Goddard Veterinary Group Limited

Further education and skills inspection report

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Inspection of Goddard Veterinary Group Limited

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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

The Goddard Veterinary Group Limited is a family-owned company that was established in 1952. It has 44 branches and three hospitals in London. Branches provide routine healthcare and hospitals offer specialist referral services and 24-hour emergency care for animals. The group began teaching apprenticeships in January 2020. At the time of the inspection, there were 15 apprentices on the level 2 animal care and welfare assistant apprenticeship standard who work in veterinary nurse assistant roles. There were also 15 apprentices on the level 3 veterinary nurse apprenticeship standard. Most apprentices are employed by the group, and all are aged over 18. 4 to 6 October 2022

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

Apprentices learn and work in very supportive environments. They highly value the support they receive from their tutors, clinical coaches and regional managers. Staff know apprentices well. Staff ensure that apprentices’ academic and welfare needs are met well. Apprentices enjoy their training and would recommend it to others.

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

Apprentices have positive attitudes to their training. They are motivated to achieve their apprenticeship and to make progress in their careers. For example, level 2 veterinary nurse assistants are very keen to complete their training. They are excited to become registered veterinary nurses. Apprentices have high attendance throughout their training.

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

Apprentices benefit from expert tutors and clinical coaches. Tutors and coaches use their industry contacts to provide additional learning activities for apprentices. As a result, apprentices gain a broad set of skills and knowledge. For example, they learn how to handle exotic species that are uncommon in their practice.

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

Apprentices grow in confidence at work as they remember what they have been taught. They make an increasingly valuable contribution to their practice. For example, veterinary nurse assistants perform a wide range of tasks such as placing catheters, taking blood and discharging animals. Veterinary nurse apprentices carry out post-operation checks and discharge appointments.

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

Apprentices benefit from additional activities outside of the training. For example, as part of a team, they organise and judge dog shows at local fetes and raise money for good causes. Through these activities, they develop interests beyond those immediately related to their training.

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

Apprentices feel safe at work and in training. They know who to turn to if they have concerns about their own safety or that of others. They are confident that if they raise any concerns, such as those related to bullying or sexual harassment, these will be dealt this seriously.

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better?

Leaders and managers have a clear rationale for delivering their training. They aim to train apprentices so that they become skilled veterinary practitioners in the company and develop a career in the sector. By offering apprenticeships to external practices, leaders and managers help meet skills gaps in the industry.

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better?

Leaders and managers ensure that the curriculum is taught in a logical sequence. For example, veterinary nurse apprentices learn about ethics and legislation at the start of their training. As a result, apprentices understand what underpins veterinary nurse practice before learning about the different aspects of animal husbandry such as infection control, animal housing and dental hygiene. 4 to 6 October 2022

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Leaders and managers ensure that the curriculum is taught effectively. For instance, they have revised the curriculum so that anatomy and physiology are embedded within practical topics. When apprentices learn skeletal anatomy, they also learn about skeletal imaging. This helps apprentices learn both theory and practice effectively.

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Tutors use a range of strategies to ensure apprentices remember what they are taught. For example, apprentices complete pre-reading prior to taught sessions. Tutors give clear explanations of topics to apprentices. They frequently question apprentices, for example by using quizzes to test their knowledge. Apprentices are diligent at completing homework that helps consolidate their learning. As a result, a high proportion of apprentices pass their examinations at the first attempt.

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Tutors ensure that apprentices develop a good command of the correct technical language. Tutors encourage apprentices to use technical language in their discussions in class. They support them to decipher unfamiliar terminology. As a result, apprentices quickly gain the technical language they need to communicate effectively with their colleagues.

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Apprentices gain substantial new skills and knowledge related to their jobs and develop the workplace behaviours required for working in veterinary practices and hospitals. Veterinary nurse assistants know how to prioritise appointments for animals who present with different ailments. They use their new knowledge about the renal function of cats to do this successfully. Apprentices become valued members of their teams.

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The training team and staff at practices work well together to coordinate apprentices’ training. For example, they ensure apprentices move quickly from learning about emergency first aid to working in an intensive care unit at a hospital. As a result, apprentices swiftly apply their newly acquired knowledge and skills.

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Governors provide suitable oversight of the training. Managers provide the board with a range of useful information on the quality of education that apprentices receive. This allows board members to challenge and hold managers to account effectively for the performance of the training.

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Tutors do not always provide apprentices with useful feedback on their work. Where they do, apprentices do not use the feedback they receive to improve their written work and they repeat the same mistakes. As a result, apprentices do not improve the standard of work they produce sufficiently.

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Managers do not plan a suitable curriculum to develop apprentices’ English and mathematics. As a result, a small number of apprentices who need support make slow progress in gaining the knowledge and skills they need in these subjects.

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Careers advice and guidance is provided by experienced and knowledgeable staff. However, not enough apprentices receive the careers advice and guidance they 4 to 6 October 2022

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need. As a result, too many apprentices do not fully consider the full range of options open to them once they complete their training.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff are suitably trained and experienced in safeguarding. They know what they should do if they have a concern about the welfare or well-being of an apprentice. They routinely identify apprentices where there are concerns about their welfare. They take swift and effective action to support apprentices when they need it. Managers and staff keep a close eye on apprentices when concerns are identified.

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Safeguarding

Leaders and managers ensure that a suitable range of up-to-date safeguarding policies are in place, including in relation to the ‘Prevent’ duty. These provide clear guidance to staff on what to do should they identify a safeguarding concern. Leaders and managers carry out pre-employment checks to ensure that staff are suitable for their roles.

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What does the provider need to do to improve?

Leaders and managers should ensure that:  tutors provide apprentices with useful feedback that apprentices use to improve the standard of their written work  teachers support apprentices to develop the English and mathematics skills they need to achieve their qualifications  all apprentices receive careers advice and guidance so they are fully informed about their next steps and wider career options. 4 to 6 October 2022

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Provider details

Address Claygate House Manor Road Woodford Green Essex IG8 8BZ

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Provider details

Principal, CEO or equivalent Thomas Flynn

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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 4 to 6 October 2022

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Information about this inspection

The inspection team was assisted by the training manager, 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

Jon Bowman, lead inspector His Majesty’s Inspector Judith Mobbs Ofsted Inspector 4 to 6 October 2022

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