Franhen Consultancy Ltd

Further education and skills inspection report

p.1

Inspection of Franhen Consultancy Limited

p.1

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Inadequate Apprenticeships Inadequate Overall effectiveness at previous inspection Not previously inspected

p.1

Information about this provider

Franhen Consultancy Limited is an independent learning provider in Birmingham. It provides apprenticeships in health and social care for apprentices working in care homes in Birmingham and Leeds. At the time of the visit, there were 13 apprentices studying the level 5 leader in adult care. All apprentices were over 19 years of age. Apprentices were taught online. 5 to 7 February 2025

p.1

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

Teachers do not sufficiently prepare apprentices to complete their end- pointassessment. Consequently, too few apprentices have the confidence to give formal presentations or participate in professional discussions as part of their apprenticeship.

p.2

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

Apprentices’ attendance to online lessons is too low. Staff complete one-to-one teaching with apprentices to help them to catch up with any work they have missed. Apprentices who do not attend do not benefit from collaborative problem-solving activities to help them to apply their learning to their practice.

p.2

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

Apprentices understand their responsibilities towards the people in their care. They explore how to provide high-quality care to vulnerable service users and manage their teams effectively to achieve these standards. They become empathetic carers, who take a person-centred approach to the people they care for.

p.2

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

Apprentices feel safe. They demonstrate an understanding of safeguarding topics within the care sector. Apprentices apply their knowledge of signs of abuse when visiting their clients in their homes. They closely follow their employers’ guidelines for reporting concerns, ensuring that clients are not at risk of harm.

p.2

better?

Leaders do not know the areas for improvement in the quality of education. They do not identify fundamental weaknesses in their provision. Leaders have been too slow to put in place effective actions to monitor and improve the quality of education that apprentices receive. This means that most apprentices make slow progress and too few apprentices achieve their apprenticeship.

p.2

better?

Leaders have selected an apprenticeship that helps apprentices who are working in the adult care sector to progress into leadership roles. They work closely with a network of care providers to identify the skills needed in the sector. Leaders have identified the need to teach the supervisory and management skills required to support retention, growth and succession planning for employers in the care sector.

p.2

better?

Members of the advisory board have the appropriate skills and sector knowledge to hold leaders to account. However, leaders have been too slow to respond to the suggested improvements. Those they have implemented, such as tracking of apprentices’ progress, have not been effective in helping apprentices catch up with their learning and achieve. Board members recognise that their actions do not yet hold leaders to account sufficiently.

p.2

better?

Teachers do not use initial assessments to identify apprentices’ starting points or consider their prior learning when planning apprenticeships. They do not adapt their teaching to respond to apprentices’ poor English skills. They do not plan their 5 to 7 February 2025

p.2

3

teaching to consider where apprentices have considerable experience about management roles. As a result, apprentices do not make good progress.

p.3

3

Teachers plan level 5 diploma lessons effectively to include opportunities for apprentices to learn about key concepts. For example, they focus on person-centred care and relate this to scenarios from apprentices’ experiences. Discussions, reflection time and problem-solving activities help apprentices learn about how to deal with emergencies.

p.3

3

Too few apprentices are well prepared to undertake a managerial position in the sector and have not gained the confidence to manage challenging situations, such as staff underperformance. For example, apprentices can recall being taught about health and safety and manual handling, which are basic expectations for an apprentice in a care role, but they cannot remember and apply the leadership learning they have been taught.

p.3

3

Teachers provide feedback to apprentices that is mostly congratulatory and does not clearly identify where apprentices could improve their work or encourage them to make links to the workplace. Apprentices do not improve their work over time.

p.3

3

Leaders do not ensure that apprentices benefit from effective reviews of their progress. Reviews focus on completing the diploma qualification not the skills and knowledge apprentices need to practise at work to complete their apprenticeship. Workplace mentors do not routinely attend progress reviews. Consequently, they do not know what progress apprentices are making or the support they need to provide to help apprentices achieve.

p.3

3

Apprentices do not receive effective careers education, information, advice and guidance to improve their understanding of the careers available to them in the sector. Most apprentices cannot articulate career opportunities beyond their immediate establishment.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

What does the provider need to do to improve?

 Meet all the requirements of the apprenticeship.  Help teachers use initial assessment effectively to identify the starting points of apprentices and plan learning appropriately.  Establish effective reviews of the skills and knowledge apprentices need to practise at work to complete their apprenticeship. 5 to 7 February 2025

p.3

4

 Prepare apprentices effectively for end-point assessment, so they can achieve their apprenticeship on time.  Provide detailed careers, education, information, advice and guidance about the progression opportunities available in the care sector. 5 to 7 February 2025

p.4

Provider details

Address 73 Francis Road Edgbaston Birmingham B16 8SP

p.5

Provider details

Principal, CEO or equivalent Dennis Ofinam

p.5

Provider details

Provider type Independent Training Provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors None 5 to 7 February 2025

p.5

Information about this inspection

The inspection team was assisted by the head of centre, 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.

p.6

Inspection team

Sharon Dowling, lead inspector His Majesty’s Inspector Ravinder Jhite Ofsted Inspector 5 to 7 February 2025

p.6

7

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.

p.7

7

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

7

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

7

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

7

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7