Raise The Bar Limited

Raise the Bar Limited Report following a monitoring visit to a ‘requires improvement’ provider

p.1

Name of lead inspector:

Anita Pyrkotsch-Jones, His Majesty’s Inspector Inspection dates: 25 and 26 April 2023

p.1

Name of lead inspector:

Type of provider: Independent learning provider

p.1

Address:

13a Tiger Court Kings Business Park Kings Drive Prescot L34 1PJ Monitoring visit: Raise the Bar Limited, 25 and 26 April 2023

p.1

Context and focus of visit

Raise the Bar Limited was inspected in May 2022. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

p.2

Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

p.2

Context and focus of visit

Raise the Bar Limited (RtB) is an independent learning provider based in Prescot, Liverpool. RtB offers apprenticeships in team leading, operations or departmental manager and coaching. At the time of the monitoring visit, there were 717 apprentices studying on standards-based apprenticeships. There were 285 on the level 3 team leader or supervisor (team leader) apprenticeship, 328 on the level 5 operations or departmental manager (operations manager) apprenticeship and 104 on the level 5 coaching professional apprenticeship. RtB works with a wide range of employers across England. All teaching sessions are through online and remote learning.

p.2

Themes

How much progress have leaders and coaches made in ensuring that they use the information on apprentices’ starting points to develop an individualised curriculum for apprentices so that they gain substantial new knowledge, skills and behaviours?

p.2

Reasonable progress

Since the previous inspection, managers have introduced a comprehensive process for accurately assessing and using information on apprentices’ starting points. Coaches, apprentices and employers jointly review apprentices’ existing knowledge, skills and behaviours to plan an appropriate curriculum. Employers value the contribution they make to this process, as it helps them to understand apprentices’ strengths and areas for improvement and how they can support them in their job roles.

p.2

Reasonable progress

Since the previous inspection, coaches now work more collaboratively with employers to ensure that employers understand the content of the apprenticeship and the order in which it is taught. Coaches are now more adept at developing individualised curriculums for apprentices at the beginning of their training and adapting them during their apprenticeship if this is necessary. For example, apprentices on the level 3 team leader who are working on employer projects learn about project management early in the apprenticeship. Apprentices on the level 5 operations manager who are dealing with redundancies in their companies study Monitoring visit: Raise the Bar Limited, 25 and 26 April 2023 conflict management and managing difficult conversations to help them to support employees sensitively.

p.2

Reasonable progress

A few level 5 coaching apprentices do not feel that the training programme is well matched to the needs of their business. For example, they report that their curriculum deals primarily with the needs of life or career coaches rather than for managers who have direct line management responsibility and who want to use coaching techniques with their staff. Managers have not yet adapted the curriculum for all apprentices.

p.3

Reasonable progress

Coaches undertake effective reviews of apprentices’ progress. They routinely refer to apprentices’ starting points and the knowledge, skills and behaviour they have developed since commencing the apprenticeship. Apprentices reflect effectively to discuss what they have learned. For example, apprentices talk articulately about managing people, delegating tasks and coaching. They confidently discuss how this learning applies to what they do at work.

p.3

Reasonable progress

How much progress have leaders and coaches made in ensuring that on- and off-the-job training are coordinated with employers so that apprentices are supported to practise and master the knowledge, skills and behaviours they have learned at work?

p.3

Reasonable progress

Since the previous inspection, managers and coaches have worked more collaboratively with employers to coordinate on- and off-the-job training. Employers, coaches and apprentices carefully consider how to plan the order of each curriculum to meet apprentices’ needs and the needs of employers’ businesses. For example, a few employers identify that specific topics such as finance should be taught early in the programme, as apprentices need to use these skills in the workplace.

p.3

Reasonable progress

Employers have a sound understanding of the apprenticeship curriculums and when topics are taught. This helps them to support apprentices effectively with their learning. Coaches work closely with employers to organise work-based tasks linked to apprentices’ new learning so they can practise and develop their newly learned skills.

p.3

Reasonable progress

Employers and coaches support apprentices to practise and apply their new learning. Employers find the focus on self-awareness at the start of the apprenticeships extremely helpful. Apprentices then learn about new management theories and apply them to the workplace. Coaches use assessments skilfully so that apprentices draw on their learning and apply this to their work.

p.3

Reasonable progress

Employers appreciate the adaptations that leaders have made to the level 3 team leader and level 5 operations manager training programmes to focus on women in leadership. This supports female apprentices to develop their career, particularly for those who work in male-dominated sectors such as construction or home repairs, Monitoring visit: Raise the Bar Limited, 25 and 26 April 2023 insurance and telecommunications. Managers are planning further training programme adaptations around diversity in the workplace.

p.3

Reasonable progress

How much progress have leaders made in establishing rigorous processes to monitor the progress that apprentices make on their apprenticeship and in intervening swiftly when apprentices need additional support?

p.4

Reasonable progress

Leaders now ensure that managers and coaches use the electronic tracking and monitoring system more effectively to monitor the progress that apprentices make. Coaches now identify promptly when apprentices fall behind in their learning. They swiftly put rigorous action plans in place, and they work closely with employers to help apprentices to catch up.

p.4

Reasonable progress

Leaders now use the monitoring system to analyse trends such as underperformance of coaches or a lack of commitment from employers. As a result, leaders have taken decisive action, such as suspending apprenticeship enrolments or terminating contracts with employers when apprentices do not receive their entitlement to off- the-job training.

p.4

Reasonable progress

Managers monitor coaches’ performance closely through monthly one-to-one meetings. Managers identify underperformance promptly and implement action plans for improvement. Consequently, most coaches have improved their teaching skills so that the majority of apprentices now receive high-quality training.

p.4

Reasonable progress

Since the previous inspection, coaches have benefitted from a wide range of staff development opportunities to improve the quality of the training they give to apprentices. For example, they have received training on conducting effective progress reviews for apprentices. As a result, coaches now monitor the progress that apprentices make more effectively, including through the setting and monitoring of specific targets. However, as leaders rightly acknowledge, too many coaches still focus on the completion of activities towards the qualification rather than on the knowledge, skills and behaviours that apprentices need to develop. Further improvements are required to address the variation in quality of teaching and assessment between coaches. As a result, a minority of apprentices do not receive high-quality training and make the progress of which they are capable. Monitoring visit: Raise the Bar Limited, 25 and 26 April 2023

p.4

Reasonable progress

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.

p.5

Reasonable progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.5

Reasonable progress

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

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

p.5