The Construction Skills People Ltd

Further education and skills inspection report

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Inspection of The Construction Skills People Ltd

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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

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Information about this provider

Leaders offer adult learning programmes and Skills Bootcamp training for unemployed and employed adults. Almost all provision is focused on the construction sector, except for a very small business and administration offer.

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Information about this provider

There are nine skills academies across East Midlands and South Yorkshire, where training for the unemployed takes place. Employed adults attend training at their employers’ premises.

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Information about this provider

Most unemployed adults study an introductory level 1 construction course, level 1 business and technology, or level 2 customer service. A significant number also study level 2 Skills Bootcamps, such as green construction operatives, or thermal wall installation. Leaders include a range of optional trade pathways on these Bootcamp courses, such as bricklaying or plastering. There are 206 current learners on unemployed courses, 54 of whom are on Skills Bootcamps.

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Information about this provider

Most employed adults study level 3 NVQ in occupational work supervision, or level 2 Skills Bootcamps, including civil engineering and groundworks, or roadbuilding. Many learners undertake other level 2 qualifications specific to their job roles, such as plant operation, or waste removal. There are 502 current learners on employed courses, 143 of whom are on Skills Bootcamps. 4 to 7 June 2024

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

Learners experience positive and purposeful learning environments. Their tutors know and understand them well. Learners enjoy their studies. They greatly appreciate their knowledgeable tutors, who are supportive and patient.

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

Most learners value the opportunity to gain new skills that will help them find work or progress their careers within the construction sector. For example, Skills Bootcamp learners value the additional skills the course provides, such as forklift training or dumper truck driving.

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

Learners benefit from leaders’ close work with employers to plan course content. For example, the level 2 Skills Bootcamp in thermal wall installation includes specific content related to carpentry and dry lining that employers require. This means learners become familiar with current industry techniques and are better prepared for job opportunities.

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

There is rightly a strong focus on ways to build unemployed learners’ resilience and team working skills. On the level 1 introductory course, learners improve these skills and start to understand how important they are in the construction industry.

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

Most learners successfully develop the knowledge and skills they need to progress. Level 1 introduction to construction learners develop an array of helpful employment-related skills, such as digital skills, to help them apply for jobs. Employed learners on Skills Bootcamps learn to work competently without their site mentors. They move from basic labouring roles on to more complex work, such as drainage or concreting.

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

Tutors prioritise carefully selected safety procedures with their learners who work, or aspire to work, in the construction sector. Learners understand health and safety requirements, wear, and use, appropriate equipment and adopt safe practices.

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better?

Leaders are passionate about their strategic purpose, to help unemployed learners gain in-demand jobs, and to upskill those already employed in the construction industry to progress in their careers.

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better?

Leaders have long-standing and highly effective relationships with their stakeholders. Employers and referrals partners, such as Jobcentre Plus and the probation service, visit skills academies and attend open events. This enables useful discussions about employment opportunities and what core skills employers are looking for.

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better?

Tutors organise course content logically. Level 1 introduction to construction tutors first teach learners about safe working practices before they undertake basic construction activities. Level 2 Skills Bootcamp bricklaying and plastering tutors start 4 to 7 June 2024

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with topics such as the tools, materials and equipment used in those trades, before they cover more complex tasks, such as cavity wall installation methods.

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Learners with special educational needs and/or disabilities (SEND) receive effective support. Specialist staff with responsibility for SEND assess learners’ needs carefully before they start their courses. They identify appropriate support that learners will need and share this with tutors. During classes, tutors and support staff work together seamlessly. As a result, learners develop their vocational skills quickly.

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Tutors use explanations and demonstrations effectively during classes. Level 2 civil engineering and groundworks Skills Bootcamp tutors use pertinent video resources to introduce the dangers of different types of buried services. Introductory level 1 construction tutors break down complex topics well, such as risk assessments, to support learners to gain new knowledge.

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Learners complete vocational work that is suitably demanding. Tutors challenge them to undertake tasks of increasing difficulty, so learners meet industry standards, for example completion of practical work to required tolerances.

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Verbal assessment and feedback to check and develop learners’ vocational knowledge and skills is good.

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Tutors use questions well to probe learners’ knowledge, and help learners understand correct answers where there are misconceptions. Classes often commence with a comprehensive recap of previous learning. For example, on level 3 occupational work supervision courses, tutors challenge learners to recall a range of suitable solutions to deal with environmental waste.

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During practical classes, tutors monitor learners diligently. They check their progress effectively, and provide incisive verbal feedback. When learners struggle, for example, to produce a smooth finish when plastering, tutors provide clear feedback to help learners make improvements.

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Written feedback about vocational content is largely thorough and clear. Learners use this feedback to make improvements and develop their knowledge over time.

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In most cases, learners develop new knowledge and skills well. For example, level 2 Skills Bootcamp civil engineering and groundworks learners learn how to use disc cutters safely and skilfully. Level 1 introduction to construction learners can explain in depth how and why they would prioritise specific hazards on building sites.

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Most learners complete their courses successfully and gain useful industry-related qualifications. Significant numbers of unemployed learners, including learners with SEND and ex-offenders, move on to work in related trades. This is especially positive on Skills Bootcamp courses. However, learners with very low starting points in English do not make the same progress into further education courses as their peers. Tutors do not consistently place sufficient focus on development of their 4 to 7 June 2024

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written English skills during classes or within written feedback. As a result, learners do not develop their basic written English skills to high enough levels.

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Leaders promote relevant personal development appropriately. Learners benefit from advice and additional course content about mental health awareness and issues. Learners partake in community activities, such as building projects at local hospices and fundraising for regional NHS projects.

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There are suitable arrangements for careers information and guidance. During induction, tutors explain how all learners can access free careers and learning advice. Staff work with Jobcentre Plus advisers to provide additional support for unemployed learners. Leaders and tutors ensure unemployed Skills Bootcamp learners have interviews with prospective employers.

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Leaders implement a range of sensible quality assurance and improvement activities, such as observations and curriculum reviews. Quality team members also make frequent support visits to tutors. In many cases, these activities lead to overall improvements. However, a few activities focus overly on compliance requirements and less so on ways to further improve teaching.

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Governance is effective and presents appropriate support and challenge. External board members have the right skills and experience to make helpful contributions that influence leaders’ actions. Information packs shared ahead of bi-monthly quality meetings ensure governors have a good understanding of provision.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Consider ways to provide greater focus on development of learners’ written English skills, both in taught classes and within written feedback.  Ensure quality assurance and improvement activities focus sufficiently on ways to further improve teaching. 4 to 7 June 2024

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Provider details

Address Unit 1, The Bridge Business Centre Chesterfield Derbyshire S41 9FG

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Provider details

Website www.constructionskillspeople.com

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Provider details

Principal, CEO or equivalent Richard Carrington

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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 4 to 7 June 2024

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Information about this inspection

The inspection team was assisted by the group director of quality and operations, 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

Vicki Locke, lead inspector His Majesty’s Inspector Russ Henry His Majesty’s Inspector Kevin Williams Ofsted Inspector Saul Pope His Majesty’s Inspector Michael Worgs His Majesty’s Inspector Ann Minton Ofsted Inspector 4 to 7 June 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 looked after children, 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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