Cordie 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 Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Cordie Limited (Cordie) is an independent training provider based in Christchurch, Dorset. Cordie provides specialist procurement-related training. It has been providing directly funded apprenticeships since August 2022. Most apprentices live and work in southwest England. All apprenticeship learning sessions take place online.

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Information about this provider

At the time of the inspection, 28 apprentices were studying the commercial procurement and supply apprenticeship at level 4 and three were studying the procurement and supply assistant apprenticeship at level 3. All apprentices were aged 18 years and over. Cordie subcontracts the teaching of English and mathematics to a training organisation.

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Information about this provider

In a new provider monitoring visit in August 2023, inspectors judged Cordie to have achieved ‘reasonable progress’ in all three themes. 9 to 11 July 2024

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

Apprentices enjoy learning in a respectful and safe online learning environment. Cordie trainers model positive attitudes during learning sessions, which most apprentices mirror. Apprentices have high rates of attendance at online learning sessions. Trainers know the apprentices well and provide them with effective support to help them to maintain their welfare. For example, trainers work closely with apprentices to create personalised wellness plans to help them to overcome their barriers to learning.

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

Apprentices develop the subject expertise and personal skills they need to be successful at work and prepare them for their next steps. This is because trainers check that apprentices have a full understanding of the content they have learned before moving on to the next topic. Trainers use carefully designed online learning activities effectively to help apprentices to build their confidence. For example, apprentices plan and lead workplace projects, such as organising charitable fundraising events. They quickly become valued employees.

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

Leaders form close and productive links with employers. They use feedback from the employers to help inform the content of the procurement apprenticeships. This has helped to ensure that apprentices learn the required up-to-date knowledge and skills, such as the changes in procurement-related UK legislation since leaving the European Union. This knowledge enables them to make beneficial contributions in their job roles.

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better?

Leaders use their long-standing positive relationships with employers to ensure that the level 4 commercial procurement and supply apprenticeship meets their skills needs. For example, leaders ensure that the content of the curriculum meets the different employment needs of the public and private sector employers they work with. Leaders respond quickly and effectively to employers’ requests to create new provision to help fill the knowledge and skills gaps in the workforce. For example, leaders have recently begun providing the level 3 procurement and supply assistant apprenticeship in response to a need identified by local healthcare employers.

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better?

Trainers are subject specialists and have a high level of recent industry experience in procurement. Trainers skilfully put the theoretical content of what they teach into context, so that apprentices know how to apply it in their workplace. Employers value the training apprentices receive and are confident that they develop the procurement knowledge and skills needed at work. For example, apprentices studying the level 4 commercial procurement and supply apprenticeship learn how to make environmentally sustainable decisions, such as reducing the number of orders of new stock being delivered to their employer. They apply this knowledge well at work. 9 to 11 July 2024

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Leaders have carefully constructed the procurement curriculums so that apprentices build new knowledge, skills and behaviours progressively. For example, trainers teach apprentices the foundational theoretical content in procurement, such as the impact of competition in the market, before moving on to more complex topics, such as analysing competitive pressures and learning how these impact on business relationships with contractors.

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Trainers set high standards for apprentices during online learning sessions. They support apprentices well to produce work of a high quality. Trainers skilfully use learning activities that encourage apprentices to reflect and share their experiences from their varied workplaces. This helps apprentices to develop a broader understanding of employer requirements in a range of procurement-related jobs and settings. For example, apprentices learn about the difference in legislative requirements between the private and public sector.

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Trainers provide the few apprentices with special educational needs and/or disabilities (SEND) with effective support. Trainers identify apprentices’ support needs at the beginning of their course and provide them with useful one-to-one support. These actions have helped the apprentices to achieve a distinction grade in their qualifications.

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Leaders and employers work well together to make sure that apprentices achieve their curriculum goals. They meet frequently with apprentices to plan on- and off- the-job training that meets their needs and to set them well-informed targets. Most apprentices shadow and reflect on the work-related tasks performed by other employees. They use this experience to build their knowledge and learn new skills. For example, apprentices studying the level 4 commercial procurement and supply apprenticeship observe other employees negotiating contracts with suppliers. However, leaders and managers do not ensure that all apprentices take part in high- quality off-the-job training early enough in the apprenticeship.

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Leaders have implemented new arrangements designed to help apprentices to complete their qualification within the planned timescales. For example, apprentices now begin studying English and/or mathematics at the beginning of their course. Apprentices receive helpful guidance from trainers so that they know what they need to do to improve their work and how to achieve a distinction grade in the final assessment. Most apprentices are making at least the expected progress in learning new knowledge and skills. Around nine in ten apprentices complete the apprenticeship.

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Leaders provide trainers with valuable and effective professional development opportunities designed to continually improve the quality of their teaching. Most trainers are working towards a teaching qualification. Trainers maintain their subject expertise effectively through their membership of procurement-related professional organisations, and by participating frequently in networking opportunities with industry experts. 9 to 11 July 2024

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Leaders ensure that apprentices acquire valuable wider knowledge that helps to promote their personal development and develops their interests and talents. For example, apprentices learn how to maintain their well-being, such as learning how to improve their physical and mental health. Apprentices learn how their new knowledge is transferable to other industries, such as from healthcare to aerospace. Leaders provide apprentices with a few learning experiences designed to deepen their knowledge, such as learning from industry experts about the latest developments in procurement. However, trainers do not ensure that these valuable learning sessions are attended by all apprentices.

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Governance arrangements are effective. Leaders have created an education board that includes governors with specialist knowledge in apprenticeship provision and in procurement. Governors have a good understanding of the quality of the apprenticeship provision. This is because they meet frequently with leaders and support and challenge their work to improve the quality of training.

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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 take part in high-quality off-the-job training from the beginning of the apprenticeship.  Ensure all apprentices take part in the full range of personal development learning sessions, so that it provides them with a rich set of experiences to develop their talents and interests. 9 to 11 July 2024

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Provider details

Address Unit A1, Aerodrome Studios 2-8 Airfield Way Christchurch BH23 3TS

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Provider details

Principal, CEO or equivalent Andrea Reynolds

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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 Functional Skills UK 9 to 11 July 2024

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Information about this inspection

The inspection team was assisted by the 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

Matt Hann, lead inspector His Majesty’s Inspector Mark Hillman His Majesty’s Inspector 9 to 11 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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