DC Reclamation Ltd

Further education and skills inspection report

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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

DC Reclamation Limited is an independent learning provider based in Sunderland. It provides apprenticeships from level 2 to level 4, predominantly in the digital sector. At the time of the inspection, there were 72 apprentices enrolled across five standards and working with eight employers. Thirty-one apprentices were on the level 3 digital support technician programme, 23 were on the level 3 team leader programme, nine were on the level 2 lean manufacturing operative programme, seven were on the level 3 digital marketeer programme, and two were on the level 4 data analyst programme. Most apprentices are aged over 19. The provider does not subcontract any of its provision. 10 to 12 August 2022

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

A few apprentices have been frustrated with the slow pace with which provider staff have responded to concerns that they have raised with them. Apprentices have experienced significant staffing changes and this has slowed their progress. However, this situation is improving rapidly since the appointment of new trainers.

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

Most apprentices value their online sessions. Attendance and punctuality among these apprentices are high, which ensures that they have frequent opportunities to learn. However, a few apprentices do not attend online lessons well, and actions that staff have taken to improve attendance for these apprentices has not yet had a positive impact.

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

Apprentices demonstrate respect and trust for their trainers and appreciate the support that they receive. They enjoy developing their knowledge and skills and applying them to their work. Most apprentices are challenged in their online lessons to complete tasks and then share their answers and working methodologies. Apprentices are motivated to learn new skills, and they show commitment to their learning.

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

Most apprentices have positive attitudes towards their training. They value the opportunities that they receive to develop professional behaviours and use their new technical skills when carrying out tasks at work. Apprentices display positive behaviour and conduct during interactions with trainers.

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

Apprentices feel safe in their learning and in their organisation. They benefit from working in inclusive learning environments where they are encouraged by trainers to contribute openly and fully to discussions. As part of their studies, they complete assignments on wellness at work, use of social media and anti-bullying. They are able to relate information from this work to their workplace and they know how to conduct themselves in a professional manner.

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better?

Leaders have not focused sufficiently on improving the quality of education for their apprentices. They have not monitored carefully enough the quality of teaching sessions or ensured that progress review meetings that staff have with apprentices are of a good quality. At these meetings, trainers focus on the completion of assignments but do not help apprentices to understand what they need to do to improve their skills and behaviours.

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better?

Leaders have not ensured that employers contribute in meetings to discuss the progress that apprentices make. As a result, employers are not clear about how to support apprentices to develop the full range of knowledge, skills and behaviours that they need to complete the apprenticeship. 10 to 12 August 2022

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Leaders have not put effective arrangements in place to support apprentices who need to achieve functional skills qualifications in English and mathematics. Teaching of these subjects is left until late in the programme and, consequently, a few apprentices who struggle to achieve the qualifications are delayed in completing their apprenticeship. For a few apprentices, achieving functional skills qualifications is a barrier to successfully completing their apprenticeship.

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Trainers do not ensure that apprentices are prepared well enough for end-point assessment. Too many apprentices do not understand what end-point assessment entails or when it will take place. As a result, these apprentices are often left unclear as to what they need to do to achieve high grades on their apprenticeship.

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Since the new provider monitoring visit that took place in March 2021, there have been significant staffing changes at the provider. The new leadership team has recently slowed the recruitment of new apprentices in order to focus on improving the quality of education and to reduce the number of apprentices that have fallen behind. However, it is too early to assess the full impact of the actions that leaders and managers are taking.

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Leaders do not ensure that all apprentices have access to careers advice and guidance to help them understand or plan their next steps. Apprentices are often dependent on their employers to provide guidance about how their careers may develop.

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Leaders have developed a curriculum strategy that is aligned well to their expertise in the digital and reclamation sector. Managers work closely with a small group of employers to support their business needs. Employers and the provider’s managers work together to design a curriculum that is responsive to the need for staff who have digital and manufacturing skills. However, managers rightly recognise that further development is required to ensure that the curriculum that they provide fully meets the needs of apprentices and their employers.

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Managers sequence the curriculum to ensure that apprentices who begin the programme with limited digital expertise can quickly develop their knowledge and skills. For example, apprentices gain useful new knowledge about coding which they can use in the workplace. Trainers ensure that apprentices develop their confidence in using business communication tools. Apprentices then learn how to assist colleagues in using these tools when they are managing projects.

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Most trainers ensure that apprentices are supported to complete written assessments that are challenging and allow them to demonstrate their knowledge and skills. Apprentices use technical vocabulary accurately. For example, they accurately write about the agile and waterfall methodologies in relation to the software development lifecycle. Apprentices take care with their written work, both in terms of content and presentation, and take pride in their completed work. 10 to 12 August 2022

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Leaders recruit well-qualified staff with high levels of technical and academic expertise. This means that apprentices benefit from their trainers’ experience, both in terms of their commercial understanding and their ability to present information.

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Leaders support teaching staff well to keep their subject knowledge up to date. For example, managers give trainers time to complete cyber security and analytics courses. As a result, apprentices benefit from learning from experts and are able use current technical knowledge in the workplace.

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Following the significant recent changes to leadership and management, leaders have refreshed the governance arrangements. Suitably experienced governors have been recently appointed. However, it is too early to assess the impact of these changes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have appropriate safeguarding policies in place. The designated safeguarding lead is suitably qualified and trained. Leaders implement safe recruitment procedures, and they ensure that staff are subject to appropriate pre- employment checks.

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Safeguarding

Leaders consider online safety to be a high risk for their apprentices. Therefore, they have a strong focus on developing apprentices’ understanding of cyber security. Apprentices report that they feel safe online and in the workplace. They know how to report safeguarding concerns should they have any.

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Safeguarding

Leaders have an appropriate ‘Prevent’ duty policy and risk assessment in place, and these are reviewed frequently. Most apprentices know how to keep themselves safe from radicalisation and extremism.

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What does the provider need to do to improve?

 Accurately evaluate the quality of education and take appropriate actions to make improvements, so that all apprentices receive a high-quality experience.  Work effectively with employers to plan on- and off-the-job training, so that all apprentices receive their full entitlement.  Ensure that progress review meetings include employers so that apprentices are well supported to develop the knowledge, skills and behaviours that they need to be successful.  Ensure that apprentices are well prepared for end-point assessment.  Ensure that apprentices receive impartial careers advice and guidance, so that they are fully informed about their potential next steps. 10 to 12 August 2022

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 Carefully plan the teaching of functional skills English and mathematics courses to enable apprentices to achieve the qualifications that they need.  Ensure that staff take effective action when apprentices fall behind. 10 to 12 August 2022

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Provider details

Address Unit 6 The Bridges Sunderland SR1 1TE

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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 10 to 12 August 2022

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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 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

Alison Gray, lead inspector Ofsted Inspector Julia Stevens Ofsted Inspector Rhys Davies Ofsted Inspector 10 to 12 August 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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