Crown Vocational Training Limited

Crown Vocational Training Limited Report following a monitoring visit to a ‘requires improvement’ provider

p.1

Name of lead inspector: Shane Langthorne, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

Caedmon Hall Pall Mall Leigh On Sea Essex SS9 1RA Monitoring visit: Crown Vocational Training Limited, 20 and 21 July 2022

p.1

Context and focus of visit

Crown Vocational Training Limited was inspected in July 2021. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

p.2

Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in addressing the main areas for improvement identified at the previous inspection.

p.2

Context and focus of visit

Crown Vocational Training Limited (CVTL) is an independent learning provider based in Essex with apprentices across England. CVTL provides level 2 apprenticeships in customer service, junior estate agent and housing and property management assistant. Level 3 apprenticeships are offered in housing and property management, business administration, customer service and human resources. Level 4 apprenticeships are offered in senior housing and property management. Level 2 junior estate agent and property services apprentices account for just over half of the apprentices currently in learning.

p.2

Context and focus of visit

At the time of the visit, 124 apprentices were on a programme. Of these, 50 were aged between 16 to 18 years old. A small minority of apprentices study level 2 functional skills qualifications in English and mathematics. There are no apprentices in receipt of high needs funding. The provider has no subcontractors.

p.2

Reasonable progress

Leaders ensure that an increasing proportion of apprentices on the level 2 property services apprenticeship who remain in training complete in a timely manner. Leaders provide useful ‘catch-up’ support sessions for apprentices who are behind in their studies. As a result, more apprentices make better progress than at the time of the previous inspection.

p.2

Reasonable progress

Apprentices develop the knowledge and skills required to succeed at work. Teachers enable apprentices to gain a deep and secure understanding of their subjects. Teachers facilitate useful discussions with apprentices to link legislation and common law to stimulate deeper thinking. Apprentices understand their responsibilities as an estate agent. Apprentices develop their professionalism and project management skills. Employers see the benefit to their business that their apprentices bring. Monitoring visit: Crown Vocational Training Limited, 20 and 21 July 2022 Apprentices develop their confidence in meeting and interacting with people. They often take on additional responsibilities, such as sales progression, that helps enable sales to proceed more quickly.

p.2

Reasonable progress

Apprentices understand how to stay safe at work. When conducting viewings with clients, apprentices ensure that they know where the exit routes are for the property should they need to leave swiftly to preserve their own safety from a client. Apprentices know the code words required to alert their employer if they feel unsafe when with clients. Apprentices know who to speak to if they have any concerns.

p.3

Reasonable progress

Tutors use their extensive vocational experience effectively to provide examples during theory sessions. They produce good quality teaching and learning resources. Tutors illustrate key learning points, such as how property auctions work, so that most apprentices improve their understanding. However, during online sessions, too many apprentices do not make any contributions and their learning is not sufficiently checked by tutors. As a result, tutors cannot assure themselves that apprentices understand the theory being taught.

p.3

Insufficient progress

Leaders’ quality assurance systems fail to identify systemic weaknesses in the quality of provision. Leaders have taken successful actions to improve specific issues identified at the previous inspection. However, they have not taken effective action to rectify broader quality issues and the proportion of apprentices who stay in training remains low.

p.3

Insufficient progress

Leaders do not set sufficiently challenging targets on which they can ensure improvement. Leaders focus on the tasks to be completed and the processes they put in place. They do not set or evaluate the impact of these actions and are unable to determine whether they have been successful.

p.3

Insufficient progress

Leaders do not analyse the data they gather on the quality of education sufficiently to inform their actions. For example, they have increased the number and focus of observations since the previous inspection. The information gathered from these activities, however, does not provide leaders with an effective overview of areas for improvement. Consequently, they do not have an accurate understanding of the quality of teaching overall.

p.3

Insufficient progress

Leaders work effectively with employers to ensure that apprentices’ training meet employers’ business needs. Leaders now gather feedback from employers more frequently. They use this information to make ongoing improvements to the training apprentices receive. Employers are positive about the quality and frequency of communication with the provider. They value the regular updates they receive about the progress of their apprentices. Monitoring visit: Crown Vocational Training Limited, 20 and 21 July 2022

p.3

Reasonable progress

Leaders have improved the ways in which they gather information about the quality of individual teachers’ practices. For example, they have improved the teacher observation process. Leaders set individual teachers appropriate performance targets to improve their teaching and assessment skills. However, leaders do not follow up quickly enough to check that improvements have been made including for those new to teaching.

p.4

Reasonable progress

Leaders have ensured that staff receive a range of training in areas identified as weaknesses at the previous inspection. For example, using a broader range of assessment methods and how staff can identify learning difficulties in apprentices. As a result, most teachers are more confident in their teaching and are better able to support apprentices who are falling behind with their studies.

p.4

Reasonable progress

Leaders promote the use of peer observations effectively to further motivate teachers to improve their practice. Teachers evaluate and learn from the performance of their peers. While peer observations are an informal activity, they are a valued source of professional development.

p.4

Reasonable progress

Leaders and managers have designed a range of useful resources and presentations in relation to careers guidance. Leaders ensure that staff receive training to improve their ability to advise apprentices on career options. Tutors use their newly acquired knowledge, skills and resources adeptly. However, around one third of apprentices have not yet had the opportunity to receive this guidance.

p.4

Reasonable progress

In career development sessions, apprentices agree helpful career plans with their tutors. The plans produced detail the steps apprentices need to take towards the achievement of their career aims. Apprentices find these discussions and plans useful and are clear about their goals. For example, apprentices at level 2 consider how they will move into different aspects of real estate such as house listings or block management.

p.4

Reasonable progress

Leaders and tutors do not provide careers advice throughout the apprenticeship. Consequently, those apprentices who have yet to attend a career development session have an underdeveloped understanding of the career routes available to them. Monitoring visit: Crown Vocational Training Limited, 20 and 21 July 2022 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.

p.4

Reasonable progress

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 .

p.5

Reasonable progress

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

p.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

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

p.5