Oxford Professional Education Group Limited

Further education and skills inspection report

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Inspection of Oxford Professional Education Group Limited

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Inspection dates: 13 to 16 February 2024

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Overall effectiveness Good

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

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Information about this provider

Oxford Professional Education Group was set up in 1997 as an overarching organisation for Oxford College of Marketing, Oxford College of Procurement and Supply, Oxford College of Management and Oxford Professional Education Apprenticeships. The provider trains apprentices in the Oxfordshire region as well as nationally.

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Information about this provider

At the time of the inspection, there were 103 apprentices studying apprenticeship standards from level 3 to level 6. Of these, 32 apprentices were studying level 4 commercial procurements, 19 were studying level 4 marketing executive, 18 in level 6 marketing manager, 11 in level 3 marketing assistant, 10 in level 3 procurement and supply, 6 in level 4 associate project manager, 4 in level 4 public relations and communications assistance, the remaining 3 apprentices are training in level 4 sales executive apprenticeship standards. All apprentices are over 19 years old, and fewer than 10 required additional learning support. Staff train the majority of apprentices online.

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Information about this provider

Oxford Professional Education Group does not work with any subcontractors. 13 to 16 February 2024

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

Apprentices are enthusiastic about the training they receive. They recognise the benefits of the new skills and knowledge they develop, how they can contribute successfully to their organisation, and how the training supports their career progression. For example, in level 6 marketing manager, apprentices can now develop market research strategies, which help employers understand their sales demographics and increase their sales productivity.

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

Apprentices acquire new knowledge and skills that develop their expertise over time. For example, apprentices in level 4 associate project managers learn how to plan a project outline, cost a media campaign, and identify the best employer to source resources. As a result, apprentices feel confident and take pride in their work-based activities and the positive impact that such activities have on their organisations.

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

Apprentices value the supportive care and help from staff, as well as the positive learning environment. This encourages them to work together in a collaborative space, where they discuss and debate new concepts in a professional and supportive manner. Consequently, apprentices are polite and attentive, contribute positively in learning and demonstrate respectful behaviour.

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

Apprentices feel safe while studying online and training in their work environment. They value the safeguarding training they receive, as it helps them identify signs of concern and helps them know how to raise concerns and who to speak to. Apprentices are confident that trainers will listen and act swiftly and appropriately to resolve any concerns they may have about themselves or others.

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better?

Leaders and managers have designed apprenticeship programmes that meet national employers’ skills needs well. They work closely with regional and national employers to understand the local and national skills shortages and reflect the changing and growing sectors they serve. For example, managers selected the commercial procurement curriculum content to match local and national skills shortages to maximise job opportunities for apprentices. As a result, apprentices benefit from a curriculum that offers a wide range of employment opportunities, and employers value the recruitment prospects that this brings to their business.

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better?

Leaders and managers sequence the curriculum logically to build apprentices’ knowledge and skills over time. As a result, apprentices are confident in applying their new knowledge and skills at their workplace. For example, staff planned the marketing manager curriculum to focus on developing underpinning knowledge, such as identifying customer needs. Apprentices then apply this knowledge to practical tasks, such as developing customer-focused marketing campaigns.

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better?

Managers and trainers are ambitious for all apprentices, including those who may have barriers to learning. They identify apprentices who may need additional 13 to 16 February 2024

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support accurately and use this information effectively to provide appropriate support. This is because trainers know their apprentices well, provide individualised support and care when needed and promote an inclusive learning culture. As a result, those apprentices with additional learning needs achieve as well as their peers.

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Expert and experienced trainers use their extensive knowledge and experience to provide industry context and examples to help apprentices understand and apply their learning. For example, in commercial procurement courses, trainers use open discussions about different types of bribery, how employers see bribery and the importance of a bribery policy. This ensures apprentices receive relevant training that is up to date and linked to industry practices.

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Trainers use a range of high-quality training resources and teaching techniques to support apprentices understand new concepts. For example, trainers organise mock exams, breakout rooms, and presentations to confirm apprentices’ understanding and to aid their exam preparation. Consequently, most apprentices engage well in lessons, remember their learning, and feel more confident in gaining higher marks in their exams. As a result, apprentices perform better in their jobs, enabling them to gain more work responsibilities or promotions.

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Trainers actively model correct technical language within lessons and in assessments. For example, trainers use academic referencing from authoritative sources in marketing sales courses and encourage apprentices to use appropriate terminology during lessons. As a result, apprentices develop confidence in using appropriate professional vocabulary when contributing ideas at their workplace. This enables the apprentices to interact better with professionals from their industry.

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Assessors use assessments effectively to check learning. They use assessments based on apprentices’ workplace to understand how well apprentices can apply their learning and get better at their jobs. For example, in level 6 marketing manager, apprentices are set assessments to review marketing analytics to analysis their companies’ customer experience to contribute to the next steps in their organisation marketing strategy.

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Most trainers provide helpful feedback for the vast majority of apprentices, which informs them what they need to improve and how to progress further in their learning. For example, trainers hold professional discussions in marketing manager courses and ask probing questions to check understanding. However, for a small number of apprentices, trainers do not provide them with useful feedback, which consequently slows their progress.

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Trainers provide a wide range of learning opportunities to develop apprentices’ literacy and numeracy skills to a high standard. For example, public relations and communications assistance apprentices develop their written English skills by producing formal reports and promotional briefs, while commercial procurements apprentices improve their mathematical skills using data analysis to provide 13 to 16 February 2024

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recommendations on cost savings strategies. As a result, apprentices develop the literacy and numeracy skills they need for their workplace well.

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Leaders rightly recognise the need to improve the consistency of the personal development programme. Staff do not ensure that apprentices have a consistently secure understanding of the careers opportunities in the sectors in which they work. Staff do not consistently benefit from training that develops their understanding and appreciation for fundamental British values. Leaders have put sensible plans in place to rapidly resolve these issues.

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Well-informed and experienced governors challenge and support senior managers, robustly. As a result, governors and leaders evaluate the provider’s strengths and weaknesses accurately. In most areas, managers use effective intervention strategies to improve areas of provision, which helps most apprentices to better improve and develop. For example, managers recently introduced an improved monitoring system that led to more effective intervention where apprentices fell behind. As a result, apprentices now achieve better in their final assessments.

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Leaders and managers are considerate of staff workload and well-being. For example, wellbeing committees organise events such as walking challenges to be healthy. Leaders help staff to keep vocationally up to date and develop their teaching practice effectively. As a result, staff feel valued, supported and enjoy working for the provider.

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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 all apprentices access independent and high-quality career advice beyond their training programmes.  Improve the quality of feedback, so that all apprentices can improve their work over time and make good progress as a result. 13 to 16 February 2024

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Provider details

Address Summertown Pavilion 18-24 Middle Way Oxford OX2 7LG

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Website

www.oxfordprofessionaleducationgroup.c om

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Website

Date of previous inspection Not previously inspected

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Website

Main subcontractors None 13 to 16 February 2024

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Information about this inspection

The inspection team was assisted by the 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

Fadia Clarke, lead inspector Ofsted Inspector Paul Addis Ofsted Inspector Ann Minton Ofsted Inspector 13 to 16 February 2024

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

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