Absolute HR Solutions Ltd

Further education and skills inspection report

p.1

Inspection dates: 31 January to 2 February 2023

p.1

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 Requires improvement

p.1

Information about this provider

Absolute HR Solutions Ltd (Absolute Works) is a private limited company based in Barford, Warwickshire. The company became an approved apprenticeship training provider in May 2017. The company has two strands to its work: Absolute Apprentices and Absolute Works. The latter is an outsourced human resources (HR) consultancy incorporated in 2011. It provides a range of services, such as recruitment of staff, payroll, legal and HR support, to small- and medium-sized companies nationally. Of the 20 apprentices, 12 were on level 3 business administrator, seven on level 3 team leader supervisor, and one on level 2 customer service practitioner. All apprentices are on standards-based apprenticeship programmes. 31 January to 2 February 2023

p.1

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

Most apprentices enjoy their apprenticeship. Apprentices on the level 3 business administrator are keen to learn. Attendance at sessions is mostly high.

p.2

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

Apprentices develop effective relationships with their trainers and value the support they receive from them. Trainers know their apprentices well and are responsive to requests for assistance.

p.2

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

Apprentices on the level 3 business administration are motivated to achieve their apprenticeship and set themselves high aspirations to achieve the grades of which they are capable.

p.2

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

Too many apprentices on the level 3 team leader supervisor are behind in their studies. As a result, these apprentices feel demotivated.

p.2

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

Too many apprentices do not have a sufficiently developed understanding of the careers available to them for their next steps because trainers do not provide sufficient careers education, information, advice and guidance to them throughout the apprenticeship.

p.2

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

Apprentices feel safe at work. Apprentices know the policies and procedures that their employers have in place to protect them from bullying and harassment. For example, apprentices working at an airport recognise the importance of the stringent security processes that are in place, such as pre-security clearance and the presence of armed police officers, which help them to stay safe.

p.2

better?

Leaders use their links with local businesses to develop their curriculum strategy. Local businesses have a need for skilled and trained business professionals and managers to strengthen their business’ succession planning. The apprenticeships that leaders have selected clearly align with the regional skills shortage plan.

p.2

better?

Leaders ensure that most apprentices follow a logically ordered curriculum. In some cases, the order of topics is tailored in response to specific employer or apprentice needs. For example, on the level 3 business administrator learning about communication techniques was brought forward to support customer interaction on the telephone.

p.2

better?

Activities which underpin the curriculum, such as teaching and employer involvement, are not implemented effectively to ensure that all apprentices study a cohesive curriculum which allows them to develop and practise new knowledge, skills and behaviours that they need at work.

p.2

better?

Leaders and managers ensure that the vocational starting points and career aspirations of apprentices are captured at the start of their apprenticeship. However, 31 January to 2 February 2023

p.2

3

not all apprentices’ learning is tailored to consider these starting points and aspirations. The curriculum that apprentices follow does not support the wider development of skills that they need to be successful in their career, for example how to become self-employed, or how to study at a higher level.

p.3

3

Teachers do not teach effectively to ensure apprentices develop significant new knowledge, skills and behaviours. In almost all cases, teachers introduced a new topic assignment during a relatively brief online session, and subsequently set a variety of self-study activities and research for apprentices to complete. As a result, trainers do not ensure that apprentices develop the intended new knowledge, skills and behaviours they need.

p.3

3

Apprentices produce work to the required standard. For example, level 3 team leader supervisor apprentices demonstrate how their skills in project management are used effectively within their warehouse. However, the feedback that many apprentices receive is only sufficiently developmental to support the apprentice to meet the requirements of the apprenticeship, rather than to achieve their best, or to achieve high grades.

p.3

3

Apprentices who require support to achieve English and mathematics qualifications as part of their apprenticeship receive specialist training. However, trainers do not ensure that apprentices who do not require these qualifications are routinely supported to deepen or extend their English and mathematical skills.

p.3

3

Not all apprentices receive their entitlement to time away from the workplace to complete their studies. Too many level 3 team leader supervisor apprentices report that they receive significantly less than their entitlement. As a result, these apprentices have fallen behind in their studies.

p.3

3

Most apprentices who attempt their end-point assessment achieve, and an increasing number achieve high grades. However, too little of the development of new knowledge, skills and behaviours that apprentices have undertaken throughout their apprenticeship is because of the teaching they have received, and is more closely linked to the development that apprentices have received from their employer.

p.3

3

Leaders and managers do not ensure that apprentices undertake an effective careers programme that encourages them to aspire and know what they need to do to succeed in their career. Too few apprentices know what opportunities are available to them after they have completed their apprenticeship. Leaders rightly recognise the need to improve this aspect and have started to plan impartial careers advice into their apprenticeships. However, it is too early to see the impact of this.

p.3

3

The quality assurance of apprenticeships is not fit for purpose and does not inform key improvements. As a result, leaders are not provided with assurance that quality and curriculum initiatives have improved the quality of education or the effectiveness of the teaching that apprentices receive. 31 January to 2 February 2023

p.3

4

Apprentices’ trainers do not systematically undertake regular updating of their teaching practice or their vocational knowledge in the areas which they teach. Professional development is not aligned to the curriculum or areas for improvement to enhance the quality of education that apprentices receive.

p.4

4

Governance is not effective. Leaders rightly recognise that their governance arrangements do not include members who are appropriately qualified and experienced to challenge them on improving safeguarding or the quality of education that apprentices receive. Actions to rectify these gaps are yet to be completed.

p.4

Safeguarding

The arrangements for safeguarding are not effective.

p.4

Safeguarding

Leaders do not follow their own policies on safeguarding and managing safer recruitment. The currency of staff disclosures and vetting checks is not closely or routinely monitored to ensure that all staff have the required clearances in place prior to working with apprentices, a minority of whom are under 19.

p.4

Safeguarding

Leaders have not taken swift enough action to ensure that the nominated deputy designated safeguarding lead is appropriately trained to execute their role effectively.

p.4

Safeguarding

Leaders and managers issue apprentices, staff and employers with training and information on safeguarding topics such as the risks associated with radicalisation and extremism, and sexual harassment, during their induction. However, managers do not revisit these topics regularly enough or in sufficient detail. Consequently, apprentices cannot confidently recall specific detail on the training and information that they receive at induction. They do not develop a broad understanding of safeguarding risks relevant to the sector in which they work and live.

p.4

What does the provider need to do to improve?

 Leaders should ensure that they adhere to their own policies for safeguarding, including safer recruitment practices to ensure all staff have the appropriate and up-to-date checks before they work with apprentices.  Leaders should ensure that staff complete regular safeguarding update training so that they are suitably informed of the risks to themselves and their apprentices.  Leaders should ensure that safeguarding topics are covered frequently enough so that apprentices develop a broad understanding of the risks to themselves, and the areas in which they live and work.  Leaders should ensure that quality monitoring is robust and is used to inform key improvements and monitor the quality of education that apprentices receive. 31 January to 2 February 2023

p.4

5

 Leaders should ensure that the curriculum is organised to include teaching and employer involvement, to allow apprentices to rapidly develop substantial new knowledge skills and behaviours.  Leaders should ensure that the career aspirations of apprentices are considered when planning apprenticeships, so that apprentices can develop the wider skills they may need to follow their ambitions in the future.  Leaders should ensure that apprentices receive impartial education and careers advice and guidance so that they understand the wider opportunities available to them.  Leaders should ensure that trainers give feedback to apprentices that support them to know what they have done well and what they need to improve to achieve their best.  Leaders should ensure that all apprentices deepen and extend their English and mathematical skills throughout their apprenticeship.  Leaders should ensure that apprentices receive their full entitlement to off-the-job

p.5

5

training so that they can develop the knowledge and skills that their employers need and do not fall behind with their studies.  Leaders should ensure that trainers use assessment to monitor apprentices’ progress and adjust their teaching so that apprentices can develop the appropriate knowledge, skills and behaviours.  Leaders should ensure that their governance arrangements provide the breadth of experience so that they are held to account, particularly for the quality of education and safeguarding that apprentices receive.  Leaders should ensure that trainers receive regular training opportunities to continuously improve their craft of teaching and vocational knowledge in the subjects they teach. 31 January to 2 February 2023

p.5

Provider details

Address 2 Barford Exchange Wellesbourne Road Barford Warwick CV35 8AQ

p.6

Provider details

Provider type Independent Learning Provider

p.6

Provider details

Date of previous inspection 21 to 23 January 2020 31 January to 2 February 2023

p.6

Information about this inspection

The inspection team was assisted by the CEO, 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

Rachel Clark, lead inspector His Majesty's Inspector Bev Ramsell His Majesty's Inspector Stuart Collett His Majesty's Inspector 31 January to 2 February 2023

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