Plymouth Training and Consultancy Ltd

Further education and skills inspection report

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Inspection of Plymouth Training and Consultancy Ltd

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Overall effectiveness Requires improvement

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

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Information about this provider

Plymouth Training Consultancy offers apprenticeships in health and social care, child development and well-being, direct learning support, and business management. It is based in Plymouth city centre. At the time of inspection, there were 36 apprentices. Apprentices follow a mixture of frameworks and standards; the majority offered at level 2 and 3. The children, young people and families practitioner standard is offered at level 4. Leader in adult care framework, and operation or departmental manager standard are offered at level 5. Most apprentices are employed in schools or adult care settings. 6 and 7 April 2022

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

Apprentices appreciate the positive, nurturing relationships they have with their trainers. They grow in confidence and resilience. They are motivated to succeed and have high aspirations for themselves and their future careers. However, some apprentices feel frustrated at the pace of their progress, and particularly the development of wider skills such as literacy and numeracy.

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

Apprentices develop new skills and knowledge which they apply in their workplace. Those following adult care apprenticeships learn how to modify their behaviours and communications. They develop nuanced understanding of the different communication techniques and behaviours needed to support and care for their clients. Learning support apprentices understand the importance of inclusivity and how all children must be valued as individuals. They learn about the impact of external factors on students’ behaviour and use this to better support the children they work with.

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

Apprentices take advantage of valuable professional development opportunities provided by employers. They appreciate the support of their employer and are positive about the impact it has on their progress. Apprentices work with their employers to look at additional training which often leads to increased responsibility and positive career progression. For example, in adult care apprenticeships, apprentices have accessed leadership courses which have allowed them to fill in for absent senior colleagues.

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better?

Leaders have failed to address a gap in governance, which was identified during the new provider monitoring visit in March 2021. Leaders have considered a range of governance models but not yet confirmed one which meets their operational needs. As a result, leaders’ activities do not receive the necessary scrutiny and challenge. Their actions to improve apprentices’ experiences are not well enough aligned to ensure the timely positive impacts intended. They are not held accountable for the plans to improve provision or the effectiveness of key operational decisions.

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better?

Leaders have a clear vision for the training they wish to provide. They offer apprenticeships in care and education industries, with a focus on improving the life chances and career opportunities of their apprentices. They believe passionately in the contribution their apprentices make to ensuring that end-point service users receive the best possible care and support.

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better?

Leaders have developed sensible processes to monitor the progress of apprentices. They use these to identify learners who have fallen behind in their studies. Leaders set trainers targets to support those apprentices whose progress is too slow. However, trainers’ targets do not routinely produce a positive impact on apprentices. As a result, apprentices’ pace of progress is often slow. Most learners have not yet 6 and 7 April 2022 developed the skills, knowledge and behaviours expected of them for this stage in their training.

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better?

Leaders also do not ensure that training covers all elements apprentices need. They do not ensure that all learners received timely support to develop their English and mathematical skills. In some instances, apprentices are unsure of the plans in place for the completion of necessary functional skills qualifications.

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better?

Trainers deliver sensibly planned vocational teaching. They consider the needs of employers, and the specialist development that apprentices need to support the children and adults they work with. As a result, learners develop highly relevant vocational skills. Apprentices in adult care learn how to be led by their clients’ feelings and how best to respond to their choices and needs. This includes understanding how to simplify and modify communication with vulnerable adults to avoid triggering anxiety. However, trainers do not coordinate opportunities for apprentices to deepen and reinforce learning through timely training in the workplace. They also do not regularly check that knowledge is retained over time. As a result, apprentices miss timely opportunities to apply and reinforce their learning. Their pace of progress is slowed, and they fail to retain important knowledge.

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better?

Trainers use their specialist industry knowledge to encourage apprentices’ reflections on possible career progression. However, they do not plan well enough the timing and content of these conversations. As a result, many apprentices do not receive sufficient timely advice to consider their mid- and longer-term careers options while they study. Some apprentices miss opportunities to develop relevant interests which would support their career aims.

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better?

Trainers support apprentices to reflect on the positive workplace contributions that they make. As a result, apprentices value their training and recognise the positive impacts they have on their clients. Teaching assistant apprentices become effective, reflective practitioners. They take on additional responsibilities such as planning lessons and managing challenging student behaviour. School leaders recognise the professional behaviours they develop and consider them valuable employees.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Apprentices understand how to remain safe while at work and in their communities. They value the caring ethos that trainers have established.

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Safeguarding

Apprentices can relate safeguarding themes to their workplaces. Trainers use mandatory safeguarding units of qualifications to help deepen apprentices’ understanding of how to keep themselves and their clients safe. 6 and 7 April 2022 Trainers teach apprentices about the risks associated with radicalisation at the start of their courses. However, this is not routinely revisited throughout apprenticeships. As a result, many apprentices lack a detailed understanding of the risks associated with radicalisation and how they relate to their workplace.

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What does the provider need to do to improve?

 Leaders should ensure effective governance is in place and that it provides them with appropriate scrutiny and challenge.  Leaders should ensure all training includes well-planned opportunities for learners to consolidate their learning in English, mathematics and the dangers of radicalisation.  Leaders should ensure that employers provide coordinated opportunities for apprentices to apply and deepen their learning in the workplace.  Leaders should ensure timely, well-planned careers guidance for all apprentices, informing the development of professional interests and career ambitions. 6 and 7 April 2022

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Provider details

Address Office 31, Genesis 235 Union Street Plymouth PL1 3HN

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Provider details

Website https://www.plymouthtraining.com

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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 6 and 7 April 2022

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Information about this inspection

The inspection team was assisted by the managing director, 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

Paul James, lead inspector Her Majesty’s Inspector Mark Wardle Ofsted Inspector Clifford Shaw Ofsted Inspector 6 and 7 April 2022 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

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

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