Our Training Department Ltd

Our Training Department Ltd Monitoring visit report

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Name of lead inspector: Stuart Collett, Her Majesty’s Inspector

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Inspection dates: 28 and 29 September 2021

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Type of provider: Independent learning provider Address: 37–39 Ludgate Hill Birmingham B3 1EH Monitoring visit: Our Training Department Ltd, 28 and 29 September 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

Our Training Department Ltd is an independent learning provider based in Birmingham, which has held a contract to teach apprenticeships for levy-paying employers since 2019. At the time of the visit, there were 40 apprentices across three employers, all of which were over the age of 19. Precisely 11 were following the sporting excellence professional standard at level 3, 18 were studying the team leader or supervisor standard at level 3, and the remaining 11 apprentices were following the operations or departmental manager standard at level 5.

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Reasonable progress

Leaders have an established history in commercial management development training. They have used this expertise well to develop apprenticeship programmes which meet both the needs of apprentices and employers.

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Reasonable progress

Leaders have developed strong links with employers, who are well informed of the progress apprentices are making and can identify how the programme is helping apprentices to improve their performance in the workplace. Employers are involved in the development of the apprentices’ learning, and in reviewing their progress. For example, one employer quality assures all training material before it is taught, to ensure it is aligned with company priorities.

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Reasonable progress

Through their work with employers, leaders have developed an induction and enrolment process which ensures that apprentices develop significant new skills and knowledge throughout their apprenticeship. As a result, apprentices can clearly identify how the skills they are developing help them in their day-to-day work.

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Reasonable progress

Leaders have appointed suitably qualified and experienced staff to teach apprenticeships. They use their vocational knowledge well to develop apprentices’ understanding of the key concepts of the apprenticeship. However, teachers have Monitoring visit: Our Training Department Ltd, 28 and 29 September 2021 not received the appropriate development they need to develop apprentices’ understanding of the broader aspects of their programme, such as the risks associated with radicalisation and extremism.

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Reasonable progress

Leaders of the apprenticeship provision are held to account by suitably qualified and experienced members of the wider board of directors, who have some oversight of the quality of apprenticeships. However, the small size of the provider has resulted in the arrangements for the quality assurance of apprenticeships being too informal, and therefore unable to support the future growth plans of leaders.

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Reasonable progress

Leaders have not yet ensured that all apprentices are given the opportunity to develop their English and mathematics skills. Tutors support apprentices who need to complete these qualifications as part of their apprenticeship well. However, they do not extend this support to apprentices with prior qualifications in these subjects.

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Reasonable progress

Tutors ensure that the initial advice and guidance apprentices receive prior to enrolment clearly outline the requirements, expectations and commitments of the apprenticeship programme. Information sessions are offered to both prospective apprentices and employers. As a result, apprentices are able to make informed decisions about their apprenticeship prior to enrolment.

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Reasonable progress

Leaders have ensured that apprentices’ learning is structured in a logical way. The order in which apprentices study new concepts is well thought out and planned with both employers and apprentices. As a result, apprentices build the underpinning knowledge and skills they need to be successful in their job roles, building confidence throughout their learning. For example, level 3 team leader apprentices begin with self-reflection and personal development, then proceed to developing individuals and teams, before moving on to more complex and demanding topics such as project management and business finance.

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Reasonable progress

Apprentices routinely develop a range of new skills and knowledge through well- planned on- and off-the-job learning and regularly put this into practice within their job roles. As a result, they improve their own performance as well as that of the team they manage. For example, one apprentice completed a ‘Johari window’ task during off-the-job training and realised that they micro-managed their team. The apprentice subsequently changed their approach, and the team the apprentice manages is now more independent, and more empowered to make decisions.

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Reasonable progress

Apprentices feel well supported by trainers, coaches and employers in their academic progress as well as their mental health and well-being. As a result, some have remained on their programme despite sometimes challenging circumstances. For example, during the COVID-19 pandemic, one level 3 team leader struggled with Monitoring visit: Our Training Department Ltd, 28 and 29 September 2021 motivation and learning online, but the support the apprentice received throughout kept them motivated and up to date with their learning.

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Reasonable progress

Apprentices do not feel sufficiently prepared to undertake their end-point assessments. Though the provider has appropriate planning in place to support and prepare apprentices for their assessments, the timing of this preparation is not sufficiently communicated to apprentices for them to know when it is taking place.

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Insufficient progress

Prior to starting the teaching of apprenticeships, leaders did not take appropriate steps to ensure they fully understood their responsibilities to ensure the safety of apprentices or the importance of developing apprentices’ knowledge and understanding of the broad range of topics related to safeguarding. Consequently, leaders did not appoint a suitably qualified designated safeguarding lead or develop an appropriate culture of safeguarding within the organisation. As a result, the processes, procedures and curriculum that are in place to safeguard learners and broaden their understanding of how to keep themselves safe are not fit for purpose, or understood consistently across the organisation.

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Insufficient progress

Leaders have not taken the appropriate steps to meet the obligations placed on them under the ‘Prevent’ duty. They have not assessed the risks to apprentices of being drawn into radicalisation or extremism. Consequently, leaders are unaware of these risks and have therefore been unable to identify appropriate actions to mitigate them.

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Insufficient progress

Coaches routinely ask apprentices whether they have any concerns, and they ensure that apprentices know how and where to report these concerns. However, apprentices are not given sufficient opportunity to develop their wider understanding of topics associated with safeguarding, such as the risks that may be present in the industries they work in, those in the locality where they live and work, and knowing how to keep themselves safe.

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Insufficient progress

Apprentices report that they feel safe, and that they know where to go if they need help. However, the provider’s internal safeguarding processes are not sufficiently thorough to ensure that an apprentice who sought help would receive the support they might need. Monitoring visit: Our Training Department Ltd, 28 and 29 September 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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Insufficient progress

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Insufficient progress

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Insufficient progress

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Insufficient progress

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

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