Tendean Limited

Further education and skills inspection report

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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

Tendean Limited is an independent training provider based in St Albans. Tendean started to provide directly funded apprenticeships in March 2018. It provides apprenticeships in the construction sector, specialising primarily in highway maintenance training. It provides level 2 highway maintenance, level 3 business administration, level 2 customer service and level 2 carpentry standards-based apprenticeships. A few apprentices study functional skills mathematics and English qualifications.

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Information about this provider

At the time of the inspection, there were 23 apprentices in learning. Around half of apprentices study the level 2 highways maintenance qualification. Most apprentices work with employers in London. There are no learners in receipt of high-needs funding. Tendean has no subcontractors. 20 to 22 July 2022

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

Apprentices are motivated to study and learn. They feel tutors are very supportive. They value the frequent contact they have with their tutors.

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

Apprentices value the teaching they receive from experienced tutors in the construction industry. Level 2 highways maintenance apprentices develop suitable transferable skills and knowledge. This enables them to gain the ‘street-works’ accreditation. They gain meaningful employment in the sector. These include roles such as team leaders, planners and heavy goods vehicle drivers.

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

Apprentices feel safe and are confident to report concerns should the need arise. They feel respected by tutors and colleagues. They have a good understanding of health and safety procedures in the workplace.

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better?

Most apprentices benefit from an appropriately sequenced curriculum. For example, tutors carefully plan off-the-job training for level 2 highways maintenance apprentices. Apprentices first learn key concepts such as how to prepare work areas, manual handling, laying pavements and use of abrasive wheels. They then learn more complex cutting skills and how to use a laser level to ensure a high-quality finish. As a result, apprentices are confident to perform tasks safely at work.

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better?

Leaders have not provided a well-designed programme for level 2 carpentry apprentices. Leaders do not work effectively with employers to plan on- and off-the- job training. As a result, apprentices do not develop substantial skills and knowledge from their apprenticeship.

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better?

Leaders’ quality assurance mechanisms are not robust. Leaders are not able to determine if the quality of training is good or better. Leaders do not have sufficient oversight of the strengths and weaknesses of the curriculum. They do not set robust actions to improve the weaknesses they have identified in the curriculum.

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better?

Level 2 highways maintenance apprentices make good progress in their learning. They achieve extra relevant qualifications which they can use in the construction sector. For example, apprentices complete a short course and achieve a ‘street-work’ card. This enables apprentices to become qualified street-work specialists.

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better?

Leaders maintain effective relationships with employers and support them to recruit apprentices. For example, leaders ensure that level 2 highways apprentices are recruited into suitable job roles. Leaders have codesigned with employers thorough recruitment and selection events. This ensures that apprentices’ prior knowledge and skills are accurately assessed. This information is used to develop a suitable training plan for these apprentices.

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better?

Apprentices develop effective mathematics and English skills relevant to their work. 20 to 22 July 2022

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For example, level 2 carpentry apprentices can calculate angles for the pitch of a roof or staircase. They ensure that their measurements meet regulatory requirements. Level 2 highways maintenance apprentices can perform calculations of irregular shapes and volumes. This enables them to calculate the unit quantity of paving slabs or the volume of materials such as concrete.

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Most apprentices develop suitable professional behaviours from their apprenticeship programme. They develop good communication skills. They develop their confidence to work independently and in teams. They develop good time management skills. They become reliable members of their teams completing work tasks on time.

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Tutors have appropriate vocational knowledge and skills to provide high-quality training. They use their knowledge of the construction sector to use relevant examples to teach key concepts. This enhances the learning experience of apprentices. For example, tutors effectively support level 2 highways maintenance apprentices to understand the difference between types of granular materials and the layers used in modular, flexible and rigid roads or paths.

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Tutors do not provide apprentices with appropriate developmental feedback on their assessment work. This hampers the apprentices’ ability to extend their learning. Many apprentices do not develop their knowledge of the curriculum beyond the basics of the apprenticeship standards.

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Tutors do not provide high-quality reviews. They do not set meaningful targets to ensure that apprentices know what they must do to improve. Tutors do not set appropriate targets that focus on the knowledge and skills apprentices develop over time. As a result, too few apprentices are clear about the progress they are making.

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Tutors do not provide effective ongoing careers advice and guidance to support apprentices to plan their next steps. Apprentices do not have a good understanding of wider careers available to them beyond the sectors in which they work. This limits apprentices’ understanding of how they can use their transferable skills for other roles beyond the sector.

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Governance arrangements are not effective. Since the previous inspection, leaders have yet to implement appropriate external governance. As a result, leaders do not yet have sufficient scrutiny in place to support and hold them to account for the quality of education and training apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead is well trained to perform the role. Leaders have ensured that there are appropriate safeguarding policies and mechanisms in place.

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Safeguarding

Apprentices have good knowledge of health and safety practices at work. Tutors provide effective training for highway maintenance apprentices who work in high- 20 to 22 July 2022

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risk environments. As a result, apprentices have a high level of safety awareness. They know how to keep themselves safe when working on rural and urban roads. They can safely use hand or power tools. They know how to use signage, barriers and lighting correctly to minimise the risks from hazards.

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What does the provider need to do to improve?

 Leaders must ensure that level 2 carpentry apprentices make good progress. Leaders must work effectively with employers to plan on- and off-the-job training.  Leaders must establish effective mechanisms to ensure that they have oversight of the quality of training. They must thoroughly review the impact of their quality improvement actions on bringing about improvement to the quality of education and training they provide to apprentices.  Leaders need to ensure that tutors provide appropriate ongoing impartial careers advice to enable apprentices to understand how they can use their transferable skills for other roles beyond the construction sector.  Leaders need to ensure that there are effective governance arrangements in place to support and hold leaders to account to improve the quality of education and training. 20 to 22 July 2022

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Provider details

Address Suite 2 Arquen House 4-6 Spicer Street St Albans AL3 4PQ

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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 20 to 22 July 2022

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Information about this inspection

The inspection team was assisted by the 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

Michael Worgs, lead inspector Her Majesty’s Inspector Chris Bealey Ofsted Inspector Lynda Brown Her Majesty’s Inspector 20 to 22 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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