Citrus Training Limited

Further education and skills inspection report

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Inspection dates: 19 to 22 September 2023

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Overall effectiveness Requires improvement

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

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Information about this provider

Citrus Training Limited (Citrus) provides apprenticeship and part-time adult learning courses to those who work in the construction sector. Apprentices and adult learners work in locations across the country and mostly study through online learning platforms.

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Information about this provider

At the time of the inspection, there were 114 apprentices and seven adult learners. Of these, 62 study the level 3 team leader apprenticeship and 52 study the level 5 operations/departmental manager apprenticeship. Adult learners study the National Vocational Qualification (NVQ) level 3 diploma in occupational work supervision. All apprentices and learners are aged over 18.

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Information about this provider

Leaders have reviewed the curriculum offer and, going forward, will only offer apprenticeships. 19 to 22 September 2023

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

Apprentices do not always gain a deep enough understanding of the knowledge, skills and behaviours that they need to develop. Level 3 team leader apprentices, for example, learn about motivational theories such as Maslow’s hierarchy of needs. Most do not know how to apply these theories in the workplace to help improve relationships or increase productivity.

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

Apprentices take valuable additional qualifications, such as NVQs in occupational work supervision, construction contracting operations or construction site management. Through these they gain new skills and access to the Construction Skills Certification Scheme (CSCS) gold and black cards. These cards support apprentices well when they apply for skilled or management roles in the sector.

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

The small number of adult learners have a positive experience at Citrus. Skills coaches plan teaching well and support learners to develop a deeper understanding of health and safety requirements. Adult learners successfully apply theory to practice when working on a construction site. Upon completion of the course, they gain access to the CSCS gold card, which widens their on-site employment options.

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

The large majority of apprentices and adult learners who complete their course stay in their current role. A small minority achieve promotion or progress to higher-level courses to support their future career goals.

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

Apprentices and learners are polite and respectful to staff and their peers. Staff set high expectations and agree clear protocols for online learning. Apprentices and adult learners say they feel safe and know who to contact if they have any concerns for themselves or their colleagues. They understand how to keep themselves safe at work.

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better?

The apprenticeship courses are not planned well enough. Managers and teachers have not considered fully the topics they need to teach or the order of delivery. For example, teachers on the level 5 operations or departmental manager (ODM) apprenticeship work separately and do not share resources. Apprentices are not shown how the topics link. This, at times, overloads the apprentices and slows their progress.

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better?

Apprentices attend monthly online sessions that cover a lot of theory. Teachers do not plan sufficient time for apprentices to reflect or practise what they have learned. Too many teachers do not consistently check learning before moving on to new topics. As a result, apprentices do not always fully understand or remember what they have been taught. 19 to 22 September 2023

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Teachers’ feedback on written work is not always helpful. Apprentices do not receive sufficient information to ensure that they understand what to do to improve. For example, level 3 team leader apprentices receive praise rather than clear feedback to enable them to develop and improve their work . Level 5 apprentices are not taught well enough to reference their work to an academic standard. Historically, employers and their apprentices were not fully aware of the requirements for the apprenticeship. For example, they were not fully aware of the need to set aside sufficient time for study, manage apprentices’ workload and, where needed, the need to study mathematics and English qualifications. These factors contributed to high withdrawal rates from the apprenticeship course.

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Leaders have revised the recruitment process to ensure they clearly outline to employers and apprentices the demands of the course. However, it is too early for inspectors to judge the impact of these changes.

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The majority of apprentices are well supported by their employers and benefit from sufficient and suitable on- and off-the-job training. For example, level 3 team leader apprentices undertake useful work shadowing opportunities and complete relevant workplace projects.

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Apprentices attend frequent and productive review meetings with skills coaches and their employers. All value these meetings. Apprentices receive useful feedback on their progress, discuss any welfare concerns and agree specific targets to support them to complete the course in a timely manner.

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In the past, too few level 5 ODM apprentices completed the course. Leaders believe this was due to pressures of work and a poor understanding of what the course entailed. They have reviewed the course and sensibly reduced the workload for apprentices. Apprentices and employers now have a clear understanding of the course commitments. However, it is too early to judge the impact.

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Many apprentices are not prepared well enough for their final assessments and fail in the first instance. Those apprentices who do complete the course receive the minimum pass grade. Leaders are aware of the issues and are reviewing the curriculum. It is too early for inspectors to see the impact of this review.

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The remaining adult learners benefit from high-quality teaching and learning. Teachers carefully construct teaching plans to meet the individual needs of learners. In monthly workshops, teachers set work-related assignments and tasks that develop learners’ skills at work.

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Adult learners’ written work is of a high standard, and teachers use assessments well within learning sessions. They use effective questioning to check learners’ understanding of key concepts. Most adult learners pass their course.

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Most apprentices and adult learners attend well. In a minority of cases, apprentices are unable to attend learning due to urgent on-site issues. Leaders monitor this well and report any issues promptly to employers. All lessons are recorded. Skills coaches 19 to 22 September 2023

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ensure that missed lessons are viewed by apprentices and that they catch up on any work they have missed.

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Most apprentices have an appropriate understanding of British values and an awareness of radicalisation and extremist behaviour. Teachers and skills coaches discuss these themes at induction and revisit them during progress review meetings.

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Leaders prioritise apprentices’ mental health and well-being. Teachers and skills coaches refer apprentices who are experiencing poor mental health to counselling and an online ‘hub of hope’ resource. This provides apprentices with useful practical tips to help them cope and stay on their course.

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Leaders and skills coaches do not provide apprentices with sufficient or timely careers advice and guidance. Apprentices receive information at the start of their studies to check they are on a suitable course. However, they do not receive broader careers advice to prepare them to progress into future employment or further study.

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Leaders do not monitor the quality of teaching or the progress of apprentices sufficiently. As a result, they have not identified the planning of the curriculum issues, poor teaching, and weak assessment practices quickly enough.

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Senior leaders do not provide governors with enough robust information to enable them to make informed decisions about the quality of education. While governors have relevant skills and experience, they are not able to offer leaders sufficient challenge or support, as they are not aware of the areas for improvement.

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Leaders have a clear rationale for the courses they offer. They work with key stakeholders, such as Build UK and the Construction Industry Training Board, to identify skills gaps within the construction industry. The courses chosen support apprentices and learners to become leaders and managers in the construction trade. For example, the level 3 team leader course teaches site supervisors the principles of leadership, including managing self, managing others, and building a team.

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Teachers and skills coaches are suitably qualified for their roles. They have considerable experience in the construction sector, which they use well to support apprentices and adult learners.

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Leaders ensure that teachers and skills coaches maintain their vocational skills through site visits and work shadowing. However, leaders do not routinely train staff to develop their teaching, learning and assessment practice.

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Leaders have created a positive and inclusive work environment. They ensure that staff have manageable workloads, and they are considerate of the well-being of their staff. Staff benefit from access to a suitable range of courses and resources to support their well-being, such as gym and spa memberships. 19 to 22 September 2023

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Ensure that all apprentices gain the relevant knowledge, skills and behaviours to achieve their apprenticeship.  Improve the quality of planning for the apprenticeship curriculum.  Improve the quality of teaching sessions so apprentices have time to reflect and practise what they have learned.  Improve the feedback to apprentices on written work.  Support apprentices to gain higher grades in their final assessments.  Provide appropriate and timely careers advice and guidance to apprentices.  Improve quality assurance oversight to identify and resolve issues quickly.  Ensure that teachers and skills coaches receive suitable training to develop their teaching, learning and assessment practice. 19 to 22 September 2023

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Address

Citrus Group House Nene Park Diamond Way Irthlingborough Wellingborough NN9 5QF

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Address

Principal, CEO or equivalent Wayne Taylor

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Address

Provider type Independent learning provider

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Address

Date of previous inspection Not previously inspected

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Address

Main subcontractors None 19 to 22 September 2023

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Information about this inspection

The inspection team was assisted by the head of apprenticeships and funded provision, 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

Angela Twelvetree, lead inspector His Majesty’s Inspector Maggie Fobister Ofsted Inspector Mark Care Ofsted Inspector 19 to 22 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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