CTSW Skills 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

CTSW Skills Limited (CTSW) is an independent learning provider based in Plymouth, Devon. It specialises in building and construction and hairdressing apprenticeships. In January 2022, CTSW was awarded a direct contract to offer apprenticeships. CTSW has one training centre in Plymouth and one hairdressing and beauty therapy training salon in Southport, Merseyside.

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Information about this provider

At the time of the inspection, the Southport centre was closed, and the apprenticeships for the three apprentices studying the hairdressing professional at level 2, one studying the advanced and creative hair professional at level 3, and the two studying beauty therapy at level 2 were paused.

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Information about this provider

Sixteen apprentices were studying a building and construction-related apprenticeship at level 2 and one at level 3. Apprentices specialise in bricklaying, plastering, carpentry, property maintenance, and painting and decorating. Seventeen apprentices studied the early years practitioner at level 2 and six at level 3. One apprentice studied business administration at level 3. All apprentices were based in the southwest region. Around two-fifths of apprentices were aged 16 to 18. 20 to 22 August 2024

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

Apprentices enjoy their training because of the inclusive and friendly training environment leaders and tutors create. Tutors and leaders provide apprentices with appropriate support and challenge, which helps them grow in confidence, resilience and character. Tutors structure the curriculum well, enabling apprentices to acquire the technical knowledge, practical skills and professional behaviours necessary for the next step in their careers. For example, tutors help early years practitioner apprentices progressively apply the seven stages of learning in role-play scenarios that they use in their jobs.

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

Apprentices study a curriculum which is responsive to industry needs and takes account of individual employer requirements. This helps them to remain motivated and focused on learning. For example, tutors teach plastering techniques to property maintenance operative apprentices so that they can fill and finish dents and holes in walls professionally. Tutors teach apprentices a comprehensive personal development curriculum that includes relevant topics such as maintaining their physical and mental well-being and the national disruption caused by rioting. Apprentices report feeling safe and supported by staff. They have clear channels for raising concerns and are confident that staff will take appropriate action.

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better?

Leaders have an ambitious vision to break the cycle of generational criminality and unemployment many young people in the local area face. Leaders have carefully fostered a culture where apprentices are encouraged to make positive decisions about their career and life choices and are supported effectively to achieve their qualifications and be successful in their jobs. Most apprentices face significant challenges, such as socio-economic disadvantage, social isolation and significant deprivation. Leaders are highly ambitious for apprentices, a significant minority of whom have special educational needs and disabilities (SEND). They consider well apprentices’ needs when planning the training.

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better?

Tutors teach apprentices a well-designed curriculum that is logically sequenced and aligns well with industry standards. Leaders and tutors work effectively with employers to ensure the curriculum remains relevant and reflects the techniques used in the workplace. For example, tutors in construction trades include training in spraying for the painting and decorating apprentices, as they will likely need this skill for future projects. This enables apprentices to develop highly valued skills that directly contribute to their employability.

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better?

Tutors are highly knowledgeable and possess relevant industry experience that they effectively bring into the classroom to enhance learning. They link skilfully theoretical knowledge with real-world scenarios, such as emphasising the importance of precision in construction and dental hygiene challenges in a child’s early years. This deepens apprentices’ understanding and prepares them for the complexities of their chosen fields. 20 to 22 August 2024

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Managers and tutors ensure that the curriculum is suitably challenging for apprentices by assessing thoroughly what they know and can do at the start of their apprenticeships. Tutors use this information well to tailor the apprentices’ curriculum, preventing unnecessary material repetition and facilitating acquiring new knowledge and skills. This is particularly important for apprentices with SEND, as it helps ensure that tutors support them appropriately and that they progress in line with their peers. For example, tutors use helpful strategies, such as pause and prompt, skilful questioning, and individual support outside the classroom for those requiring it.

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The small number of apprentices who have completed their apprenticeship have achieved their qualifications and remain in full-time employment, taking on additional responsibilities and promotions. Just under a fifth of apprentices withdrew from the apprenticeship before the end of their training. Apprentices who left early did so for reasons beyond leaders’ control, such as redundancy and moving to another part of the country. Leaders have worked closely with those apprentices who have been made redundant and helped around a third secure new employment.

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Six of the 47 apprentices study functional skills in English and mathematics. Tutors establish apprentices’ prior knowledge well at the start of the apprenticeship and use this to provide them with targeted support effectively. Almost all apprentices pass their functional skills exams on the first attempt.

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Managers ensure that apprentices receive helpful information, advice and guidance about their options at the start of their apprenticeships. Tutors reinforce apprentices’ choices at the end of their apprenticeship, such as self-employment, during wider curriculum tutorials and career advice sessions. This helps apprentices to understand their options at the end of their apprenticeship.

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Tutors use comprehensive assessments, such as practical skills tasks and verbal questioning, to check apprentices’ understanding and address knowledge gaps. Tutors provide apprentices with frequent verbal feedback that they find valuable for their improvement. For example, bricklayer apprentices value the feedback they receive when making sure a wall is level and plumb. However, tutors do not always provide apprentices with sufficiently specific feedback to support the development of new skills and knowledge, such as improving spelling and grammar.

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Employers are not always clear about the progress apprentices make in their training because the information recorded during reviews is not available for them to revisit between reviews. In a minority of cases, on- and off-the-job training is not always sequenced effectively, missing opportunities to deepen and reinforce the skills that apprentices learn in training at work.

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Governors are suitably experienced and effectively support leaders. They share leaders’ vision to tackle the significant disadvantages that most apprentices face. Governors know most of the provider’s strengths and weaknesses, such as the ethos 20 to 22 August 2024

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and intent of the curriculum, but do not know enough about the quality of training that apprentices receive.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Improve the quality of feedback to apprentices to support their development of new skills and knowledge.  Improve the sequencing of on- and off-the-job training to enable employers to maximise apprentices’ development opportunities at work.  Ensure governors know enough about the quality of training that apprentices receive so that they can and challenge leaders to take remedial action. 20 to 22 August 2024

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Provider details

Address The West Wing Drakes Mill Court 27 Burrington Way Plymouth PL5 3LR

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Provider details

Principal, CEO or equivalent Barry Davey

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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 20 to 22 August 2024

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Information about this inspection

The inspection team was assisted by the quality support, 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

Sarah Alexander, lead inspector His Majesty’s Inspector Steve Battersby His Majesty’s Inspector Paul James His Majesty’s Inspector Helen Morgan His Majesty’s Inspector 20 to 22 August 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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