Parkdean Resorts UK Limited

Further education and skills inspection report

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Inspection of Parkdean Resorts UK Limited

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Parkdean Resorts UK Limited is a holiday park company that operates nationally. It began providing apprenticeships to its own employees in 2020. At the time of inspection, there were 58 apprentices enrolled on standards-based programmes. There were 37 apprentices on level 4 hospitality manager, nine on level 2 production chef, seven on level 5 operations or departmental manager and fewer than five on each of level 3 team leader or supervisor, level 2 hospitality team member and level 3 hospitality supervisor. Apprentices are based at the provider’s 66 resorts across the country and at the company’s central office near Newcastle upon Tyne. The vast majority of apprentices are aged 19 or older. 18 to 20 October 2022

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

The experience of apprentices differs considerably depending on their programme and the expertise of their training officer. For example, where training coaches have experience in the kitchen and are training apprentices on level 2 production chef, the training coaches use their industry experience well. However, where the same training coaches are working with apprentices on level 5 operations manager, the teaching is often not in sufficient depth and is too narrowly aligned to the business. Apprentices benefit from directed, independent learning to gain the knowledge they need. Line managers and colleagues in the workplace provide valuable demonstrations and discussions to help apprentices develop skills in the workplace.

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

Apprentices develop useful new knowledge, skills and behaviours. To date, five apprentices have completed their programmes successfully. Training officers celebrate with apprentices when they achieve and when they are promoted into higher roles, such as from second chef to head chef, within the business.

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

Apprentices develop professional behaviours that help them to become more confident and resilient at work. They meet the clear expectations established by leaders and line managers and learn how to approach new challenges and responsibilities more assuredly. For example, apprentices learn how to respond effectively to an increase of covers in the restaurant due to customer popularity in bad weather conditions. They also learn how to manage challenging meetings with different stakeholders.

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

Apprentices receive a wide range of valuable training to help them stay safe. They know how to deal with incidents on resorts, such as suspicious packages, intoxicated guests and lost children, and develop a basic understanding of the risks of radicalisation and extremism. However, apprentices have little understanding of and in a very few instances, a naivety about, local risks, such as county lines, people trafficking and other risks that they might encounter at resorts or in their daily lives.

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better?

Leaders and managers have a realistic understanding of the strengths and weaknesses of the provision and are dedicated to making improvements for apprentices and staff. They have previously been too slow to implement changes as the provision has grown, and this has affected the apprentices currently on programme, including hampering their progress. Leaders and managers are now implementing actions to improve, although these are still very new, and it is too soon to see the full impact.

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better?

Leaders and managers have a clear rationale for their apprenticeships. They are responding well to the identified shortage in the business of skilled employees in key areas, and they are contributing to meeting national skills needs. By creating the Kitchen Academy and Leadership Academy, leaders and managers have created a 18 to 20 October 2022

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clear progression route to higher level study. They aspire for apprentices to continue their learning as they progress within the organisation.

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An advisory board provides effective oversight and challenge to leaders. By including senior leaders from the business and external experts, it provides scrutiny of the apprenticeship provision and widens understanding about apprenticeships across the business. Although the board is very new, it is beginning to have an impact on the analysis and use of data to inform strategic decisions, providing rigour for developments in the provision.

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Although leaders and managers monitor the provision frequently, this focuses on compliance with requirements rather than the quality of teaching and assessment. They do not consistently check the quality of the work of those who provide training to apprentices, such as head chefs. Consequently, leaders and managers cannot assure themselves of the quality of the provision.

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Training officers plan the curriculum appropriately to meet the requirements of the apprenticeship standards, and they organise learning logically. However, they do not consistently make the best use of the information available, such as what apprentices already know when they start the programme. Consequently, learning plans are not individualised consistently, and the curriculum is too narrowly aligned to the business.

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Training officers present helpful information to apprentices though online resources, professional discussion and prepared training materials. However, in a few instances, managers do not ensure that training officers have the experience and knowledge to be able to provide effective enough support for apprentices on different programmes and levels. As a result, apprentices do not consistently demonstrate that they are developing a depth of understanding.

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Training officers hold useful review sessions with apprentices where they discuss the progress that apprentices are making, carry out observations and hold professional discussions. Very recently, line managers have begun attending reviews and improving their understanding of their role in apprenticeships.

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Most apprentices attend well, both at work and in training. In the few instances when the attendance and punctuality of apprentices have been a concern at the beginning of their programmes, these apprentices have received effective support and improved. Too often, though, work pressures affect the availability of apprentices, and, in a few instances, they do not have suitable learning environments available, which slows their progress.

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Most apprentices benefit from useful feedback that helps them to understand what they are doing well and how they can progress. Apprentices value how this empowers and challenges them, applying it to their learning to extend their knowledge and understanding. For a few apprentices, feedback is too superficial and fails to check new learning or identify how the apprentice could improve and not make the same mistakes in the future. 18 to 20 October 2022

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Leaders and managers have begun to track the progress of apprentices appropriately. Previously, they did not have sufficiently rigorous oversight, and this meant that they were too slow in recognising issues that impacted on the progress of a few apprentices. They have recently provided these apprentices with support to enable them to catch up.

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Training officers do not support apprentices well enough to improve their English and mathematics skills. Apprentices who have already achieved functional skills qualifications are only set self-directed English and mathematics tasks to complete online. Additional support has recently been introduced for the few apprentices who need to achieve functional skills qualifications, but it is too early to assess the impact.

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Leaders, managers and training officers do not provide enough opportunities to discuss career development. Apprentices have an awareness of the next levels of apprenticeships at the provider, but they do not understand well enough the possibilities beyond their apprenticeship, unless they seek out the careers guidance themselves.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding leads and the safeguarding team complete relevant training that enables them to be effective in their roles and understand their responsibilities in safeguarding learners. Leaders and managers have established appropriate safeguarding champions at each resort, who provide on-site, round-the- clock safeguarding advice and support. Apprentices feel safe and supported. They know how to report safeguarding concerns, which are recorded and actioned in a timely manner by the safeguarding team.

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Safeguarding

Leaders have implemented suitable safeguarding policies and procedures with clear reporting processes in place. They have appropriate safe recruitment practices in place to ensure that staff are suitable to work with learners, including those aged 16 to 18. Leaders and managers have recently established a safeguarding committee, with external experts, which is beginning to have a positive impact on their safeguarding procedures, including making improvements based on their regular review of safeguarding incidents across the business.

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What does the provider need to do to improve?

 Ensure that all apprentices benefit from consistently high-quality teaching so they sustain progress, develop substantial new knowledge, skills and behaviours, and successfully complete their apprenticeships. 18 to 20 October 2022

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 Ensure that training officers are equipped with the knowledge, experience and confidence to carry out their roles effectively.  Deepen the knowledge of apprentices and training officers of how to stay safe from risks, including radicalisation, in their local area and risks that may affect them on resorts and in their daily lives.  Provide apprentices with timely and sufficient careers advice so they can plan and prepare for their next steps after their apprenticeship.  Develop quality procedures so that there is much stronger focus on evaluating and improving the quality of all aspects of the apprenticeship provision. 18 to 20 October 2022

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Provider details

Address 1 Gosforth Park Way Newcastle upon Tyne NE12 8ET

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Website

https://www.parkdeanresorts.co.uk/corpo rate/careers/apprenticeship-college/

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Website

Principal, CEO or equivalent Paul Stevenson

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Website

Date of previous inspection Not previously inspected 18 to 20 October 2022

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Information about this inspection

The inspection team was assisted by the apprenticeship principal, 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

Karen Anderson, lead inspector His Majesty’s Inspector Hayley Lomas His Majesty’s Inspector Jon Barker Ofsted Inspector Vikki Edmondson Ofsted Inspector 18 to 20 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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