The OCM Group 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

The OCM Group Limited (OCM) was established in 1998 to provide training in developing competencies in coaching and mentoring for businesses. OCM began delivering apprenticeships in 2020.

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Information about this provider

At the time of the inspection, there were 96 adult apprentices studying the standard in coaching professional at level 5. Apprentices are employed by a range of different employers based across the country. All training is delivered remotely via webinars and videoconferencing facilities. OCM works with Functional Skills UK to provide apprentices with qualifications in English and mathematics. 24 to 26 May 2023

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

Apprentices are highly motivated and committed to their studies. Apprentices are focused and attentive throughout all learning activities. Apprentices enjoy their learning and rightly value the skills and knowledge they acquire.

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

Apprentices are taught the importance of being active citizens and how coaching can have a positive impact on others’ lives. Apprentices are supported to acquire external clients on a pro-bono agreement for those that otherwise could not afford coaching. Apprentices gain valuable knowledge and experience of working with a range of clients.

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

Apprentices value the experience and expertise of their coach mentor supervisors (CMSs). CMSs share their extensive knowledge of coaching practice effectively. CMSs draw on their past experience to provide real-life examples of good and poor practice that helps apprentices grasp concepts well. Apprentices rapidly build confidence in their coaching ability from the training they receive.

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

Apprentices benefit from sessions at the end of their training on ‘life beyond the apprenticeship’. Apprentices create a personal learning plan about how they will continue to develop as a coach. Apprentices use these plans well to decide what they will do next and what type of coach they will be. Nearly all apprentices are retained by their current employer, making good use of their newly acquired coaching skills to help meet organisational ambitions.

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

Apprentices do not benefit from access to impartial careers advice. Apprentices receive support from CMSs with their next steps when coaching in their organisations. However, leaders do not sufficiently plan or implement career guidance, which limits apprentices’ awareness of broader opportunities.

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

Apprentices feel safe and are safe in their training and work. Apprentices learn and apply the code of ethics for coaching and mentoring, which supports safe practice. Apprentices are confident to talk to their CMSs if they have concerns.

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better?

Leaders have a clear focus on supporting organisations to develop the coaching abilities of their workforce in order to manage and implement effective change. Employers report a growing need to have different skills that are more aligned to coaching to communicate effectively and manage staff who are working in different ways, often remotely, and to meet organisational objectives. Leaders are offering the apprenticeship to support individuals to gain professional coaching skills to meet these expectations.

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better?

Leaders have developed positive relationships with employers. Leaders engage effectively with employers from the outset to understand their organisation’s needs and to design an appropriate training plan for their apprentices. CMSs collaborate 24 to 26 May 2023

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well with employers and apprentices to reflect on what the apprentices have learned and applied at work and then to agree what further support they need. Employers value the support apprentices receive and the wider guidance on the implementation and development of coaching practices in their organisations.

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Apprentices benefit from a range of teaching and training opportunities that help them quickly develop coaching knowledge, skills and behaviours. Leaders and CMSs teach apprentices effectively through one-to-one sessions, live online learning seminars, action learning sets and recorded webinars. Most apprentices quickly learn how to use the helpful online learning platform and rightly appreciate the high- quality resources it contains.

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Leaders plan the curriculum carefully so that apprentices initially learn the fundamentals of coaching before attempting more advanced competencies. For example, staff initially focus on developing apprentices’ core skills of listening, asking questions and giving feedback before moving on to more complex topics, such as power and influence. Apprentices learn about the different models of coaching and practice that they successfully adapt and apply to the context in which they are operating with their clients.

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CMSs provide effective feedback that helps apprentices develop their coaching practice. Apprentices develop their skills of reflection particularly well. They can identify strengths and weaknesses in their practice and are proactive in taking action to address any weaknesses. As a result, they become more skilled and confident coaches.

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Apprentices make a positive contribution at work. Apprentices successfully adopt a coaching rather than a directive style of management, encourage the right behaviours in others and strengthen relations in the workplace. Apprentices recognise the positive impact that a greater variety of approaches towards leadership can have. As a result, the teams that they lead or guide become more productive.

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Leaders support apprentices with their next steps at the end of their apprenticeship. The vast majority of apprentices who have achieved the standard join the graduate network, where they are able to access continuing professional development to sustain their ongoing practice as qualified coaches. Leaders support apprentices to gain accreditation through relevant, professional coaching organisations. Leaders are committed to ensuring that their graduates progress in their careers as professional coaches.

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Leaders rightly recognise that too many apprentices take longer than planned to complete their apprenticeship. Leaders and managers have failed to implement appropriate processes and interventions to make sure that all apprentices make the progress expected of them. As a result, too many apprentices are behind their planned end-date. 24 to 26 May 2023

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Leaders do not benefit from any external scrutiny of the provision. Senior leaders of the OCM Group provide scrutiny and challenge of apprenticeship leaders and managers. However, this is overly focused on the operational activity of the group. They have insufficient oversight of all of the organisation’s and subcontractors’ strengths and weaknesses in the quality of education. Leaders do not receive useful challenge and support to recognise or implement fully actions that support continuous improvements in teaching and assessment.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have developed an effective culture of safeguarding. They have put in place clear safeguarding and ‘Prevent’ duty processes and policies. Leaders follow safer recruitment processes, and all staff in contact with apprentices complete a Disclosure and Barring Service check. Leaders rightly ensure that all staff are suitably trained in safeguarding and the ‘Prevent’ duty to ensure that they can appropriately identify any apprentices at risk of harm and know how to report any concerns to protect them.

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Safeguarding

Leaders have mechanisms in place to recognise whether apprentices are at risk of harm. Apprentices receive effective safeguarding training, which is revisited through one-to-one sessions, to provide opportunities for them to raise any concerns.

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What does the provider need to do to improve?

 Leaders should ensure that apprentices understand the wide range of career progression opportunities available to them at the end of their programme so that they can plan their long-term career pathway.  Leaders should introduce governance arrangements to ensure that they receive the support and challenge they need to improve the quality of training for apprentices.  Leaders should ensure that all apprentices who are not making the expected progress receive targeted interventions and support to help them achieve their apprenticeship within the planned time frame. 24 to 26 May 2023

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Provider details

Address Unit 1 Bennetts Farm West Woodhay Newbury RG20 0BL

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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 Functional Skills UK 24 to 26 May 2023

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Information about this inspection

The inspection team was assisted by the apprenticeship manager, 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

Richard Kirkham, lead inspector His Majesty’s Inspector Roland White His Majesty’s Inspector Emma Barrett-Peel Ofsted Inspector 24 to 26 May 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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