Inspire Middlesex College Ltd

Further education and skills inspection report

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Inspection of Inspire Middlesex College Ltd

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Overall effectiveness Requires improvement

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

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Information about this provider

Inspire Middlesex College Ltd is a training organisation based in west London. They specialise in teaching pharmacy standards-based apprenticeships for chemists in the local area. Having previously been a subcontractor, the provider started training apprentices under its own contract in 2020. Eighty-three apprentices are on the level 3 pharmacy technician apprenticeship standard, with a further 27 apprentices taking the level 2 pharmacy services assistant standard. 7 to 9 March 2023

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

Apprentices enjoy attending lessons because they are keen to learn from the experienced pharmacists who teach them. They engage well in lessons and show a strong commitment to their apprenticeship programme. Employers say apprentices make a positive contribution to the pharmacies they work in. For example, apprentices have developed new skills that enable them to provide high levels of customer service to patients.

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

Too many apprentices are unclear about how they should go about improving their work, knowledge or skills. The feedback that tutors provide to apprentices on their work or in progress reviews is not constructive enough. The targets that tutors set for apprentices focus too much on merely meeting deadlines, rather than giving guidance on how apprentices can improve. This impacts the extent to which apprentices make progress.

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

Apprentices taking courses in mathematics and English find the teaching of these courses frustrating. Due to a lack of structured teaching and assessment, apprentices are unclear about whether they are making progress. To few apprentices achieve these qualifications the first time they take them.

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

Apprentices do not have enough opportunities to pursue their interests beyond their apprenticeship. As a result, apprentices do not get the chance to develop their wider talents.

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better?

Leaders have started to identify the areas of the provision that require improvement. However, their progress in making the necessary improvements has been insubstantial. Recently a governance board has started to meet. Members of the board know what leaders need to do to improve the provision further, and clear plans are in place. It is still too soon to see the impact of governors’ support and challenge on the quality of the provision. A low proportion of apprentices achieve their learning aims.

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better?

Leaders do not sequence the curriculum on the level 3 pharmacy technician apprenticeship logically enough. For example, employers are not involved fully in organising the programme content. Tutors do not teach the core knowledge components, such as the Control of Substances Hazardous to Health Regulations or the hazards related to drug safety early enough in the apprenticeship. Consequently, a few apprentices are not prepared well enough from the start to begin their work in the pharmacies.

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better?

Employers ensure that apprentices receive high-quality workplace training in pharmacies. Pharmacists train apprentices to dispense appropriate medication to patients. Apprentices also know about the purpose of over-the-counter medications. They make beneficial use of this knowledge when advising patients. 7 to 9 March 2023

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Tutors draw on their industry expertise well in teaching the apprenticeship programmes. They give clear explanations in class and are able to relate theory well to the context of working in a pharmacy. As a result, apprentices develop new knowledge and skills that they can put into practice in their workplace.

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Tutors and employers successfully build apprentices’ confidence. For example, apprentices learn to communicate with empathy and compassion. As a result, apprentices become more confident in dealing with challenging situations, such as supporting those with life-threatening illnesses.

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Tutors ensure that apprentices have a good understanding of the importance of keeping physically and mentally healthy. For example, level 3 apprentices learn about making lifestyle changes that can prevent obesity and diabetes, such as regular fitness activities. Apprentices can apply this to their own lives and families and are able to provide helpful advice to their patients.

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The personal development curriculum requires improvement. Tutors rely on teaching personal development content through a module of the courses. However, as apprentices start at different points, too few develop their wider knowledge and skills throughout the programme. Too few apprentices receive impartial careers advice and guidance. While a few apprentices are aware of the variety of pathways available to them upon completion of their programme, too many apprentices have not received any careers advice and guidance so are unclear about what they need to do to make a positive next step.

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Leaders and tutors have created a positive culture in classrooms. Apprentices are respectful in class and listen intently to their peers and tutors. As result, apprentices feel confident to contribute and share their views and opinions in lessons.

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Leaders’ quality assurance of teaching and assessment is not robust enough. Leaders do not identify development actions for tutors. There is insufficient training for tutors to develop their teaching or assessment skills. Consequently, tutors do not know how to further improve their skills.

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Leaders provide additional support for a few apprentices who need extra help. However, this additional support is too ad-hoc and informal. Staff do not monitor the progress sufficiently of those who have extra help and do not give them clear targets to help them further improve their progress.

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Apprentices’ attendance and punctuality are good. Leaders and managers set clear expectations for attendance and punctuality. For example, if apprentices do not attend their weekly sessions, leaders immediately inform the apprentices’ employer and catch-up work is set. Consequently, learners are developing these key skills for work.

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Tutors do not ensure that level 2 apprentices develop a good enough awareness of the assessments they will take at the end of the programme. As a result, learners are not prepared well enough for these, and they lack knowledge of what to expect. 7 to 9 March 2023

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have created an effective safeguarding culture. For example, the designated safeguarding lead (DSL) trains staff so they understand their safeguarding responsibilities. Leaders check that staff are suitable to work with apprentices.

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Safeguarding

Tutors and employers train apprentices to know how to keep themselves safe in the workplace. Apprentices learn person-centred care to help them to safeguard vulnerable patients attending the pharmacy. This is particularly important as apprentices are often dispensing powerful medication.

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Safeguarding

Leaders take effective and timely actions to support apprentices who have welfare issues. The DSL directs learners to appropriate external support.

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Safeguarding

The DSL has completed an appropriate ‘Prevent’ duty risk assessment. The DSL takes effective steps to minimise the risks of radicalisation and extremism.

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What does the provider need to do to improve?

 Leaders must ensure that tutors give constructive and helpful feedback on apprentices’ work and in progress reviews so that apprentices understand what they need to do to improve.  Leaders must improve the quality of teaching and support in English and mathematics so that apprentices make more progress in these subjects.  Leaders must ensure that apprentices receive the impartial advice and guidance they need so they understand the range of opportunities available to them at the end of their apprenticeship.  Leaders must improve the personal development curriculum so it enables apprentices to develop their wider talents and interests. Tutors must ensure this programme prepares apprentices effectively for their next steps. 7 to 9 March 2023

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Provider details

Address 2 Neals Corner Suite 5 Hounslow TW3 3HJ

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Provider details

Website www.inspiremiddlesexcollege.co.uk

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Provider details

Principal, CEO or equivalent Avinash Malhi

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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 Not applicable 7 to 9 March 2023

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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 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

Mike Finn, lead inspector His Majesty’s Inspector Darren James Ofsted Inspector Debbie Ryle Ofsted Inspector Paul Manning His Majesty’s Inspector 7 to 9 March 2023

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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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