Yellow Tree workforce development Limited

Yellow Tree Workforce Development Limited Monitoring visit report

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Name of lead inspector: Bev Ramsell, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Falcon Point Park Plaza Health Hayes Cannock WS12 2DE Monitoring visit: Yellow Tree Workforce Development Limited, 10 and 11 May 2022

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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 which 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.

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Context and focus of visit

Yellow Tree Workforce Development Limited (YTWDL) was acquired in August 2021 by the current managing directors. Prior to this, the business traded under the name of GGS Salons Limited. YTWDL is a national training provider that teaches apprentices in four apprenticeship standards. At the time of the visit, there were 42 learners enrolled on apprenticeships. Six learners study the level 3 community sport and health officer apprenticeship, seven study the level 3 junior content producer apprenticeship, 24 study the level 3 team leader apprenticeship and five study the level 2 science manufacturing process operative.

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Reasonable progress

Leaders take the time to understand the training needs of employers. For example, an employer requested an apprenticeship in lean manufacturing processes. Leaders spoke to the prospective apprentices and reviewed their job roles. As a result of these actions, leaders identified a more suitable apprenticeship. Staff now undertake a manufacturing apprenticeship with additional learning in lean manufacturing processes implemented.

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Reasonable progress

Leaders use their experience to influence the content of the curriculum. For example, leaders come from a sporting background. They recognise that, sometimes, pay in this sector is poor. As a result, they enriched the curriculum in the community sport and health officer apprenticeship. The curriculum now includes knowledge of writing bids and applying for tenders. Apprentices also gain instruction on how to run their own businesses. This enhances the apprentices’ opportunities for employment at a higher level or for self-employment. Monitoring visit: Yellow Tree Workforce Development Limited, 10 and 11 May 2022 Leaders recognise the need for robust quality assurance procedures. They have identified the necessity for a more rigorous process when evaluating the employers they work with. For example, after only a few months of employment, some apprentices faced redundancy. As a result of this, leaders have now implemented a

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Reasonable progress

financial risk assessment when engaging with employers to assess the sustainability of the apprenticeship.

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Reasonable progress

Leaders hold useful and regular leadership meetings. In these meetings, they discuss key aspects of quality, apprentice performance and audit compliance. However, some of the reports used to inform discussions are not effective. For example, the quality improvement plan does not accurately identify areas in need of improvement. As a result, leaders are unaware of some emerging concerns within their provision.

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Reasonable progress

Leaders have put in place new governance procedures. However, due to the early stages of this arrangement, the impact of this is, as yet, unclear.

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Reasonable progress

Coaches reorder the curriculum well to meet the needs of apprentices. For example, during a learning review, an employer identified the need for an apprentice to learn more advanced communication skills. As a result of this information, the coach brought forward the teaching of this subject. This helped the apprentice to use a wider range of communication methods, enabling them to be more successful in their job roles.

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Reasonable progress

Coaches use initial assessments in English and mathematics successfully to identify the starting points of apprentices. The curriculum is then planned to meet the apprentices’ needs. They use reviews of learning to check the progress apprentices make. Where needed, they provide additional support. For example, during a review, it was clear that an apprentice was falling behind with their English and mathematics studies. Coaches used an additional drop-in session to help the apprentice catch up. Most apprentices make appropriate progress in English and mathematics.

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Reasonable progress

Coaches clearly understand apprentices’ end-point assessments and ensure that apprentices and their employers know about these assessments. However, apprentices are not clear on what they need to do to achieve higher grades. The quality of feedback apprentices receive on their work is inconsistent. When it is good, it is informative and developmental; when it is not, apprentices do not know what they need to do to improve.

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Reasonable progress

Coaches are well qualified and experienced in their subject areas. They all hold relevant teaching qualifications. They use a range of methods to assess apprentices’ prior knowledge and skills. For example, they use pre-course interviews and skills Monitoring visit: Yellow Tree Workforce Development Limited, 10 and 11 May 2022 scans and review prior qualifications. However, the skills scans used are self- diagnostic and do not effectively identify the wider knowledge and skills development needs of the apprentice. As a result, the apprentices’ wider learning needs are not accurately identified at the start of the programme. This hinders the speed at which apprentices can make progress.

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Reasonable progress

The designated safeguarding leads are suitably qualified for their roles. They have implemented appropriate systems to track and monitor safeguarding referrals. The ‘Prevent’ duty risk assessment is appropriate. Safer recruitment processes are in place and are appropriate to safeguard apprentices. The single central record accurately tracks and identifies the required information.

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Reasonable progress

Coaches undergo a range of online safeguarding and ‘Prevent’ duty training at the start of their employment. They then undertake refresher training annually. Managers update staff weekly with safeguarding bulletins.

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Reasonable progress

Apprentices know whom to go to if they have a concern. They undertake safeguarding and ‘Prevent’ duty training at the start of their apprenticeship. They revisit this in reviews and in training workshops. Some apprentices are taught early in their apprenticeships how to complete health and safety risk assessments for their work location. For example, apprentices who work in community and school settings often complete these assessments daily to ensure their work environments are safe. Apprentices become confident in completing these for themselves and others, where needed. However, a few apprentices are not clear on how to keep themselves safe online, nor do they recognise the threats to their safety within their local communities. As a result, a few apprentices do not fully know how to keep themselves safe. Monitoring visit: Yellow Tree Workforce Development Limited, 10 and 11 May 2022 regulates and inspects to achieve excellence in the care of children and young

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Reasonable progress

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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Reasonable progress

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Reasonable progress

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

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