KYP Know Your Potential Consultancy Ltd

Further education and skills inspection report

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Inspection of KYP Know Your Potential Consultancy Ltd

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Overall effectiveness Requires improvement

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

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Information about this provider

KYP Know Your Potential Consultancy Limited (KYP) is an independent training provider which has been providing apprenticeships for over 10 years. It has had a direct funding contract since 2019. It provides apprenticeships to employers who work with vulnerable children and young people and in the adult care sector. KYP works with a small number of employers who own residential settings in locations across the UK. The majority of apprentices are located at employers in the Midlands. A large majority of the 210 apprentices are enrolled on apprenticeships in children, young people and families at levels 4 and 5. The remaining apprentices study health and social care at levels 2, 3 and 5. All apprentices are on standards-based apprenticeships and are aged 19 and above. 18 to 21 April 2023

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

Apprentices on level 4 courses are not always supported by their line managers effectively. Too often, they have to reschedule meetings with tutors because of work priorities. As a result, apprentices at these employers do not attend well and fall behind with their studies. Tutors rearrange appointments to ensure apprentices receive regular contact. Leaders and managers work with employers to improve attendance. Apprentices on level 2 apprenticeships attend well.

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

Apprentices with additional learning needs receive well-planned support which enables them to succeed on their apprenticeships. Apprentices use audio devices and speech- to-text software to record notes, which helps them to make effective progress on their apprenticeships.

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

Apprentices are motivated to complete their apprenticeships. Tutors create a calm and orderly training environment in workshops and classes that take place online. Tutors check apprentices’ workload and offer solutions if the apprentice is facing challenges in their studies. Apprentices value the support that they receive.

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

Apprentices receive careers education, information, advice and guidance. Level 4 apprentices discuss their next steps at their workplace. They explore how they can improve their promotion opportunities. Level 2 apprentices discuss different opportunities they could progress on to when they have completed their apprenticeships.

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

Apprentices feel safe while on their apprenticeship. They understand the risks in their locality and know who they should speak to if they have concerns. For example, apprentices learn about local safeguarding risks such as cuckooing. They understand the protocols for reporting incidents at work and with the provider. Apprentices understand and apply health and safety requirements relevant to their job roles.

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better?

Leaders are knowledgeable about the sectors where they work. They provide apprenticeships that meet local and national skills priorities such as in the care sector for vulnerable young people and in adult care. They work with employers to ensure that apprentices follow appropriate workplace standards. As a result, apprentices gain promotion within their workplace. Tutors plan the sequence of modules to meet the workplace training needs of apprentices. As a result, apprentices develop skills and knowledge that are relevant to their work. For example, apprentices begin by establishing their knowledge of childhood development. Initially, they learn about supporting children in their learning. They then learn about managing children’s health and the principles of working with children in residential settings. 18 to 21 April 2023

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Tutors who teach level 4 apprenticeships do not always plan learning well enough to meet apprentices’ individual learning needs. They collect information about apprentices’ starting points using skill scans at the start of the apprenticeship. However, they do not use this information well enough to build on apprentices’ prior experience or extend their learning. Tutors who teach mathematics and English assess apprentices’ prior learning well at the start of the apprenticeship. They use the information to plan their teaching and support apprentices on the aspects where they need to improve. As a result, apprentices make good progress towards improving these skills. Tutors promote the development of apprentices’ English and mathematics skills. Level 4 and 5 apprentices learn about different language features. They understand how to recognise bias in text. Apprentices continue to develop the skills they need in the

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workplace. Apprentices discuss what they would do if they identified an error in a medical audit. The majority of apprentices who sit functional skills examinations achieve these qualifications. Tutors of level 4 and 5 apprentices do not always provide enough teaching to help apprentices to achieve their potential. They rely too heavily on self-study and guided research. As a result, apprentices do not develop the significant new knowledge, skills and behaviours in line with their ability, and are not supported to achieve the knowledge, skills and behaviours of which they are capable.

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Apprentices studying on the level 2 adult care worker apprenticeship receive teaching of a high quality. Apprentices value tutors’ extensive subject knowledge. Tutors adapt the content of the apprenticeship so that it applies to apprentices’ work practice. As a result, level 2 apprentices develop considerable new knowledge, skills, and behaviours. They make good progress with their learning. For example, apprentices learn about the rights of the service users and staff, and the importance of conforming to their organisation’s policies and procedures.

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Apprentices do not receive sufficiently detailed feedback from tutors on their vocational work. As a result, they are not given enough guidance about how to improve their work. Apprentices receive helpful verbal and written feedback in English and mathematics sessions to help them develop the skills they need to progress in their apprenticeship and at work.

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Tutors do not use progress reviews well enough to check apprentices’ progress. Actions set focus on work to meet the criteria of the mandatory diploma rather than the development of knowledge, skills and behaviours. Apprentices are not set ambitious targets to help them to improve.

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Tutors have the relevant qualifications and experience to support apprentices. They have participated in a range of training to develop their teaching skills and to enable them to support apprentices. For example, leaders have enabled staff to undertake training in mental health. This helps them to identify signs and symptoms of mental health challenges. They use this experience to enhance discussions with apprentices about their work. 18 to 21 April 2023

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Leaders are attentive to staff well-being and welfare. They have created a working culture in which staff and apprentices feel respected and cared for. Staff feel supported by the managers and their colleagues.

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Too many apprentices leave their apprenticeship before they complete their final assessments. Where apprentices are made redundant by their employers, leaders and managers work with the apprentice to help them find alternative employment. However, too many apprentices do not achieve their apprenticeships. Most apprentices on the level 2 adult care worker standard are making good progress. They are at the stage they should be for this point of the apprenticeship. Level 4 children, young people and families practitioner apprentices do not always make the progress they need to achieve their apprenticeship on time.

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Most employers value the training that apprentices receive. They recognise the positive impact that adult care worker apprentices have in their workplaces. They describe how apprentices have learned to understand and respond appropriately to the triggers for changes in behaviour. On completion of their apprenticeships, many apprentices progress on to higher-level apprenticeships. They take on job roles with more responsibilities.

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Leaders and managers ensure an inclusive environment. Most apprentices show an understanding of equality and diversity. They are sensitive to colleagues’ and service users’ backgrounds. For example, they are attentive to the emotional well-being of the children they care for. They understand cultural differences, traditions, and language use. Level 2 adult care worker apprentices learn about fundamental British values.

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Although leaders are ambitious for apprentices and their sector, they do not ensure that apprentices receive a consistently high standard of education and training. They focus on compliance audits as the basis for quality assurance. Quality assurance does not systematically focus on the quality of education and training. Leaders and managers do not have an accurate understanding of the strengths of their provision or what areas they need to improve.

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Senior managers have established supportive governance relationships with external partners. They provide expertise relating to business development, safeguarding and technology. They challenge, mentor and support the managing director and other key staff. For example, they provide guidance in the development of key policies and challenge business decisions. Leaders have not yet implemented plans to engage with an external partner with expertise in education. As a result, leaders do not receive guidance or challenge about the quality of education. They are not challenged to improve their education service for employers and apprentices.

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Safeguarding

The arrangements for safeguarding are effective. 18 to 21 April 2023

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Leaders have appointed appropriately trained staff who undertake the role as designated safeguarding officers. They have implemented appropriate safeguarding policies and procedures. These set out a clear process for the reporting of any safeguarding disclosures. Those responsible for safeguarding respond promptly and appropriately to any safeguarding disclosures made. Staff undertake a range of additional training and have a good understanding of local risk, serious cases and current issues. Apprentices understand how to keep safe. Apprentices know who to go to and how to raise a concern, including concerns about sexual harassment or abuse. They feel confident that staff will deal with concerns promptly and effectively.

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What does the provider need to do to improve?

 Leaders should ensure that tutors use the assessment of apprentices’ starting points to plan teaching and assessment to meet apprentices’ individual learning needs and extend their skills and knowledge.  Leaders and tutors should use progress reviews to reflect on apprentices’ progress from their starting points. They should agree ambitious targets relating to their skills and knowledge as well as the completion course work.  Leaders should ensure that tutors increase the quality and quantity of teaching for apprentices at level 4 and 5 so that these apprentices extend their skills, knowledge and understanding and achieve their potential at their final assessment.  Leaders should ensure that tutors provide clear feedback to apprentices so that they know what they need to do to improve their work.  Leaders should continue to work with employers to ensure that apprentices are well supported at work to attend learning sessions and complete their work on

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What does the provider need to do to improve?

time.  Leaders should ensure that they improve the monitoring of the quality of education of apprenticeships. They should focus quality improvement activity to improve the training that apprentices receive.  Leaders should extend their governance structure to support leaders and hold them to account for improving the quality of education that apprentices receive. 18 to 21 April 2023

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Provider details

Address Anglo House Worcester Road Stourport-On-Severn DY13 9AW

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Provider details

Principal, CEO or equivalent Jason Carnall

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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 18 to 21 April 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 new provider 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

Kate Murrie, lead inspector Ofsted Inspector Georgina Ager His Majesty’s Inspector Steve Kelly Ofsted Inspector 18 to 21 April 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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