Floorskills Limited

Further education and skills inspection report

p.1

Inspection dates: 19 to 22 September 2023

p.1

Overall effectiveness Requires improvement

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

p.1

Information about this provider

Floorskills Limited is an independent learning provider based in Solihull in the West Midlands. It provides specialist flooring training to employers and their workforces nationally. At the time of the inspection, there were 84 apprentices in learning. There were 83 apprentices on the floor-layer standard at level 2 and one on the hospitality team member standard at level 2. Most apprentices are aged 19 or over. The provider does not work with any subcontractors. 19 to 22 September 2023

p.1

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

Apprentices benefit from a purposeful, relaxed and professional working environment at the training centre. They are well behaved, motivated and committed to attending their vocational training.

p.2

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

Apprentices receive high-quality, off-the-job training at the provider’s training centre. They have the use of new product developments and they work with manufacturers to understand new and emerging technologies. This helps them develop industry- leading flooring skills. Employers recognise the value of the training and the positive impact apprentices have on their workplace.

p.2

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

Apprentices understand the value of honesty and respect when working in customers’ homes and places of work. They feel safe and well supported both with the provider and their employer.

p.2

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

Although apprentices receive high-quality training, too many withdraw from their programme and do not achieve their apprenticeship. Too many of these apprentices have been unsuccessful in studying English and mathematics as part of their apprenticeship.

p.2

better?

Leaders have developed a training programme that meets the high demand for flooring skills both locally and nationally. They recognise both the need for a greater number of floor-layers and the need for professionalisation in the industry through vocational qualifications. It is too early to see how these changes will impact the industry.

p.2

better?

Leaders have designed the curriculum so that apprentices can develop their knowledge and skills over time. Apprentices study how to prepare subfloors and then move on to the basics of carpet-laying. They practise these skills in the workplace before returning to the centre and developing more complex skills in textile flooring, and luxury vinyl tile and commercial vinyl flooring.

p.2

better?

Trainers check that apprentices have understood the practical subjects taught and provide feedback that tells them what they have done well and how to improve their work. However, apprentices do not always receive developmental feedback on their written work. Feedback on written work is often superficial, with little direction as to how apprentices can improve their work.

p.2

better?

Tutors do not effectively plan, teach, monitor or assess apprentices’ development of skills in English and mathematics. Apprentices do not have individual plans based on their starting points, and learning is not methodically and individually planned or assessed. As a result, too many apprentices make slow progress towards their functional skills qualifications. 19 to 22 September 2023

p.2

3

Leaders do not give employers the opportunity to attend apprentices’ progress reviews. Staff provide detailed reports on apprentices’ progress and ask employers to comment. In too many cases, employers do not engage with this process and are not able to understand or discuss apprentices’ training needs. A few apprentices do not make sufficient progress, despite concerns being raised regularly during reviews.

p.3

3

Leaders have not ensured that apprentices have access to appropriate careers education, information, advice and guidance. In too many cases, apprentices are not aware of the career opportunities available to them on completion of their apprenticeship.

p.3

3

In too many cases, apprentices do not have a secure understanding of fundamental British values and equality, diversity and inclusion or how these are relevant to their lives and work. Although many apprentices recall covering these topics as part of their induction, they cannot explain their importance in modern Britain. Too many apprentices who regularly stay away from home through their work and studies are not able to explain the importance of a healthy lifestyle.

p.3

3

Leaders ensure that staff have high-quality, vocational continuing professional development. Industry-leading manufacturers support trainers to understand and teach the most current floor skills. However, there is too little focus on the craft of teaching. Staff do not have enough opportunity to develop their pedagogical skills to improve their teaching.

p.3

3

Leaders have high expectations for their apprentices and for the quality of their training. They discuss quality improvements in the leadership team regularly and are committed to improving their apprenticeships. However, they do not have clear processes to ensure that these improvements are monitored and challenged effectively by those responsible for governance. As a result, improvements to the quality of provision and retention have been implemented too slowly.

p.3

3

Leaders do not provide those responsible for governance with enough information for them to challenge and support improvements to the quality of training. Although governors are aware of the weaknesses in the quality of training for apprentices, they are not aware of their responsibilities as board members. As a result, they are not involved in the quality assurance process or in ensuring that statutory requirements are met.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

What does the provider need to do to improve?

 Implement a personal development curriculum that meets the needs of all apprentices. 19 to 22 September 2023

p.3

4

 Ensure that apprentices have access to careers education, information, advice and guidance throughout their apprenticeship.  Improve the quality of information provided to governors to help them drive quality improvement.  Create staff development programmes to improve the craft of teaching.  Improve the outcomes for apprentices studying functional skills English and mathematics. 19 to 22 September 2023

p.4

Provider details

Address Unit 2 Lyndons Farm Poolhead Lane Earlswood Solihull B94 5ES

p.5

Provider details

Principal, CEO or equivalent Matt Bourne

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors None 19 to 22 September 2023

p.5

Information about this inspection

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

p.6

Inspection team

Helen Morgan, lead inspector His Majesty’s Inspector Joel Dalhouse His Majesty’s Inspector Joanne Keatley Ofsted Inspector Harkesh Ram Ofsted Inspector 19 to 22 September 2023

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7