Professional Quality Management Services Limited

Further education and skills inspection report

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Inspection of Professional Quality Management Services Limited

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Overall effectiveness Good

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

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Information about this provider

Professional Quality Management Services Limited (PQMS) is an independent training provider based in Bedworth, West Midlands. At the time of the visit, there were 90 apprentices, all of whom were on standards-based apprenticeships. Of these, 70 were on the level 2 telecoms field operative, 17 on the level 2 dual fuel smart meter installer, two on level 2 highways maintenance skilled operative and one on the level 3 team leader or supervisor apprenticeships. There were also eight adult learners on a short course in telecommunications funded by the West Midlands Combined Authority. 27 to 30 June 2023

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

Staff at PQMS have high expectations of apprentices and learners and create a calm and positive learning environment. They work closely with apprentices and learners to agree expectations for behaviour and conduct, including during online teaching sessions and on-site practical training events. As a result, apprentices and learners feel comfortable asking questions and accepting support to rectify misconceptions to help improve their understanding of key concepts.

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

Apprentices develop significant new knowledge, skills and behaviours during their apprenticeship. As a result, level 2 dual fuel smart meter installer apprentices can quickly install smart meters confidently, competently and safely. Consequently, they add value to their employer’s business.

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

Attendance of apprentices and learners is high. They arrive on time and are ready to learn. In most cases, apprentices and learners understand key points in learning sessions, for example using the appropriate equipment, such as optic cable cutting scissors, to cut cabling to the required length. They work diligently outside lessons, completing coursework to consolidate their learning, extend their technical knowledge and prepare for assessments.

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

Apprentice trainer assessors (ATAs) place a high priority and emphasis on health and safety practices to ensure that learners and apprentices understand the risks of the environment in which they are training and will be working. For example, ATAs reinforce the importance of safe working practices, adhering to method statements and undertaking risk assessments throughout classroom and practical activities. Consequently, learners and apprentices demonstrate a heightened awareness of how to keep themselves and others safe.

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

Apprentices and learners feel safe while attending their apprenticeship or course and know who to contact if they have safeguarding concerns.

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better?

Managers design and teach apprenticeships in collaboration with employers in the utilities sector. Their selected curriculum targets regional and national skills shortages in the telecoms sector. Leaders in the industry have challenging government targets to achieve.

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better?

Governors provide effective leadership and strategic direction to managers. They have a clear understanding of the curriculum offered and work closely with the management team to develop systems and processes needed to support learners and apprentices effectively. For example, the chair of governors works closely with managers to develop and implement a lesson observation process to continually improve teaching quality. As a result, apprentices and learners benefit from a high- quality teaching experience. 27 to 30 June 2023

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Managers appropriately sequence learning to systematically develop apprentices’ and learners’ knowledge and understanding of key themes and topics. For example, adult learners participate in industry-specific health and safety training in preparation to work underground and at height, followed by training in how to work underground and subsequently at height. As a result, apprentices and learners develop skills that reflect the current and future needs of the telecommunications sector.

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Leaders and managers do not ensure that ATAs and learning support coordinators (LSCs) routinely develop detailed plans for how they intend to support the very small number of apprentices with a range of declared support needs, such as dyslexia. As a result, leaders cannot evaluate the extent to which these apprentices routinely receive appropriately individualised help and support.

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ATAs have extensive industry experience and expertise. They use this knowledge effectively to inform the highly relevant training, which takes place in specialist training facilities that replicate the environment in which apprentices work. They draw upon their professional expertise to contextualise learning and engage apprentices and learners fully. As a result, apprentices and learners value ATA’s specialist knowledge and ability to link theoretical knowledge to practical workplace examples.

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Managers use initial assessments and skills scans to establish the starting points of apprentices. However, they do not consistently use this information to plan learning. As a result, a few apprentices are not supported to improve specific areas for development identified in these scans.

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ATAs use assessment well to assess the progress of apprentices and learners. ATAs provide apprentices and learners with the opportunity to complete practical tasks to demonstrate their new skills learned through attending technical training. ATAs use coaching effectively to help apprentices and learners improve their skills.

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ATAs skilfully use learning activities to revisit prior learning. Apprentices and learners review prior learning regularly; consequently, they commit this to their long-term memory, becoming proficient in their learned skills.

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ATA’s oral feedback on apprentices’ work is prompt and constructive. They give apprentices detailed and helpful verbal feedback to reinforce learning and understanding. As a result, the majority of apprentices improve their work and achieve their highest grades.

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In progress review meetings, LSCs focus too heavily on task completion. They do not focus enough on identifying how effectively apprentices develop new knowledge, skills and behaviours and how they apply them in the workplace. As a result, apprentices often rely on employers to help plan opportunities to practise their skills in the workplace.

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Not all ATAs and LSCs use the results of initial assessments to plan the development 27 to 30 June 2023

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of English and mathematics skills for those apprentices and learners who do not need to take functional skills qualifications. While apprentices and learners develop these skills, ATAs and LSCs do not sufficiently provide support to improve individual learning gaps. In contrast, functional skills teachers use starting points well to identify areas for development, and apprentices are directed towards online resources to support them to improve their knowledge and understanding in these areas and prepare for their assessments. However, teachers do not routinely check learning to ensure that apprentices have committed their newly acquired knowledge to their long-term memory.

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Leaders work closely with employer partners to provide adult learners with guaranteed job interviews linked to identified employment vacancies in the telecommunications sector at the end of their course. As a result, adult learners who complete successfully progress to employment at the end of their course.

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Managers and LSCs discuss progression opportunities for apprentices within their workplace, and almost all apprentices achieve and remain in employment after completing their course. However, they do not routinely provide careers advice and guidance beyond that linked to internal progression with their current employer.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have appointed an appropriately qualified and experienced designated safeguarding lead (DSL). The DSL has policies and procedures in place to protect learners and apprentices, including an appropriate policy for the safer recruitment of staff. They have put in place suitable arrangements for the recording and reporting of safeguarding concerns.

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Safeguarding

Leaders have trained staff to identify apprentices and learners who may need help and quickly put in place support. Leaders train staff to identify the indicators that could evidence a learner or apprentice is at risk of harm.

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What does the provider need to do to improve?

 Leaders should ensure that the ATAs use the starting points of apprentices when planning learning so that all apprentices make the progress of which they are capable.  Leaders should ensure that apprentices taking functional skills receive appropriately focused teaching to ensure that they are committing their newly improved understanding of English and mathematics to their long-term memory.  Leaders should ensure that all apprentices receive impartial careers advice so that they are aware of the full range of progression opportunities available to them.  Leaders should ensure that apprentices’ and learners’ understanding of the risks associated with radicalisation and extremism is more widely developed throughout their apprenticeship so that they can apply it in their workplace and 27 to 30 June 2023

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more widely in their lives. 27 to 30 June 2023

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Provider details

Address Unit 1-2 Astley Lane Bedworth Warwickshire CV12 0NE

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Provider details

Principal, CEO or equivalent Liam Minehane

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 27 to 30 June 2023

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Information about this inspection

The inspection team was assisted by the head of apprenticeships, 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

Sharon Dowling, lead inspector His Majesty’s Inspector Joel Dalhouse His Majesty’s Inspector Claire Beaman Ofsted Inspector Alison Whatsize Ofsted Inspector Victor Reid His Majesty’s Inspector 27 to 30 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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