OTM Apprenticeships Ltd

Further education and skills inspection report

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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

OTM Apprenticeships UK Limited (OTM) is an independent training provider based in Sittingbourne, Kent. At the time of the visit, there were 18 apprentices. Of these, six were on the level 3 content creator, three were on the level 3 travel consultant, three were on the level 5 operations and departmental manager, three were on the level 4 sales executive, two on the level 3 team leader and one was on the level 3 business administrator. At the time of the visit, five apprentices were under 19 years old. OTM do not work with any subcontractors. 24 to 26 April 2024

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

Apprentices have a positive attitude towards their work and are highly motivated to achieve their apprenticeship. For example, travel consultant apprentices show initiative and develop skills to research specialist holiday destinations for clients to improve their practice continuously.

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

Apprentices develop their confidence and self-esteem during their studies. Tutors include key behaviours in assignment work so that apprentices develop the relevant behaviours they need to succeed. Level 5 operations and departmental manager apprentices become more assertive in their workplace. They complete 360-degree reviews and, as a result of their learning, can challenge underperforming team members more effectively.

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

Apprentices' attendance is high. Tutors track attendance at sessions carefully, and support apprentices who are unable to attend by rescheduling sessions if necessary. While there is no formal mechanism to track access to the online learning platform, tutors monitor when apprentices use it, and check what apprentices have learned.

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

Apprentices learn about the ’Prevent’ duty and the risks associated with radicalisation and extremism. However, tutors do not support apprentices in developing their understanding of broader topics outside that of the apprenticeship. Tutors do not ensure apprentices develop their understanding such as healthy eating, sexual well-being, and more challenging topics, such as sexual abuse and human trafficking. As a result, they are unable to apply this information to their daily lives.

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better?

Leaders work with large organisations working in the sectors of defence and engineering and establish links with their supply chain. They use these links to plan and develop targeted apprenticeships to support supply chains and their primary businesses. They have selected apprenticeships that support apprentices’ career development—for example, for travel consultants and content creators. As a result, apprentices develop the skills employers need to improve their business efficiency.

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better?

Leaders undertake a number of activities to ensure the quality of apprenticeships. They monitor apprentices' progress and challenge managers to improve their support of apprentices to enable them to achieve. Leaders have rightly identified the need to improve the personal development curriculum that apprentices receive.

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better?

Tutors are suitably qualified and experienced in the subjects that they teach. They undertake appropriate training relevant to their industry and keep themselves up to date with their sector areas through professional institute memberships. However, tutors are not routinely supported to develop the skills they need to teach successfully online. 24 to 26 April 2024

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The members of the board of governance have extensive experience in education, training, and apprenticeship funding. Recently formed, the board has quickly established itself and its expectations of leaders. Board members clearly understand the strengths and areas for development of the apprenticeships taught. They are already using their expertise to challenge leaders, for example, requesting further information on apprentices who leave early and the impact of strategies that leaders will implement to reduce these.

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Tutors ensure that the curriculums are logically sequenced so that apprentices quickly develop the foundation skills they need to contribute to their workplace. For example, on the level 3 travel consultant apprenticeship, most apprentices have never worked in the travel sector. The curriculum begins with an overview of the industry. Subsequently, they start to work with customers, so that they learn telephone and face-to-face communication skills, before progressing onto more complex concepts such as handling complaints and booking tour packages.

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Tutors capture information about what apprentices already know and can do and use this to tailor their teaching. Tutors on the level 5 operations and departmental manager apprenticeship adapt the curriculum to apprentices' job roles and needs of their workplace. For example, tutors plan for some apprentices who are managing challenging team members to complete conflict management learning earlier than scheduled. This ensure that they subsequently use these skills to resolve issues in the workplace. As a result, apprentices learn valuable skills that support them at work.

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Leaders have put in place specialist tutors to support apprentices who need to achieve their mathematics and English functional skills qualifications. Apprentices with exemptions complete an initial assessment at the start of their apprenticeship have access to resources to continue to develop their skills. However, in too many cases, apprentices do not use these resources and tutors do not systematically plan and monitor the development of apprentices' mathematics and English skills.

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Employers are clear on their roles and responsibilities and regularly attend and contribute to apprentices’ progress reviews. They actively plan and coordinate on- and off-the-job activities so that apprentices can practise and apply the knowledge, skills, and behaviours they develop in the workplace. For example, employers of content creator apprentices arrange for apprentices to shadow marketing specialist partners. As a result, apprentices are able to quickly apply their skills in the workplace.

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Apprentices receive helpful feedback on the work they produce. The feedback tells them what they have done well and what they need to do to improve. Level 5 operations and departmental manager apprentices receive guidance on how to achieve distinction grades. However, this is less well developed for apprentices on travel consultant and content creator apprenticeships. Consequently, these apprentices are unclear on their target grades or what to do to achieve a distinction. 24 to 26 April 2024

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Most apprentices who complete their apprenticeship achieve. The majority of apprentices achieve merit or distinction grades. Those who complete their apprenticeship, frequently gain job promotions or move onto higher levels of study.

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Apprentices receive careers education, information, advice and guidance at the start of their apprenticeship about the opportunities their qualifications may provide for them in the future. However, these discussions are not frequently revisited or covered in enough detail throughout the curriculum. As a result, most apprentices are unaware of the broader career and education opportunities.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Systematically plan teaching to enable all apprentices to improve their English and mathematics skills.  Ensure that all apprentices receive appropriate careers education, information, advice and guidance so that they are aware of the full range of opportunities available to them.  Support apprentices in gaining an understanding of life in modern Britain, healthy sexual relationships, and health and well-being so that they can apply this to their daily lives.  Ensure that tutors continue to develop their teaching skills, providing high-quality online training for all apprentices. 24 to 26 April 2024

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Provider details

Address Grove End Farm Sittingbourne Kent ME9 8DY

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Provider details

Principal, CEO or equivalent Simon Greenleaf

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Provider details

Provider type Independent Training provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 24 to 26 April 2024

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Information about this inspection

The inspection team was assisted by the curriculum lead 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

Sharon Dowling, lead inspector His Majesty's Inspector Rachel Clark His Majesty's Inspector 24 to 26 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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