Harper Craven Associates Limited

Further education and skills inspection report

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Inspection of Harper Craven Associates Limited

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Inspection dates: 13 to 15 September 2023

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Overall effectiveness Requires improvement

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

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Information about this provider

Harper Craven Associates Limited (Harper Craven) is a national independent learning provider. It has recently relocated its administrative centre to Manchester. Apprentices, when not working with their employer, do all their training and learning online. Harper Craven prepares apprentices for employment related to health and well-being and as teaching assistants. At the time of inspection, there were 436 apprentices, of whom 429 were aged 19 or over. Two hundred and eighty-seven apprentices were studying the level 3 community health and well-being standard, 144 were studying the level 3 teaching assistant standard and five were studying the level 3 team leader standard.

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Information about this provider

Apprentices work for more than 200 employers nationally.

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Information about this provider

Harper Craven does not subcontract any provision. 13 to 15 September 2023

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

Most apprentices are well motivated. They grow in confidence, and they enjoy their apprenticeships. Most acquire new knowledge and develop valuable skills which enable them to make a positive impact at work. For example, teaching assistant apprentices work confidently with classroom teachers to support children with special educational needs and/or disabilities.

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

Most apprentices have a clear understanding of fundamental British values. They learn about them early in their apprenticeships and revisit them in tutorials and progress reviews to consolidate their understanding. Apprentices are able to relate and apply the values to their workplace. For example, teaching assistant apprentices promote well the importance of mutual respect when they work with children from a wide range of cultures and backgrounds.

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

Apprentices feel safe while in learning and at work, and most have a secure understanding of the risks associated with extremism. Teaching assistant apprentices, many of whom work with disadvantaged and vulnerable pupils, have a thorough understanding of safeguarding which helps them to keep pupils safe.

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

Too many apprentices are slow to develop the skills, knowledge and behaviours they need for their roles. Too many learn what they already know and do not have enough opportunities at work to master what they have been taught.

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

Apprentices do not yet benefit from a planned careers education programme that provides them with access to impartial advice and guidance on the full range of career and study options available to them at the end of their apprenticeships.

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

Apprentices do not yet learn about healthy relationships in an age-appropriate way to help them in their work and lives.

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better?

Leaders have considered thoughtfully their curriculum so that it aligns closely with the skills shortages of the sectors they work with. They develop apprenticeship programmes with a broad range of employers to respond to their needs. Apprentices develop the skills, knowledge and behaviours to benefit staff and pupil well-being and to help children with special educational needs and/or disabilities learn. For example, leaders tailor the curriculum closely to the role of teaching assistants working in specialist schools and alternative provision.

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better?

Leaders and managers do not work closely enough with employers to ensure programmes fulfil consistently the requirements of an apprenticeship. They have not yet ensured all apprentices receive their full entitlement to off-the-job training or that apprentices understand well enough the demands of their training. As a result, too many apprentices leave their apprenticeships early or suspend their learning. Leaders have changed how they work with employers and how they advise 13 to 15 September 2023

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apprentices, but it is too soon to see whether improvements are sustained.

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Leaders and managers do not ensure that apprentices’ prior knowledge and skills are taken fully into account when designing their curriculum. They do not always plan apprentices’ learning to accommodate their support needs or their sometimes extensive experience. As a result, too many apprentices studying the health and well-being worker apprenticeship do not make the progress of which they are capable.

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Leaders and managers have been too slow to ensure apprentices who need to study a qualification in English and mathematics are able to do so. They have not given high enough priority to the teaching of functional skills or ensured staff use assessment well enough to identify apprentices’ starting points. As a result, apprentices who need a qualification in English or mathematics do not benefit from a coherently planned and well-taught curriculum.

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Skills coaches explain concepts adeptly, and they often break down complex concepts into smaller components that are more easily understood by apprentices. They make effective use of high-quality digital resources which help to extend and consolidate apprentices’ learning. As a result, apprentices often produce work of high quality, and they develop their digital skills well using a broad range of software and applications. For example, apprentices use software to produce well- designed posters with clear and concise messages about well-being which are used in the workplace.

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Most skills coaches provide apprentices with clear and positive feedback on assessments to highlight the strengths in their work and celebrate their success. They use effective improvement strategies to help apprentices who have not been in learning for a long time. As a result, apprentices grow in confidence and the standard of their work improves over time.

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Skills coaches create inclusive, welcoming and nurturing learning environments for apprentices. They know apprentices well and take into consideration the work pressures they face. Skills coaches use innovative approaches to learning and assessment that apprentices value highly and feel supported by. For example, skills coaches use a broad range of effective assessment techniques such as professional discussion so that apprentices are more efficient in their work.

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Leaders value staff highly, and they care about their well-being. They manage staff caseloads carefully to ensure they are reasonable. They celebrate the efforts of staff through a ‘Skills Coach of the Month’ award and hold activities such as a recent well- being event for the benefit of staff. Staff appreciate the efforts leaders make to enable them to have an appropriate work–life balance and they are proud to work for Harper Craven.

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Safeguarding

The arrangements for safeguarding are effective. 13 to 15 September 2023

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What does the provider need to do to improve?

 Ensure all apprentices receive their full apprenticeship entitlement including high- quality, off-the-job training.  Support all apprentices who require them to achieve English and mathematics functional skills qualifications.  Ensure all apprentices make the progress that they are capable of based upon their starting points.  Implement a well-planned and effective programme of impartial careers education.  Support all apprentices to develop their understanding of healthy relationships. 13 to 15 September 2023

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Provider details

Address Rocklands Place Boreham Lane Wartling Hailsham BN27 1RS

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Provider details

Principal, CEO or equivalent Christian Briggs

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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 13 to 15 September 2023

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Information about this inspection

The inspection team was assisted by the head of delivery, 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

Mark Hillman, lead inspector His Majesty’s Inspector Carolyn Brownsea His Majesty’s Inspector Roland White His Majesty’s Inspector 13 to 15 September 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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