Velocity 1st Limited

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

Velocity 1st Limited is an independent training provider based in Normanton, West Yorkshire. It provides training to apprentices across the country, but predominantly in West Yorkshire. Most teaching takes place online.

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Information about this provider

At the time of the inspection, there were 96 apprentices on standards-based programmes from levels 3 to 5. Most apprentices were studying at level 3 on standards including business administration, information and communication technician and digital marketing. A smaller proportion were on level 4 programmes in applications support lead and data analyst and level 5 programmes in information technology technical salesperson and operations manager. Two thirds of apprentices were aged 19 years and over and a third were aged 16 to 18. 16 to 18 April 2024

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

Apprentices attend their sessions well and arrive punctually. In online sessions, they adhere strictly to the clear expectations of their tutors. They keep their cameras on and conduct themselves courteously and with professionalism. As a result, apprentices quickly develop the behaviours required to be successful in training and at work.

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

Leaders ensure that apprentices, many of whom are located across the country and access training online, quickly develop positive relationships with their coaches, tutors and peers. Tutors use ‘icebreakers’, interactive quizzes and group discussions to develop apprentices’ confidence when working with others. Coaches take time to get to know apprentices and to understand their goals and aspirations through purposeful monthly reviews which employers attend routinely. Consequently, apprentices are positive about their training and motivated to achieve.

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

Apprentices receive helpful careers advice and guidance which they use to inform their next steps. They explore the range of careers available to them and understand how the skills that they are developing translate across multiple sectors. They gain ‘digital badges’ by completing additional online learning modules and showcase proudly their skills and attributes via professional networking platforms. As a result, many apprentices gain promotion or take on additional responsibilities at work.

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

Apprentices feel safe in training and at work. Tutors and coaches integrate matters related to safeguarding, equality and diversity seamlessly through the curriculum. For example, they use carefully planned scenarios to explore sexual harassment, bullying and religious discrimination in the workplace. This enables apprentices to identify harmful or discriminatory behaviour confidently and understand how to respond to keep themselves and others safe.

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better?

Leaders and managers work closely with employers to ensure that apprentices develop the technical knowledge and skills that employers need. They keep the curriculum under frequent review and use feedback from employers to ensure that it reflects industry standards. For example, tutors on the level 3 information communication technician programme integrate content relating to the latest data visualisation software commonly used by employers into the curriculum.

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better?

Leaders and managers sequence the online and face-to-face curriculum logically. Apprentices on the level 4 application support lead programme learn the basic concepts of application support, before applying these concepts when testing applications and managing defects. Those on the level 3 information communication technician programme initially use common operating systems and hardware, before applying their knowledge to more complex network servers and cloud-based 16 to 18 April 2024

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technologies. As a result, apprentices deepen their understanding and refine their skills.

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Tutors use effective strategies to build apprentices’ knowledge and skills and to check what they have learned. Digital marketer apprentices work collaboratively with their peers to apply the principles of marketing to well-known brands. Tutors use interactive activities and quizzes at the start of sessions to test apprentices’ prior knowledge and ask questions to check and extend apprentices’ understanding.

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Tutors and coaches ensure that apprentices develop fluently their technical and professional language. Business administration apprentices confidently explain the components of a financial statement, including the meaning of ‘balance carried forward’ and net profit. Apprentices communicate confidently when working with fellow professionals and demonstrate the professional behaviours that are valued highly by employers.

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Tutors and coaches use a range of assessment methods to identify what apprentices know and can do, such as written assignments and practical tasks. Most tutors use assessment to enable apprentices to understand what they can do well and how to improve. However, in a few instances the written feedback that tutors provide lacks precision and, as a result, apprentices do not understand how to improve their work.

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Tutors and coaches provide apprentices with additional learning needs with the support that they need. For example, apprentices use assistive technologies to help them prepare and submit written work. Tutors provide one-to-one support to develop apprentices’ speaking and presentation skills. As a result, apprentices with additional learning needs make progress in line with their peers.

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Most apprentices develop their English and mathematics skills through their training. Business administration apprentices learn how to complete cash flow statements and produce well-written user guides for software applications. However, training for the small number of apprentices who require functional skills qualifications is less effective and, as a result, these apprentices do not achieve their qualifications quickly enough.

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Apprentices benefit from timely pastoral support and guidance to help them manage the demands of their training alongside work. They access video tutorials and articles through a comprehensive ‘virtual campus’ on themes including mental health, diet and exercise, sexual health and relationships, personal resilience and financial well-being. Tutors and coaches discuss these matters sensitively and pragmatically with apprentices and help them to apply this knowledge in the context of their personal and working lives. For example, apprentices are supported to understand their payslips and tax codes and how to support co-workers who may be involved in an unhealthy relationship.

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A few apprentices undertake wider activities alongside their training, such as volunteering or taking part in competitive sport. However, leaders have not yet 16 to 18 April 2024

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planned sufficient opportunities for all apprentices to develop their wider interests and talents through the programmes that they offer.

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Tutors and coaches ensure that apprentices have a well-developed understanding of the risks posed by radicalisation and extremism in the context of their job roles. For example, business administration apprentices know to place a call on speaker phone and notify a manager if an external caller expresses extremist views. However, a small number of apprentices cannot recall confidently the risks that they may encounter in the areas where they live and work.

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Leaders and managers have a good understanding of the strengths and weaknesses of their provision. They rightly recognise that on a few programmes, too many apprentices leave early. They have taken steps to address this, including working with employers to negotiate higher salaries for apprentices and securing additional incentives to help retain apprentices in their current job roles.

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Leaders and managers have in place a knowledgeable and experienced board of governors to support the managing director in the strategic direction of the provision. They ensure that board members receive timely information, including performance data, which members use to provide effective challenge to drive a culture of continued improvement.

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Leaders have fostered a collaborative working culture in which staff thrive. They take time to celebrate individual and team achievements and work with staff to identify and improve the efficiency of working practices. Tutors and coaches share teaching strategies at weekly meetings and keep updated with industry developments through their work with employers. As result, staff are highly motivated and take great pride in the contributions that they make to the organisation.

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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 the small number of apprentices who require functional skills qualifications receive the support that they need to achieve.  Improve the quality of feedback to ensure that all apprentices know how to improve their work.  Continue to take appropriate action with employers to minimise the number of apprentices who leave their programmes early. 16 to 18 April 2024

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Provider details

Address Unit 9 Courtyard 31 Normanton West Normanton West Yorkshire WF6 1JU

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Provider details

Principal, CEO or equivalent Ben Newbould

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 16 to 18 April 2024

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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.

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Inspection team

Alison Dennis, lead inspector His Majesty’s Inspector David Sykes Ofsted Inspector Liz Greenhalgh Ofsted Inspector Sarah Benson-Smith Ofsted Inspector 16 to 18 April 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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