Pro-Active Safety Limited

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 Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Pro-Active Safety Limited delivers apprenticeships at training centres in Hartlepool and Newcastle upon Tyne. Leaders work with a range of employers in the construction industry, including levy-paying employers and small and medium-sized enterprises. At the time of the inspection, there were 90 apprentices on standards- based programmes in ground working, bricklaying, plastering, and carpentry and joinery. The vast majority of apprentices are aged 16 to 25. Pro-Active Safety does not subcontract any of its provision. 14 to 17 March 2023

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

Apprentices benefit from high-quality training provided by tutors who are experienced in their trades. Tutors share good practice from their experience of working in the sector, such as applying on the ground worker programme the principle of the 3:4:5 method for establishing right angles. Apprentices work with increasing independence and become valued members of the workforce.

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

Apprentices develop positive relationships with their tutors, who help them to understand concepts and remove any barriers to learning. They feel respected and are motivated to meet the high expectations of behaviour in the training centres. Apprentices grow in confidence during their time on programme, and this helps them to learn effectively and contribute positively in their workplaces.

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

Apprentices are being prepared well for life in modern Britain, including through learning about mental well-being and healthy relationships. Leaders prioritise sessions on family planning in response to the high proportion of young parents in the two geographic areas that they serve. Skilled staff use a range of methods, such as ‘10-minute takeover workshops’ and in-lesson discussion questions. Apprentices are encouraged to respect diversity. For example, apprentices explained how they understood the need to pause construction work so that homeowners could practise their religion and engage in morning prayers.

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

Apprentices feel safe, and they know that bullying, harassment and inappropriate banter will not be tolerated. Leaders arrange valuable workshops led by external speakers, including by local police neighbourhood officers, who talk about knife crime and county lines, and the fire brigade, who present on road safety. Most apprentices are well informed about staying safe and have an appropriate understanding of the risks of radicalisation and extremist groups.

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better?

Leaders are committed to providing opportunities for young people from disadvantaged communities, often with low prior attainment, to have the opportunity to succeed in the construction industry through an apprenticeship. They aim to provide qualified and skilled operatives in brickwork, plastering, ground works, and carpentry and joinery. Through their links with over 80 local employers, they match apprentices well to local construction businesses in the North East region.

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better?

Leaders have guided their staff successfully through a substantial amount of positive change over the last year. They have successfully developed a culture in which staff have confidence in leaders and are willing to try new ideas and ways of working. Leaders and managers have high expectations of staff, whom they trust to do their jobs well. Staff value having leaders who are approachable and supportive. 14 to 17 March 2023

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The board of directors provides effective oversight and challenge to leaders, and has been instrumental in the numerous successful changes over the last year. Board members now have much greater access to information about the provider’s performance, including weekly live data about attendance, apprentices’ progress and the quality of teaching. They use this information to ensure that leaders make interventions where needed. Board members complete the same mandatory training as provider staff, and they have a strong focus on safeguarding.

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Leaders and managers sustain positive working relationships with employers, and are respected in the industry. They listen to employers and understand the sector well. As a result, they have enhanced the design of the curriculum, including adding additional training and qualifications in abrasive wheels, manual handling and working at heights. All apprentices complete an industry-standard safety qualification which allows them to get a Construction Skills Certification Scheme (CSCS) card, which construction employers require for work on their sites.

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Tutors are highly experienced in their trades. They are supported effectively by leaders and managers to develop their teaching practice. For example, tutors plan sessions to make sure that learning environments are welcoming for previously disengaged learners, and use a growth mindset approach. The quality of teaching and assessment has improved significantly over the last year.

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Leaders and managers have established rigorous procedures for checking and improving the quality of training that they provide to apprentices. They implement a range of quality assurance processes, including session observations and one-to-one discussions with tutors, and use the information that they collect to inform staff training. Leaders and managers assure themselves of the quality of this process through moderation and training to ensure consistency. This has ensured that the changes made over the last year have had a positive impact and continue to result in improvements.

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Leaders and managers have successfully designed a curriculum that meets the needs of apprentices who start at different points throughout the year. They have in place a two-part modular curriculum that ensures that all apprentices understand and remember core knowledge and competencies first, before moving on to develop more advanced knowledge, skills and behaviours. As a result, apprentices are able to carry out increasingly complex tasks quickly and effectively as they progress through the programme.

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Tutors use effective teaching methods to enable apprentices to develop substantial new knowledge, skills and behaviours. Apprentices apply their knowledge and practise the skills that they learn through repetition and revision, which helps them consolidate their understanding. Apprentices produce work of a good standard. For example, plastering apprentices enhance their trowel skills and, at later stages on the programme, can produce high-quality decorative facades.

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Tutors provide good support for apprentices who have additional learning needs, adapting their teaching to meet individual needs. Leaders have appointed a special 14 to 17 March 2023

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educational needs coordinator who carries out appropriate assessments and ensures that apprentices receive effective support. This includes liaising with awarding bodies to make reasonable adjustments where needed, such as readers for end- point assessments.

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Most apprentices gain relevant experience from their workplace and have the opportunity to develop their skills appropriately. However, the training that they receive at work is often unplanned and, in a few instances, does not link effectively with the training provided in the centre. Tutors identify gaps in apprentices’ experience well and provide additional training when needed. However, a few apprentices are not benefiting from a range of opportunities at work, and this is having a negative impact on their progress, including falling behind with the submission of work-based evidence.

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Tutors provide helpful and constructive feedback to apprentices, who are eager to use it to enhance their knowledge and skills further. Apprentices understand how well they are completing tasks and can quickly identify and remedy errors. Modular assessments help to prepare apprentices well for end-point assessments. Tutors carry out frequent progress reviews, most of which include contributions from employers, who give feedback on performance at work.

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Tutors support apprentices to improve their skills in mathematics and English. For example, carpentry and joinery apprentices accurately calculate the amount of timber required for a specific job and to minimise waste. Tutors encourage apprentices to practise their writing skills frequently, such as writing up reports from work that they carry out on site. However, tutors do not routinely advise apprentices on how to improve the quality of their writing, such as improving the accuracy of spelling, punctuation and grammar, and a few apprentices continue to make the same errors.

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Apprentices who need to gain English and mathematics qualifications are supported very effectively to achieve these. They benefit from high-quality, engaging teaching which is relevant to their trades and interests.

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Leaders prioritise improving apprentices’ attendance and punctuality. In the last year, they have developed their process for supporting and monitoring attendance and punctuality. Since the new process was implemented, attendance has increased significantly. Most apprentices now attend frequently and punctually, and flexible arrangements are in place where needed, such as for young parents with childcare responsibilities. For the few apprentices who have low attendance, most complete catch-up work with their tutors.

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Apprentices benefit from appropriate careers advice and guidance, which is delivered by specialist advisers from the National Careers Service. This includes workshops on curriculum vitae writing and enhancing interview techniques. Leaders also arrange valuable talks from industry experts on self-employment in the construction industry. Apprentices complete ‘careers action plans’ in which they 14 to 17 March 2023

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identify their careers goals and aspirations. They understand the opportunities available to them within their industry.

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Leaders and managers have taken appropriate actions to support the minority of apprentices who are over their planned end date. The progress of these apprentices has improved significantly in the last six months, and most are either at or close to going through gateway in readiness for end-point assessment.

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To date, nine apprentices have achieved their apprenticeships. The vast majority of these apprentices have either gained full-time employment with their employers or have established themselves in self-employment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders take steps to ensure that apprentices are kept safe. Those responsible for safeguarding have the experience and training that they need for their role, providing support for both apprentices and staff. The designated safeguarding lead (DSL) and her deputy make sure that they are visible and known by apprentices. They deliver workshops on relevant topics and provide drop-in sessions every month at both centres for apprentices.

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Safeguarding

Leaders and managers implement suitable policies effectively, including for safeguarding, the ‘Prevent’ duty and safer recruitment. Staff undertake appropriate training in safeguarding topics and report safeguarding concerns effectively, including low-level concerns. These are followed up quickly by the DSL, who provides appropriate advice and support and signposts to relevant external agencies.

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What does the provider need to do to improve?

 Ensure that apprentices have planned on-the-job training with their employers so that they continue to develop their knowledge, skills and behaviour in the workplace.  Ensure that apprentices are supported consistently to improve the accuracy of their written English throughout their programme. 14 to 17 March 2023

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Provider details

Address Unit 22 Park View Road West Hartlepool TS25 1PE

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Provider details

Principal, CEO or equivalent Stephen Willis

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected 14 to 17 March 2023

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Information about this inspection

The inspection team was assisted by the operations 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 apprentices’ work, seeking the views of apprentices, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Karen Anderson, lead inspector His Majesty’s Inspector David Sykes Ofsted Inspector Chris Wiley Ofsted Inspector Neil Clark Ofsted Inspector 14 to 17 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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