Together Training Ltd

Further education and skills inspection report

p.1

Overall effectiveness Requires improvement

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

p.1

Information about this provider

Together Training Ltd provides apprenticeship training for employers mainly in the Hertfordshire region. Together Training Ltd is co-owned by West Herts College and Oaklands College. It received a direct contract for providing apprenticeship programmes in May 2017. Together Training Ltd provides standards-based apprenticeships from level 2 to level 7. Most apprentices are over 19 years of age.

p.1

Information about this provider

At the time of the inspection, Together Training Ltd had approximately 357 apprentices in training. The largest cohort of apprentices are on level 5 programmes, with approximately 128 apprentices in training. These include operations or departmental manager, coaching professional and HR consultant partner. There are 116 apprentices training at level 3 in business administrator, HR support, learning and development practitioner and team leader or supervisor. At level 4, Together Training Ltd has 16 apprentices on associate project manager. There are fewer than five apprentices on other level 4 programmes, in commercial procurement and supply, and employability practitioner. Forty apprentices are training on the level 6 career development professional. At level 7, there are 38 senior people professional apprentices, and fewer than five on level 7 systems thinking professional.

p.1

Information about this provider

Together Training Ltd has no subcontracted provision. There are no apprentices in receipt of high needs funding. 10 to 13 October 2022

p.1

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

Most apprentices are positive about their apprenticeship training. They attend their taught sessions and employment well. Apprentices work in professional roles and are highly motivated to further their careers. Employers value highly the skills apprentices develop and the positive impact they have on their organisations.

p.2

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

Most apprentices quickly develop their confidence and become more reflective practitioners. Apprentices implement changes within their organisation to secure improvements. In grievance cases, HR apprentices have an increased understanding of compassion and empathy. They recognise the well-being risks for both parties.

p.2

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

Apprentices are respectful to their peers and to staff. They have a sound understanding of equality and diversity, and many implement this in their working roles. They work in calm, inclusive and well-structured learning environments. Most apprentices value the opportunities to interact with their peers. Apprentices deepen their understanding through lively debates in learning sessions. They respond appropriately to questions and can clearly articulate ideas and concepts and how these relate to their organisations. Apprentices benefit from sharing their peers’ workplace experiences from different types of organisations.

p.2

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

Apprentices’ workplace mentors play a key role in apprentices’ learning. Mentors ensure that the apprentice is applying learning at work. For example, apprentices within the local authority learn about careers guidance for children with education, health and care plans, ensuring that the guidance is used appropriately.

p.2

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

Most apprentices have a sound understanding of safeguarding. They understand the implications of bullying and harassment. Apprentices know whom they would report any concerns to and they are confident to do so.

p.2

better?

The proportion of apprentices who successfully achieve their apprenticeship standards varies significantly between different programmes. For example, nearly all the HR level 3 apprentices achieve in the expected time frame. However, in team leader level 3 and career development professional level 6, too few apprentices stay on their programmes and too few achieve. Leaders accurately identify underperformance and provide staff training to support improvement. However, this is not having sufficient impact.

p.2

better?

Leaders have a clear strategic rationale to meet regional employer skills shortages. For example, leaders selected the level 6 career development professional apprenticeship in response to identified skills shortages by local authorities and schools. Leaders have developed strong relationships with employers. They provide employers with effective support and respond swiftly to employers’ queries. 10 to 13 October 2022

p.2

3

Leaders do not tailor the curriculum to meet individual employers’ needs. Leaders involved a large employer when planning the career development professional programme. They carefully selected the units and sequence of the curriculum to ensure that this employer’s needs were met. However, this curriculum has not been subsequently adapted to meet the needs of different employers and their apprentices.

p.3

3

Teachers do not tailor the curriculum effectively to meet individual apprentices’ needs. Teachers do not use information about apprentices’ existing skills and knowledge to adapt the learning. For example, level 3 HR support apprentices with substantial workplace experience follow the same curriculum as apprentices with limited experience. As a result, apprentices with substantial workplace experience do not develop substantial new knowledge and skills and make swift progress. Most apprentices on level 7 senior people professional standard have limited opportunity to deepen and extend their knowledge, skills and behaviours. This is because leaders have designed a curriculum linked to the Chartered Institute of Personnel and Development qualification, not the apprenticeship standard that apprentices are enrolled on.

p.3

3

Most apprentices develop the fundamental skills and behaviours required for their roles. Leaders plan the learning to ensure that apprentices build their knowledge progressively over time. For example, level 3 business administrator apprentices learn how the structure of their organisations ensures smooth company operations. In addition, they learn about stakeholder relationships and how these impact on their company’s place in the market and the success of the business. Career development professional apprentices understand the importance of providing unbiased information and guidance.

p.3

3

Apprentices value highly the masterclass lessons conducted by teachers. Teachers skilfully teach theoretical elements of the programme in these lessons. They stimulate lively debates to help cement apprentices’ new knowledge and learning into their long-term memory. Teachers reinforce the application of this new knowledge through assignments and guest lectures. As a result, apprentices develop a broad knowledge base and they develop their professional practice appropriately.

p.3

3

Most teachers check apprentices’ acquisition of knowledge and skills effectively. Teachers have frequent progress review meetings with apprentices and their employer. Teachers establish what apprentices have learned and how they apply this knowledge in the workplace.

p.3

3

Teachers know their apprentices well. Teachers provide apprentices who are falling behind in their studies with additional lessons and one-to-one time to enable them to catch up and remain in learning. Most teachers prepare apprentices effectively for their final examinations. Teachers support apprentices to gather the evidence and examples for their final examination throughout their programme. Apprentices who need to gain English and mathematics qualifications benefit from dedicated lessons. As a result, apprentices are successful in gaining these accredited qualifications. 10 to 13 October 2022

p.3

4

Teachers rely too much on apprentices self-declaring learning difficulties and disabilities (LDD) at the start of their programme. Teachers ensure that effective support is given to those apprentices who do declare an LDD, such as dyslexia and dyscalculia. These apprentices make expected progress with their studies. Too few staff have the skills and awareness to swiftly identify apprentices with an LDD who do not self-declare. As a result, a few apprentices do not receive the support they need from the start of their programme.

p.4

4

Most apprentices produce work of a good standard that is appropriately researched and referenced. Most teachers accurately identify spelling, punctuation and grammatical errors. However, a minority of teachers do not provide apprentices with detailed feedback to enable them to achieve high grades. Teachers do not ensure that apprentices on the career development professional programme use appropriate academic referencing on their written work. As a result, these apprentices are not supported to improve the content and academic standards of their work.

p.4

4

Too few apprentices benefit from planned and impartial ongoing careers advice and guidance. As a result, apprentices are not aware of their possible progression routes beyond the programme they are studying. Teachers ensure that apprentices have access to a planned enrichment curriculum to help them improve their wider skills and behaviours. However, teachers do not promote or raise awareness of the importance of these topics in their in-class discussions or at their progress reviews. As a result, apprentices do not recognise how the information would help them further their interests and hobbies and improve their learning experience.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders, staff and apprentices benefit from the safeguarding and support services provided by the wider college group they are partnered with. For example, leaders work with the college safeguarding team and are part of the college safeguarding committee. Staff have up-to-date training and the latest information relating to safeguarding trends and regional risks. Apprentices value the safeguarding and well- being support that they can access as part of their apprenticeship programme.

p.4

Safeguarding

Leaders ensure that employers understand the appropriate safeguarding requirements when employing apprentices. They check that employers have the appropriate policies in place and a named person for the apprentice to contact.

p.4

Safeguarding

Apprentices can recall the information they receive at induction relating to local risks of extremism and radicalisation. However, they do not always understand its relevance in their job roles and the community they live in. 10 to 13 October 2022

p.4

What does the provider need to do to improve?

 Leaders and managers must act swiftly to ensure that the significant variations in the quality of education are eradicated.  Leaders must ensure that apprentices’ existing skills and knowledge are considered when planning their individual learning to enable them to make swift progress.  Leaders must ensure that employers are fully involved with planning and tailoring the apprenticeship programmes to ensure the curriculum meets the needs of the workplace.  Leaders must ensure that apprentices benefit from a planned programme of ongoing careers advice and guidance.  Leaders must ensure that they identify and support apprentices with LDD from the start of their programme. 10 to 13 October 2022

p.5

Provider details

Address Business Lounge, West Herts College Hempstead Road Watford WD17 3EZ

p.6

Provider details

Principal, CEO or equivalent John McMahon

p.6

Provider details

Provider type Independent learning provider

p.6

Provider details

Date of previous inspection Not previously inspected

p.6

Provider details

Main subcontractors None 10 to 13 October 2022

p.6

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.

p.7

Inspection team

Penny Fawcus, lead inspector His Majesty’s Inspector Shane Langthorne His Majesty’s Inspector Sambit Sen His Majesty’s Inspector Robert Bamford His Majesty’s Inspector Lynda Brown His Majesty’s Inspector 10 to 13 October 2022

p.7

8

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.

p.8

8

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

8

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

8

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

8

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8