Cellar Tapes UK Ltd

Cellar Tapes UK Ltd Monitoring visit report

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Name of lead inspector: Sara Hunter, Ofsted Inspector

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Type of provider: Independent learning provider

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Address: Cellar Tapes UK Ltd Storage Giant 821 Bath Rd Brislington Bristol BS4 5NL Monitoring visit: Cellar Tapes UK Ltd, 6 to 7 July 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 ESFA 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 ‘Providers newly directly funded to deliver apprenticeship training provision‘ and ‘Monitoring visits’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Cellar Tapes UK Ltd (Cellar Tapes) is an independent learning provider based in Bristol. It began training apprentices in the health and social care sector in December 2020. It currently provides apprenticeships throughout the south of England.

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Context and focus of visit

At the time of the monitoring visit, 23 apprentices were studying lead adult care worker at level 5 and 18 apprentices were studying operations departmental manager at level 5. Six apprentices were studying adult care worker at level 2, 10 apprentices were studying lead adult care worker at level 3, and two apprentices were studying lead practitioner adult care at level 4. Four apprentices were studying business administration at level 3 and six apprentices were studying team leader/ supervisor at level 3. All 69 apprentices were studying standards programmes. Of these, 22 were on a break in learning.

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Reasonable progress

Leaders and managers are clearly committed to meeting the skills shortage which exists in adult care. They work tirelessly to overcome the challenges of the COVID-19 pandemic and to ensure that apprentices receive good training. As a result, despite their work pressures, apprentices remain motivated to learn and achieve their apprenticeship. Leaders form effective relationships with most employers. Apprentices receive good training and support in their workplaces and become more effective in their jobs. Leaders have taken appropriate action with a small minority of employers to ensure that all apprentices’ training meets the principles and requirements of an apprenticeship. Leaders have carefully recruited skills coaches to provide apprentice training and assessment. The skills coaches have highly relevant experience in adult care. Employers and apprentices particularly value the skills coaches’ understanding of the

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Reasonable progress

Monitoring visit: Cellar Tapes UK Ltd, 6 to 7 July 2022 negative impact of COVID-19 in the healthcare sector. As a result, apprentices gain a deep understanding of the sector’s professional standards and of current industry practice. Leaders monitor effectively the progress made by apprentices in learning the curriculum. Due to the pressures the COVID-19 pandemic has created, a small number of health care apprentices have had to take a break in their learning. Leaders ensure that these apprentices continue to receive pastoral support during such breaks. They work closely with employers to plan apprentices’ return to their studies. Leaders recognise rightly that skills coaches do not have sufficient teaching experience and skills. Consequently, apprentices do not receive consistently effective teaching. Leaders have ensured that skills coaches are now following training to improve their teaching. The governance arrangements for Cellar Tapes are highly effective. Leaders have

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Reasonable progress

ensured that their managers receive strong support and challenge from experienced governors. Leaders sensibly plan to increase slowly the number of apprentices they recruit to enable them to offer the high quality of training to which they aspire.

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Reasonable progress

The good training and support from skills coaches and employers that apprentices receive improves their knowledge and skills. Consequently, they become more confident and effective in their roles. For example, adult care leader apprentices use their new knowledge to conduct appraisals of the staff they manage more proficiently. Apprentices are very motivated to achieve high grades in the assessments at the end of their courses. Skills coaches prepare them well for these assessments. Skills coaches assess apprentices’ knowledge and skills thoroughly at the start of their apprenticeship. They plan programmes carefully to meet apprentices’ individual learning needs. Managers assess apprentices’ English and mathematical abilities appropriately at the start of the apprenticeship. Well-qualified tutors provide effective one-to-one teaching in these subjects. Consequently, apprentices improve their writing skills, for example, when writing sensitive emails and letters to relatives.

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Reasonable progress

Apprentices increase their mathematical skills, for example, through calculating percentages to plan budgets. Apprentices follow a range of highly relevant courses and professional development. These cover topics such as end of life care and interviewing techniques, which improve apprentices’ effectiveness at work. For example, apprentices in management roles become more skilled at leading client review meetings with external agencies. Apprentices receive effective feedback on their practice and skills. Most know what they need to do to improve their work. Skills coaches and employers agree Monitoring visit: Cellar Tapes UK Ltd, 6 to 7 July 2022 appropriate targets for apprentices to work towards that enhance the apprentices’ behaviours and skills. These include improving in areas such as time management and assertiveness. Managers’ evaluations do not sufficiently measure the impact of skills coaches’

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Reasonable progress

teaching and feedback on apprentices’ knowledge and understanding. In teaching sessions, skills coaches do not routinely ensure higher level apprentices gain the experience they require of professional discussions. Skills coaches’ feedback on apprentices’ written work is too narrowly confined to confirming where the apprentice has met the qualification criteria. It does not indicate how apprentices can extend their knowledge further.

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Reasonable progress

Leaders have established comprehensive safeguarding arrangements. They place a strong emphasis on the mental well-being of staff and apprentices. The designated safeguarding lead (DSL) is appropriately trained. They receive useful support from a governor with experience of safeguarding, who helpfully updates the DSL on current safeguarding initiatives. Apprentices feel safe and are confident to report any concerns. When apprentices indicate they have personal difficulties, managers provide appropriate support. Apprentices improve their knowledge of safeguarding effectively through studying using a broad range of learning resources, which cover topics such as sexual harassment and domestic abuse. Apprentices show an appropriate understanding of what it means to be a citizen in modern Britain. They know how to protect themselves from harm online, including using social media safely. Monitoring visit: Cellar Tapes UK Ltd, 6 to 7 July 2022

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Reasonable progress

the guidance 'Raising concerns and making a complaint about Ofsted', which is available from Ofsted's website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk . Learner View Learner View is a website where learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too. To find out more go to www.learnerview.ofsted.gov.uk .

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Employer View Employer View is a website where employers can tell Ofsted what they think about their employees' college or provider. They can also see what other employers think about them too. To find out more go to www.employerview.ofsted.gov.uk .

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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 looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk . You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to

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the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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