Discovery Recruitment Limited

Inspection of Discovery Recruitment Limited

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement 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

Discovery Recruitment Limited has held a contract to deliver apprenticeships since 2018. They delivered their first apprenticeship programmes from January 2019. At the time of the visit there were 78 apprentices following standards-based apprenticeships. At the time of the inspection, some 40 apprentices were on level 5 operations departmental manager, 33 on level 3 team leader and three apprentices on the level 4 sales executive course. The provider works with 21 different employers, based across England. Most apprentices are employed by four businesses based across the south-west, Northamptonshire, and Nottinghamshire. 6 to8 July 2022

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

Too many apprentices, who started before October 2021, did not receive good initial advice and guidance, or coaching support. Some apprentices were on the wrong course to meet their needs. Apprentices and some employers did not understand the requirements of an apprenticeship. Apprentices did not complete the work that was required between training sessions. Too often, apprentices did not attend coaching appointments, or coaches postponed them. As a result, too many apprentices made slow progress and withdrew from the course.

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

Apprentices who have been enrolled more recently have benefitted from improved initial advice, guidance and coaching. Coaches help the apprentices to apply their learning in the workplace. Apprentices complete the expected off-the-job learning. Coaches provide helpful feedback. Apprentices understand what they need to do to improve and make expected progress.

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

Too many apprentices do not understand what they need to do to achieve the highest grade. Most apprentices are not clear about their career opportunities outside of their current job role and employer.

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

Apprentices enjoy attending the well-planned residential workshops. Apprentices are motivated by the mixture of theoretical and practical sessions. Apprentices gain knowledge and skills, which they can use in their workplaces. Apprentices’ attendance is high, and they are keen to learn. Apprentices learn from each other about leadership and management within different businesses. Their discussions are constructive and respectful.

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

Apprentices are well supported in training sessions. Trainers set clear and appropriate expectations for professional conduct. Apprentices develop confidence. For example, apprentices will make presentations to the group and accept constructive feedback. Apprentices participate in constructive and respectful discussions. Employers value these newly acquired skills when they are applied in the workplace.

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

Apprentices understand their responsibilities regarding equality of opportunity and the dangers of extremism. They demonstrate positive attitudes towards colleagues and customers. Apprentices feel safe in learning and work, including online. 6 to8 July 2022

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better?

Senior leaders have a very clear purpose, vision, and values for their training. They are committed to building good apprenticeship programmes around high-quality residential training sessions.

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better?

Leaders have delivered leadership and management training for many years. Senior leaders and managers have found it difficult to make the transition from training provider to apprenticeship provider. While residential training provides a positive experience for apprentices, the quality of the subsequent coaching and review has not been consistently good. In addition, leaders and managers have not been able to maintain good training and coaching practices during the COVID-19 restrictions and subsequent economic pressures on employers. As a result, between the period September 2020 and October 2021, too many apprentices who enrolled on apprenticeships withdrew, and those that remained made slow progress.

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better?

Since November 2021, leaders have improved the process for the recruitment of apprentices and ensured that employers understand their responsibilities to support the apprentice. Importantly, leaders have recruited new coaches to provide better teaching and direction for apprentices in between training sessions. As a result, current apprentices are staying on the course and making better progress. However, there is more work to do.

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better?

Leaders and managers are aware of current workload pressures on the small group of full-time trainers. Some caseloads are difficult to sustain. Leaders have well- advanced plans to increase capacity.

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better?

Managers use a range of quality assurance and improvement processes. Managers have introduced more systems over time. They are now effective in monitoring compliance with processes, such as completion of initial assessment, attendance at training, and recording of off-the-job training hours. Managers do not focus sufficiently on how well coaches support and assess apprentices, nor on how well apprentices are progressing from their starting points. As a result, they do not have an accurate picture of the strengths and weaknesses of the organisation. Managers’ actions for improvement are not sufficiently focused on improving the quality of education.

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better?

Leaders and managers do not have a sufficiently accurate method of capturing the progress that the apprentices are making. As a result, managers are not able to make swift enough interventions to make sure that apprentices complete their programme on time or achieve the grade of which they are capable.

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better?

Managers provide coaches and trainers with the training they need to understand their responsibilities regarding safeguarding and the ‘Prevent’ duty. Trainers also develop their own understanding of current theories and practice about leadership and management. However, there is not enough training on the use of assessment 6 to8 July 2022

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and the development of English and mathematics as ways to improve the impact of teaching.

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During the inspection, senior leaders were very keen to build on recent improvements. Before the end of the inspection, they had developed a new plan for improvement, which addressed the key weaknesses.

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Leaders work closely with employers. In all cases, they make every effort to keep communication channels open. Leaders listen to employers and make appropriate improvements. However, senior leaders need to ensure that more employers participate in reviews, so that they can support apprentices to apply theory to the workplace.

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Trainers are knowledgeable and experienced in leadership and management roles and they use this well to develop training materials which support apprentices in a wide variety of industries.

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Recently recruited level 3 apprentices demonstrate in their projects how they can apply their new knowledge to the workplace. For example, apprentices show how budgeting is a crucial element of successful project management. They also consider the different stakeholders when planning change. For example, they will plan how to communicate the change to customers. Trainers develop knowledge and skills well, through a combination of clear demonstrations, explanations, and use of relevant examples. Apprentices practise these skills in realistic scenarios and with constructive oral feedback. As a result, they become more confident and fluent in applying these skills.

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During the residential training sessions, managers take apprentices to new settings where they are set team challenges. During difficult times, notably the COVID restrictions and economic change, trainers have provided the opportunity for apprentices to discuss and reflect on how to cope with new situations at work. As a result, apprentices have developed emotional intelligence and resilience.

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Apprentices on the level 4 and level 5 apprenticeship have not had consistently good support. For example, level 5 apprentices have asked their colleagues to complete a review of their performance. A few apprentices have produced extensive evidence of self-reflection using their management theory. Too many apprentices have not reflected in sufficient depth and others have not been sure of the standard that is required. The coaches have not provided enough permanent feedback. These apprentices are not clear about what they need to do to improve.

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Managers acknowledge that they do not plan well enough for the development of mathematics and English skills through the apprenticeship. Apprentices who need to achieve their functional skills do not receive the additional teaching they need to make swift progress. Apprentices who have achieved the minimum standards to pass the apprenticeship do not continue to develop these skills, so that they are better prepared for higher levels of study or work. 6 to8 July 2022

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Senior managers and those who undertake the role of support and scrutiny, understand the challenges for the apprenticeship team, and monitor closely their performance. Rightly, those with governance responsibilities have identified the need to strengthen their team, so that they are able to provide greater challenge and support concerning the quality of education within apprenticeships.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders are fully aware of their responsibilities to safeguard apprentices. Leaders have developed a strong culture of safety. The designated lead is appropriately trained and knows to whom they should report any incidents. Leaders have estab- lished the appropriate checks when employing or contracting with trainers and asso- ciates. Apprentices have a sound understanding of safeguarding and how they can apply it as managers in the workplace. Apprentices know how to keep themselves safe, including online. They know how to report concerns about themselves and oth- ers. Apprentices feel safe and secure in their learning and working environments.

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What does the provider need to do to improve?

 Senior leaders need to improve swiftly the quality and quantity of coaching, so that all apprentices receive timely reviews and feedback, which helps them to improve.  Senior leaders need to ensure that professional development for trainers and coaches includes improvements in teaching and assessment.  Senior leaders need to improve urgently the monitoring of the quality of coaching and the progress that apprentices are making, so that they gain a more accurate assessment of the quality of education.  Leaders and managers need to improve the quality of education in English and mathematics, including functional skills.  Leaders need to put in place a planned programme of careers advice and guidance, so that apprentices have a clear understanding of the opportunities available to them on completion of the apprenticeship.  Those in the governance function should access expertise in apprenticeship education, so that they can provide more effective support and challenge.

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Provider details

Address Ipsley Court Berrington Close Redditch B98 0TD

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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 to8 July 2022

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Information about this inspection

The inspection team was assisted by the director of programmes and apprenticeship learning, 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

Martin Ward, lead inspector Her Majesty's Inspector Susan Gay Ofsted Inspector Rachel Clark Her Majesty's Inspector Nicki Quarterman Ofsted Inspector Karen Tucker Ofsted Inspector 6 to8 July 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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