Discovery Recruitment Limited

Further education and skills inspection report

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Inspection of Discovery Recruitment Limited

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Discovery Recruitment Limited is an independent learning provider that supports employers’ various recruitment and training services. At the time of the inspection, there were 62 apprentices. Of these, 26 were on the level 5 operations and departmental manager, 19 were on the level 3 team leader or supervisor, 13 were on the level 4 sales executive and four were on the level 3 customer service specialist apprenticeship. There were no apprentices under the age of 19. The provider does not work with any subcontractors. 2 to 4 July 2024

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

Coaches support apprentices in improving their work behaviours and helping them develop a deeper awareness of how these may affect the team members they manage. Apprentices complete a personality survey, which provides an in-depth self- awareness profile and reflects on how they can adjust their behaviours to improve their working environment.

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

Managers and coaches have designed curriculums that enable apprentices to develop their confidence and resilience at work. Level 3 team leader apprentices attend workshop activities that require them to work with others and practise group presentations, skills they use when presenting to senior leaders. As a result, apprentices and their managers can see the progress they are making in developing these skills.

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

Apprentices’ attendance and punctuality are high. On the rare occasion when apprentices do not attend, coaches quickly follow up to check their well-being and plan for apprentices to attend alternative workshops.

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

Apprentices feel safe at work and when attending workshops at their training premises. Apprentices have learned about safeguarding topics as part of their apprenticeship and value its importance at work. For example, apprentices use their knowledge of safeguarding to support and train their team members on these topics in the workplace.

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better?

Leaders focus on working with individual employers in the leadership and sales sectors. Leaders identify the specific needs of the business and suitable solutions. An apprenticeship may be one of a range of ways they are working with them.

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better?

Leaders and managers have a clear understanding of the strengths and areas for development of the apprenticeships they offer. They have started to implement changes to secure improvements to their apprenticeships. These include increasing the frequency of teaching, recruiting a new part-time tutor in English and mathematics and improving the information provided to employers at the onboarding stage. Retention and the subsequent outcomes for apprentices are improving.

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better?

Leaders have appointed suitably experienced governors with specialisms in business development, including a non-executive chair with experience in education and governance in the post-16 sector. Governors receive information that helps them to support and challenge the leadership team. The chair has completed a review of areas of concern with apprenticeships at level 3 and level 5 in leadership subjects, which has ratified the areas of development identified by senior leaders.

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better?

Coaches sequence their curriculums well. Level 3 team leader or supervisor 2 to 4 July 2024

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apprentices initially develop skills such as time management and planning and then move on to organisational competence and project management. Apprentices then complete a 12-week project, designed to help them practise new knowledge and skills, allowing them to build and apply their new skills over time.

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The significant majority of employers ensure apprentices receive the dedicated time for their off-the-job training. However, employers do not always contribute to reviews. Consequently, some employers cannot contribute to training plans to ensure apprentices can make continued progress from the start of their apprenticeship.

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A few apprentices who need to achieve their functional English or mathematics qualifications are not always aware of the support and resources available early enough in their apprenticeship. Managers often prioritise support for apprentices nearing the end of their apprenticeships. On a few occasions, this is too late, and these apprentices do not progress to the end-point assessment (EPA) within the expected time.

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Coaches use a range of effective teaching techniques. Apprentices enjoy teaching in classroom workshops. They find the interactive and group activities helpful in understanding key concepts and contextualising theory. For example, level 5 operations and departmental manager apprentices learn about using the Tenenbaum-Schmidt Continuum theory to create a solution-focused team, improving efficiency in the workplace.

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Some coaches provide helpful developmental feedback to apprentices. However, this feedback is inconsistent and not always timely, so a few apprentices do not improve their work over time.

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Coaches do not always identify or provide apprentices with suitably challenging targets to work towards. On a few occasions, in level 5 operations or departmental manager, apprentices do not have time-bound targets or know if they are on track. A minority of apprentices do not progress at the pace they are capable of and lose motivation.

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Coaches prepare most apprentices well for their final assessments. They discuss the requirements of end-point assessment in monthly workshops. Employers of level 3 team leaders or supervisor apprentices attend open events where apprentices present project findings and receive employer feedback. This helps apprentices prepare for the presentations and the questions they will face as part of their EPA, and most apprentices who complete achieve distinction grades.

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Leaders have implemented interventions to improve the number of apprentices who complete their training. Staff work closely with employers when apprentices start to ensure they understand their commitment to the apprenticeship. These interventions are beginning to improve the proportion of apprentices that complete and achieve their apprenticeship. 2 to 4 July 2024

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Leaders and coaches always develop apprentices’ understanding of their future careers or training opportunities. Apprentices have recently completed a personal development plan to help them consider their career goals and aspirations. However, coaches do not always discuss these plans with apprentices, and as a result, a few apprentices are unsure where to access information about potential future roles or training that they could move on to.

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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 functional skills English and mathematics are taught early on in the apprenticeship.  Ensure that all coaches provide clear written feedback linked to apprentices’ skills development.  Ensure that progress reviews involve the apprentice, workplace mentor and coach so that apprentices can practise their skills in the workplace.  Ensure all apprentices receive detailed careers education, information, advice and guidance about the progression opportunities available to them in their workplace. 2 to 4 July 2024

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Provider details

Address Ipsley Court Berrington Close Redditch B98 0TD

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Provider details

Principal, CEO or equivalent Jonathan Evans

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Provider details

Provider type Independent training provider

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Provider details

Date of previous inspection 6 to 8 July 2022

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Provider details

Main subcontractors None 2 to 4 July 2024

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Information about this inspection

The inspection team was assisted by the director of programmes and apprenticeship learning, 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 Joanne Keatley Ofsted Inspector Zoe Ibbotson His Majesty’s Inspector 2 to 4 July 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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