Reed Specialist Recruitment Limited

Further education and skills inspection report

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Inspection of Reed Specialist Recruitment Limited

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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 Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Reed Specialist Recruitment Limited (Reed) is one of a group consisting of three main operating companies under the Reed brand. The company provides recruitment services for a broad cross-section of permanent and temporary job roles in sectors such as accountancy, business, care, education and technology. At the time of inspection, 18 apprentices were studying the level 3 recruitment consultant standards-based apprenticeship. All apprentices are aged 19 and over. 24 to 26 May 2022

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

Apprentices are highly motivated to become successful recruiters. They appreciate greatly the support provided by staff to develop quickly the skills they need to do their jobs well. Apprentices value the industry-specific knowledge they learn from trainers, assessors and experienced managers highly. They find especially helpful the tips that staff provide to help them reach their workplace targets. Apprentices are inspired by the innovative techniques used by their peers, for example the different techniques that are most effective when negotiating rates in different regions of the country.

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

Apprentices like that celebrating each other’s success is part of the company’s culture. Leaders promote equality and diversity well and value the new insights that apprentices contribute to their business. Apprentices appreciate the sense of community among their peers and the support from staff which helps them to manage the fast-paced demands of their role.

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

Apprentices find it challenging to manage the demands of their work alongside the requirements of their apprenticeship. As a result, many rush their apprenticeship tasks. In a few instances, leaders have not ensured that line managers are sufficiently involved in reviews of apprentices’ progress. Too often, line managers and apprenticeship staff do not work together to support apprentices to progress as quickly as they could.

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

In a few instances, apprentices struggle to remember enough of the key techniques and theories that they have been taught. Apprentices feel that training sessions are run too closely together for them to reflect, apply and retain their knowledge.

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

Apprentices feel safe. Apprentices value the positive relationships they have with their assessors, who they feel would provide additional support if they needed it.

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better?

Since the previous monitoring visit, leaders have sensibly reviewed the entry requirements for their programme. The apprenticeship is no longer the prescribed route for all inexperienced new employees but an option for their development. However, leaders have not taken sufficient steps to retain those apprentices who started the programme, and too many do not complete their apprenticeships.

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better?

Learning managers have designed a curriculum to teach apprentices the specialist skills and knowledge they need to succeed in the recruitment industry. They teach apprentices how to engage and communicate with candidates, sales techniques and aftercare for candidates and clients once vacancies have been filled. As a result, apprentices learn the breadth of knowledge, skills and behaviours commonly used in the recruitment industry. Apprentices make rapid progress, and many are promoted to more senior roles. 24 to 26 May 2022

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Leaders adapt the curriculum carefully as industry trends change. Trainers teach apprentices about significant shifts in recruitment demands. For example, they teach apprentices about the move away from business development to a more candidate- led recruitment strategy. As a result, apprentices gain a highly relevant understanding of current industry needs.

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Staff do not always tailor apprentices’ training enough to ensure that their curriculum is ambitious. Staff do not plan content based on apprentices’ starting points to build on apprentices’ existing knowledge and skills. As a result, apprentices who have substantial existing knowledge study the same content as others, which does not align closely with their learning goals.

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Trainers do not use their assessment of apprentices’ work well enough to inform teaching. When giving feedback, assessors do not highlight specific areas for improvement or pose further developmental questions to encourage apprentices to provide more complex responses. As a result, apprentices do not always secure a deep enough understanding of concepts. Assessors do not guide apprentices to improve their written work. As a result, apprentices do not develop their written work to a high professional standard.

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Tutors and assessors use their industry knowledge to teach learners about the workplace challenges they may face in recruitment. In workshops, tutors make effective use of business scenarios through which they set out the typical issues apprentices will face. As a result, apprentices develop insights into client behaviour, and most can apply their new knowledge to improve their work. For example, apprentices learn how to use a database to track candidates as they progress towards placement in a new role. However, in some instances, apprentices do not have sufficient opportunities to apply what they have been taught quickly enough to consolidate their learning.

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Managers provide effective support to apprentices with special educational needs and/or disabilities. Managers take steps early in their programme to find out what reasonable adjustments can be employed to support apprentices. For example, assessors hold more frequent meetings with apprentices to break down tasks to make them more manageable. As a result, apprentices with additional needs make similar progress to their peers.

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Leaders’ oversight of the quality of their apprenticeship programme is underdeveloped. As a result, staff are not always challenged or equipped with the skills they need to improve their work. Leaders do not receive sufficiently robust challenge around improving the quality of their apprenticeship training. However, leaders have plans in place to improve their governance arrangements and benefit from support from senior leaders in Reed to make improvements.

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Leaders and managers do not sufficiently plan to teach apprentices a broad range of personal development topics. While apprentices understand well the career pathways available to them within Reed, staff do not provide apprentices with 24 to 26 May 2022

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comprehensive enough careers advice and guidance to ensure they are aware of the broader range of opportunities available to them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders promote a culture of safeguarding which adequately supports apprentices to deal with the pressures of a sales environment. Leaders are aware of the change in risks to apprentices who have moved from working in an office to working from home. For example, they offer an employee assistance programme and signpost apprentices to appropriate sources of support to manage any concerns with their mental health.

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Safeguarding

The provider’s designated safeguarding leads are aware of their responsibilities when working with adult apprentices and know how to manage any safeguarding concerns quickly. They have put in place suitable safeguarding policies and follow safer recruitment practices.

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Safeguarding

Staff ensure that apprentices take online training courses in safeguarding, the ‘Prevent’ duty and fundamental British values at the start of their course. However, in a few instances, apprentices are unable to link these topics to their day-to-day lives.

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What does the provider need to do to improve?

 Leaders should consider the starting points of apprentices and work with line managers more closely to design a tailored programme for each apprentice.  Leaders should scrutinise the quality of teaching across all aspects of the apprenticeship programme more robustly to ensure staff improve their teaching and assessment skills.  Leaders and those who provide governance should ensure they have an accurate understanding of the provider’s strengths and areas for improvement to enable them to take swift action to rectify areas of weakness.  Leaders and managers should develop a curriculum which extends beyond the requirements of the qualification. Leaders should prepare apprentices for the demands of their roles and lives, including by providing apprentices with impartial careers advice and guidance. 24 to 26 May 2022

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Provider details

Address 94 Chancery Lane London WC2A 1DT

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Not applicable 24 to 26 May 2022

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Information about this inspection

The inspection team was assisted by the learning and development project manager, 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

Rebecca Jennings, lead inspector Her Majesty’s Inspector Christina Christou Ofsted Inspector 24 to 26 May 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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