Benson-Smith 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

Benson-Smith Limited is a small independent learning provider that offers standards- based apprenticeships in hospitality and catering across the north east, Yorkshire and Humber, the east of England and the south west. It has held a contract for the delivery of apprenticeships since July 2018. Currently, 14 apprentices are on programme, studying on standards from level 2 to level 4. Five apprentices study level 2 commis chef, five study level 2 craft baker, and fewer than five study level 3 hospitality supervisor, level 3 senior production chef and level 4 hospitality management. Most apprentices are under 19 years of age. 9 to 11 August 2022

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

Apprentices attend well and demonstrate very positive attitudes to their learning. They take pride in their achievements. Employers appreciate the contribution that apprentices make in their workplace. Apprentices on the level 3 hospitality supervisor apprenticeship have taken on increased responsibilities at work and can now work independently when setting up a bar for an event.

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

Apprentices develop a very good understanding of key concepts and technical vocabulary, which they use fluently and in the right context. For example, they talk confidently about breaking duck carcasses down to use in sauces and stocks, laminating pastry, kneading and proving bread, and shucking oysters.

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

Apprentices achieve additional relevant qualifications which extends their knowledge beyond the requirements of the apprenticeship, such as food safety and food allergen awareness. Consequently, they greatly enhance the skills they take to the workplace.

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

Apprentices feel safe and know who to report to should they have any concerns. However, too many cannot remember the training that they receive about safeguarding. They do not have a secure understanding of the local risks they may face, and cannot relate the risks to their lives or their jobs in the hospitality and catering industry.

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better?

Leaders have a clear rationale and vision to prepare apprentices for specific careers in hospitality and catering. They have strong links with external partners and employers that enable them to understand fully local and regional priorities and skills gaps. They work closely with employers to ensure that apprentices are recruited with integrity. Apprentices develop substantial new knowledge, skills and behaviours that provide them with real employment opportunities.

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better?

Leaders successfully encourage employers to decide on the order in which they want the curriculum to be taught, based on the work that their apprentices are carrying out at specific times. Trainers plan bespoke sessions which focus on what apprentices are currently doing in the workplace. For example, trainers on the level 2 commis chef apprenticeship generally start with stocks, sauces and soups before moving onto more advanced preparation of meat, fish and shellfish. However, if apprentices are working on the grill section at work at the start of their apprenticeship, trainers ensure that learning starts with meat, fish and shellfish. Consequently, apprentices make valuable contributions in the workplace and make good progress on their apprenticeships.

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better?

Trainers plan learning in a clear and logical order which enables apprentices to develop their skills and knowledge incrementally. For example, level 2 craft bakers begin by 9 to 11 August 2022

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learning how to make basic breads and, once perfected, they move onto more complex skills such as making pastries.

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Trainers support apprentices to develop new skills and behaviours which employers value and recognise. They help apprentices to improve their communication skills, teamwork and independence. Consequently, apprentices develop positive relationships with colleagues, which enables them to work effectively as part of a team.

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Trainers frequently check apprentices’ understanding through individualised questions and by challenging apprentices’ responses. For example, in skills sessions, they question apprentices about the origin of suet and the relative merits of pectin and agar-agar. Trainers challenge apprentices to develop their answers so that they are more precise, such as in relation to the needs of vegetarians. In their feedback on apprentices’ written work, trainers provide clear actions for improvement. Apprentices respond well to the feedback and improve their work to a higher standard.

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Trainers do not routinely identify the specific skills that apprentices need to practise in the workplace between training sessions. A few apprentices, and their employers, do not know what skills they need to focus on, and for these apprentices, progress is not as swift as it could be.

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Apprentices receive useful careers information, advice and guidance throughout their apprenticeship and are motivated to make progress. They often take on more responsibility in the workplace and frequently gain promotion, such as progressing from commis chef to chef de partie or hospitality supervisor, and from chef de partie to senior management roles. A few progress to work in Michelin-starred restaurants.

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Trainers do not identify the skills gaps of apprentices who already have English and mathematics qualifications. As a result, trainers cannot set clear development targets and apprentices do not know which specific areas they need to improve.

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Most apprentices understand the knowledge, skills and behaviours required to prepare for their end-point assessment. However, leaders and trainers do not ensure that all employers and apprentices are clear about the requirements and when to collect the evidence required. A few apprentices start to collate evidence too late and do not feel as organised or as well prepared as they could be.

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Leaders have a clear and effective oversight of the quality of education and the progress that apprentices make. They recognise where they need to make improvements and take appropriate action. For example, they introduced ‘milestone’ training plans when employers and apprentices struggled to understand the scheme of work. Employers now have a clearer overview of each apprenticeship standard, and they know what skills, knowledge and behaviours their apprentices will gain.

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Leaders recruit qualified industry professionals who have subject expertise in the apprenticeship standards on which they teach and who provide apprentices with high-quality and up-to-date training. They support trainers well to develop their teaching practice and subject knowledge through frequent staff development and 9 to 11 August 2022

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industry updating. For example, trainers refresh their sous vide cooking skills and gain knowledge on new food outlets to understand better large-scale street-style food.

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Leaders have recently put in place a board of governors to oversee the quality of their provision. Governors are starting to provide independent advice and support, drawing on their significant expertise and experience in the education sector. They have a clear oversight of strengths and weaknesses of the provision. They are beginning to challenge leaders and hold them to account to improve the quality of the apprenticeship programmes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead is well qualified, has a wealth of experience and works well with external agencies, such as the regional Prevent coordinator, to keep informed of any local risks and concerns. Trainers receive frequent information updates from the designated safeguarding lead that helps them to understand risks and know how to keep apprentices safe.

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Safeguarding

Leaders provide staff with frequent training on safeguarding and the ‘Prevent’ duty which ensures that staff are able to recognise signs of mental health issues, abuse and radicalisation.

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Safeguarding

Leaders check that all staff are safe to work with apprentices. When new staff commence employment, if they do not have an enhanced Disclosure and Barring Service check already completed, leaders do not allow them to work with apprentices on their own, either face to face or remotely.

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What does the provider need to do to improve?

 Ensure that all apprentices have a secure understanding of safeguarding and the risks they may face in their local area and place of work.  Ensure that all employers and apprentices are aware of the requirements of end- point assessment so apprentices can better prepare throughout their apprenticeship.  Ensure that trainers routinely identify the specific skills that apprentices need to practise in the workplace in between training sessions.  Identify the English and mathematics skills gaps of apprentices who already have qualifications in these subjects, so that apprentices know which specific areas they need to improve and trainers are able to provide appropriate support. 9 to 11 August 2022

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Provider details

Address Chef Benson-Smith Academy Victoria Works Brighouse West Yorkshire HD6 1LZ

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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 9 to 11 August 2022

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Information about this inspection

The inspection team was assisted by the assistant 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

Philippa Firth, lead inspector Her Majesty’s Inspector Sue Slassor Ofsted Inspector 9 to 11 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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