Harriet Ellis Training Solutions Limited

Further education and skills inspection report

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Inspection of Harriet Ellis Training Solutions Limited

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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 Requires improvement

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Information about this provider

Harriet Ellis Training Solutions Limited is a training provider based in Romford, Essex. It has been delivering training to the dental and healthcare sector for over 20 years. In October 2017, the provider secured funding from the Education and Skills Funding Agency to offer apprenticeships.

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Information about this provider

At the time of the inspection, there were 616 level 3 dental nurse apprentices and 15 level 4 practice manager apprentices. Around 25 apprentices were studying English and mathematics qualifications. Apprentices work with dental practices throughout the country. Teaching and support sessions are mostly online. Staff visit dental practices to conduct observations and assessments.

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Information about this provider

The provider also offers commercially funded recognised training and qualifications that were out of scope for this inspection. 7 to 10 January 2025

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

Apprentices receive particularly good support from their tutors and dental educationalists (DEs), who are experienced dental clinicians. DEs ensure that apprentices develop their skills and professional behaviours quickly and become valued members of their dental practice. Dental nurse apprentices show empathy and care when they support nervous and scared patients. Practice manager apprentices improve their communication skills. This helps them to discuss confidently a range of treatment plans with patients.

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

Apprentices work in demanding and challenging environments. They are adept at coping with pressure and resilient in dealing with setbacks at work, such as staff shortages. Apprentices learn and work in inclusive and positive environments. They feel safe at work and in training sessions. They have positive attitudes to their learning and are keen to do well. Those who remain to the end of the apprenticeship achieve their final assessments.

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

Apprentices enjoy an ambitious curriculum. They develop their knowledge and skills in a wide range of topics outside of their vocational studies. For example, DEs and tutors teach apprentices about sustainability in the sector and how to reduce clinical and hazardous waste. Many apprentices engage in charity and community activities, such as fundraising events. Apprentices have a good understanding of the principles and values expected in the sector and how these link to fundamental British values.

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better?

Leaders and managers have a clear vision for their apprenticeships. They offer a highly relevant curriculum to help meet the demand for dental nurses in the sector. Leaders support employers well to recruit and teach their apprentices. They adapt their courses based on employers’ feedback and requirements. For example, leaders ensure that apprentices learn about dental charting early into their course so that they can apply this knowledge quickly at work.

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better?

Since the previous inspection, leaders and managers have taken effective actions to improve the provision. They have invested in more staff to support apprentices. They have introduced a range of useful reports and monitoring activities, which gives them good oversight of apprentices’ progress. They quickly identify if apprentices fall behind and support staff to help apprentices get back on track. Most apprentices are on target to achieve their apprenticeship.

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better?

Employers are highly positive about the support they and their apprentices receive from leaders and DEs. They are sufficiently involved in the apprenticeship and give apprentices the right opportunities to practise and apply their learning. Apprentices benefit from shadowing more experienced colleagues, and employers teach them to use the range of technical instruments to conduct clinical activities correctly and safely. Apprentices gain the skills they need to carry out their roles effectively. 7 to 10 January 2025

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Tutors use their extensive knowledge to teach interesting lessons. They share their experiences to add context to topics and relate theory that apprentices find less interesting, such as legislation, to good practice in the workplace. This helps apprentices retain information and understand the many hygienic protocols to perform their duties safely. Tutors explain clearly key complex information, such as the risk of over-exposure to radiation during patient X-rays.

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Tutors and DEs mostly use a range of assessment methods effectively. This includes effective questioning in teaching sessions, professional discussions and observations in the workplace. They understand apprentices’ prior knowledge and skills and mostly adjust their teaching and assessment to meet apprentices’ individual needs. This includes for those apprentices with special educational needs and/or disabilities.

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During progress reviews, DEs facilitate helpful reflective discussions with apprentices. They review how well apprentices use the new knowledge and skills they gain in their workplace practice. They set apprentices clear targets to help them progress and prepare for their workplace observations and final assessments.

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Leaders have taken effective action to ensure that apprentices, who need to complete qualifications in English and mathematics, start this learning early in their apprenticeship. Apprentices have access to intensive teaching and a range of useful resources to support them. Most apprentices achieve their English examinations. However, the proportion of apprentices who achieve mathematics, although increasing, requires further improvement.

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In 2023/24, the proportion of apprentices who achieved their apprenticeship increased markedly. However, around half of those who started the apprenticeship left their jobs early into their career. All apprentices who completed their learning achieved their final assessments. Leaders have taken effective action to reduce the number of early leavers through their redesigned recruitment activities. The proportion of current apprentices who remain on their apprenticeship has increased.

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Leaders and staff have put in place a variety of activities and resources to develop apprentices’ personal skills. They provide apprentices with teaching on how to stay fit and healthy, to understand the dangers associated with radicalisation and extremism, and how to increase their awareness of mental health and well-being. Apprentices appreciate that staff care about them and frequently check how they are feeling.

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Apprentices receive effective careers, advice and guidance. They set clear goals and aspirations at the start of their apprenticeships. DEs review these frequently with apprentices to guide them towards their next steps. Most apprentices know how to progress in their careers and education. However, a small minority who want to progress to university have not had enough information about how to do this.

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Leaders and those responsible for governance use a useful range of quality assurance activities and reports to check the quality of apprenticeships. This leads to targeted professional development for staff, where required. Staff appreciate the 7 to 10 January 2025

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investment and support leaders provide to make improvements and to develop themselves. They are proud to work at the provider, feel part of a close team and enjoy the opportunities to meet and share best practice.

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Safeguarding

The arrangements for safeguarding are effective.

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What does the provider need to do to improve?

 Identify the reasons for and implement actions to increase the proportion of apprentices who complete and achieve their apprenticeship.  Increase the proportion of apprentices who achieve their mathematics qualifications.  Provide apprentices with information and advice on how to progress to university at the end of their apprenticeship. 7 to 10 January 2025

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Provider details

Address 103 North Street, Harriet Ellis Recruitment ROMFORD RM1 1EU

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Provider details

Principal, CEO or equivalent Hadley Silver

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Provider details

Provider type Independent Learning Provider

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Provider details

Date of previous inspection 8 to 11 November 2022

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Provider details

Main subcontractors n/a 7 to 10 January 2025

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Information about this inspection

The inspection team was assisted by the operations manager, 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

Jane Hughes, lead inspector His Majesty’s Inspector Alison Loxton Ofsted Inspector Sarah Wilding Ofsted Inspector Daniel Lewsey Ofsted Inspector Janine Archer Ofsted Inspector Alan Winchcombe Ofsted Inspector 7 to 10 January 2025

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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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