Change Board Holdings Limited

Change Board Holdings Limited Monitoring visit report

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Name of lead inspector: Steve Lambert, His Majesty's Inspector

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Type of provider: Independent learning provider

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Address:

20c Hillgate Place Balham Hill London, SW12 9ER Monitoring visit: Change Board Holdings Limited, 22 and 23 March 2023

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Change Board Holdings Limited, trading as Future Talent Learning, was founded in 2004. Since 2019, they have taught apprentices as a subcontractor. Since 2021, they have had their own contract to teach apprenticeships, and at the time of this monitoring visit had 380 apprentices across the level 3 team leading standard and level 5 operations manager standard. All apprentices are adults and work for employers across the country. Change Board Holdings Limited does not work with any subcontractors

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Significant progress

Leaders and managers have put in place a well-planned curriculum that meets the principles and requirements of an apprenticeship programme. Apprentices benefit from well-planned, high-quality training that helps them learn substantial new knowledge that they can quickly apply at work. In addition, they benefit from frequent reviews with their coach, which includes the apprentice’s line manager.

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Significant progress

Leaders and managers have a thorough overview of the apprenticeship provision. They use a range of very effective mechanisms to gauge the quality of the provision. For example, they provide useful developmental feedback to coaches following reviews of their training sessions. Leaders and managers make good use of end-of- module reviews that apprentices complete. As a result, leaders and managers have a realistic evaluation of the quality of the training apprentices receive.

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Significant progress

Coaches benefit from exceptional levels of support from leaders and managers. This includes an annual training budget and a contribution to the cost of books. This helps to ensure that coaches maintain up-to-date knowledge of their subject. They feel valued and supported by leaders and managers, who listen and respond to suggestions. In addition, coaches have formed an effective peer support group, where they take responsibility for their own professional development. As a result, Monitoring visit: Change Board Holdings Limited, 22 and 23 March 2023 coaches take pride in their work, are keen to see their apprentices succeed and are proud to work for the provider.

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Significant progress

Leaders and managers have taken a flexible approach to the working hours of their staff, which has had a positive impact on the way that staff approach their work. For example, coaches are strongly committed to the organisation given the flexible approach to their work.

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Significant progress

Leaders and managers have ensured that apprentices who need to pass qualifications in English and mathematics are taught well. This includes staff doing thorough initial and diagnostic assessments to check apprentices’ prior knowledge. Specialist English and mathematics tutors create personalised packages of learning for each apprentice, which includes regular one-to-one support. As a result, the proportion of apprentices who achieve functional skills qualifications is high as is the proportion who achieve at the first attempt.

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Significant progress

Apprentices, who are often in demanding roles at work, enjoy their training. Leaders and managers have introduced highly engaging and effective ways of teaching the curriculum. Apprentices have access to a good range of high-quality resources, such as reading materials, podcasts, and videos. Staff skillfully use professional actors to enact scenarios, arrange purposeful masterclasses and use digital simulations to help apprentices understand concepts and remember what they have been taught. Apprentices can recall very well key theories they have learned and how to apply these at work.

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Significant progress

Coaches help apprentices to reflect well on what they learn. They do this in their frequent reviews of apprentices’ progress that involve their employers. Apprentices’ line managers can easily identify the improvements apprentices make and the positive contribution they make at work as they apply what they have learnted Apprentices gain confidence at work, for example, in managing a range of internal and external stakeholders effectively.

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Significant progress

Apprentices who have a declared learning need are supported well. At enrolment, staff discuss with all apprentices the strategies that they use to support them in being successful with their course. These are then discussed with coaches, who adopt a range of practical strategies to support apprentices. Staff provide support for apprentices with more complex needs through an external organisation with specialist skills in this area.

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Significant progress

Apprentices understand the requirements of the end-point assessments (EPA) because coaches build this into the curriculum at the start of their training and revisit Monitoring visit: Change Board Holdings Limited, 22 and 23 March 2023 it frequently. For example, the end-of-module discussion with their coach helps apprentices get used to talking about what they have learned in preparation for their professional discussion. Apprentices are prepared effectively for the EPA tasks.

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Reasonable progress

Leaders and governors have good oversight of safeguarding, and of apprentices’ and staff’s well-being and mental health. They update their policies and practices to take account of new or emerging threats. However, they do not have a comprehensive enough understanding of the risks apprentices may face in the different geographical locations where they are based.

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Reasonable progress

Leaders ensure that suitable staff are in place as designated safeguarding leads, and ensure that they and all staff are appropriately trained. Staff know how to identify apprentices who are at risk. They take effective action with, and on behalf of, apprentices where issues are raised. They keep accurate records of actions taken.

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Reasonable progress

At the start of the apprenticeship, staff give apprentices good information about safeguarding and the ‘Prevent’ duty. Coaches refer to these topics in progress reviews with apprentices. Apprentices mostly have a good understanding of how to keep themselves safe from the risks of extremism and radicalisation. Monitoring visit: Change Board Holdings Limited, 22 and 23 March 2023 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

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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