Harper Craven Associates Limited

Harper Craven Associates Limited Monitoring visit report

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Name of lead inspector: Clifford Shaw, Ofsted Inspector

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Inspection date(s): 18 and 19 August 2022

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Address:

Rocklands Place Boreham Lane Wartling Hailsham BN27 1RS Monitoring visit: Harper Craven Associates Limited, 18 and 19 August 2022

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Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by the Education and Skills Funding Agency and/or the apprenticeship levy. 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

Harper Craven Associates Limited is an independent training provider that delivers apprenticeships in team leading. It received a contract to deliver standards-based apprenticeships in March 2020 and commenced delivery in March 2021. At the time of the inspection, there were seven apprentices, all of whom studied the level 3 team leader or supervisor apprenticeship standard. All apprentices are aged 19 years old or over. All apprentices are employed as managers within the same company.

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Context and focus of visit

Harper Craven Associates Limited does not subcontract any of their provision.

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Reasonable progress

Leaders have carefully selected an apprenticeship that benefits from their expertise and prior experience in delivering successful leadership and management courses. They plan a consultation period with employers before enrolling apprentices to help ensure that the apprenticeship is the correct programme for the employees based on their job role.

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Reasonable progress

Leaders recruit apprentices with integrity. They work with employers to select those employees who will benefit most from apprenticeship training and how this will contribute to the company’s business strategy and values. For example, leaders implemented additional finance topics for apprentices. Consequently, these apprentices were given greater budgetary responsibilities by their employers and can now produce costed project proposals and identify efficiencies within their departments.

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Reasonable progress

Leaders appoint tutors who have substantial experience of leading and managing teams, so that they are credible with apprentices and employers. Tutors undertake Monitoring visit: Harper Craven Associates Limited, 18 and 19 August 2022 their own professional development and use their backgrounds in leadership roles well to help apprentices implement improvement techniques to resolve challenges in the workplace. Leaders recognise the need to refresh tutors’ understanding of teaching techniques and have recently put in place plans for a professional development programme to provide this.

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Reasonable progress

Tutors meet with apprentices frequently to review their progress. However, they do not plan sufficient time for apprentices to sensibly complete the work that is set for them. As a result, apprentices struggle to balance study and work commitments and make slow progress towards the completion of their qualification. Tutors rightly acknowledge this and have implemented extra workshops and tutorials to help apprentices catch up and these are now having a positive impact.

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Reasonable progress

Leaders and managers have strengthened arrangements for quality improvement and, as a result, have an improved understanding of provision. They acknowledge that some areas of quality assurance require further development and have sensible plans in place to address this quickly.

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Reasonable progress

Apprentices enjoy their lessons and develop new knowledge, skills and behaviours. Tutors plan and implement lessons that are challenging and engaging for apprentices. They make good use of real work scenarios and regularly use role play to enact, for example, performance management discussions, so that apprentices are well prepared for leading reviews and appraisals in the workplace.

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Reasonable progress

Tutors help apprentices understand leadership theories, so that they can implement useful improvements at work. For example, they learn techniques for managing meetings effectively, as a result, this strengthens communications within their teams. Apprentices have introduced workplace incentive schemes, which have had a beneficial impact on teamwork and workforce motivation.

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Reasonable progress

Tutors regularly review apprentices’ progress. They ensure that apprentices receive the off-the-job training required for the apprenticeship through a combination of workshops and structured online learning. However, tutors do not involve apprentices’ line managers frequently enough in reviews, so that they can provide feedback on their progress. Tutors do not ensure that all apprentices know how their apprenticeship will be assessed, as a result, they are unsure about what is required to achieve higher grades.

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Reasonable progress

Tutors sequence the learning well, so that apprentices understand the concepts of leading people before applying what they know in the workplace as part of their operational and management roles. However, tutors do not plan effectively enough the learning for the very few apprentices who are following English and mathematics Monitoring visit: Harper Craven Associates Limited, 18 and 19 August 2022 qualifications. Consequently, these apprentices struggle to allocate the time they need to complete the self-study resources available to them online.

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Reasonable progress

The standards of apprentices’ work are at the expected level. Apprentices answer questions through thoughtful extended written responses where they reflect on, and use, well-chosen examples from their workplace.

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Reasonable progress

Tutors provide apprentices with impartial advice and guidance and make them aware of the relevant resources that are available.

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Reasonable progress

Leaders responsible for safeguarding have suitable qualifications and experience to perform the role. They have appropriate safeguarding policies and procedures in place and review these annually. Staff know how to identify and report a concern.

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Reasonable progress

Apprentices feel safe and know who to talk to if they have a concern. They talk positively about how they are supported by their tutors and their employer.

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Reasonable progress

Leaders have completed an appropriate ‘Prevent’ duty risk assessment and action plan that ensures issues local to where the apprentices work are fully considered. However, although tutors provide training to apprentices on the potential risks of radicalisation and extremism at the start of their apprenticeship, they do not ensure that apprentices understand how these concepts can be applied at work or in their personal lives. Monitoring visit: Harper Craven Associates Limited, 18 and 19 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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