Trainingplatform Ltd

Further education and skills inspection report

p.1

Inspection dates: 29 September–1 October 2021

p.1

Overall effectiveness Inadequate

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

p.1

Information about this provider

Trainingplatform Ltd was established in 2012 to deliver programmes through subcontracted partnership arrangements. The provider became a levy-funded apprenticeship provider in 2017.

p.1

Information about this provider

Trainingplatform Ltd specialises in training for the travel, customer service and estate agent sectors. The provider currently has 15 apprentices on standards-based apprenticeships. Just under half of apprentices study customer service levels 2 and 3. Just under half study the junior estate agent level 2. The remaining apprentices study travel consultant level 3. Around half are aged 16 to 18 years old and the remaining apprentices are aged 19 or above. 29 September–1 October 2021

p.1

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

Apprentices demonstrate and understand the behaviours and attitudes they need to be successful at work. For example, junior estate agency apprentices understand their employers’ expectations and their responsibilities at work, such as being punctual for appointments and wearing appropriate business attire.

p.2

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

Most apprentices have a positive attitude to learning and benefit from and value the support they get from their tutors and employers. Apprentices receive effective on-the- job training from their employers, in which they develop new knowledge, skills and behaviours. For example, junior estate agents learn how to measure room sizes accurately for sales brochures.

p.2

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

Apprentices develop their confidence throughout their apprenticeship. For instance, customer service apprentices develop the skills they need to deal effectively with a range of customers.

p.2

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

Apprentices who study level 2 courses in customer service do not develop sufficient new knowledge and skills. Many already have prior qualifications and/or knowledge of customer service settings when they start their course.

p.2

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

Most apprentices studying customer service know only the very basics of safeguarding, such as who to report any concerns to.

p.2

better?

Leaders do not ensure that they meet the principles and requirements of an apprenticeship. They have not made sure that all apprentices receive their entitlement to off-the-job training. Employers provide effective on-the-job training; apprentices learn about individual employers’ requirements and standards they expect in the workplace.

p.2

better?

Managers have a clear rationale for the curriculum, using their experience of working in the travel and service industries. Leaders’ strategy to increase the number of apprentices in the travel sector has been adversely affected by the COVID-19 pandemic, which saw overseas travel severely restricted.

p.2

better?

Leaders ensure that tutors have the appropriate industry expertise to teach apprentices. Tutors update their occupational expertise by working in service industries. During the pandemic, leaders ensured that tutors received training to help them develop their online teaching skills so that apprentices could continue to learn while restrictions were still in place.

p.2

better?

Leaders have failed to develop a curriculum that is sufficiently ambitious to meet apprentices’ individual needs. Tutors do not personalise learning for apprentices to deepen their understanding or make it relevant to their workplace. Most apprentices do not receive feedback on their work to enable them to improve their work further. 29 September–1 October 2021

p.2

3

Tutors do not plan and coordinate on- and off-the-job training with employers. This means that apprentices cannot practise in the workplace what they have learned on their apprenticeship to consolidate their learning.

p.3

3

Apprentices, particularly those on the junior estate agent standard, develop new knowledge, skills and behaviours from the training they receive at work. For instance, they learn how to build a customer base and develop effective customer relationships. Employers ensure that apprentices receive industry-specific training. For example, junior estate agent apprentices learn about anti-money laundering procedures, a vital process that anyone who works in the sector needs to be aware of.

p.3

3

Tutors ensure that most apprentices and employers are aware of the requirements of the final assessment and understand how they will be assessed. However, tutors do not set apprentices ambitious targets to achieve in their final assessments. Consequently, apprentices do not know what grade they are working towards or how to reach their highest potential.

p.3

3

Leaders do not ensure that apprentices receive the correct guidance when they start their apprenticeship. This results in apprentices on customer service apprenticeships being on an inappropriate programme at too low a level. Leaders do not ensure that apprentices receive high-quality impartial advice about the wider options available for their next steps. Most apprentices remain in sustained employment in the same role at the end of their course. A few progress to a higher-level apprenticeship.

p.3

3

Employers ensure that apprentices develop the English and mathematical skills they need relevant to their work. For instance, junior estate agent apprentices develop their mathematical skills when working out the energy efficiency ratings for use in property brochures. Customer service apprentices learn how to send business-standard emails to clients.

p.3

3

Leadership and management are inadequate. Leaders and managers do not have an accurate understanding of the strengths and weaknesses of their provision. They are not aware that there are variations in quality between apprenticeship programmes.

p.3

3

Leaders’ quality assurance processes have not been successful in improving the quality of education that all apprentices receive. The areas identified as requiring improvement at the previous monitoring visit have not been successfully rectified.

p.3

3

Governance arrangements are ineffective. There are no governors to support or challenge senior leaders and to hold them to account. As a result, the quality of education that apprentices receive is poor. 29 September–1 October 2021

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders ensure that all staff receive appropriate training on safeguarding and the ‘Prevent’ duty. Leaders complete the necessary checks when appointing new staff.

p.4

Safeguarding

Leaders provide most apprentices with basic training on safeguarding, including how to keep themselves safe when learning online. Apprentices know who to contact should they have any safeguarding concerns. They know how to keep themselves safe.

p.4

Safeguarding

Apprentices know how to work safely. For example, apprentices in junior estate agents understand the importance of following the correct procedures when they conduct solo house viewings with clients.

p.4

Safeguarding

Apprentices do not have a good understanding of the risks associated with radicalisation and extremism or how it applies to them while at work and in their personal lives.

p.4

What does the provider need to do to improve?

 Leaders should work closely with employers to ensure that, with immediate effect, all apprentices receive their off-the-job training entitlement.  Leaders should ensure that all tutors plan, record and review the on- and off-the-job training with employers so that all apprentices benefit from high-quality training.  Leaders should ensure that tutors accurately identify apprentices’ starting points and use this information to plan an ambitious, individualised curriculum.  Leaders should ensure that tutors use the information relating to apprentices’ starting points to set aspirational targets for them to achieve and monitor their progress against these.  Leaders should ensure that the self-assessment process is rigorous and accurately identifies any variance in the quality of education between the different apprenticeships. They should ensure that the associated development plan assesses the impact of their actions on improving the quality of education.

p.4

What does the provider need to do to improve?

 Leaders should swiftly put in place arrangements for effective governance, so that they receive an appropriate level of scrutiny and challenge to improve the quality of education that apprentices receive. 29 September–1 October 2021

p.4

Provider details

Address 218 Gisburn Road Barrowford Nelson Lancashire BB9 6AU

p.5

Provider details

Provider type Independent Learning Provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors None 29 September–1 October 2021

p.5

Information about this inspection

The inspection team was assisted by the director, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous new provider monitoring visit 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 visiting learning sessions, scrutinising learners’ work, seeking the views of learners, staff and employers, and examining the provider’s documentation and records.

p.6

Inspection team

Andrea Machell, lead inspector Her Majesty’s Inspector Alastair Mollon Her Majesty’s Inspector Alex Lang Her Majesty’s Inspector 29 September–1 October 2021

p.6

7

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.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7