Holland and Barrett Retail Limited

Further education and skills inspection report

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Inspection of Holland & Barrett Retail Limited

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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

Holland & Barrett International (Holland & Barrett) is a global health and wellness business. It supplies customers with a wide range of health supplements, such as vitamins and minerals, specialist foods and natural beauty products. Holland & Barrett has over 150 years of experience in this industry and more than 750 stores across the UK.

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Information about this provider

Holland & Barrett started to teach its first apprentices in February 2021. At the time of the inspection, there were 162 apprentices enrolled across five standards. Most apprentices are over the age of 19. The largest apprenticeship is the level 3 retail team leader standard, with 60 apprentices. The next largest is the level 5 operations or departmental manager apprenticeship, with 47 apprentices. There were 25 apprentices studying the level 3 team leader or supervisor and 26 on the level 3 customer service specialist apprenticeships. Additionally, four apprentices study on the level 2 retail apprenticeship. However, no new apprentices are being recruited to this apprenticeship. 18 to 21 July 2023

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

Apprentices have a positive attitude to learning because they understand the high expectations that trainers and workplace mentors set. Their attendance at workshops is high, and they are punctual. Apprentices are motivated and show respect for the views of others. They value the support and encouragement that trainers provide. They describe an inclusive and supportive working environment, in which their mental and physical health are a priority. Because of this, apprentices are committed to their apprenticeships and want to succeed.

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

Apprentices improve their confidence throughout their training and demonstrate increasing skill, knowledge and behaviours in the workplace. They can articulate how the apprenticeship is helping them to become better managers. For example, they explained how their understanding of how to communicate more effectively and how to motivate team members has improved. As a result, they see the value of what they are taught and learn.

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

Apprentices understand life in modern Britain and fundamental British values in the workplace. They recognise the value of a diverse workforce and understand the risks associated with radical and extreme views. Because of this, they have a good understanding of how to stay safe when at work. However, apprentices on the level 5 operations or departmental manager standard have a less developed understanding of how localised risks can affect them directly.

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

A few apprentices do not receive the advice and guidance that helps them to understand their next steps. Many apprentices understand the career routes available to them. For example, apprentices on the level 3 retail team leader understand clearly how their skills transfer to other retail environments. However, level 5 operations or departmental manager apprentices do not understand the opportunities available to them once they complete the apprenticeship.

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better?

Leaders and managers have a strategy to provide high-quality apprenticeships that support the organisation and the needs of the workforce. They demonstrate a clear rationale for the intent of the curriculums: to support staff to develop their careers. The apprenticeships offer succession planning and career paths to candidates who demonstrate an interest and have the capacity for this development. As a result, leaders value the contributions that apprentices make to their business.

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better?

Leaders and managers have selected effective curriculums. The curriculums contribute to meeting the skills shortages within the retail sector. They are logically sequenced and appropriately designed. For example, in level 3 retail team leader, apprentices start by learning the concepts related to team formation. They then move on to learn about more complex topics, such as self-management and 18 to 21 July 2023

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psychological aspects of people management. Because of this, apprentices develop significant new knowledge, skills and behaviours throughout their study.

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Leaders ensure that curriculums are inclusive. Trainers create curriculums that are tailored effectively to support apprentices with additional learning needs. This can include additional one-to-one support or a change in teaching or assessment strategies. For example, trainers support apprentices with dyslexia to provide oral responses to questions through digital recordings. As a result, apprentices receive the support they need to make progress.

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Trainers use a range of teaching styles skilfully to support learning. For example, they use presentations combined with quizzes to teach theoretical concepts. They use discussions and encourage individuals to reflect on their learning. As a result, apprentices retain their learning in their long-term memory.

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Trainers use the starting points of apprentices to plan learning. Apprentices undertake a range of assessments prior to the start of their apprenticeship. Tutors use the results of these assessments to inform the learning that apprentices undertake. For example, where apprentices on the level 5 operations or departmental manager apprenticeship have experience in finance, tutors progress apprentices through this module more quickly. As a result, apprentices make rapid progress.

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Tutors do not routinely provide feedback that helps apprentices to improve as swiftly as they could. For example, in a few cases, tutors’ feedback is overly positive and lacks the detail that apprentices need to improve beyond the criteria in the qualification. As a result, apprentices do not produce work to the standard of which they are capable.

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Trainers encourage apprentices to use vocationally specific terminology in their lessons. Trainers frequently introduce new concepts throughout their learning. For example, apprentices on the level 3 retail team leader learn about ‘shrinkage’ and ‘stock loss’ and how to manage these effectively. As a result, apprentices quickly become fluent in using these terms and the concepts they represent.

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Trainers do not support apprentices to extend their English and mathematics skills. Most apprentices start the apprenticeship without needing to complete a functional skills qualification. When needed, trainers provide additional support to help apprentices achieve their examinations. However, many apprentices with the necessary qualifications are not supported to further develop their English and mathematics skills. Because of this, many do not have a good enough understanding of the English and mathematics skills required for their next steps in work or education.

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Trainers successfully prepare apprentices for their end-point assessment. They support apprentices effectively to understand the requirements of these assessments. They teach apprentices to understand what they need to do to achieve the highest grades. Trainers use mock tests and activities to help apprentices learn 18 to 21 July 2023

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and prepare for their assessments. As a result, most pass their assessments at their first attempt, and many achieve the highest grades.

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Leaders and managers prioritise staff well-being. For example, staff have weekly one-to-one meetings with managers. They attend weekly coffee and catch-up sessions with senior leaders. They have one hour per week to complete an activity that supports their mental health and well-being, and they have access to a comprehensive employee assistance programme. Because of these interventions, trainers feel valued.

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Newly appointed managers identified areas in need of swift intervention. On joining the company, managers quickly identified concerns regarding retention and achievement rates. To resolve this, they put in place new, more effective processes to monitor the quality of training. For example, they established a new, company- wide data dashboard to ensure a transparent view of apprentices’ progress. They implemented a more appropriately considered process to evaluate the effectiveness of teaching. As a result of these measures, the number of apprentices leaving the apprenticeship has reduced.

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Governors have an effective understanding of the apprenticeship provision within their organisation. The governance board is a mixture of experienced individuals who collectively bring a wealth of expertise to the board. They use their knowledge successfully to challenge leaders. For example, governors challenge leaders on the number of apprentices who did not successfully achieve their apprenticeship. As a result, leaders changed the recruitment process to be more effective in selecting the right candidate. Many apprentices now achieve their apprenticeship.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding lead (DSL) and officer are appropriately trained. They use effective processes for the recording of safeguarding concerns. They precisely record safeguarding logs and take swift action when needed. The DSL has put in place appropriate safer recruitment procedures. All trainers go through appropriate vetting processes.

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Safeguarding

Apprentices undergo training in safeguarding and the ‘Prevent’ duty at the start of their apprenticeship. Trainers revisit this learning during progress reviews. All stores use an up-to-date ‘Prevent’ duty risk assessment. This results in apprentices talking confidently about the risks of terrorism while at work. 18 to 21 July 2023

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What does the provider need to do to improve?

 Leaders and managers should make sure that apprentices on the level 5 operations or departmental manager apprenticeship understand the opportunities that are available to them following the completion of their apprenticeship.  Leaders and managers should make sure that apprentices develop the English and mathematics skills they need for their next steps in work or education.  Leaders and managers should ensure that apprentices on the level 5 operations or departmental manager apprenticeship recognise how the risks faced locally can impact them directly. This is to ensure that they understand how to stay safe. 18 to 21 July 2023

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Provider details

Address Samuel Ryder House 7 Barling Way Nuneaton CV10 7RH

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Provider details

Website https://www.hollandandbarrett.com/

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Provider details

Principal, CEO or equivalent Gerald Pearce

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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 July 2023

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Information about this inspection

The inspection team was assisted by the head of apprentices, 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

Bev Ramsell, lead inspector His Majesty’s Inspector Sharon Dowling His Majesty’s Inspector Stacey Boreham Ofsted Inspector Stuart Collett His Majesty’s Inspector 18 to 21 July 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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