Professional Development and Training Ltd

Further education and skills inspection report

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Inspection of Professional Development and Training Ltd

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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

Professional Development and Training Ltd (PDT) is a national apprenticeship provider based in Peterborough. PDT has offices in Peterborough, Doncaster, York, and Southampton. It specialises in apprenticeships in business administration and management, and the engineering sector. Most apprentices work in national motor parts distribution. At the time of the inspection, PDT had 197 apprentices on standards-based programmes. A third of the apprentices study level 2 customer service practitioner and level 5 operations or departmental manager. The level 3 team leader and level 3 engineering technician programmes are the only other programmes to have more than 10 apprentices. Thirty-four apprentices are under 19 years old. PDT has no apprentices in receipt of high needs funding. PDT do not currently work with any subcontractors. 4 to 6 October 2022

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

Apprentices are highly motivated to train and work. They enjoy learning and have a good understanding of how their curriculum prepares them for their jobs. Apprentices quickly develop the essential knowledge, skills and behaviours they need to achieve their qualifications.

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

Apprentices develop confidence both at PDT and in their work. Apprentices studying operations management gain confidence in managing their teams and working with clients. They skilfully chair team meetings to improve systems such as assembly-line operations.

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

Apprentices are ambitious to progress and produce work of a high standard. Apprentices studying engineering produce detailed evaluations of their work, such as the installation of pressurised pipelines. As a result, engineering apprentices are trusted to commission complex systems at work.

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

Apprentices quickly develop excellent communication skills. Apprentices studying team leadership improve their ability to communicate with their teams in a noisy industrial environment. They understand how to plan contact with clients in different time zones in order to create well-planned work rotas for their teams.

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

Apprentices follow appropriate health and safety practices in the workplace. They know how to keep themselves and others safe during training and while at work, whether this be in an office, factory or warehouse. Apprentices studying customer service know the importance of taking regular breaks from their computer screens. Apprentices studying operations or departmental manager ensure that their teams understand and follow risk assessments.

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better?

Leaders and managers have developed an ambitious, well-designed curriculum that meets the needs of regional and national employers. Leaders systematically review what their sector needs by analysing national market statistics and apprenticeship recruitment data. Leaders have an inclusive approach to recruitment and ensure that apprentices are well matched to their learning programmes. As a result, leaders ensure that programmes are tailored for employers, and they support apprentices to pursue their ambitions.

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better?

Leaders work effectively with employer mentors to develop a detailed, well- sequenced curriculum. Staff create learning plans that are individually designed with apprentices based on their work patterns and experience. Onsite training is highly relevant to the apprentices’ work and their employer’s business. The curriculum builds fundamental skills before progressing to more advanced activities. Apprentices studying customer service learn safe working practices in warehouses before going on to develop the knowledge they need to join the sales counter team and take phone 4 to 6 October 2022

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orders. Apprentices studying team leadership learn the theory of how to manage staff, build teams and communicate effectively. As a result, employers value their apprentices as a vital part of their recruitment and long-term staffing plans.

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Staff create a calm and respectful learning environment. They have high expectations of apprentices’ attendance, behaviour and conduct. Apprentices are consistently courteous while learning and at work. As a result, apprentices are enthusiastic about learning, and they work hard to complete their tasks accurately to assessment specifications.

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Apprentices receive good support from trainers. Trainers frequently review the progress that apprentices make. Trainers skilfully identify any barriers to learning and guide apprentices with helpful and practical actions. Apprentices studying to become customer service practitioners and engineering technicians, who previously struggled with their learning, describe how trainers intervened to support them at key stages of their programme. As a result, apprentices remain on their programmes and make good progress in their learning.

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Apprentices receive effective careers advice and guidance. Leaders ensure that apprentices are well prepared for their next steps in education and employment. Apprentices use the skills they develop on their programmes to progress quickly at work. Apprentices studying customer service progress from working on the sales counter to careers in branch management. Apprentices studying operations management use their new knowledge of leadership to become warehouse managers.

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Assessors provide detailed and constructive feedback on apprentices’ work. Assessors skilfully use questioning to ensure that apprentices fully record their progress towards their learning goals. Apprentices studying team leadership use feedback on health and safety in the rail sector to effectively manage COVID-19 protocols with their teams. Apprentices studying engineering use correct symbols in their work drawings and understand how to improve the layout of technical plans.

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Leaders have recruited highly knowledgeable trainers who are specialists in their fields. Trainers keep their knowledge up to date by continuing to work in their sectors and by completing relevant accredited technical qualifications. Managers take effective steps to encourage trainers, and assessors reflect on the quality of their training. This enables trainers to make their learning memorable. As a result, apprentices learn key concepts and develop fluency quickly.

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Leaders and managers have created a supportive culture for their staff. They take a keen interest in the well-being of their staff. Managers meet staff every month to ensure that staff’s responsibilities at home are considered in their work schedules. Leaders allocate workplace mentors to all staff. This helps staff to know how to access support and feel valued.

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Apprentices develop good mathematical skills. Apprentices studying operations management use Gantt charts effectively, to plan production schedules that meet 4 to 6 October 2022

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sales targets. Apprentices studying engineering confidently use formulae to calculate flow pressure in pipes, and voltage and amperage in electrical circuits. However, too many apprentices do not receive the feedback they need to improve their written English skills, such as punctuation and grammar. As a result, written reports and presentations often do not meet the professional standards required.

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Governors support and challenge leaders effectively, to improve the quality of their programmes. Governors ensure that leaders listen to feedback from apprentices and employers and respond swiftly to improve the quality of training. Leaders have recruited new staff to lead quality development and have introduced new quality management systems. These systems include the improved tracking of apprentices’ progress and improved communication with employers to plan learning. Leaders have implemented these new systems in the past six months. As yet, these improvements are not consistently applied across the full range of apprenticeship programmes.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Apprentices receive and understand useful learning materials regarding personal safety. They know who to contact if they have concerns. Leaders and managers respond quickly and effectively to safeguarding referrals. Apprentices understand how to keep themselves safe online and on social media. They use password protocols effectively and know not to disclose personal or confidential information. However, too few apprentices understand the risks of radicalisation in the places they live and work.

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Safeguarding

Apprentices apply safe working practices. Engineering apprentices have in-depth knowledge of managing the safe use of chemicals, and machinery and tools, as well as the importance of clear access to emergency exits. As a result, they can produce risk assessments for complex engineering projects in their workplaces.

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What does the provider need to do to improve?

 Governors and leaders need to ensure that they further develop the quality of their education and training across the full range of apprenticeship programmes.  Trainers and assessors need to ensure that apprentices develop a thorough understanding of the local risks posed by extremism and radicalisation and how these issues could affect their personal lives and work.  Managers need to make sure that trainers and assessors routinely support apprentices to improve their written English skills, particularly the use of punctuation and grammar in assignments and written reports. 4 to 6 October 2022

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Address

Milnyard Business Centre 1 Milnyard Square Orton Southgate Peterborough PE2 6GX

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Address

Principal, CEO or equivalent Robert Park

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Address

Provider type Independent learning provider

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Address

Date of previous inspection Not previously inspected

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Address

Main subcontractors PDT works with no sub-contractors 4 to 6 October 2022

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Information about this inspection

The inspection team was assisted by the managing 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

Chris Bealey, lead inspector Ofsted Inspector Catherine Richards Ofsted Inspector Claire Griffin Ofsted Inspector Jaswant Mann Ofsted Inspector 4 to 6 October 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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