WMC Training Ltd

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

WMC Training Ltd (WMC) is an apprenticeship training provider that specialises in the early years sector. It has offered apprenticeships since May 2017 and now has over 300 apprentices. Apprentices study on standards-based apprenticeships in child development and well-being, and management. The vast majority of apprentices are studying the early years practitioner at level 2 and the early years educator at level 3. A small number of apprentices study team leader supervisor at level 3, children, young people and families manager at level 5, and operations/departmental manager, also at level 5. There were 225 apprentices aged 19 and over, and 105 were aged 16 to 18. 25 to 27 July 2022

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

Apprentices studying with WMC are respectful and motivated to learn new knowledge and achieve their qualifications. Their assessors, who also act as tutors, know the apprentices well. Assessors teach apprentices successfully, including those with additional needs. Assessors and employers provide apprentices with good pastoral support. The strong partnership between assessors and employers ensures that the majority of apprentices make good progress towards achieving their apprenticeships. They become self-reflective, better communicators and improve their skills at work. Apprentices enjoy applying their learning at work. Employers value the positive impact that apprentices have.

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

Apprentices increase their confidence because of the training they receive. For example, early years educator apprentices routinely participate in research, and read more about their subject areas. Assessors encourage apprentices to express themselves fluently during meetings and to review their progress. As a result, apprentices become more skilled when taking part in professional discussions and communicating at work.

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

Apprentices feel safe as a result of the care and support from WMC staff and the effective training in safeguarding that assessors and employers provide. Apprentices know whom to contact if they have concerns about their safety at work or with WMC. When concerns arise, staff deal with these quickly, sensitively and effectively.

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better?

Managers have developed a carefully considered curriculum that meets the needs of the early years sector well. It is contributing usefully to tackling a national shortage of trained staff. Managers have planned and sequenced their curriculums effectively and logically. For example, at the start of the children, young people and families manager apprenticeship, apprentices usefully learn first about the stages of child development. They then focus on studying management skills. This ensures that their acquisition of understanding and practice as managers is set clearly in the early years context. The early years practitioner curriculum prioritises apprentices’ completion of safeguarding training at the start of their apprenticeship. As a result, apprentices quickly demonstrate their strong understanding of how to keep the children they work with safe.

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better?

Assessors successfully provide the up-to-date knowledge of the sector that apprentices need in order to complete their apprenticeship and make a positive contribution to the workplace. Assessors are experienced, knowledgeable and well qualified within the childcare sector. Most are qualified in teaching or working towards a recognised qualification. They share their vocational expertise productively with the apprentices. For example, an assessor explained to early years educator apprentices how they had informed a parent that their child had been involved in an accident. Apprentices learned effectively from this vivid example the processes they need to follow if faced with similar situations when at work. 25 to 27 July 2022

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Teaching is effective. At the start of apprenticeships, assessors identify very clearly what apprentices already know and can do and use this to adjust their teaching. They use this information well to plan the content of the curriculum. Assessors make good use of WMC’s wide range of high-quality teaching resources. They give clear instructions and explanations to the apprentices when teaching. They work effectively with those who are struggling, for example by breaking down tasks into manageable chunks, or providing extra tuition. As a result, apprentices make substantial gains in their knowledge and increase their confidence over time.

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Managers successfully place a high priority on preparing apprentices for life in modern Britain. Assessors promote the values of respect and tolerance routinely and well. As a result, early years practitioner and early years educator apprentices place a strong emphasis on these values within their Nursery settings. They are clear about the importance of respect, and the freedom of choice that parents and carers have and how that applies to individual children.

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The large majority of apprentices have a clear understanding of the dangers of radicalisation and how to protect themselves from extremist views. This is because well-informed assessors train them well, sharing relevant and detailed knowledge, and communicate any new threats swiftly. As a result, apprentices can recognise concerns and report them appropriately.

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Managers take effective steps to ensure apprentices’ well-being. For example, they regularly produce newsletters covering a comprehensive range of safeguarding and well-being information. Assessors then usefully discuss these topics in their monthly meetings with apprentices. Apprentices helpfully learn about what constitutes a healthy relationship and about maintaining a good diet. Managers provide a free counselling service, which helps apprentices facing personal problems acquire the resilience to remain on their apprenticeships.

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Managers have established an effective board of governors. They have recruited governors with suitable expertise. For example, board members with a strong background in education usefully helped managers formulate the most recent curriculum plan. Governors provide managers with appropriate challenge and support.

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Assessors prepare most apprentices well for their assessment at the end of their apprenticeship. Apprentices who sit these assessments consistently pass, and a good proportion achieve distinction grades.

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Not all assessors give apprentices sufficiently constructive feedback. Too often, feedback focuses too narrowly on the apprentice’s progress towards completing elements of the apprenticeship. Apprentices do not routinely receive suggestions on how to continually improve their work. For example, on the children, young people and families manager apprenticeship, feedback acknowledges where the apprentices’ existing understanding and knowledge are good, but does not indicate how to improve these further. 25 to 27 July 2022

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Managers do not ensure that all apprentices who need it receive effective and timely enough training in developing their mathematical skills. Apprentices who require the achievement of a qualification in mathematics functional skills at level 2 do not receive teaching early enough in the curriculum to enable them to complete this qualification on time. This delays them in taking the assessments that come at the end of their apprenticeships and as a result delays their completion of the apprenticeship.

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For the vast majority of apprentices, the requirements of an apprenticeship are met in full. However, managers do not ensure that a few apprentices get all the time they are entitled to for learning during their working hours. As result, these apprentices have to complete some learning in their own time during evenings and weekends.

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Apprentices do not receive sufficient information, advice and guidance on what they can do on completing their apprenticeship. Apprentices receive good guidance from their assessors on careers and further training in childcare. However, they do not receive information or guidance on the broader range of opportunities available to them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers ensure that the safeguarding arrangements follow statutory requirements. Thorough policies and procedures are in place, including those for safeguarding and the ‘Prevent’ duty. Staff who are responsible for safeguarding are well trained and deal effectively with any safeguarding concerns.

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Safeguarding

Assessors are routinely checked for their suitability to work with children and young people. Apprentices receive effective training in safeguarding, which assessors reinforce when they meet apprentices to review their progress. As a result, apprentices feel safe and have a strong understanding of how to keep themselves safe at work and when online.

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What does the provider need to do to improve?

 Managers must ensure that all apprentices who need to achieve a qualification in mathematics functional skills at level 2 receive timely, high-quality teaching.  Managers must ensure that all apprentices receive the information, advice and guidance they need to make informed choices about what they can do on completing their apprenticeship.  Managers must ensure that all apprentices receive the time to which they are entitled to study at work.  Managers must ensure that the feedback that apprentices receive from assessors is effective in enabling them to improve their understanding and knowledge. 25 to 27 July 2022

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Provider details

Address Suite 56–57 Sophia House 12 Cathedral Road Cardiff CF11 9LJ

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 25 to 27 July 2022

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Information about this inspection

The inspection team was assisted by the operations manager, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous monitoring visit 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 Battersby, lead inspector Her Majesty’s Inspector Deborah Summers Ofsted Inspector Lowenna Bradley Her Majesty’s Inspector Charlotte Corfield Ofsted Inspector Tracey Griffin Ofsted Inspector Paul Manning Ofsted Inspector 25 to 27 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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