The Chartered Institute of Building

The Chartered Institute of building Monitoring visit report

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Name of lead inspector: Viki Faulkner, His Majesty’s Inspector

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Inspection dates: 30 and 31 October 2024

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Address:

3 Arlington Square Downshire Way Bracknell Reading RG12 1WA Monitoring visit: The Chartered Institute of Building, 30 and 31 October 2024

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

The Chartered Institute of Building (CIOB) is the professional body for construction management and leadership. They are a charity based in Bracknell, Berkshire. They started teaching apprenticeships in March 2024. They teach apprenticeships in the construction sector to apprentices who live and work across England. Almost all apprentices study apprenticeships at level 4.

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Context and focus of visit

At the time of the visit, there were 15 apprentices in training. Of these, seven were studying the level 4 construction quantity surveying technician apprenticeship. There were smaller numbers enrolled on other apprenticeships, including level 4 construction design and build technician, level 4 construction site supervisor and level 3 construction support technician. All apprentices were aged 18 years of age or older. CIOB works with one subcontractor, CTSW Skills, to support the very small number of apprentices who need to achieve level 2 functional skills qualifications.

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Reasonable progress

Leaders at CIOB understand the needs of construction employers and the skills gaps within their sector very well. They have a clear vision and mission to develop modern professional managers in the construction industry. They have selected a suite of apprenticeships that build well on their sector expertise and meet these needs ably.

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Reasonable progress

Leaders work effectively with employers to ensure apprentices study apprenticeships that match their job roles closely. They identify apprentices’ prior experience carefully. They use this to tailor learning plans, so apprentices do not duplicate learning unnecessarily.

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Reasonable progress

Apprentices benefit from logically planned courses that build their skills and integrate on- and off-the-job learning well. For example, quantity surveying technician Monitoring visit: The Chartered Institute of Building, 30 and 31 October 2024 apprentices learn about soil properties and how this affects foundations. They then learn about formwork and timbering. As a result, they can select appropriate types of foundation for the building projects they are working on.

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Reasonable progress

Leaders plan the curriculum collaboratively with employers. They update and adapt individual training plans frequently during progress reviews. Employers greatly value this flexible approach, so apprentices learn what they need to know for the projects they are working on at that time.

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Reasonable progress

Leaders have put in place effective processes for governance and oversight. Consequently, they understand the strengths and weaknesses of their provision well. Senior leaders and governors provide appropriate challenge to the apprenticeship team. For example, they ask for business cases before approving extra staffing. They also question managers about safeguarding capacity. This has led to leaders training more safeguarding officers.

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Reasonable progress

Leaders have created a system of peer observations to provide oversight of the quality of teaching, learning and assessment. This is currently in its infancy and has not yet been fully implemented.

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Reasonable progress

Teaching and coaching staff use their subject expertise well to make sure that apprentices, most of whom are still new in their apprenticeship, learn knowledge and skills they can apply swiftly in the workplace. Apprentices understand and use correct health and safety terminology on site. They design risk assessments and method statements for structural alterations competently. They converse confidently with clients and colleagues.

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Reasonable progress

Teachers have designed and use high-quality online resources that support apprentices’ learning well. They use pre-recorded video lectures, knowledge test quizzes and case studies to supplement live webinars effectively. Module resources reflect professional values and ethical practice throughout. They have a strong focus on the role of technology in building. They reflect relevant legislation such as the United Nations sustainable goals for construction.

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Reasonable progress

Teachers provide apprentices with helpful, constructive feedback on written and practical work. As a result, they understand their strengths and areas for improvement. However, in a small number of cases, staff comment on grammatical errors in work but do not clearly identify what the errors are. As a result, apprentices are unsure of how to correct this work so repeat mistakes unnecessarily. Monitoring visit: The Chartered Institute of Building, 30 and 31 October 2024 Leaders track the progress of apprentices carefully. They review this at helpful weekly team meetings. Where they identify apprentices falling behind, staff intervene quickly and almost always effectively. For example, where they identify apprentices who are not getting sufficient study time, managers meet with employers to remind them of their responsibilities. Learning coaches work with employers to provide increased workplace support. As a result, apprentices get back

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Reasonable progress

Apprentices and their employers are clear about what they need to do for their final assessments. Apprentices begin to build workplace portfolios of evidence from the start in readiness for this. No apprentices have reached the end of their training yet.

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Reasonable progress

Leaders have created an effective culture of safeguarding. They have put in place policies and procedures which make a positive contribution to keeping apprentices safe. They have appointed a designated safeguarding lead who is appropriately trained. They make sure that staff they recruit are safe to work with apprentices. They record safeguarding concerns carefully and store these records securely.

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Reasonable progress

Apprentices feel safe and know how to seek support if they do not. They learn how to keep themselves and others safe in the workplace. Apprentices learn about modern slavery. Consequently, they are vigilant to this specific risk in the industry. Monitoring visit: The Chartered Institute of Building, 30 and 31 October 2024 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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