Careerwise Consultancy Ltd

Further education and skills inspection report

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Inspection of Careerwise Consultancy Ltd

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Overall effectiveness Inadequate

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

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Information about this provider

Careerwise Consultancy Limited (Careerwise) is an independent training provider based in the London Borough of Hackney. Careerwise received direct funding for their apprenticeship provision in January 2020. The company changed ownership in the middle of 2022, at which time a new management team took control.

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Information about this provider

At the time of the inspection, there were 49 apprentices enrolled with Careerwise. Most apprentices take standards-based programmes from level 3 to 5 in the adult care, c hild development and well-being sectors. A minority of apprentices complete programmes for the retail and commercial enterprise and business administration sectors.

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Information about this provider

Most apprentices study functional skills qualifications in English and/or mathematics at level 2. All Careerwise apprentices are adults. 8 to 10 November 2022

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

Apprentices do not receive high-quality education and training at Careerwise. For example, in the very limited contact time available, tutors confuse apprentices by trying to cover too many different topics. As a result, apprentices do not develop a deep understanding of the subjects they study.

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

Apprentices do not have a clear understanding of the requirements of the apprenticeship standard. They also have little awareness of the content of their programme. For example, they do not know how they will be assessed at the end of their apprenticeship or how to achieve a high grade.

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

Apprentices receive limited information about how they might progress in their careers. Leaders have not planned a wider personal development programme for apprentices. Consequently, apprentices do not benefit from any activities alongside their apprenticeship that would support their wider development or enrich their training.

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

Too many apprentices have only a limited understanding of how to keep themselves and others safe from the dangers of radicalisation and extremism. Most apprentices cannot describe clearly how these risks relate to their work or personal lives.

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

Most apprentices gain some basic new knowledge during their course. For example, children, family, and young people apprentices learn about the different needs of their clients according to age and ability. They can apply this learning in their workplace settings.

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

Most apprentices are committed to and enjoy their courses. They understand how their apprenticeships can improve their career options and provide opportunities to develop employment-related skills.

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

Learners feel safe. They know who to go to if they have concerns.

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better?

Leaders have not established a secure vision or strategy for the growth and delivery of their apprenticeship provision. Staff have expertise that provides a rationale for their delivery of adult care and children’s well-being apprenticeships. However, other programmes, such as the transport and warehouse operations supervisor or content creator apprenticeships, do not align clearly with their overall strategy.

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better?

Leaders do not ensure that their programmes meet the principles and requirements of an apprenticeship. For example, a high proportion of apprentices do not receive enough time in their working hours to do their coursework, and most complete it in their own time. As a result, apprentices’ progress is too slow. 8 to 10 November 2022

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Leaders and managers do not plan or sequence the curriculum in a logical order. They do not work with employers to plan how teaching will link with the development of relevant and timely workplace skills. Staff have no coherent plan for the delivery of functional skills English or mathematics. Consequently, apprentices do not make expected progress.

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Most tutors have suitable qualifications and relevant industry experience. Consequently, apprentices benefit from teachers who are knowledgeable in their subject area.

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Leaders and managers do not ensure that employers understand the requirements of an apprenticeship. For example, employers do not regularly attend progress reviews with their apprentice and do not fully understand what the course entails. As a result, they do not know how best to support apprentices and do not know what progress they make.

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Tutors and managers do not assess what apprentices know and can do accurately at the start of their programme. They do not use the limited information they do gather to plan a meaningful programme of learning. In too many instances, apprentices are taught again what they already know. Tutors do not set sufficiently challenging targets for apprentices. For example, they set targets that are very general and are the same from month to month. Consequently, apprentices do not benefit from targeted teaching that improves their knowledge and skills.

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Tutors do not consistently give apprentices high-quality feedback. Too often, feedback is limited to pointing out spelling, punctuation or grammar mistakes, with little indication of how to develop apprentices’ wider skills and knowledge.

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Leaders do not identify those apprentices with additional learning needs early in the course. Consequently, they do not get the support they need soon enough and do not benefit from teaching that is adapted to their needs and helps them to learn more.

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Leaders do not ensure that all apprentices have access to the technology they need to engage effectively in remote learning. For example, a few apprentices experience problems with the quality of their internet connection, which interrupts their engagement in lessons. As a result, they miss out on some of the learning opportunities available to them.

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Tutors provide effective personal support to apprentices. For example, if apprentices experience personal problems that affect their ability to complete coursework, tutors help them to find solutions.

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A few apprentices appreciate the opportunity to gain additional qualifications as part of their programme. For example, adult care apprentices can gain the care certificate that improves their employment prospects. 8 to 10 November 2022

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Leaders have put in place an appropriate system for overseeing staff well-being and workload. For example, staff have opportunities to discuss with leaders any concerns and issues related to their professional development. Staff feel well supported.

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Safeguarding

The arrangements for safeguarding are effective. The designated safeguarding lead is appropriately trained and experienced for their role. They have undertaken a broad range of safeguarding qualifications to keep up to date with current issues. There is also a deputy safeguarding lead, who is qualified.

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Safeguarding

Staff carry out appropriate pre-employment checks before appointing new staff.

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Safeguarding

Most apprentices work in adult care and child welfare environments. They have a good understanding of safeguarding processes and procedures and how to report any concerns.

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Safeguarding

Apprentices do not accept any form of bullying or harassment and know who to contact if they have concerns about their safety or welfare.

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What does the provider need to do to improve?

 Leaders must ensure that apprentices receive their entitlement to training in work time.  Leaders must ensure that employers understand and meet their commitment to attend regular review meetings so they know what progress their apprentices make.  Leaders must ensure that their staff teach an English and mathematics curriculum so that apprentices develop their knowledge of these subjects.  Leaders must ensure that they plan and implement a curriculum that is sequenced in a logical order and enables apprentices to develop their knowledge, skills and behaviours over time.  Leaders must ensure that all apprentices, including those with additional learning needs, receive high-quality education and training. This includes recognising what apprentices know and can do at the start of the programme.  Leaders must implement a curriculum that enables apprentices to develop their wider skills and knowledge beyond the requirements of the main apprenticeship

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What does the provider need to do to improve?

programme. This includes teaching apprentices about the potential dangers related to radicalisation and extremism. 8 to 10 November 2022

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Provider details

Principal, CEO or equivalent Laura Blower

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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 8 to 10 November 2022

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Information about this inspection

The inspection team was assisted by the senior operation and quality manager, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the monitoring visit 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

Andrea McMahon, lead inspector His Majesty’s Inspector

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Inspection team

His Majesty’s Inspector 8 to 10 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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