Cherith Simmons Learning & Development LLP

Further education and skills inspection report

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Inspection of Cherith Simmons Learning & Development LLP

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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

Cherith Simmons is an independent training provider based in Chertsey and provides training for apprentices nationally. Cherith Simmons has been training apprentices under its own contract for apprenticeships since 2017.

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Information about this provider

At the time of the inspection, there were 54 apprentices on programme. There were 31 apprentices studying the level 3 team leader/supervisor standard and 23 apprentices on the level 5 operations/departmental manager standard. The provider does not have any apprentices under the age of 19. Training is delivered face to face at regional centres, but the majority is delivered remotely. Most apprentices are levy funded. Cherith Simmons does not use any subcontractors. 26–28 January 2022

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

Apprentices rightly value the high-quality training they receive, which enables them to develop substantial new skills, knowledge and behaviours quickly. Apprentices become better communicators and develop a greater understanding of their management roles, enabling them to confidently take on more responsibility at work. For example, apprentices on the operations management apprenticeship improve their self-awareness and resilience to help them respond effectively to challenging situations. They develop effective listening skills to better lead their staff.

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

Apprentices benefit from a safe and disciplined learning environment, which helps them to enjoy their learning. Apprentices are respectful and appreciative of the opinions of others during sessions. Tutors have high expectations of what apprentices can achieve. They help apprentices improve their skills in areas such as teamwork and delegation. For example, apprentices work together effectively in order to carry out audits of petty cash accounts. They discuss and negotiate with tutors and employers what is appropriate to include in their assessments. Apprentices’ attendance rates at training sessions are high. Tutors motivate them well to complete assignments on time and remain up to date with their training.

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better?

Leaders and managers have a sensible strategy and rationale for the courses they offer that is informed well by the needs of the apprentices and the employers they work with. Leaders ensure apprentices develop skills and behaviours beyond the requirements of the apprenticeship standards they are studying. Leaders have incorporated additional accredited business qualifications, which are valued by employers and enable apprentices to develop the skills they need to be effective employees. For example, apprentices cover useful topics about calculating costs of service delivery, which they use effectively at work. They study beneficial topics about partnership and collaborative working and learn about how these link to managing conflict.

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better?

Leaders and managers create a culture of high expectations from the start of apprentices’ programmes. Tutors and employers support apprentices effectively by carrying out frequent progress reviews so that apprentices are clear on how to improve their work. For example, leaders ensure that apprentices create comprehensive business cases to justify how the apprenticeship will enable them to add value to their organisations. Apprentices value their learning experience and can explain with confidence how their apprenticeships have substantially improved their knowledge, skills and behaviours.

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better?

Apprentices benefit from tutors who are knowledgeable, well qualified and enthusiastic. Tutors engage apprentices well in learning. They teach relevant material 26–28 January 2022

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to ensure apprentices make quick progress with their learning. Tutors use a range of well-run activities, including workshops, webinars and independent study, to help apprentices rapidly apply what they are learning to their job roles. Tutors use breakout groups well to provide alternative learning environments and extend discussions during online learning.

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Tutors and employers work well together to support apprentices effectively and challenge them to be successful. Employers provide valuable opportunities for apprentices to apply the new skills they develop in the workplace. Tutors and employers use review meetings successfully to ensure that apprentices reflect on their learning and build their confidence, independence and resilience well. They make sure that apprentices use the knowledge gained in taught modules effectively at work. This gives apprentices confidence to take on new tasks and challenges. For example, apprentices understand the importance of delegating work to their team, which improves their confidence when managing difficult conversations.

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Too few apprentices are clear about how to improve their work. Although they receive feedback that shows whether they have met the required standard, they are not clear about the steps they need to take to raise the quality of their work even further. Assessors’ feedback does not help apprentices understand how to improve their work further than meeting the pass criteria. Poor written communication skills are not consistently identified, so apprentices do not quickly improve their written English.

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Leaders and tutors ensure that apprentices learn about equality of opportunity and diversity in detail during their apprenticeships. Staff ensure that apprentices learn about the implications of the Equalities Act and how this affects them both at their business and in their personal lives. As a result, apprentices can confidently explain topics such as legal responsibilities, employment law, recruitment and staffing in their place of work.

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Tutors provide apprentices with information about higher levels of apprenticeships in Cherith Simmons at the end of their courses well. However, apprentices receive little other impartial information about careers options and next steps open to them outside their companies after successfully completing their apprenticeships.

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Leaders ensure that apprentices learn about topics such as safeguarding, the ‘Prevent’ duty and British values during induction. Staff have devised relevant, useful and interesting resources to help most apprentices understand how these issues apply to their workplaces at the beginning of their apprenticeship. For example, apprentices find out about the impact of safeguarding and the ‘Prevent’ duty on their role as managers and identify relevant policies and processes in their companies. However, tutors do not revisit these topics explicitly during subsequent training sessions in order to help apprentices develop and improve their knowledge further. As a result, few apprentices can recall and apply their earlier learning about these topics in any detail as their courses progress. 26–28 January 2022

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Leaders check the quality of teaching well. They ensure that tutors improve their teaching skills through a culture of sharing best practice and relevant development opportunities. For example, tutors research latest trends in patients’ preferences when accessing primary care services, which they then add into training materials for apprentices.

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Leaders & managers understand the strengths and weaknesses of their provision. They focus sensibly and successfully on improving those weaknesses that have the greatest impact on apprentices’ learning. For example, leaders rightly identified too many apprentices were not completing their programmes within the allocated time. As a result, leaders have introduced effective mechanisms to capture apprentices’ feedback and monitor progress. Tutors now support apprentices swiftly if they fall behind and work effectively with employers to ensure they can get back on track to achieve.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding staff are appropriately trained and use external agencies well to ensure they are up to date with safeguarding arrangements. Staff have created effective training materials to ensure all staff and apprentices understand how to stay safe and how to report concerns. As a result, apprentices feel safe. However, apprentices struggle to recall earlier learning on local risks.

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Safeguarding

Leaders ensure that they recruit staff safely. Staff receive appropriate safeguarding and ‘Prevent’ duty training to enable them to work safely with apprentices.

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What does the provider need to do to improve?

 Leaders should ensure that all apprentices receive consistent and timely feedback which enables apprentices to understand what they need to do to further develop their work.  Leaders should make sure that all apprentices receive impartial careers advice to help them make informed choices about their future careers.  Leaders should ensure staff and apprentices are aware of local risks and can confidently identify concerns relevant to where they live and work. 26–28 January 2022

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Provider details

Address The Learning Centre, 135-137 Station Road Addlestone Surrey KT15 2AT

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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 26–28 January 2022

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Information about this inspection

The inspection team was assisted by the chief executive office, 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 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

Martin Hughes Ofsted Inspector 26–28 January 2022

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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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