RMF

Further education and skills inspection report

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Adult learning programmes Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

RMF Construction Training Academy Ltd (RMF) is an independent learning provider based in Birmingham, providing specialist training to adult learners. It is part of the wider RMF group, which is a construction organisation and employment support provider specialising in the construction and rail sectors. RMF was awarded a direct contract in May 2021 by the West Midlands Combined Authority (WMCA) to provide training for adult learners.

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Information about this provider

In the past year, 500 learners have completed their training. At the time of the inspection, 20 learners were in training, studying programmes in horse care and management and step into construction. Construction learners complete qualifications in health and safety, as well as completing assessments in the construction skills certificate scheme, the construction plant competence scheme and a wide range of industry-accredited additional qualifications required to work in the construction sector. RMF also offers a range of commercial training within construction and is a subcontractor for another lead provider and within prisons. 7 to 10 March 2023

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

Learners from diverse and challenging backgrounds, including ex-offenders and long-term unemployed, develop their confidence and commitment to return to work, alongside completing qualifications and developing skills in local shortage areas. In horse care, trainers place a high priority on modelling the behaviours and attitudes that learners need to be successful in careers in the horse racing industry. These include areas such as demonstrating a positive work ethic, wearing correct personal protective equipment (PPE) and working as part of a team. Most learners develop these behaviours effectively, which helps them to be more employable as they move back into work.

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

Learners on construction programmes complete industry-accredited additional qualifications such as small tools, working at heights, traffic marshal and manual handling, which makes them more employable. Learners recognise the benefit of a broad range of qualifications which allows them to move into sustainable long-term employment.

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

Leaders and staff promote equality of opportunity throughout the programme. They ensure that the programme is accessible to learners who do not have any prior qualifications or experience but have the aptitude and desire to work within the construction and equestrian industries. Learners work well in culturally diverse groups and understand the importance of treating others with dignity and respect.

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

Learners experience a respectful culture while at the provider in which staff know and care about them. Trainers and employment coaches are approachable and build strong working relationships with learners. Learners feel confident that they can complete their course successfully.

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

Learners feel safe. They work safely and wear appropriate PPE to ensure they remain safe. In horse care, they follow safe working practices around the stables, for example carefully transporting hay and confidently handling horses. In construction, learners start their studies with health and safety before they begin practical work to ensure they clearly understand the rules they must follow on site.

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better?

Leaders and managers work collaboratively with employers, the WMCA and the Department of Work and Pensions to ensure that training courses meet the needs of employers and local and regional priorities. For example, developing a horse care and management programme in collaboration with the National Stud and the British Horse Racing Association. In construction, they work with labour providers and employers to understand current labour market demands and adjust the curriculum rapidly to meet their requirements. As a result, learners have the right skills to move rapidly move into employment. 7 to 10 March 2023

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Leaders have developed an effective curriculum in areas where they have experience and knowledge. They incorporate employability skills throughout the vocational programme, focusing on the development of work skills such as attendance, punctuality, problem-solving and confidence. They are ambitious for all learners to move rapidly into employment following their studies. However, a small number of construction learners with prior experience are not sufficiently challenged from the start of their learning, and therefore they do not make the rapid progress of which they are capable.

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Trainers have expert knowledge of the subjects that they teach. For example, in construction, trainers use their industry experience to apply health and safety regulations to real-world examples. In horse care, trainers use their professional experience to coach learners and help them apply new learning to practice. Learners recognise the skills and knowledge that trainers have, and how they use them effectively to support their learning.

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Learners’ training is planned to develop their knowledge, skills and behaviours over time. In horse care, learners first understand how to clean and prepare stables before learning how to handle horses and care for their health and well-being. In construction, learners have opportunities to practise skills using increasingly complex plant machinery, starting with small tools and building to more technical and larger plant. As a result, learners develop their skills safely and can confidently do more over time.

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Trainers use a variety of techniques to help learners understand key concepts. In construction, trainers present working-from-height scenarios commonly found on construction sites to promote discussion and problem-solving. In horse care, trainers demonstrate key tasks such as grooming, which learners repeat and practise. As a result, learners embed key concepts into their long-term memory.

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Trainers check learners’ understanding effectively, identifying and correcting misunderstandings throughout practical activities. In horse care, they observe learners closely through activities such as cleaning hooves. They provide clear feedback that helps learners hone their practical skills. Learners understand what they must do to improve the quality of their work.

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Learners complete an assessment of their English and mathematics skills at the start of their programme. However, trainers do not routinely use these assessments to identify gaps in their knowledge and plan learning activities to help them to develop their skills proficiently. They do not use written assessment to support learners to develop their English writing skills further in preparation for their next steps. As a result, learners continue to make the same mistakes in their written work.

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Employer involvement is woven throughout the construction programme to ensure that learners have opportunities to develop employment skills, understand the industry and apply for roles. Employment coaches and trainers work on an individual basis with learners to develop their employability skills and support applications for jobs. They build relationships with learners, identify their barriers to employment 7 to 10 March 2023

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and support them well to overcome these barriers. Consequently, learners move more easily into employment.

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Leaders and trainers have high expectations of learner attendance. However, attendance is not routinely tracked, and too many learners are absent from practical training sessions. For those who do not attend regularly, support is given to ensure that they are able to complete the main qualification but not always the full breadth of additional qualifications. Those who do not attend regularly are not as well prepared as they could be for future employment.

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Most learners have a broad awareness of radicalisation and extremist behaviour. However, tutors do not systematically revisit these topics with learners during their programme nor are they made relevant to their work. As a result, learners are not able to articulate how these values link in the context of the equestrian or construction industries, such as animal rights activism or the local risks in the areas in which they live and work.

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Leaders are committed to providing opportunities to disadvantaged learners. For example, they run courses during the weekend to support those with weekday childcare commitments, and they developed an internet café to support those without internet access to apply for jobs. They support staff effectively to share this commitment, leading trips to the National Stud and working with local community projects. As a result, both staff and learners develop their passion for their industry and take pride in their work.

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Leaders place focus on improving trainers’ subject and teaching knowledge to enhance the teaching of the curriculum. Many trainers in the organisation are new to teaching, arriving directly from roles in industry. While leaders ensure all new trainers complete an appropriate training qualification, they have not yet ensured that all trainers have further opportunities to develop their craft of teaching.

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Leaders and managers work successfully to ensure those with governing roles have a sufficient understanding of the provider. Governors understand their strengths and weaknesses well in most cases. However, tracking and analysis of learners who do not successfully progress into medium- or long-term employment after completion of their studies are not understood well enough to help them to promote improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have recruited and suitably trained staff to support the safeguarding and well-being of learners. They have put in place safer recruitment processes, but they recognise that additional training of staff responsible for recruitment could further mitigate risk. 7 to 10 March 2023

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Staff benefit from appropriate training and development in all aspects of safeguarding and the ‘Prevent’ duty. The designated safeguarding lead ensures that there are appropriate policies and processes in place for the tracking of safeguarding, welfare and well-being concerns and these are acted upon rapidly.

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Learners know to whom they should report any concerns about their safety. They report feeling safe and working safely both in the workplace and while at the training centre.

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What does the provider need to do to improve?

 Leaders should implement clearer processes for the monitoring of quality assurance activities to ensure that both they, and governors, have effective oversight of the quality of training that learners are given.  Leaders should ensure that English and mathematics skills are developed throughout their programmes.  Leaders should ensure that trainers have sufficient development opportunities to improve their teaching skills and practice.  Leaders should ensure that learners have a clear understanding of local risks. 7 to 10 March 2023

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Provider details

Address Unit 2 Oughton Road Birmingham B12 0DF

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Provider details

Website www.rmfgroup.co.uk/rmf-training/

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Provider details

Principal, CEO or equivalent Raphael McGee

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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 7 to 10 March 2023

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Information about this inspection

The inspection team was assisted by the quality and compliance lead, 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

Helen Morgan, lead inspector His Majesty’s Inspector Mark Parton His Majesty’s Inspector Maggie Fobister Ofsted Inspector Jack Bullock Ofsted Inspector 7 to 10 March 2023

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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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