Oracle Training Solutions Ltd

Oracle Training Solutions Limited Monitoring visit report

p.1

Name of lead inspector: Chloe Rendall, His Majesty’s Inspector

p.1

Inspection dates: 24 and 25 January 2024

p.1

Type of provider: Independent learning provider

p.1

Address:

Unit 4 The Hub New Century House Crowther Road Washington NE38 0AQ Monitoring visit: Oracle Training Solutions Limited, 24 and 25 January 2024

p.1

Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

p.2

Context and focus of visit

Oracle Training Solutions Limited is an independent learning provider that delivers apprenticeships nationally. It received a contract to deliver standards-based apprenticeships in September 2022. There are currently 30 apprentices, of whom nine are on the apprenticeship in associate continuing healthcare practitioner at level 5 and nine are on assistant practitioner (health) at level 5. The remaining 12 apprentices are on level 7 senior leader, level 5 leader in adult care, level 4 learning and skills mentor, level 3 business administrator, level 3 digital marketer and level 3 community health and well-being worker.

p.2

Reasonable progress

Leaders have a clear rationale for providing ambitious apprenticeships that enable apprentices to develop substantial new knowledge, skills and behaviours. They recruit with integrity, using initial information to assess accurately what individual apprentices need to learn and they adjust training plans accordingly. For example, apprentices on healthcare-related programmes benefit from training that enables them to gain additional qualifications when staff identify that these would be useful to them.

p.2

Reasonable progress

Leaders recruit staff who have extensive experience in healthcare, digital marketing and business administration. Tutor assessors use their knowledge effectively to plan training that is relevant and current. Apprentices value their training and apply what they learn to their job roles. Consequently, they contribute positively to their workplaces. For example, digital marketing apprentices work with clients to design graphics that aim to attract new customers and increase customer reach through social media promotions.

p.2

Reasonable progress

Leaders ensure that employers commit fully to apprenticeship programmes and understand their roles and responsibilities in providing well-planned on-the-job Monitoring visit: Oracle Training Solutions Limited, 24 and 25 January 2024 training and access to off-the-job training. In a few instances, where healthcare employers struggle to attend tripartite reviews due to changing shift patterns, staff work flexibly to accommodate them, such as rearranging reviews, often at late notice, to maintain contact and engagement.

p.2

Reasonable progress

Leaders have sufficient understanding of the strengths and weaknesses of their provision. They are held accountable for the quality of apprenticeships by a governance advisory board, which scrutinises management reports. When areas for improvement are identified, such as those relating to recent changes to functional skills delivery, governors are aware of the reasons for this and continue to monitor the actions that leaders take and challenge them about the sustainability of their actions.

p.3

Reasonable progress

Apprentices benefit from a purposeful curriculum that is sensibly sequenced. On healthcare apprenticeships, training is planned effectively to build on apprentices’ existing knowledge and skills of clinical practice, so that apprentices become fluent and competent. Apprentices first learn routine workplace tasks, such as diagnosing patients and making appropriate referrals. They then progress to more demanding activities, gaining skills such as how to take blood, that help them to prepare for future careers in nursing.

p.3

Reasonable progress

Tutor assessors use practical and theoretical assessment well to determine the progress that apprentices make. On the digital marketer programme, they carefully assess understanding using scenario-based questioning to check how well apprentices can recall how to build new websites and complete domain transfers. As a result, tutors clearly identify current knowledge gaps and assess what is secure in apprentices’ long-term memory.

p.3

Reasonable progress

Tutor assessors are mindful of apprentices who have special educational needs and/or disabilities and provide relevant support. They provide learning resource aids for apprentices with dyslexia and adapt sessions for apprentices with attention deficit hyperactivity disorder into manageable sections, which helps these apprentices to focus on and retain new learning.

p.3

Reasonable progress

Apprentices and their employers are made aware of the requirements of the apprenticeship, including how to complete end-point assessment successfully. Tutor assessors carry out useful mock professional discussions to help apprentices approaching gateway prepare for their end-point assessment and to maximise the possibility of their achievement of high grades. However, in a few instances, apprentices are not fully aware of the arrangements, such as understanding the role of the end-point assessment organisation or the timescales for external assessment. Monitoring visit: Oracle Training Solutions Limited, 24 and 25 January 2024 Apprentices working towards the achievement of functional skills qualifications have been slow to develop their knowledge and skills in English and mathematics. Leaders have recently taken action to improve this element of the provision and have moved to an internal approach, with sessions delivered by tutor assessors. As a result, the

p.3

Reasonable progress

few apprentices approaching gateway are receiving better support to sit examinations through more informed training and mock assessment.

p.4

Reasonable progress

Leaders have developed a supportive and inclusive safeguarding culture. They have a monthly ‘work and well-being check’ with apprentices, at which they can alert staff to any safeguarding issues. Apprentices feel safe and know that staff will respond positively to them should they need to disclose a safeguarding concern. For example, in instances where apprentices experience low-level bullying or harassment in the workplace, qualified safeguarding leads take swift actions to protect them.

p.4

Reasonable progress

Leaders do not ensure that apprentices revisit topics related to the ‘Prevent’ duty during their apprenticeship that would help them to become more aware of local risks, including threats of extremist behaviour. While apprentices have a suitable understanding of the ‘Prevent’ duty, a few do not make successful links with the way in which local risks may pose a threat to their work roles or lives. Monitoring visit: Oracle Training Solutions Limited, 24 and 25 January 2024 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

p.4

Reasonable progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

p.5

Reasonable progress

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.5

Reasonable progress

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.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5