White Rose Training Limited

White Rose Training Limited Monitoring visit report

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Name of lead inspector: Philip Elliott, Ofsted Inspector

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Inspection dates: 27 to 28 September 2022

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Type of provider: Independent learning provider

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Address: 81b High Street Ware SG12 9AD Monitoring visit: White Rose Training Limited, 27 and 28 September 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 (ESFA) 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

White Rose Training Ltd (White Rose) is an apprenticeship independent learning provider founded in 2019 and based in Ware in Hertfordshire. The company had previous experience providing private training in the public sector and provided apprenticeships for several prime providers. Since August 2019, White Rose was awarded its own ESFA budget contract and has been providing apprenticeships since October 2019.

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Context and focus of visit

At the time of the monitoring visit, the company was providing standards-based apprenticeships for 64 apprentices. There are 56 apprentices on career development professional programmes at level 6, with the remaining eight apprentices on employability practitioner level 4, assessor coach level 4 and business administrator level 3. All apprentices are 19 or over. Two apprentices receive additional learning support.

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Reasonable progress

Leaders and managers have designed a specific careers advice and employability curriculum that promotes the ambitions of their apprentices and meets the needs of their employers effectively. Leaders have extensive experience in providing careers advice and training in the private sector. They use this expertise to ensure that apprentices make good progress in their apprenticeship and improve their performance at work.

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Reasonable progress

Leaders and managers enhance their programme by enabling apprentices to achieve additional qualifications that support their career progression. Level 4 employability practitioner apprentices work towards an employability diploma that is embedded within their apprenticeship standard. Level 6 career development professional apprentices Monitoring visit: White Rose Training Limited, 27 and 28 September 2022 undertake additional modules in ‘managing workload’ to better meet the demands of the workplace.

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Reasonable progress

Leaders and managers provide a range of attendance options for apprentices. This helps them balance the pressures of work with their studies. Apprentices value additional weekly drop-in sessions that provide tutorial support with assignments and discuss work- related issues.

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Reasonable progress

Managers and training staff provide effective initial advice and guidance that ensures that apprentices are placed on programmes that meet their specific knowledge and skills needs. Consequently, almost all apprentices stay in training and make expected progress. A very small minority of apprentices leave their training after they complete their diploma. They do not finish their apprenticeship by proceeding to the end-point assessment.

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Reasonable progress

Leaders’ use of internal quality assurance processes to drive improvement is not yet fully effective. Leaders set appropriate targets for improvement, but progress towards them is not always rapid enough. A target to focus more closely on teaching and learning in managers’ observations of staff has yet to be fully implemented. As a result, staff do not participate in development opportunities to improve their teaching practice.

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Reasonable progress

Apprentices gain substantial new knowledge and skills during their apprenticeship programme. Apprentices can apply theory to practice, for example the use of happenstance theory in career planning. Apprentices gain a better understanding of coaching people from complex backgrounds. They know not to be judgemental but to understand people’s different barriers to learning.

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Reasonable progress

Assessors thoroughly evaluate apprentices’ existing skills, knowledge and attainment at the start of the apprenticeship. They consider the roles that apprentices currently have and the steps they need to take to achieve their career goals. As a result, apprentices develop greater confidence in their work roles and the pursuit of their ambitions.

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Reasonable progress

Tutors and assessors do not ensure that apprentices improve their English and mathematics skills quickly enough. In some cases, apprentices’ development of English skills and knowledge have been affected by staff shortages.

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Reasonable progress

Apprentices benefit from regular reviews with assessors and employers. These meetings keep employers aware of their apprentices’ progress. Employers contribute to planning their apprentices’ next activities. Assessors work with employers to ensure that apprentices’ off-the-job training supports their work responsibilities and coordinates with any training they do at work. Monitoring visit: White Rose Training Limited, 27 and 28 September 2022 Apprentices understand how they will be assessed at the end of their apprenticeship. They know how to complete their portfolio and prepare for written assignments and professional discussions. Employers understand how apprentices will be assessed and frequently support them with the skills they need to succeed, for example by providing help with preparing for professional discussions. As a result, apprentices approach end- point assessments with increased confidence.

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Reasonable progress

Assessors’ feedback on assignments is not detailed enough to ensure that apprentices have a good understanding of what they do well and what they need to do to improve. Assessors do not routinely correct spelling, grammar and punctuation.

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Reasonable progress

Leaders and staff with responsibility for safeguarding are developing a culture of safeguarding throughout the organisation. Safeguarding managers and officers are well qualified and have a close focus on supporting apprentices. Managers are expanding their links with relevant external agencies and have plans to further improve the impact of their work on their apprentices.

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Reasonable progress

Apprentices feel safe, and they have a suitable understanding of aspects of safeguarding. They know who to talk to if they have concerns about themselves or others. Apprentices have a good understanding of safeguarding within the specific contexts of their workplaces. They understand how to support vulnerable young people and adults. Monitoring visit: White Rose Training Limited, 27 and 28 September 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 children’s services, and inspects services for children looked after, safeguarding

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Reasonable progress

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Reasonable progress

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Reasonable progress

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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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