Independent Training and Education Consultants Limited

Further education and skills inspection report

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Inspection of Independent Training and Education Consultants Limited

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Inspection dates: 23 to 25 November 2022

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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

Independent Training and Education Consultants Limited provides standards-based apprenticeships for a small number of employers in the South Yorkshire area. It began to deliver its own apprenticeships in 2019. At the time of the inspection, there were 34 apprentices, of whom 21 were on the level 3 teaching assistant programme, 12 on level 3 business administrator programmes, and one on the level 3 team leader programme. 23 to 25 November 2022

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

Trainers create a welcoming environment in online and face-to-face training. They develop professional and respectful relationships with apprentices. As a result, apprentices confidently demonstrate what they know and can do in sessions and tackle training activities with enthusiasm.

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

Apprentices develop positive workplace behaviours that help them to work well with their colleagues. They liaise with team members to support others with their work. Apprentices clearly demonstrate effective teamwork skills as well as an ability to work independently. For example, business administrator apprentices provide accurate financial information so that colleagues can promptly raise and process invoices for customers.

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

Trainers and workplace mentors use appropriate strategies to increase apprentices’ confidence in their abilities. They use review sessions well to identify work-related behaviours that apprentices develop, such as creating positive relationships with children and parents and reflecting on their professional practice. As a result, apprentices improve their confidence and take ownership for their own learning and development.

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

Trainers reinforce the link between British values and apprentices’ job roles effectively. They use reviews and teaching sessions to discuss topics such as the rule of law and how this applies at work in relation to client confidentiality. Apprentices who work in insurance understand that they need to uphold the law to prevent criminal activity due to fraudulent claims. As a result of this aspect of their training, apprentices understand how to model fundamental British values in their work and everyday lives.

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

Trainers provide helpful advice and guidance to apprentices to support them in their chosen next steps. They help apprentices to identify higher education opportunities and consider learner loans. Staff provide information about suitable alternatives to higher education, such as higher level apprenticeships. They frequently review apprentices’ career aspirations throughout the programme and provide appropriate advice. As a result, apprentices are able to consider all options available to them. They know how to apply for new jobs, take up promotion or progress to further study.

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better?

Leaders and managers successfully provide programmes that invest in future talent for employers’ workforces. They are responsive to local and regional need and work successfully with employers to plan and conduct the recruitment and training of apprentices. They make careful decisions about the best methods of delivery to suit their apprentices and only deliver programmes where they believe they can offer good quality. Consequently, leaders deliver programmes with integrity that offer a 23 to 25 November 2022

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good standard of education and training aligned with employers’ and apprentices’ needs.

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Leaders and trainers plan a curriculum that focuses successfully on the development of apprentices’ knowledge, skills and behaviours for the workplace. Trainers sequence off-the-job training well so that apprentices learn core concepts first, enabling them to start their jobs successfully. Apprentices have access to high- quality training opportunities in the workplace that strengthen and consolidate their skills. As a result, they quickly develop new knowledge, skills and behaviours that they apply well at work.

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Trainers use information about apprentices’ starting points successfully to understand prior knowledge and skills and to identify gaps in learning. They carefully plan training and use a variety of teaching methods to help apprentices remember what they have been taught. They are skilled in using questioning to check how apprentices apply what they know to their job roles. As a result, apprentices rapidly develop their skills and make positive contributions to the workplace. Most apprentices who complete their programme receive increased salaries, achieve promotions or take on more responsibility at work.

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Leaders recruit well-qualified and experienced members of staff. Trainers use their expertise to deliver informative training that helps apprentices better understand the sector in which they work. They model professional practice through the use of carefully and helpfully phrased language in discussions with apprentices. For example, trainers on the teaching assistant apprenticeship use terminology such as ‘realise when it is appropriate to…’ and ‘be observant for these kinds of…’. These prompts enable apprentices to act in a more professional manner when responding to children’s behaviour in the classroom.

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Trainers use assessment to check carefully apprentices’ understanding and identify how apprentices apply their knowledge, skills and behaviours at work. They assess apprentices’ practical skills in observations at work and use written assignments to evaluate how well apprentices apply their knowledge. However, in a few instances, feedback from trainers is not clear enough to identify what teaching assistant apprentices need to do to improve their work and aspire to achieve high grades.

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Trainers support apprentices to develop their English, mathematical and digital skills during their apprenticeship. Apprentices have access to online training to help them improve their knowledge and apply their skills at work. For example, apprentices who need to calculate quantities of bathroom panelling recall how to calculate area from their recent online training. They calculate quantities successfully to provide accurate customer quotations.

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Trainers prepare apprentices well for end-point assessment. They encourage apprentices to use their workplace projects to plan for their professional discussion. In the very few instances where apprentices struggle to pass the professional discussion element of the assessment, trainers continue to provide support through mock practice and recap exercises. Most apprentices on business administrator 23 to 25 November 2022

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programmes who complete their apprenticeship achieve high grades at end-point assessment.

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Staff do not consistently provide training to workplace mentors at the start of the programme to enable them to understand their role fully. They outline the commitment in the apprenticeship agreement but do not clearly plan how and what mentors will be involved in. As a result, a few mentors are unclear about their role and do not fully engage with reviews to ensure that they are kept up to date with the curriculum plan or the progress that apprentices are making.

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Workplace mentors provide valuable opportunities for apprentices to develop their broader skills in the workplace. Apprentices are involved in networking events and take part in mental health and first-aid training. However, leaders and managers do not consistently plan personal development activities to ensure that apprentices are aware of all the opportunities available to them beyond their vocational training.

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Leaders and managers have effective oversight of the quality of education. They conduct frequent observation of staff practice and focus on how well trainers implement the curriculum. Managers partner staff together to share best practice and teach alongside one another so that they learn from their peers. Staff value the support that they receive from their managers and their peers and, subsequently, review and update their teaching practice to improve the quality of the education that they provide.

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Leaders have clearly defined roles of governance in the organisation. They work with external experts who challenge and hold them to account for their actions. Leaders have recently strengthened the board by recruiting two new experts to support with education and business development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers implement an appropriate safe recruitment policy. They recruit staff who are experienced and skilled in the sectors in which they teach, including in safeguarding practice.

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Safeguarding

Staff deal effectively with the very few safeguarding concerns that arise. They work successfully with local agencies to ensure that apprentices receive the help and support that they need. For example, apprentices struggling with a lack of money for food are given access to the local foodbank to ensure that they are well fed.

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Safeguarding

Apprentices feel safe at work. Staff ensure that apprentices are clear on the process for reporting issues or concerns and identifying potential safeguarding risks. They reinforce safeguarding messages through progress reviews. However, among the small number of apprentices under the age of 18, a few do not have detailed enough knowledge about age-appropriate topics, such as peer-on-peer abuse and 23 to 25 November 2022

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consent, to be able to articulate fully how this might impact them in their everyday lives and work.

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What does the provider need to do to improve?

 Ensure that all trainers provide helpful feedback that identifies what apprentices need to do to improve their work and attain higher grades.  Design and implement a training programme for workplace mentors that identifies clearly their roles and responsibilities and ensures that they understand the apprenticeship curriculum plan, the commitment to reviews and the link between on- and off-the-job training.  Implement and share a clear plan of personal development opportunities with all apprentices to ensure that they understand the activities available to them outside of their vocational training.  Ensure that the small number of apprentices aged 18 and under are provided with detailed information about age-appropriate topics, such as peer-on-peer abuse and consent, so that they know how to identify potential risks. 23 to 25 November 2022

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Provider details

Address The Business Village Innovation Way Wilthorpe Barnsley S75 1JL

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Provider details

Principal, CEO or equivalent Gerard Morrall

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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 23 to 25 November 2022

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Information about this inspection

The inspection team was assisted by the 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 Lonsdale, lead inspector His Majesty’s Inspector Chloe Rendall His Majesty’s Inspector Anthony Greenwood Ofsted Inspector 23 to 25 November 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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