- word answers. At levels 4 and 5, apprentices’ work is often of a very high standard.

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better?

Apprentices who have not already gained the required functional skills qualifications have completed assessments of their prior knowledge in English and mathematics. Tutors provide good support in functional skills mathematics and English. Apprentices demonstrate the mathematical skills that are integral to the standards. For example, they demonstrate competence in data analysis.

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better?

Apprentices can talk about the risks regarding radicalisation and extremism in the context of their community, but they do not know how this relates to the workplace.

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better?

Across the standards, managers and tutors ensure that apprentices understand how the course is organised and the key components of the end-point assessment. However, most level 2 and 3 apprentices are not aware of what they need to do to gain the higher grades.

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better?

Most apprentices are keen to stay with their employer. Many level 3 and level 4 apprentices have taken on increased responsibilities at work. As a result, apprentices require less supervision undertaking tasks. Leaders respond positively to apprentices’ questions about next steps and opportunities but do not systematically ensure that all apprentices get access to independent, high-quality careers advice and guidance. As a 20–23 July 2021 result, apprentices are not aware of all their future options on completion of the apprenticeship.

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better?

Leaders clearly understand the negative impact that COVID-19 (coronavirus) and the associated restrictions have had on the business during the last 18 months. Following a period where the focus was on business survival and support for existing apprentices, leaders are putting in place their well-considered strategy for recovery and growth. Leaders have an accurate understanding of the strengths and weaknesses of the organisation.

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better?

Since March 2021, they have recruited staff with the required skills to support a modest expansion, while adding urgency to the support for apprentices who are beyond their expected end date. There are early signs that apprentices are making quicker progress, particularly with the reintroduction of face-to-face teaching at levels 2 and 3.

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better?

Senior managers rely heavily on knowing their trainers, apprentices and employers well. As the business expands, the current processes for data entry and production of management reports are not adequate to identify swiftly issues with apprentices’ progress.

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better?

Leaders and managers manage the performance of staff well. Particularly during the national restrictions, they were considerate of staff’s workload and well-being.

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better?

Leaders have established a non-executive governor function, which provides effective, external scrutiny and challenge. As a result, leaders’ decisions are well considered and based on detailed plans.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders are fully aware of their responsibilities to safeguard apprentices. The designated lead is appropriately trained and knows to whom they should report any incidents. Apprentices have a detailed understanding of health and safety legislation and how it relates to their workplace. Most apprentices know how to keep themselves safe, including online. They know how to report concerns about themselves and others. Leaders make their positive values about inclusion and anti- bullying clear to apprentices. Learners and apprentices feel safe and secure in their learning environments.

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What does the provider need to do to improve?

 Leaders, managers and trainers need to ensure that – as the restrictions are eased – apprentices who are currently beyond their expected end date complete their apprenticeship programme promptly. 20–23 July 2021  Leaders and managers should ensure that all apprentices have access to high- quality, independent careers advice and guidance so that they understand the widest range of options following the completion of their current programme  As the business expands, senior leaders must improve the management and reporting of data so that they can make timely interventions to support the progress of apprentices.  At level 3, trainers need to ensure that all apprentices demonstrate the depth of their understanding through assessments that require an extended and detailed response.  Trainers and employers need to ensure that apprentices can understand the potential dangers of extremism and radicalisation at work.

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Provider details

Address Unit 14, Business Development Centre Main Avenue Treforest Industrial Estate Pontypridd Mid Glamorgan CF37 5UR

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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 None 20–23 July 2021

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Information about this inspection

The inspection team was assisted by the chief executive officer, 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 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

Martin Ward, lead inspector Her Majesty’s Inspector Andrea Dill-Russell Her Majesty’s Inspector Ian Goodwin Ofsted Inspector 20–23 July 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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