Mosaic Spa and Health Clubs (Contract Management) Limited

Further education and skills inspection report

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Inspection of Mosaic Spa and Health Clubs (Contract Management) Limited

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Inspection dates: 30 November to 2 December 2021

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Overall effectiveness Requires improvement

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

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Information about this provider

Mosaic Spa and Health Clubs (Contract Management) Ltd (Mosaic) trains apprentices who work in its health clubs and spas across England, with apprentices currently located within eight of its health club and spas. Most are based in the east of England. A few work and study in Shropshire or Herefordshire.

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Information about this provider

At the time of the inspection, Mosaic had 18 apprentices. All apprentices’ courses were funded through the employer levy, and all apprentices were enrolled on standards-based apprenticeships. Eight apprentices studied customer services at level 2, and a further 10 studied team-leading at level 3. Most apprentices were adults, and a small number were aged under 18.

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Information about this provider

Apprentices carry out a variety of roles in health clubs and spas such as in reception, duty management, the gym and pool supervision. 30 November to 2 December 2021

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

Apprentices’ job roles at work do not always enable them to meet the requirements of their apprenticeship standard. In a few cases, this slows apprentices’ progress towards their final assessment.

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

Apprentices develop very good professional behaviours during their programme. They are courteous and respectful. They communicate well with peers, tutors, customers and staff where they work. Apprentices staffing the reception desks in their clubs make a positive first impression on customers and visitors.

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

Apprentices work and study in a positive, collaborative culture. Leaders at the health clubs and at the provider work closely together to ensure that apprentices benefit from an inclusive environment. As a result, apprentices gain confidence during their training, and enjoy their studies.

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

Apprentices benefit from good-quality support from employers, tutors and staff. This helps them stay in training and make progress at work. As a result, most take up permanent roles or gain promotion when they complete their apprenticeship.

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

Apprentices feel safe at work and when training. They know how to keep themselves, their customers and their colleagues safe at work. Customer service apprentices ensure that customers use equipment safely when training in the gym. Team-leader apprentices complete additional training in first aid so that they can help colleagues or customers who feel unwell or have an accident.

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better?

Apprentices often do not benefit from sufficient study time away from their jobs. As a result, too many apprentices, particularly those at level 3, make slow progress in learning new knowledge, skills and behaviours.

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better?

Not all level 3 apprentices have line-management responsibilities. As a result, they cannot fully complete all the requirements of their apprenticeship standard. These apprentices learn about how to apply coaching techniques in their management of staff, but they cannot use these skills at work.

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better?

Leaders do not ensure that the order in which apprentices learn new topics is always logical. As a result, apprentices often cannot apply what they learn at work in a timely manner. Level 3 team-leader apprentices who start their programmes at different times do not receive training in a sequence that builds their understanding effectively.

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better?

Apprentices who are studying for English and mathematics qualifications do not receive enough support from tutors to help them make rapid progress. Apprentices, including those who have already achieved level 2 English, do not continue to 30 November to 2 December 2021 develop their written English. As a result, they make basic spelling and punctuation errors in their assignments.

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better?

In support and training sessions, tutors promote discussion effectively to check apprentices’ understanding of the fundamental aspects of subjects, before moving on to explore these topics in more detail. They use questions and prompts skilfully to explore and develop apprentices’ knowledge. Level 2 apprentices can evaluate the strengths and weaknesses of a work-based scenario before focusing on how they can use this skill to reflect on their own current performance.

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better?

Apprentices’ behaviour is excellent. They understand the importance of being courteous, polite and friendly because the staff they work with consistently model these behaviours. Consequently, apprentices work well with peers and establish good customer relations with clients at the health clubs and spas.

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better?

Tutors do not thoroughly evaluate the knowledge, skills and behaviours that apprentices develop during their programme. As a result, apprentices do not know their current learning priorities, and this slows their progress.

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better?

Apprentices develop valuable transferable skills at work, such as being able to reflect on their learning and performance or working well in a team to meet customers’ needs. Level 3 team-leader apprentices develop their skills in managing difficult situations, such as managing staff shortages. Level 2 customer service apprentices deal effectively with a wide range of people, including those who come to them with issues to resolve.

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better?

Apprentices have positive attitudes to their work and their studies. They stay motivated because their trainers and managers celebrate their achievements, such as gaining additional qualifications in gym training and first aid. At work, apprentices take pride in their roles by dressing smartly and communicating confidently and professionally with clients.

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better?

Tutors do not ensure that apprentices receive adequate, ongoing and impartial careers advice. Apprentices do not know about the broader career options available to them at the end of their courses. However, they have a good understanding of opportunities within their company.

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better?

Staff provide effective support for apprentices with additional support needs. Apprentices on level 2 value how this extra support has enabled them to catch up with work after periods when they have struggled to focus on their studies.

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better?

Governance arrangements are insufficient. Those responsible for governance do not have a detailed enough understanding of the principles and requirements of apprenticeships. They do not focus on the quality of the education and training that apprentices receive. They do not have sufficient information to enable them to hold managers to account for the slow progress of apprentices. 30 November to 2 December 2021 Leaders and managers consistently ensure that they maintain a professional and collaborative workforce. Apprentices benefit from training that helps keep their skills current, and to industry expectations. As a result, most apprentices who finish their course move into permanent roles on completion of their apprenticeship, take on more responsibility at work or gain promotion.

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better?

Apprentices play an essential role in ensuring that their work environment is inclusive. They participate in a range of training events that help develop their understanding of British values. As a result, they demonstrate mutual respect and tolerance, and they follow the rules of the workplace.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have developed an effective culture of safeguarding. They ensure that both apprentices and their tutors receive policy updates and regular training. Those with specific safeguarding responsibilities have completed highly appropriate training. Consequently, apprentices rightly feel safe, and know how to keep themselves and their customers safe at work.

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Safeguarding

Leaders have recently developed enhanced and extensive safeguarding policies. Managers at their health clubs understand and enforce these policies. However, in a few cases, apprentices do not have a sound understanding of the risks associated with radicalisation and extremism.

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What does the provider need to do to improve?

 Leaders must ensure that apprentices receive their full entitlement to off-the-job training time, and that their job roles provide them with the breadth of work and responsibilities to meet the requirements of the apprenticeship standards.  Leaders and governors must develop a good understanding of the education and training apprentices receive. They need to have effective oversight of apprentices’ progress, so that they understand how to challenge leaders to improve courses further.  Tutors should ensure that the order of training enables apprentices to quickly develop new knowledge, skills and professional behaviours and to apply them at work.  Leaders must provide apprentices with thorough, ongoing and impartial careers information, advice and guidance.  Leaders must ensure that tutors thoroughly review apprentices’ ongoing progress in acquiring the knowledge, skills and behaviours they require to complete their

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What does the provider need to do to improve?

apprenticeship in a timely manner. 30 November to 2 December 2021

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Provider details

Address Park Farm Country Hotel Norwich Road Hethersett Norwich NR9 3DL

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Website

www.mosaicgroup.co.uk/clubs-and- spas/fitness-express-at-park-farm/

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Website

Principal/CEO David Courteen (Managing Director)

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Website

Provider type Independent learning provider

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Website

Date of previous inspection Not previously inspected 30 November to 2 December 2021

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Information about this inspection

The inspection team was assisted by the training manager and quality assurance manager, as nominees. Inspectors took account of the provider’s most recent self- assessment report and development plans. 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 other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Philip Elliott, lead inspector Ofsted Inspector Michael Worgs Her Majesty’s Inspector Saul Pope Her Majesty’s Inspector 30 November to 2 December 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

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