CQM Training And Consultancy Limited

CQM Training and Consultancy Ltd Report following a monitoring visit to a ‘requires improvement’ provider

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Name of lead inspector: Vicki Locke, His Majesty’s Inspector

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Inspection dates: 29 and 30 January 2025

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Type of provider: Independent learning provider

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Address:

Unit 6 Dunston Innovation Centre Dunston Road Chesterfield S41 8NG Monitoring visit: CQM Training and Consultancy Ltd, 29 and 30 January 2025

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Context and focus of visit

CQM Training and Consultancy Ltd (CQM) was inspected in February 2024. 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

Leaders offer apprenticeships at levels 2 to 6. Most apprentices study level 4 improvement practitioner, level 3 food industry technologist, level 5 improvement specialist, or level 3 improvement technician.

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Context and focus of visit

At the time of the visit, there were 313 apprentices in training. Almost all were aged 19 and over, with fewer than five aged 18 and under. An additional 23 apprentices were on a break in learning. Around 80 apprentices were significantly behind in their studies.

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Reasonable progress

Since the previous inspection, leaders have made several appropriate changes to achieve improvements in retention.

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Reasonable progress

Apprentices’ first progress review now takes place six weeks into the course. Leaders purposefully introduced this because they know many apprentices leave in the first few months of their course. This earlier review reinforces study expectations and ensures line managers understand requirements.

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Reasonable progress

In 12-weekly progress reviews, coaches consider in detail apprentices’ progress. They discuss off-the-job training, and the various tasks apprentices need to complete. Apprentices find these discussions aid their understanding of where they are at in their studies.

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Reasonable progress

Leaders’ monthly leadership meetings are more sharply focused. They thoroughly consider apprentices who leave their course early. Leaders analyse course withdrawals by month, reason, and employer. They know the main reasons are change of employer or workplace pressures. Monitoring visit: CQM Training and Consultancy Ltd, 29 and 30 January 2025 Leaders are acutely aware that too many apprentices are slow to complete their studies. They now monitor this very carefully in the newly introduced caseload meetings. Managers and coaches review each apprentice and use an ‘at risk’ log to track those they have concerns about. They put in place appropriate actions and support.

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Reasonable progress

Managers undertake detailed reviews into courses where too many apprentices leave early or are behind in their studies. They explore all aspects and put in place sensible changes and actions, such as in-person catch-up classes or recovery plans agreed with employers. Despite this, a small number of apprentices cite lack of time to undertake training or final assessment revision as a contributory factor in them being behind in their studies.

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Reasonable progress

Overall, leaders’ actions have led to significant improvements in retention. However, leaders rightly acknowledge retention is still too low on a few courses.

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Reasonable progress

Since the previous inspection, leaders have made several improvements to the personal development curriculum, including career development advice.

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Reasonable progress

There is now a structured series of online courses on relevant topics, including fundamental British values, safeguarding, well-being and study skills. The resources are well designed with informative and appropriate content. Leaders effectively monitor apprentices’ uptake in these courses. As a result, most apprentices complete them as required. However, apprentices’ recall of topics varies as does how much they value this part of their studies.

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Reasonable progress

Leaders now devise and distribute monthly personal development newsletters to apprentices. These focus on different themes, for example the benefits of winter walks and how to find local walking groups, inclusion, and healthy workplace relationships. However, not all apprentices find these useful.

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Reasonable progress

Leaders now provide suitable careers development advice through progress reviews, e-learning and exit reviews.

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Reasonable progress

At the start of the course, coaches ask apprentices about their career aspirations and goals. Most apprentices are mature adult learners and intend to progress within their current company. Coaches revisit career aspirations in subsequent reviews and discuss what steps apprentices need to take to move towards their aims. For example, online courses in food science and microbiology, or sufficient exposure to supervisory opportunities, to prepare for promotion within their companies. Apprentices also have purposeful and supportive discussions with their own line managers. As a result, apprentices know well about the progression opportunities available to them. Monitoring visit: CQM Training and Consultancy Ltd, 29 and 30 January 2025 Towards the end of the course, apprentices benefit from an online careers course and a thorough exit review. The online course includes advice such as how to updates CVs and online profiles. In exit reviews, coaches talk to apprentices about

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Reasonable progress

future career options. They give apprentices helpful advice about actions they should take, such as professional accreditations or higher-level apprenticeships.

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Reasonable progress

Since the previous inspection, leaders have made several beneficial changes to how apprentices are taught functional English and mathematics. One of the most impactful changes is the appointment of well-qualified staff to teach these subjects. This ensures apprentices benefit from the knowledge and experience of subject experts.

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Reasonable progress

Leaders rightly identify that apprentices did not always start their functional skills studies quickly enough. Leaders now appropriately organise apprentices into several cohorts each year. This approach allows apprentices to study these subjects in a timely way.

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Reasonable progress

Functional skills coaches use the outcomes of initial assessments well to inform the English and mathematics curriculum content. Apprentices benefit from taught classes on topics they do not yet understand well enough. Alongside these classes, apprentices complete appropriate online learning materials and tasks. As a result, most apprentices develop their knowledge well. In most cases, they pass their level 2 English and mathematics functional skills examinations on their first attempt.

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Reasonable progress

In classes, functional skills coaches think carefully about how to break topics into sensible chunks. In mathematics, they present new information clearly and provide opportunities for apprentices to practise new calculations. This then builds into more complex tasks. For example, apprentices work through a work-based scenario, where they calculate manufacturing and production information. This helps apprentices to see the relevance of, and apply, mathematic skills at work.

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Reasonable progress

However, in a very few cases, apprentices do not have time to attend these taught classes during their working day. Instead, they watch the recordings in their own time.

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Reasonable progress

Coaches know well which apprentices study functional skills. They use individual meetings effectively to discuss the subjects and provide further support and resources. Apprentices report that they can ask their coaches for support and readily receive it. Monitoring visit: CQM Training and Consultancy Ltd, 29 and 30 January 2025

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Reasonable progress

Since the previous inspection, leaders have improved their use of the outcomes from their teaching and learning observations.

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Reasonable progress

Leaders now carefully analyse areas for development drawn from their teaching and learning observations. This informs an annual staff development plan and ensures coaches attend training sessions that broadly link well to their development needs.

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Reasonable progress

In several cases, training sessions impact positively on coaches’ skills. For example, training about online learning supports coaches to confidently use break-out rooms and chat functions. As a result, apprentices benefit from greater discussion with their peers, which broadens their knowledge.

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Reasonable progress

In a few cases, leaders have yet to offer enough training to develop certain aspects of coaches’ skills. For example, leaders offer training on technology such as online quizzes that coaches use in their teaching. However, coaches have not had enough training about the fundamental principles of assessment. As a result, a few coaches still do not check apprentices’ understanding well enough and move on to new topics too quickly.

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Reasonable progress

Leaders conduct observations of coaches’ teaching at least twice a year. These are mainly useful, identify what coaches do well and areas for development. Coaches receive helpful guidance and support from their managers or more experienced coaches. In most cases, this helps them improve their teaching skills.

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Reasonable progress

In a very small number of cases, observers are not clear enough in their feedback or make contradictory remarks. For example, observers identify that coaches did not check understanding thoroughly, but also report this as a strength because a few questions were asked. This does not help coaches understand exactly what they should focus on, or precisely inform overarching staff development themes.

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Reasonable progress

At the time of the visit, leaders were yet to undertake a full cycle of observations of progress reviews. They intend to commence this soon. Monitoring visit: CQM Training and Consultancy Ltd, 29 and 30 January 2025 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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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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