Momentum Recruitment Limited

Momentum Recruitment Limited Monitoring visit report

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Name of lead inspector: Bev Ramsell, Her Majesty’s Inspector

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Type of provider: Independent learning provider Address: 10 Royal Scott Road Derby DE24 8AJ Monitoring visit: Momentum Recruitment Limited, 2 and 3 August 2022.

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Context and focus of visit

From March 2019, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of adult learning provisions which began to be funded from August 2017 or after by the Education and Skills Funding Agency. 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 ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Momentum Recruitment Limited are a national recruitment agency. In 2012, they started to offer training to the welding sector. At first, they used subcontracting arrangements. They won their initial contract for direct delivery in May 2021. Currently, they have contracts with the West Midlands Combined Authority and South Yorkshire Mayoral Combined Authority. They teach short adult learning courses across four curriculum areas. They offer level 2 welding, entry-level construction, level 3 team leading, and level 2 security industry authority courses (SIA). At the time of the inspection, they had 475 learners studying entry-level courses, 819 learners studying level 2 courses, and 63 learners studying level 3 courses.

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Reasonable progress

Leaders have a good understanding of the labour market needs for the areas in which they work. They engage with local agencies such as Jobcentre Plus (JCP), local authorities and large employers to understand their training needs. For example, leaders work with JCP and a large local retailer to provide a sector-based work academy. In these courses, they identify the initial training needs of the employer. The employer in turn provides a guaranteed interview for course recipients. Leaders also use their labour supply desk to gain an understanding of the local employment market needs. As a result, nearly half the learners who attend courses progress to positive destinations.

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Reasonable progress

Leaders have developed partnerships with a range of referral agencies to ensure they are working with the hardest-to-reach learners. For example, they work with Shaw Trust Sheffield, Young Men’s Christian Association, and JCP restart. As partners, they work together to provide the most appropriate support for learners. For example, a learner struggled to get to class due to the cost of travel. Leaders contacted the referral agent, who organised a bus pass, enabling the learner to Monitoring visit: Momentum Recruitment Limited, 2 and 3 August 2022. attend their class. As a result, learners’ attendance at sessions and achievement of qualifications is high.

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Reasonable progress

Leaders know that processes for quality assurance are not yet effective. They know that most procedures are too informal to enable them to have a good understanding of the strengths and weaknesses of the provision. For example, managers rely too heavily on awarding body verification processes to assess the quality of teaching. As a result, managers do not have a clear enough understanding of their assessors’ teaching abilities, and so they cannot be certain that all learners receive high-quality teaching.

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Reasonable progress

Managers have put in place a range of short, well-sequenced curriculums. This allows learners to progress through a range of subjects that builds on their wider knowledge. For example, learners on the SIA pathway progress from team leading, to equality and diversity, and then on to substance misuse. They then undertake the first aid and door supervisor courses. As a result, they are able to apply this knowledge to future job roles and become more employable.

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Reasonable progress

Learners develop new knowledge and skills that are appropriate to their starting points. For example, a learner new to welding quickly learns skills and develops technical language in tungsten inert gas welding. Other learners with more welding experience learn how the industry expectations have changed. For example, when completing metal inert gas welding, the torch is now moved from left to right, as opposed to from right to left. This results in learners feeling more confident and better prepared for the workplace.

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Reasonable progress

Assessors are suitably qualified and experienced in the subjects they teach. When teaching, they use this experience to make clear links between learning and the workplace. They reinforce positive behaviours, such as professionalism, and challenge negative attitudes, such as the use of bad language. Learners develop the wider skills and understanding needed for the workplace.

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Reasonable progress

Assessors miss opportunities to identify and then put in place additional support for learners. Learners undertake assessments in English and mathematics during their induction. Assessors use this information to judge learners’ suitability for the course. However, they do not habitually use this to identify any additional support needs for learners. Feedback given to learners is mainly positive. However, it does not routinely identify what learners need to do to improve. Consequently, some learners do not progress at the rate at which they may be capable. Monitoring visit: Momentum Recruitment Limited, 2 and 3 August 2022.

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Reasonable progress

The designated safeguarding officer (DSO) is appropriately trained. Assessors and learners go through training in safeguarding and the ‘Prevent’ duty. Assessors in SIA also go through additional action counter-terrorism training. They use this information when teaching learners how to prepare for and respond to terrorist incidents while on duty. Learners in SIA courses recognise well the importance of counter-terrorism training and first aid. They know they are often the first point of call in emergencies. During induction sessions, assessors explain who the DSO is and their contact details. Learners are confident about who to go to should the need arise.

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Reasonable progress

Leaders have put in place effective processes for the tracking of safeguarding concerns. They track incidents through to resolution. They take their time to evaluate concerns and look for trends. For example, they have identified an increase in referrals for mental health issues. However, they have not made sure to put in place additional training to help assessors cope with this increase.

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Reasonable progress

Leaders recognise the need to assess learners’ welfare needs early. Assessors spend time during induction to build a relationship with learners and assess their welfare needs. However, leaders have not made sure they systematically identify learners who may be at risk or vulnerable. As a result, the DSO does not have a clear understanding of learners who may be at risk. Monitoring visit: Momentum Recruitment Limited, 2 and 3 August 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

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Reasonable progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

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Reasonable progress

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

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