Training Assessment & Consultancy Services Limited

Further education and skills inspection report

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Inspection of Training Assessment and Consultancy Services 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

Training Assessment and Consultancy Services Limited is an independent learning provider that has its head office in Peterlee. It provides training to apprentices across the country, but predominantly in the north west of England. The provider began providing levy-funded apprenticeships in January 2018. At the time of this inspection, 245 apprentices were on standards-based apprenticeships in manufacturing and logistics, trade and wholesale, and housing and property. Most apprentices are over 19 years of age. 6 to 9 December 2022

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

Apprentices benefit from the high expectations set by their trainers. They are encouraged to demonstrate professional behaviours, both in the classroom and in their work environment. Apprentices are enthusiastic and motivated to learn and feel comfortable to share their knowledge with their peers. They have respect for each other and their trainers, and they value their learning in both face-to-face and online sessions.

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

Apprentices value the high level of experience that their trainers bring from industry and use what they learn to improve their own professional approaches. In property management and lean manufacturing, trainers use their experience well when teaching, using examples from their own practice to enliven and link learning to property and business improvement techniques. Level 4 sales executive apprentices are able to understand and benefit from well-explained concepts as a result of their trainers’ high levels of knowledge.

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

Apprentices benefit from ongoing careers advice from trainers to support progression to their next steps. Trainers frequently provide information and guidance on careers and progression routes in line with apprentices’ ambitions, drawing on their industry knowledge. When apprentices require impartial advice about careers outside of their current role, they are signposted to appropriate external agencies.

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

Apprentices feel safe at work and in class and know who to report any concerns to. Staff provide apprentices with a helpful induction that covers themes such as safeguarding, equality and diversity and staying safe online. Through their apprenticeship programme, apprentices are armed with the tools to keep themselves safe in their job roles, including mitigating the risks that arise from lone working. They understand well the precautions to take in order to stay safe online and know the signs of someone being radicalised. However, a few apprentices do not develop sufficiently their knowledge of the risks that they may face in their communities, such as knife crime, gang culture and county lines.

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better?

Leaders and managers have a clear rationale for providing apprenticeships in the sectors in which they have experience and expertise. This includes housing and property, lean manufacturing, team leading and trade supplies. They understand the skills needs in the different regions in which they operate and provide apprenticeship pathways that are focused on employment and careers. Leaders and managers are ambitious for apprentices and have a clear vision for providing high-quality training in the industry areas that they serve.

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better?

Leaders and managers have recruited highly qualified and experienced staff with significant industrial experience. They continue to invest in their staff and support them to develop their teaching skills, as well as keeping up to date with the latest 6 to 9 December 2022

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sector developments. They provide bespoke training packages on topics such as the use of technology, types of assessment and how to carry out a professional discussion. Trainers are supported to engage in helpful professional development to maintain their knowledge of industry standards and frequently attend national conferences relevant to their sector. This enables them to maintain up-to-date information and an awareness of current trends that they can share with apprentices.

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Trainers work well with employers to plan the content of programmes and to sequence teaching logically. As a result, apprentices develop the specific knowledge and skills that they need to be effective in their job roles. For example, trainers in property management adjust the sequencing of the curriculum and add in specific training, such as updating apprentices’ knowledge when case law leads to amendments in the legal position in relation to terminating tenancies.

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Trainers provide effective teaching, both online and face to face. They use their skills well when presenting information to apprentices and check understanding through probing questioning techniques and frequent reinforcement. Trainers use helpful activities to enable apprentices to understand how theoretical knowledge applies in the workplace. Trainers in lean management use work-based scenarios relating to people management and different personality types that challenge apprentices to explore new management ideas and collaborate in a safe environment.

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Trainers use effective assessment strategies, including mock tests, examinations and assignment briefs. They use online tools and professional discussions to check that apprentices understand and can recall and explain what they have learned. Trainers provide helpful feedback, including on written assignments, to help apprentices understand how to improve their work. As a result, apprentices have a good understanding of how well they are developing their knowledge and skills and where they need to continue to improve them.

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Apprentices with special educational needs and/or disabilities benefit from effective support to enable them to make progress in line with their peers. Managers and trainers identify any support needs early in the programme and put in place individual support that includes extra time in examinations, help with time management and additional sessions to build confidence for end-point assessment (EPA) for apprentices with mental ill health.

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Apprentices who need to gain qualifications in English and mathematics benefit from helpful support to improve their skills. They access online training resources that they value highly, alongside support from their trainers. As a result, apprentices working towards an English or mathematics qualification as part of their programme pass their examinations and gain the qualifications that they need to succeed.

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Trainers deliver well-planned sessions to enable apprentices to improve their understanding of the importance of inclusivity in the workplace and in wider society. As a result of these sessions, apprentices develop their understanding of professional workplace conduct early in their programme. However, a few 6 to 9 December 2022

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apprentices are not able to identify how they put British values into action at work and in their everyday lives.

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Employers value the training that their apprentice receives and recognise the progress that they make in developing new knowledge, skills and professional behaviours. Employers state that their apprentices contribute significantly to their businesses and, as a result, apprentices take on more responsibility and often progress to more senior roles.

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Apprentices have a good understanding of the requirements of their EPA and the grades that they can achieve. They benefit from frequent sessions in which trainers support them to complete mock assessments and provide helpful feedback. A few apprentices are experiencing delays to their EPA, which is a result of difficulties with the end-point assessment organisation (EPAO). However, leaders and managers are working closely with the EPAO to find a resolution quickly, so as not to disadvantage their apprentices or have an impact on their subsequent opportunities.

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Leaders and managers have effective oversight of the quality of the provision and the progress that apprentices make. They complete a range of activities to review and improve the quality of the programmes that they provide, including visits to lessons, work scrutiny and meetings with apprentices and employers. Leaders are committed to having quality processes that are clear and purposeful, without creating unnecessary burden on staff.

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Apprentices benefit from helpful initial advice and guidance that provides them with the information that they need regarding their apprenticeship, including how they will be assessed and the requirements for EPA. As a result, a high proportion of apprentices remain on their programme. However, a very small number of apprentices have significant existing knowledge and skills and are not suitable for an apprenticeship or ambitious to do their best on the programme.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have put in place effective policies and procedures that they use to keep apprentices safe. Where additional support is required, staff make referrals promptly and follow up with apprentices to ensure that they are safe. Leaders and managers recruit staff safely and ensure that all staff are suitable to work with apprentices, including those aged 16 to 18.

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Safeguarding

The designated safeguarding lead and safeguarding team are appropriately trained and experienced for the role. They understand their responsibilities in safeguarding apprentices and support them with a wide range of issues. They understand that, working nationally, they have to be prepared to respond to all issues, including those more prevalent in different areas. They liaise closely with various regional ‘Prevent’ duty coordinators and have formed effective relationships. 6 to 9 December 2022

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Leaders and managers have worked to develop a positive culture of safeguarding. The new leadership team has worked rapidly to bring safeguarding to the forefront, through extensive training for all staff.

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What does the provider need to do to improve?

 Develop and deepen apprentices’ knowledge and understanding of the risks that they may face in their local communities.  Develop the wider curriculum to deepen apprentices’ knowledge of how fundamental British values relate to their work and everyday lives.  Ensure that staff assess apprentices’ suitability for their chosen programme so that all apprentices are able to develop new knowledge, skills and behaviours.  Ensure that all apprentices are able to complete their EPA as soon as possible. 6 to 9 December 2022

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Provider details

Address Novus Business Centre Judson Road North West Industrial Estate Peterlee County Durham SR8 2QJ

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Provider details

Principal, CEO or equivalent Daniel Cooper

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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 6 to 9 December 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

Sarah Seaman, lead inspector His Majesty’s Inspector Jonny Wright His Majesty’s Inspector Debbie Whiston Ofsted Inspector Carolyn Yule Ofsted Inspector 6 to 9 December 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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