Provek 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

Provek Ltd is an independent learning provider. Leaders registered successfully to provide apprenticeships directly in 2019. Inspectors completed a new provider monitoring visit in 2021, at which time they judged leaders to have made reasonable progress in all areas. Leaders provide training in level 4 associate project management. As part of this programme, apprentices complete a mandatory project management qualification (PMQ). At the time of the inspection, approximately 154 apprentices were enrolled on this programme. All apprentices are aged over 19 years.

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Information about this provider

Provek Ltd is a national provider. Its apprentices work for a wide variety of public and private sector organisations. Staff provide training remotely. Apprentices join workshops, study groups and one-to-one sessions from their workplaces. Provek Ltd does not work with any subcontractors. 25 to 28 July 2023

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

Apprentices enjoy a calm and purposeful learning environment. They build positive relationships based on mutual respect, support and courteous behaviour. They value opportunities to learn from one another about different working environments, practices and cultures. Most apprentices attend well and are punctual. For those who cannot attend, they contact their coaches, who help them to catch up quickly.

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

Apprentices develop good knowledge and skills quickly because of their training. They become more reflective and can evaluate and improve their practice. For example, apprentices develop their understanding of the benefits of different approaches to planning projects. They learn to communicate with stakeholders and hold challenging conversations successfully. As a result, apprentices become better managers and contribute positively to their employers’ projects. Almost all apprentices have remained in employment. Many apprentices gain promotions or go on to further study due to their training.

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

Most apprentices develop their understanding of life in modern Britain well throughout their studies. Apprentices develop a practical understanding of equality, diversity and inclusivity. They apply these to their work appropriately. For example, they communicate confidently and respectfully with clients from diverse backgrounds when working in international contexts.

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

Apprentices feel safe and know what to do if they have concerns for themselves or their peers. Apprentices benefit from frequent opportunities to discuss their safety and well-being with training staff. Apprentices know how to protect themselves from radicalisation and extremism.

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better?

Leaders work closely with employers to design apprenticeships that meet the skills need for project managers. Leaders designed a curriculum which builds logically on what apprentices know and can do. For example, apprentices learn about project lifecycles before learning about leadership and teams. As a result, apprentices understand how to lead teams through projects effectively.

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better?

Staff tailor learning to meet the needs of apprentices, including those with additional learning needs. For example, staff use suitable activities and resources to support learners who need more help and support. Where apprentices have relevant experience or prior learning, staff support them to apply their skills at a more complex, organisational level. As a result, apprentices, including those with additional learning needs, develop new and substantial knowledge, skills and behaviours quickly.

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better?

Experienced project manager teaching staff teach engaging and effective online workshops. They draw on real examples appropriately to make lessons interesting and relevant. They use questioning skilfully to check understanding and promote 25 to 28 July 2023

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discussion. For example, in a presentation skills workshop, apprentices consider how they can influence others and recommend change in their workplaces. T rainers use the chat function to develop an ongoing set of notes, to which all apprentices contribute. As a result, trainers engage apprentices well. Apprentices manage project teams competently in the workplace and recommend improvements to colleagues confidently.

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Most coaches use assessments appropriately to plan learning and to help apprentices prepare for their final examinations. They provide targeted, helpful feedback, which enables apprentices to understand how to improve their written and practical work. As a result, apprentices develop independent learning skills and confidence. They know how to achieve higher marks in their assignments, exams and final assessments. Most apprentices who require mathematics and English qualifications achieve them first time.

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Leaders ensure that the curriculum thoroughly meets the principles and requirements of an apprenticeship. They consulted appropriately with employers to redesign the programme to prepare apprentices more effectively for final tests. Staff engage frequently with line managers to ensure that apprentices’ work, on-the-job learning and assignments align. Employers participate well in timely, helpful progress reviews. As a result, employers are clear about the progress their apprentices are making. They know how to support them effectively in the workplace and with their studies.

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Leaders have rightly recognised the issue of too many apprentices withdrawing from the course as a result of PMQ examination results. Leaders have started to improve support for this part of the course through additional workshops and changes to the order of training. While it is too soon to see the full impact of leaders’ actions, more apprentices now remain on course as a result.

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Leaders and managers provide apprentices with helpful careers advice at the start and end of their programme. However, throughout their studies, apprentices do not always know where to find careers information to enable them to make appropriate choices about next steps.

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Leaders place a high priority on staff welfare and training. They provide regular training on topics such as supporting apprentices with learning needs, consistency in assessment and giving effective feedback. Leaders plan staff workloads sensitively and foster an inclusive workplace culture. Staff feel welcome from day one and find leaders and managers very approachable. As a result, motivated staff are well prepared to support apprentices to make progress and achieve.

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Experienced governors provide effective strategic oversight of the senior leadership team. They hold leaders to account by asking challenging questions or requesting additional performance or financial reports where necessary. As a result, scrutiny and oversight of the leadership team are good. 25 to 28 July 2023

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders follow an appropriate recruitment process to ensure that staff are safe to work with apprentices. Trainers receive relevant training on safeguarding and the ‘Prevent’ duty. They know how to identify and report safeguarding concerns. Safeguarding team members receive additional training to help them undertake their roles effectively. Staff provide apprentices with suitable safeguarding training so that they know how to stay safe at work, at home and online.

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What does the provider need to do to improve?

 Leaders should continue to take action to ensure that all apprentices achieve well in the mandatory PMQ, remain in training and make good progress in their apprenticeship.  Leaders should ensure that apprentices have access to appropriate careers advice and guidance available to them throughout their studies, to enable them to make appropriate choices about next steps. 25 to 28 July 2023

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Provider details

Address 12 Thatcham Business Village, Colthrop Way Thatcham RG19 4LW

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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 None 25 to 28 July 2023

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Information about this inspection

The inspection team was assisted by the training and consulting delivery director, 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

Ann Potterton, lead inspector His Majesty’s Inspector Viki Faulkner His Majesty’s Inspector Jai Sharda Ofsted Inspector Colin Smith Ofsted Inspector Daniel Lewsey Ofsted Inspector Ravinder Jhite Ofsted Inspector 25 to 28 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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