Optimum Skills Limited

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Optimum Skills Limited is an independent learning provider that was established in 2013. It is directly funded to deliver apprenticeship programmes from levels 2 to 5. At the time of the inspection, there were 191 apprentices on a range of programmes, including standards in carpentry and joinery, brick, and roofing, which account for half of all apprentices. The rest of the apprentices were on standards- based programmes in business administration, warehousing, lean manufacture, butchery, operations/departmental manager and customer service practitioner. Optimum Skills Limited operates from centres in Newton Aycliffe, Gateshead and Middlesbrough. It is about to open a large new construction centre in Newcastle upon Tyne. 23 to 26 August 2022

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

Apprentices learn substantial new knowledge, skills and behaviours that they need to be successful at work. Starting with no previous experience, butchery apprentices acquire the technical skills to prepare and debone whole carcasses of different types of meat.

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

Apprentices receive sufficient time to complete their off-the-job training. They use this time effectively to undertake training that directly improves what they do at work.

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

Those apprentices who successfully complete their programmes achieve well. Over half of all apprentices who have achieved in the current year secured a distinction grade in their final examinations. All apprentices who complete their apprenticeship continue to work as qualified and skilled employees.

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

Apprentices behave sensibly and respectfully in classrooms and communal areas. They manage and maintain rest areas and washrooms, canteens and work areas.

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

Apprentices’ personal confidence grows significantly throughout their programmes. In business administration, recent school-leaver apprentices are encouraged and supported by their employers to be the first point of contact for customers, by answering the phone or attending to customers in person.

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

An increasing number of females become apprentices in construction, an industry in which most employees are male. Female apprentices have role models among senior leaders and staff at the construction academy whom they can learn from and emulate.

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

Leaders and managers have responded sensitively to the growing issues of mental health and anxiety among apprentices by training staff to become mental health first aiders. They have established a partnership with a specialist organisation to provide counselling to the most vulnerable apprentices.

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better?

Leaders and managers have developed a curriculum that enables young people and adults, many of whom are from challenging social and educational backgrounds, to secure training and employment through a wide range of apprenticeship programmes from level 2 to level 5. They use very effectively a traineeship programme that they are subcontracted to deliver to enable many young people to progress on to the directly funded construction apprenticeship programmes.

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better?

Leaders and managers have developed a range of construction apprenticeship programmes in bricklaying, joinery and roofing that are in demand among employers who face a declining and ageing workforce. They are about to open a large new construction academy in Newcastle upon Tyne that will enable them to meet this 23 to 26 August 2022

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demand and deal with the challenges that they currently face in providing good- quality training facilities for the existing apprentices.

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Staff are well qualified and experienced in the vocational areas in which they teach. As a result, apprentices receive training that is up to date and in line with industry standards.

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Employers are fully involved in the review of apprentices’ progress. They work closely with tutors and apprentices to plan and review learning and to offer suggestions on how apprentices can apply their learning at work. For example, employers suggest how business administration apprentices can apply their knowledge of organisational cultures at team meetings or when setting performance management interventions.

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Managers and tutors have successfully planned and sequenced the curriculum to cover fully the requirements of the apprenticeship standards. For example, apprentices on the carpentry and joinery standard at level 2 start with working safely and understanding construction technology. Over time, they learn how to use competently a range of portable tools such as mitre saws, drills and routers to carry out maintenance and repair skirting, architraves and kitchen units.

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Tutors identify apprentices’ starting points accurately through a combination of skills audits and discussions with apprentices about their prior experience and qualifications. Apprentices on butchery programmes have detailed discussions about the skills that they have when they first start training. Tutors use this information well to plan and deliver programmes that prioritise those areas of the standards in which apprentices need most development.

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Tutors use assessment well. They observe apprentices in practical sessions where they suggest techniques that could be improved. Tutors provide feedback to correct apprentices when they make mistakes, such as getting door frames out of plumb. In supply chain warehousing, tutors check apprentices’ understanding of using open and closed questions when talking to customers to ensure that they know how to use each type in different situations.

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Tutors prepare apprentices well for end-point assessment. Tutors teaching supply chain warehousing at level 2 take apprentices through mock tests and observations to ensure that they are fully prepared. Further mock tests and observations take place a week before the final assessment. This contributes to ensuring that a high proportion of apprentices are successful.

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Managers do not ensure that apprentices who already have relevant English and mathematics qualifications benefit from targeted training to develop further their skills in these subjects. Apprentices are not supported to address the gaps in their English and mathematical knowledge and skills.

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Leaders and managers have planned and implemented a new personal development curriculum with the express intent of developing apprentices’ personal skills and attributes. They have very recently improved the way that they deliver this 23 to 26 August 2022

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curriculum by replacing a system of ‘hot topics’ that tutors and apprentices could choose from with a systematic calendar of events that covers all the key aspects of this curriculum. As a result, all apprentices cover the core topics fully.

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Attendance among most apprentices is high. However, a few apprentices in construction do not attend well enough. While those that do miss sessions are supported effectively to catch up, there are too many instances where apprentices opt out of attending training.

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Managers rightly recognise that there is a gap in the careers advice that they give to apprentices as they near the end of their programmes. Too many apprentices do not benefit from a formal discussion about the range of career and training options available to them beyond remaining with their immediate employer.

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Staff appreciate the care that their leaders and managers show towards their general welfare. In response to the stresses caused by the pandemic, managers have increased the amount of leave that staff can take and have provided them with a range of health benefits, such as access to physiotherapy and dental services. Staff state that managers are considerate about their workloads.

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Non-executive directors use their experience and skills gained from backgrounds in finance, business and education to provide the directors and the senior leadership team with effective challenge and support. They have a good understanding of the quality of the education that apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers implement a set of effective safeguarding policies and procedures to keep apprentices safe.

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Safeguarding

Tutors are swift to confront the use of sexist language dressed up as banter in construction workshops. They ensure that young male apprentices understand why this language is inappropriate in the workplace and the wider community.

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Safeguarding

Staff immediately follow up on the non-attendance of apprentices aged 16 to 18. They contact employers and parents to check the whereabouts of an absent apprentice straight after the register has been completed. As a result, apprentices are kept safe.

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Safeguarding

Despite the efforts of managers and teachers to provide information on the different types of local risks, too many apprentices struggle to recall these risks or see their relevance to them as employees and citizens.

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What does the provider need to do to improve?

 Ensure that leaders and tutors impress on employers and apprentices the 23 to 26 August 2022

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importance of regular attendance at training days at the construction academy.  Provide all apprentices with formal careers advice as they near the end of their programmes so they can consider all available options open to them for their immediate next step and future careers.  Identify the gaps in all apprentices’ skills and knowledge in English and mathematics, including those who are exempt from taking functional skills examinations, so tutors can support apprentices to address these gaps.  Reinforce apprentices’ knowledge of the local risks of radicalisation and extremism and show them how these risks can impact their places of employment and their wider communities. 23 to 26 August 2022

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Provider details

Address Unit 23 Parson Court Welbury Way Newton Aycliffe Durham DL5 6ZE

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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 Not applicable 23 to 26 August 2022

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Information about this inspection

The inspection team was assisted by a company 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

Charles Searle, lead inspector Ofsted Inspector Glenise Burrell Her Majesty’s Inspector Ian Frear Her Majesty’s Inspector Chris Conway Ofsted Inspector Ralph Brompton Ofsted Inspector Sue Slassor Ofsted Inspector 23 to 26 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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