Momentum Recruitment Limited

Further education and skills inspection report

p.1

Inspection of Momentum Recruitment Limited

p.1

Inspection dates: 30 January to 2 February 2024

p.1

Overall effectiveness Good

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

p.1

Information about this provider

Momentum Recruitment Limited is a national recruitment agency and independent learning provider based in Sheffield, South Yorkshire. They have contracts with the West Midlands Combined Authority (WMCA) and South Yorkshire Mayoral Combined Authority (SYMCA) to deliver short adult courses and Skills Bootcamps.

p.1

Information about this provider

Over the last twelve months, 1,032 learners have completed their training. At the time of inspection, there were 69 learners in training, in centres in Sheffield and Birmingham. Twenty-seven learners were studying level 3 Skills Bootcamps in welding and warehousing and the remaining 42 learners were studying level 2 welding, level 1 construction, level 1 warehousing, level 2 nail and beauty and level 2 door supervisor. Learners complete additional qualifications, including fundamental British values, employability and health and safety, as part of their course. There are no learners with high needs. The provider does not work with any subcontractors. 30 January to 2 February 2024

p.1

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

Adult learners benefit from a supportive training environment. Staff provide learners with breakfast before starting their training to encourage an early start on site. Leaders rapidly identify those learners with financial concerns and implement support plans which include food parcels and accommodation support through local charities. As a result, learners feel safe and well cared for and attend training regularly.

p.2

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

Leaders and trainers set high aspirations for learners. Learners achieve additional qualifications during their training to improve their employment prospects. Level 2 door supervisor learners gain first-aid certificates. Level 1 and level 3 warehousing learners gain a forklift truck licence. Learners with few prior qualifications build their CVs to become more attractive to prospective employers.

p.2

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

Trainers create a positive and respectful learning environment for learners. Trainers encourage contribution to class discussions and ensure that challenging conversations remain respectful. Diverse groups of learners listen to the views of others carefully and take care not to talk over each other. They model good workplace behaviour from the start of their training.

p.2

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

Learners work collaboratively to understand the importance of British values to themselves and employers. Learners study these topics at the start of their training to reinforce the behavioural expectations of the provider and future employers. In level 3 warehousing, learners discuss unconscious bias, cultural competence and inclusive leadership. They recognise the importance of creating inclusive environments during their training and when they are in employment.

p.2

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

Most learners are motivated and committed to their learning. They develop their confidence and resilience throughout their course. Level 2 door supervisor learners develop skills that prepare them well for the workplace such as teamwork, communication and problem-solving. Level 3 welding learners build sculptures with scrap materials to develop their creativity. The large majority of learners complete their training and achieve their vocational qualification. However, too few learners move into sustained employment at the end of their training.

p.2

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

Leaders and trainers provide the majority of learners with effective careers education, information, advice and guidance to make informed decisions about their next steps in education or employment. They provide learners with information on local job vacancies and organise recruitment fairs with local employers. Learners develop CV writing, job application and interview skills both during and after their training. Learners are confident of their ability to start a new career at the end of their training course.

p.2

better?

Leaders work extensively with employers, the WMCA and SYMCA and the 30 January to 2 February 2024

p.2

3

Department of Work and Pensions to ensure that training courses meet the needs of employers and local and regional priorities. For example, working in collaboration with Sheffield Wednesday Football Club to provide trained door supervisors. In welding, leaders work with employers to trial new robot welding techniques in training workshops. As a result, learners have the right skills to move into employment.

p.3

3

Leaders have recruited trainers who are experts in the subjects they teach. Trainers have experience within the sector and share their knowledge with learners effectively. In some cases, trainers have advanced training in their vocational areas, for example forklift truck instructor training for warehousing learners. Learners benefit from training that prepares them to pass the tests they need for the workplace.

p.3

3

Trainers ensure the majority of learners improve their English and mathematics skills during their training. Learners frequently complete written exercises, and trainers support them to check their spelling and grammar when completing work. Trainers build mathematics activities into training, and as a result, learners can calculate pay rates and their weekly earnings potential.

p.3

3

Trainers use a range of teaching techniques to ensure learners remember more. In level 3 warehousing, learners reflect, from their own experience, on the dangers of propping open a fire door on both the workplace and employees when learning about fire safety. In level 1 warehousing, learners regularly practise handling fragile and heavy packages with a sack truck to ensure their skills are ready for the workplace. Learners are confident in their skills and knowledge at the end of their training.

p.3

3

Leaders have recently started delivering Skills Bootcamps in warehousing and welding in Birmingham. Achievement rates and numbers of learners moving into sustained employment are lower for these courses than in other adult courses. Leaders have set high targets for improving these courses and have moved skilled trainers to support the improvements. It is too soon to see the full impact of these actions.

p.3

3

Leaders have recently improved the proportion of learners who move into sustained employment upon completion of their training. Leaders have improved the initial advice and guidance learners receive to ensure they enrol on the right training course. Staff continue to offer support to learners to apply for work after the end of their training. However, the proportion of learners who move into sustained employment on completion of their training remains too low.

p.3

3

Leaders understand the strengths and weaknesses of the training and work to pinpoint areas of improvement. They have created a detailed quality improvement plan to track the progress they are making against target areas. This has resulted in rapid improvements in learners’ achievement over the last year. However, progress against these targets is not yet reported back through governance clearly enough. Governors are not able to offer robust challenge around quality of teaching, learning 30 January to 2 February 2024

p.3

4

Leaders ensure that staff have appropriate training to be able to support learners with safeguarding, welfare and well-being needs. However, while trainers have areas for improvement in their individual teaching sessions identified through regular lesson observations there is not yet enough opportunity for trainers to develop their craft of teaching. Leaders are not able to identify how they can continue to improve the quality of teaching.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Increase the proportion of learners moving into sustained employment.  Sharpen the quality process to ensure that all aspects of quality are clearly and transparently reviewed by governors.  Ensure teaching staff regularly develop their craft of teaching. 30 January to 2 February 2024

p.4

Provider details

Address Unit 5 Metis Scotland Street Sheffield S3 7AT

p.5

Provider details

Principal, CEO or equivalent Gareth Carter

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 30 January to 2 February 2024

p.5

Information about this inspection

The inspection team was assisted by the managing director, 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.

p.6

Inspection team

Helen Morgan, lead inspector His Majesty’s Inspector Joel Dalhouse His Majesty’s Inspector Maggie Fobister Ofsted Inspector Rob Mottram Ofsted Inspector David Sykes Ofsted Inspector Greg Dugdale Ofsted Inspector Gerri Nevin Ofsted Inspector 30 January to 2 February 2024

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