Harper Craven Associates Limited

Harper Craven Associates Limited Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Sara Woodward, His Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Rocklands Place Boreham Lane Wartling Hailsham BN27 1RS Monitoring visit: Harper Craven Associates Limited, 9 and 10 October 2024

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Context and focus of visit

Harper Craven Associates Limited was inspected in September 2023. At that time, inspectors judged the overall effectiveness of the provision to require improvement.

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Context and focus of visit

The focus of this monitoring visit was to evaluate the progress that leaders and managers have made in resolving the main areas for improvement identified at the previous inspection.

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Context and focus of visit

Harper Craven Associates Limited (Harper Craven) is a national independent learning provider based in East Sussex, with an administrative centre in Manchester. At the time of the monitoring visit, there were 1,091 apprentices in learning. Of these, 712 were studying level 3 teaching assistant and 323 were studying level 3 community health and wellbeing worker. Fifty-six apprentices had recently started studying level 3 early years educator. Three hundred and ninety-six apprentices were working towards English and/or mathematics functional skills qualifications. Almost all apprentices were aged 19 and over. Harper Craven provides all teaching and support for apprentices online.

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Reasonable progress

Since the full inspection, leaders and managers have worked to strengthen the role of employers in supporting their apprentices’ training in and away from the workplace effectively. They have improved communication with employers before apprentices are recruited, providing helpful webinars and high-quality guidance booklets. Consequently, employers fully understand the training model that apprentices follow and expectations of them.

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Reasonable progress

Leaders make sure that employers identify experienced mentors, to coordinate apprentices’ training and help them consolidate their learning in the workplace effectively. For example, mentors support level 3 community health and well-being worker apprentices to use their research into local services to develop well-being hubs for staff at work. Staff liaise closely with mentors to make sure apprentices have sufficient time to complete their studies and progress well. The proportion of apprentices who achieve their courses successfully has improved. Monitoring visit: Harper Craven Associates Limited, 9 and 10 October 2024 Leaders recruit well-qualified and experienced skills coaches. Skills coaches break down complex concepts into simple steps carefully. They explain things clearly and use effective real-world examples. They help apprentices to link theory and practical learning skilfully. For instance, level 3 teaching assistant apprentices use their

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Reasonable progress

understanding of ‘self-regulation’ to help children with autism express their feelings using creative picture cards. Consequently, apprentices support children with complex special educational needs and/or disabilities (SEND) successfully in the schools they work in. Employers value the knowledge and skills that apprentices bring to the workplace. A few apprentices receive promotion as a result of this.

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Reasonable progress

Staff provide apprentices with a wide range of useful learning resources, such as webinars and podcasts, that help them learn independently. Apprentices benefit from careful preparation for their assessments. A new team of experienced staff coach them skilfully using practice discussion questions. As a result, almost all apprentices pass their final assessments on the first attempt. Around one quarter of apprentices achieve distinction grades.

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Insufficient progress

Since the previous inspection, leaders have been too slow to make suitable arrangements to teach the large number of apprentices who require English and mathematics functional skills qualifications. The number of apprentices who need to study functional skills has increased significantly. Although leaders appointed one specialist tutor, this was not sufficient to meet the learning needs of these apprentices. Too many have not developed the knowledge and skills they need to be successful in these essential subjects. As a result, very few have achieved English and mathematics functional skills qualifications. A minority of apprentices are unable to complete their apprenticeship because of this. In recent weeks, leaders have taken steps to appoint a team of experienced functional skills tutors and a manager. They make sure that staff assess apprentices’ English and mathematics skills accurately at the start of their training. Tutors teach

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Insufficient progress

interactive group sessions that focus on apprentices’ individual learning needs. For example, they carefully demonstrate calculations of fractions and use helpful practice questions to prepare apprentices for their examinations. However, it is too early to see the full impact of these actions. Monitoring visit: Harper Craven Associates Limited, 9 and 10 October 2024

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Reasonable progress

Leaders and managers have taken suitable action to improve the way they gather information about what apprentices already know and can do at the start of their training. They carry out careful assessments of apprentices’ existing knowledge and skills, using skills scans and diagnostic tools. Skills coaches use this information to adapt their teaching to meet apprentices’ needs appropriately. Consequently, apprentices benefit from training that aligns closely to their specific needs and job roles.

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Reasonable progress

Skills coaches use effective teaching strategies and provide effective support for apprentices with additional support needs, including extra time in assessments. They provide individualised support and feedback that helps these apprentices to improve their work. As a result, apprentices who need extra help make effective progress in line with their peers.

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Reasonable progress

Leaders and managers have taken effective steps to make sure that employers are well informed about their apprentices’ progress. They provide employers with regular updates and reports so that they can support apprentices more usefully in their training in the workplace. Employers write constructive summaries about apprentices’ progress and areas for development at work. These are shared in formal progress reviews so that apprentices know how to improve their skills at work. Leaders recognise that feedback in reviews can be further developed by focusing more on the specific skills, knowledge and behaviours that apprentices are developing as part of their training.

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Reasonable progress

Leaders and managers have strengthened their quality assurance processes to check apprentices’ progress carefully. They effectively use a learning management platform to monitor closely apprentices’ engagement in and completion of training and tasks. Where apprentices are at risk of falling behind, staff intervene quickly. They work jointly with mentors to support apprentices to catch up. Consequently, the number of apprentices who have withdrawn from their courses has steadily declined. Monitoring visit: Harper Craven Associates Limited, 9 and 10 October 2024

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Reasonable progress

Leaders and managers make sure that apprentices benefit from a well-planned personal development curriculum. Staff help apprentices to develop a secure understanding of relevant contemporary issues, including equality, diversity and inclusion, and British values. Apprentices value the useful masterclasses that staff provide in health and well-being topics, such as meditation, stress and menopause. They use this knowledge well to support themselves and their colleagues in the workplace. For example, level 3 community health and well-being worker apprentices provide helpful well-being schemes to support staff at work effectively. Staff make sure that most apprentices know how to stay safe from the risks of radicalisation. For example, apprentices participate in useful training and discussions with skills coaches to help them identify potential threats, such as misinformation and right-wing extremism. As a result, they know how to protect themselves and the

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Reasonable progress

children and colleagues they work with effectively. Leaders and managers have improved their processes for gathering information about apprentices’ prior experience and career aspirations. They make sure that apprentices study courses which are suited to their future goals. For example, at the start of their course, apprentices benefit from helpful information and guidance in a ‘welcome’ call. During their programme, skills coaches give apprentices useful careers advice and guidance in training sessions and progress reviews. For instance, they advise level 3 teaching assistant apprentices on specialist pathways to support children with SEND, such as in art therapy. Skills coaches make sure that those apprentices who aspire to become qualified teachers understand the progression options available to them. Consequently, most apprentices are well informed about their next steps. Monitoring visit: Harper Craven Associates Limited, 9 and 10 October 2024

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Reasonable progress

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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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