Averee Ltd

Further education and skills inspection report

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Overall effectiveness Requires improvement

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

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Information about this provider

Averee Ltd (Averee) is an independent learning provider based in Hatfield, Hertfordshire with apprentices across England. Averee offers standards-based apprenticeships in health and social care, facilities management, team leading and operations and departmental manager. Most apprentices were studying health and social care.

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Information about this provider

Averee offers apprenticeships at level 2 in adult care worker, level 3 in lead adult care, facilities management supervisor and team leader or supervisor, level 4 in lead practitioner in adult care and level 5 in operations and departmental manager and leader in adult care.

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Information about this provider

At the time of the inspection, there were 86 apprentices; most apprentices were aged over 19. There were 34 apprentices studying functional skills qualifications at levels 1 and 2. There were no learners in receipt of high needs funding. Averee does not work with any subcontractors. 21 to 23 June 2023

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

Apprentices enjoy their online lessons and the positive, caring learning environment that teachers promote. Apprentices value the opportunities provided by teachers to study and attend training around their work commitments.

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

Apprentices appreciate the support and guidance they receive from teachers. Teachers are readily available to help them with their work when they require it so that apprentices feel motivated.

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

As apprentices gain new knowledge and skills, they become more confident to take on additional responsibility in the workplace. They have an increased understanding of why they perform tasks in particular ways and as a result, they are better equipped to make good decisions.

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

Apprentices benefit from teachers who are highly qualified and who have extensive vocational expertise in the areas that they teach. Teachers use their expertise to make apprentices’ learning meaningful and relate it appropriately to apprentices’ job roles.

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

Too few apprentices complete their apprenticeship by the planned date. They are not always clear about what they need to do to complete their apprenticeship and are not well prepared for their final assessments.

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

Apprentices feel safe at work and within their learning environment. They know how to keep themselves safe, who to report concerns to and are confident to do so. Apprentices know that staff will take their concerns seriously.

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better?

Leaders do not ensure that apprentices make prompt progress. Teachers assess apprentices’ knowledge, skills, and experience thoroughly at the start of their apprenticeship. However, teachers make limited use of this information to plan an effective programme of learning. Many apprentices repeat, rather than extend their learning. This contributes to the slow progress that many apprentices make.

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better?

Leaders do not monitor apprentices’ attendance at lessons effectively. Leaders are flexible about when apprentices attend taught sessions so that they can learn around their shift patterns. However, teachers do not monitor whether apprentices make up any learning that they have missed. As a result, apprentices do not always benefit from useful discussions in lessons. Teachers are unable to check apprentices’ understanding of new concepts and correct misunderstandings until they complete written coursework.

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better?

Teachers do not develop apprentices’ English and mathematics skills effectively. Teachers do not provide apprentices with regular and helpful feedback on the 21 to 23 June 2023

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development of their English and mathematics skills within lessons, progress reviews and written work. As a result, apprentices do not know what they must do to improve further. Most apprentices eventually achieve their functional skills qualification and pass at their first attempt.

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Leaders plan learning and assessment effectively to meet the requirements of the apprenticeship. Leaders have sequenced learning logically to enable apprentices to acquire basic skills before progressing on to the development of more complex skills. In level 2 adult care, for example, apprentices learn about job roles and responsibilities prior to learning about methods of communication, person-centred values and human rights. As a result, apprentices become more confident in their professional abilities and can take on additional responsibilities within the workplace. However, leaders do not involve employers sufficiently well in the planning of apprenticeship programmes to ensure that the curriculum meets the needs of each employer.

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Teachers skilfully teach new subject knowledge. They use a range of effective teaching methods to explain new concepts and relate them to the different job roles apprentices have at work. Teachers use case studies expertly so that apprentices share their experiences in different care settings. As a result, apprentices have a better understanding of the different contexts in which they might work.

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Teachers mostly provide helpful developmental feedback to apprentices. Teacher feedback on apprentices written work helps them to understand what they have done well and what they need to do to improve their work further. As a result, apprentices can deepen their knowledge and skills over time.

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Most apprentices benefit from frequent and effective progress reviews. Teachers check that apprentices gain new knowledge, skills, and behaviours and that they apply their new learning in the workplace. As a result, apprentices are confident to work independently in the workplace and are valued highly by their employers. Level 2 adult care apprentices can explain how learning about duty of care has helped their understanding of client needs and how to protect clients from potential risks. As a result, apprentices are confident to work independently in the workplace and are valued highly by their employers.

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Apprentices with learning difficulties and/or disabilities are supported effectively by teachers. They explain new concepts carefully and ensure that apprentices have sufficient time to develop their understanding of new topics. As a result, apprentices with learning difficulties and/or disabilities achieve as well as their peers.

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Apprentices benefit from a range of helpful resources, such as newsletters and high- quality podcasts on subjects, including mental health, well-being, disability, and diversity. Apprentices use these resources frequently to improve their understanding of these topics. As a result, apprentices can discuss these subjects confidently and understand how they apply in their job roles. 21 to 23 June 2023

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Most apprentices have an appropriate understanding of fundamental British values. Apprentices can apply rule of law, respect, and tolerance to their own job roles. Lead adult care workers can speak fluently about the importance of professional conduct and working with respect and empathy when caring for clients with dementia. However, apprentices do not have a sufficiently detailed understanding of how fundamental British values impacts on their lives outside work.

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Leaders do not ensure that apprentices benefit from detailed impartial careers, advice and guidance. Teachers provide helpful guidance to apprentices who request information, such as guidance on progression to university. However, they do not ensure that apprentices have a good understanding of the breath of opportunities available to them in the short and long term.

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Leaders have an appropriate understanding of the strengths and weaknesses of their provision. They recognise that too few apprentices make good progress in completing their apprenticeship. Leaders use a range of methods to effectively review the quality of education and training such as observations of teaching and learning. Although leaders have taken actions to secure improvements, these have not had sufficient impact on improving the quality of apprenticeship provision or the proportion of apprentices that achieve their qualification.

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Governance arrangements are ineffective. Those responsible for governance have good knowledge of the care sector but do not focus on improving the quality of training and education. Leaders do not routinely share relevant information. As a result, governors do not understand the progress that leaders are making in securing improvements.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have developed a strong culture of safeguarding. The designated safeguarding leads are well trained to carry out their role. Leaders have ensured that there are appropriate policies and procedures in place which they use effectively to keep apprentices safe.

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Safeguarding

Leaders ensure that staff receive mandatory safeguarding training at induction. Leaders put in place frequent refresher training, so that staff have up-to-date knowledge of safeguarding issues.

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Safeguarding

Leaders have put in place robust safer recruitment checks. Those staff responsible for recruitment use these effectively to ensure that staff are suitable to work with vulnerable adults and young people. 21 to 23 June 2023

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What does the provider need to do to improve?

 Use their assessment of apprentices’ knowledge and skills at the start of their course to ensure that apprentices make good progress and achieve their apprenticeship within their planned completion dates.  Ensure that apprentices improve their English and mathematics skills swiftly, so that they are well prepared to achieve their functional skills qualifications and gain the skills they need to progress to higher levels of study or gain promotion.  Ensure that apprentices benefit from well-planned impartial careers, advice and guidance so that they understand the broad range of opportunities available to them when they complete their apprenticeship.  Ensure that those responsible for governance have a good understanding of high- quality apprenticeship education and training and use the relevant performance measures such as apprentices’ attendance and progress to challenge leaders effectively.  Ensure that apprentices have a sufficiently detailed understanding of how

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What does the provider need to do to improve?

fundamental British values impacts on their lives outside work. 21 to 23 June 2023

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Provider details

Address 2nd floor Titan House Bishops Square Business Park Bishops Square Hatfield AL10 9NE

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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 N/A 21 to 23 June 2023

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Information about this inspection

The inspection team was assisted by the CEO, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection 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

Caroline Williams, lead inspector Ofsted Inspector Lynda Brown His Majesty’s Inspector Clare Hood Ofsted Inspector Catherine Gunn Ofsted Inspector 21 to 23 June 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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