CVP Consult 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

CVP Consult Limited (CVP) is an independent learning provider based in Bolton, Greater Manchester. CVP provides apprenticeship training in leadership, management and recruitment. The company began to offer levy-funded, standards- based apprenticeships in May 2020.

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Information about this provider

At the time of the inspection, there were 24 apprentices in learning; of these, 11 were studying the level 2 recruitment resourcer, seven were studying the level 3 recruitment consultant and six were studying the level 3 team leader standards. 3 to 5 August 2022

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

Leaders and managers have developed a logically sequenced curriculum that helps most apprentices to develop significant new knowledge, skills and behaviours and apply these competently in the workplace. For example, recruitment resourcer apprentices learn how to use advanced search processes that allow them to find candidates that more closely match their client’s requirements.

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

Most apprentices feel well supported in their learning. For example, skills coaches plan training sessions and reviews of progress flexibly to fit in around apprentices’ work commitments. Skills coaches provide helpful feedback that identifies clearly what apprentices have done well and what they need to do to improve. Most apprentices act on the feedback and consequently, improve the quality of their work over time.

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

Most apprentices demonstrate high standards of professional behaviour. Recruitment resourcer apprentices learn to communicate confidently with a diverse range of clients and recruitment candidates. Most apprentices develop greater assertiveness and resilience in their roles. As a result, they can manage challenging conversations with clients in a professional, confident and persuasive manner.

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

Two-thirds of apprentices on the team leading standard do not develop new knowledge, skills and behaviours quickly enough. Apprentices have had multiple changes of skills coach, which has led to gaps in their learning and repetition in their training rather than consolidation and the acquisition of new learning. As a result, too many apprentices make slow progress or leave their apprenticeship because they are disengaged from their learning.

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

Apprentices feel safe. They receive training which ensures they are confident in reporting any concerns about their welfare or that of a colleague or team member.

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better?

Leaders have a clear vision and mission for the organisation, which is focused on delivering high-quality training in leadership, management and recruitment. Leaders work with a small number of employers to plan the recruitment resourcer apprenticeship to meet their training priorities. For example, the curriculum is planned and designed to ensure it develops the skills apprentices need to help clients fill their urgent staffing vacancies.

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better?

Most apprentices and employers are not involved in the development or sequencing of the training on the team leader apprenticeship standard. As a result, the training is not personalised to meet the needs of most apprentices or employers. Consequently, a few apprentices merely consolidate their existing knowledge and skills as opposed to developing substantially new ones. 3 to 5 August 2022

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Leaders have recently dealt with issues with the planning, monitoring and recording of suitable off-the-job training. Learning plans now identify more relevant and valuable off-the-job training activities for apprentices to complete. Training activities are now better linked to the workplace and help apprentices to practise and master practical new skills in their roles. As a result, the coordination of on- and off-the-job training is improved.

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Most skills coaches have high standards for the presentation and content of apprentices’ work. Recruitment resourcer apprentices produce job advertisements that are clear, informative and accurate. Skills coaches support apprentices to develop their applied English and mathematical skills. For example, apprentices use career-specific terminology with increasing confidence when recruiting candidates to specialist roles in the medical sector. Apprentices can use statistics, financial data and performance indicators effectively when presenting to colleagues and producing reports.

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Leaders recognise that arrangements to monitor the quality of education and the impact on apprentices’ progress were previously not robust enough. Managers have recently introduced a range of targeted intervention strategies to help those apprentices who have fallen behind to catch up. For example, apprentices who have not completed their apprenticeship in the planned time follow specific action plans that identify the gaps in their knowledge and skills. Skills coaches regularly monitor apprentices’ action plan completion to ensure they do not fall any further behind. Apprentices are now making progress because of these interventions.

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Leaders have recruited skills coaches with relevant industry experience and vocational knowledge. For example, functional skills coaches are qualified English teachers and trainers and recruitment resourcer skills coaches are experienced in recruitment and sales. Managers have recently introduced new quality monitoring processes to evaluate the quality of training and identify improvements. As a result, skills coaches are supported through training to develop their teaching skills, such as understanding memory function and recall strategies that help apprentices to know more and remember more. However, it is too soon to measure the impact of many of these improvements.

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Skills coaches hold informal conversations with apprentices to share information about possible career options and progression routes in their sector. However, no formal independent careers guidance is provided to help apprentices understand all the different career options and next steps available to them.

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Leaders have recently appointed governors with relevant further education experience to support and challenge them to accelerate the pace of change and further improve the quality of provision. Governors understand their role and are beginning to receive the data and reports they need to make informed decisions. They challenge leaders to make improvements to their working practices. For example, leaders now have greater clarity in their strategic vision and have narrowed the number of apprenticeship standards they offer. 3 to 5 August 2022

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Leaders’ and managers’ oversight of the quality of education and training has improved with access to detailed management information and more accurate data on apprentices’ progress. These improved monitoring arrangements help leaders and managers identify where apprentices are not meeting expectations. Where this is the case, they take effective action to rectify them. However, it is too soon to evaluate the full impact of recent changes on apprentices’ progress and learning experience.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have implemented appropriate safeguarding policies and procedures to help keep apprentices safe. The designated safeguarding lead has undertaken relevant training to understand their safeguarding role and responsibilities. Leaders use a clear and systematic process to record and monitor safeguarding concerns or referrals.

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Safeguarding

Apprentices receive relevant information about safety, safeguarding and mental health. Skills coaches support apprentices in understanding the risks of radicalisation and extremism and what actions to take during a terrorist incident. Apprentices pass this information on to their colleagues and clients to help raise their awareness of how to keep themselves and others safe.

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What does the provider need to do to improve?

 Leaders, managers and skills coaches should ensure apprentices on the team leader standard benefit from consistently high-quality and engaging training that helps them to develop significant new knowledge, skills and behaviours.  Leaders and managers should ensure the team leader apprenticeship is developed, sequenced and tailored to meet the needs of apprentices and their employers.  Leaders and managers should ensure apprentices receive independent careers guidance to help them understand all the different career options and next steps available to them.  Governors, leaders and managers should ensure the recently introduced strategies and interventions are closely monitored and evaluated to ensure that the quality of education and training improves. 3 to 5 August 2022

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Provider details

Address The Old Mill House Deakins Business Park Blackburn Road Bolton BL7 9RP

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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 3 to 5 August 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

Steve Ingle, lead inspector Ofsted Inspector Dilys Taylor Ofsted Inspector Anita Pyrkotsch-Jones Her Majesty’s Inspector 3 to 5 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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