Guard Business Solutions Limited

Further education and skills inspection report

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Inspection of Guard Business Solutions Limited

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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

Guard Business Solutions Limited (GBS) was established as a consultancy firm in 2010. It began to provide apprenticeship training in 2018. It focuses on training in professional services and information technology. In 2021, GBS managers were asked by the funding body to take on some apprentices from another provider and so, a small number of apprentices study other subjects. GBS also provides a traineeship course for a very small number of trainees.

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Information about this provider

GBS currently trains around 190 apprentices across the whole of England through a mixture of online and face-to-face lessons. At the time of the inspection, there were 39 level 3 team leaders/supervisors, 34 level 3 business administrators, 19 level 5 operations/departmental managers, 16 level 3 digital marketers, 13 level 3 recruitment consultants, 11 level 3 HR support apprentices, and small numbers of apprentices studying other subjects. 14 to 17 June 2022

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

Apprentices and trainees enjoy their studies. Trainers work hard to make training relevant and meaningful and as a result, apprentices and trainees are attentive and eager to learn. They contribute willingly to activities and discussions and confidently answer questions. They recognise the personal and professional benefits of the new knowledge and skills that they learn.

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

Most apprentices and trainees are satisfied with the quality of training that they receive. Trainers adapt their teaching to meet the specific needs of apprentices and their employers.

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

Because trainers work well with employers, most apprentices can practise in the workplace what they learn in lessons. Apprentices develop their skills quickly and can apply them well. This means that they rapidly become valued employees.

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

Trainers help apprentices to recognise their own skills and contributions, and in doing so help them to have greater belief in themselves. As a result, apprentices undertake more challenging tasks at work and employers value the additional contributions that they make.

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

Apprentices and trainees feel safe at work and in lessons. They know whom to go to if they have a concern about their safety or well-being. They are confident that trainers and employers will take appropriate action if they raise a concern.

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better?

Leaders and managers take time to understand what employers want their apprentices to know and be able to do. They develop courses that equip apprentices with the knowledge and skills that they need to be successful in their work roles. Managers have also developed a traineeship programme that introduces trainees to a suitable range of digital skills so that they are better prepared for and more able to gain apprenticeships.

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better?

Staff structure apprenticeship courses well and make adaptations to take account of employers’ priorities. They take care to ensure that all apprentices have exposure to suitable tasks at work so that they develop their skills quickly. Staff plan traineeships equally well. Trainees initially develop their personal skills before focusing on digital topics, and this prepares them well for work placements.

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better?

Managers and trainers develop courses that are suitably challenging for apprentices and trainees. This helps apprentices to develop expertise rapidly and increases their value to their employers. Digital marketers, for example, quickly develop their knowledge of search engine optimisation and use it to substantially increase website traffic. 14 to 17 June 2022

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Trainers and coaches provide good support to learners with special educational needs. Learners can declare any additional needs when they join courses and staff are alert to any difficulties that learners encounter while they study. However, formal support plans often lack clear actions and staff do not review their effectiveness thoroughly enough.

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Most trainers have good knowledge and experience of their vocational areas and use their expertise well to provide informative lessons and bring real-world examples into the classroom. They explain new information clearly and use good visual aids to help convey key concepts. They use a range of up-to-date resources that help apprentices and trainees to gain a sound grasp of topics. Trainers use an assortment of tools and activities that add variety to online lessons, such as breakout rooms and paired discussions, and this helps apprentices to stay focused.

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Trainers frequently use effective oral questioning and electronic quizzes to check apprentices’ and trainees’ understanding of topics. They identify when learners have not grasped new knowledge and revisit themes through small group or one-to-one teaching. They provide opportunities for apprentices and trainees to practise the skills and knowledge that they learn. For example, business administrators repeatedly write emails and use feedback from their managers to refine their quality.

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Trainers and coaches prepare apprentices well for their final assessments and as a result, the vast majority pass. A high proportion achieve merit or distinction grades. Although ultimately successful, a few apprentices make slow progress because of changes in training staff or delays in completing functional skills qualifications.

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Apprentices complete work to at least the expected standard and a few, especially digital marketers, produce work of a very high standard. Apprentices develop their knowledge and skills to the level expected at work and almost all successful apprentices remain with their current employer on completion of their studies. However, few apprentices progress to higher level learning or gain promotions.

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Leaders and managers set clear expectations for behaviour. These are communicated through the learner handbook and modelled well by trainers. As a result, apprentices behave professionally and respectfully. They listen carefully to trainers, allow others to speak and express their views, and support each other well.

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Leaders, managers and trainers have a strong focus on attendance and punctuality. Coaches provide insistent but supportive encouragement for those apprentices who struggle to attend lessons as often as they should. However, while attendance is high on most courses, it is somewhat low in a few subjects. Leaders and managers take appropriate actions to resolve problems, but they do not have immediate access to high-quality attendance data, and this slows their responses.

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Trainers introduce apprentices and trainees to concepts related to life in modern Britain through, for example, discussions around the UK’s departure from the European Union, and how to deal with points of view that are different to learners’ 14 to 17 June 2022

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own. Where learners express controversial or challenging views, trainers feel able to discuss and question these while respecting learners’ opinions.

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Staff provide clear initial advice and guidance that helps apprentices and trainees to understand the requirements of their courses and how their studies will benefit their careers. During courses, they help apprentices to understand the opportunities available with their current employer. For trainees and those apprentices who decide to leave their course, staff work with partners to secure guidance about local opportunities. However, managers have not developed a structured programme of careers education, nor do they provide individual interviews with careers specialists as a matter of course.

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Leaders and managers provide staff with professional development opportunities that help them to improve their subject expertise and their teaching skills. They provide training that is current and relevant, and staff participate well in activities.

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Managers undertake a range of largely effective processes to improve the quality of teaching and assessment. They undertake reviews of learners’ work, gather learner feedback and observe lessons. The observation process has recently been strengthened and the most recent observations gather a broad range of information that managers can use to help teachers to improve their practice.

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Board members are highly experienced in both business and in apprenticeships, challenging leaders effectively to develop and improve courses. They have accurate knowledge of GBS’s strengths and weaknesses.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers prioritise the safety and well-being of apprentices and trainees, and in many cases, adopt practices that go beyond statutory requirements. They frequently review their processes, taking into consideration any emerging local or national themes. They provide appropriate training for staff, who are confident to deal with any safeguarding matters that arise. Managers deal swiftly and competently with any safeguarding concerns and follow up actions over several months where this is necessary. Managers are fully aware of their duties under ‘Prevent’ and take active steps to help protect apprentices from the dangers of radicalisation.

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What does the provider need to do to improve?

 Leaders and managers should improve processes for recording any special educational needs that apprentices and trainees may have and the actions that 14 to 17 June 2022

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they take to support them. They should increase the frequency and thoroughness of reviews of support to ensure that it is working well.  Leaders and managers should continue to improve the stability of staffing so that apprentices experience fewer changes to their trainers and coaches during their courses.  Managers should improve the quality and timeliness of reports so that they can quickly identify areas for concern in, for example, attendance, and take rapid action to deal with them.  Managers should develop a well-structured careers education programme so that all apprentices and trainees who need it can receive wide-ranging, impartial advice and guidance. 14 to 17 June 2022

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Provider details

Address Markham House 4th Floor Markham Road Chesterfield Derbyshire S40 1TG

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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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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 new provider monitoring visit 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

Russ Henry, lead inspector Her Majesty’s Inspector Alison Loxton Ofsted Inspector Jo Brodrick Ofsted Inspector Beth Selwood Ofsted Inspector Ralph Brompton Ofsted Inspector Vicki Locke Her Majesty’s Inspector 14 to 17 June 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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