CVP Consult Ltd

Name of lead inspector:

Anita Pyrkotsch-Jones, Her Majesty’s Inspector Inspection dates: 29 and 30 September 2021

p.1

Name of lead inspector:

Type of provider: Independent learning provider

p.1

Address:

CVP Consult Ltd St George’s House 2 St George’s Road Bolton BL1 2DD Monitoring visit: CVP Consult Ltd, 29 and 30 September 2021

p.1

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 that 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.

p.2

Context and focus of visit

CVP Consult Ltd (CVP) is an independent learning provider based in Bolton, Greater Manchester. CVP provides apprenticeship training in warehousing and distribution, and business management and administration. The company began to offer levy- funded, standards-based apprenticeships in May 2020. At the time of the monitoring visit, there were 80 apprentices in learning; of these, 47 apprentices were studying the level 2 supply chain warehouse operative standard with one employer. Of the remaining 33 apprentices, 11 were studying the level 3 team leader standard, eight were studying the level 2 recruitment resourcer standard, 11 were studying the level 3 recruitment consultant standard and three were studying the level 5 operations/departmental manager standard.

p.2

Insufficient progress

Leaders have a clearly defined strategy for the development of high-quality apprenticeships. They work closely with employers to identify and provide apprenticeship programmes to meet local and regional needs and to address skills shortages, for example in warehousing and distribution. However, the quality of the apprenticeships falls short of leaders’ expectations.

p.2

Insufficient progress

Leaders focus the apprenticeship curriculum on meeting the needs of employers and the skills that employers want apprentices to develop. For example, the curriculum for warehousing and distribution is based on prescriptive modules of study defined by the employer. Leaders do not take the apprentices’ individual needs and aspirations into account when developing the curriculum.

p.2

Insufficient progress

Leaders do not have sufficient or accurate oversight of the quality of apprentices’ training. They rely on employers to provide most of the off-the-job training. Leaders and apprentices are unclear as to what off-the-job training includes. Apprentices Monitoring visit: CVP Consult Ltd, 29 and 30 September 2021 incorrectly record on-the-job training or routine work tasks as off-the-job training. They do not routinely identify how the training relates to the new knowledge, skills and behaviours needed for their job roles.

p.2

Insufficient progress

Employers do not know the progress that apprentices make because leaders do not check that apprentices are developing the knowledge, skills and, particularly, behaviours they need. Leaders do not identify quickly enough, or provide adequate support for, those apprentices who fall behind with learning and training.

p.3

Insufficient progress

Leaders and managers do not accurately identify the strengths and weaknesses of the provision. The quality improvement arrangements do not focus on the key priorities for improvement because leaders focus too much on compliance and not enough on ensuring high-quality training for apprentices. Leaders do not put in place actions to resolve weaknesses quickly enough, for example in ensuring that apprentices complete their training within the planned time frame.

p.3

Insufficient progress

Leaders and managers have plans in place for an advisory board that includes a board member with experience of the further education and skills sector. Leaders are yet to implement these plans.

p.3

Insufficient progress

Skills coaches do not use assessments of apprentices’ technical starting points well enough to identify accurately what apprentices know and can do at the start of their training. Consequently, skills coaches do not plan personalised training programmes for apprentices. They do not sequence the training to incrementally develop apprentices’ knowledge, skills and behaviours. For example, employers supply spoken feedback to skills coaches about the skills and behaviours that apprentices have developed or need to improve. Skills coaches do not record or use this information to plan or adapt the apprentices’ training.

p.3

Insufficient progress

Apprentices are not aware of, or sufficiently prepared for the requirements of their final assessments. Apprentices who are nearing the end of their training have not practised professional discussions or knowledge checks. Most apprentices do not know what they need to do to achieve merit or distinction grades.

p.3

Insufficient progress

Skills coaches do not work effectively with employers to plan suitable on- and off- the-job training. Skills coaches and employers do not verify apprentices’ off-the-job training records or check how these link to on-the-job training.

p.3

Insufficient progress

Leaders do not ensure that employers are involved in the reviews of apprentices’ progress. As a result, employers do not know whether apprentices are developing the skills that are essential for their roles. Monitoring visit: CVP Consult Ltd, 29 and 30 September 2021 Skills coaches’ feedback to apprentices following assessment is not helpful enough and focuses too much on completion of tasks. Feedback does not help apprentices to improve the standard and quality of their work, particularly for those who can achieve merit or distinction grades.

p.3

Insufficient progress

Tutors of English and mathematics identify accurately apprentices’ English and mathematical abilities at the start of their training. Tutors support apprentices effectively to further develop their English and mathematics and, where appropriate, to achieve English and mathematics qualifications.

p.4

Reasonable progress

Leaders use comprehensive recruitment processes and suitable employment and safeguarding checks when recruiting staff.

p.4

Reasonable progress

The designated safeguarding lead and the designated safeguarding officer have received appropriate training and have relevant experience for their roles. They deal with safeguarding incidents swiftly and diligently.

p.4

Reasonable progress

Apprentices feel safe and can recall the safeguarding training they receive as part of their induction. However, skills coaches do not check routinely apprentices’ understanding of the risks associated with radicalisation and extremism and how this may affect their work and personal lives.

p.4

Reasonable progress

Managers, skills coaches and employers ensure that apprentices have a good understanding and working knowledge of health and safety in the workplace, for example, in the safe use of material handling equipment in the warehousing distribution centres. Monitoring visit: CVP Consult Ltd, 29 and 30 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.

p.4

Reasonable progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Reasonable progress

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

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

p.5