Parkdean Resorts UK Limited

Further education and skills inspection report

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Inspection of Parkdean Resorts UK 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

Parkdean Resorts UK Limited is a holiday park company that operates nationally. It provides apprenticeships for its own staff, largely in the hospitality industry. The head office is in Newcastle upon Tyne.

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Information about this provider

At the time of the inspection, there were 86 apprentices enrolled on the following apprenticeships: level 2 production chef, level 3 team leader supervisor, level 3 senior production chef, level 5 operations manager, level 4 hospitality manager, level 3 hospitality supervisor, level 2 hospitality team member, level 3 business administration, level 3 customer service practitioner and level 3 customer service specialist. Apprentices are based at the provider’s resorts across the country. Most apprentices are aged 18 years and over. 5 to 7 March 2025

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

Apprentices receive good support during their apprenticeship that enables them to develop valuable new knowledge and skills, which they implement in the workplace. For example, on the level 2 production chef course, apprentices learn how to prepare and cook steaks successfully. Apprentices then demonstrate this in the workplace and prepare steaks for customers in the holiday parks where they work.

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

Most apprentices benefit from a calm and appropriate learning environment. For example, on the level 5 operational manager apprenticeship, they have access to a dedicated office. However, on the level 2 production chef apprenticeship, apprentices are often based in noisy environments. During busy periods, their learning time can be disrupted by the core needs of the business when apprentices have one-to-one sessions with their trainers.

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

Apprentices complete training in safeguarding and the dangers of radicalisation and extremism at induction and complete useful workbooks on these topics. However, trainers do not reinforce these topics sufficiently well during the training, and many apprentices struggle to recall what they have learned. Apprentices who are under 18 years of age have an appropriate understanding of what constitutes a healthy relationship and the meaning of consent.

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

Apprentices feel safe. They are well supported by their line managers, who they feel confident would take swift action in response to any concerns. Apprentices feel reassured by the presence of security staff at the holiday parks.

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better?

Leaders have a clear purpose for the apprenticeships that they provide. They have responded to a shortage of staff in the hospitality sector, including in their own holiday parks. Leaders have taken a sensible approach to develop their own staff by recruiting apprentices and training existing staff to retain them.

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better?

Leaders work closely and successfully with stakeholders to develop the curriculum. They have worked well with industry specialists through trailblazer groups to set up apprenticeships in hospitality and to contribute to the design of the curriculum. Leaders have adapted the level 2 production chef apprenticeship to include cooking skills in response to identified business needs.

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better?

Trainers carefully plan the order in which the curriculum is offered. On the level 3 team leader supervisor, apprentices begin with learning about team-building skills and then move on to learning about what a high-performing team looks like, organisational culture and project management. This helps apprentices to make good progress in developing the knowledge and skills that they need in the workplace. 5 to 7 March 2025

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Trainers use a wide range of successful teaching and assessment methods to support apprentices to learn new knowledge and skills. They demonstrate practical activities and observe apprentices completing them. Trainers use a range of questioning techniques well to increase learning. On the level 2 production chef apprenticeship, trainers ask questions about food hygiene in the kitchen. They ask about cross contamination and extend apprentices’ knowledge of the subject.

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Most trainers provide precise and helpful feedback to help apprentices improve their work further. For example, they explained to apprentices on the level 2 production chef course how to improve their work on allergens. Apprentices who needed to resubmit their work did so and included additional information about catering for religious dietary requirements and individuals with allergies.

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Trainers provide valuable support to apprentices who have additional support needs to enable them to make good progress. For example, they arrange more practical activities for apprentices with attention deficit hyperactivity disorder (ADHD) to help them demonstrate their knowledge and skills.

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Leaders provide staff with useful professional development to enable them to maintain and enhance their teaching skills. Trainers attend sessions on neurodiversity to learn how they can better support apprentices with autism and ADHD and receive training on pedagogical approaches.

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A few apprentices do not receive effective training for functional skills in English and mathematics. A small proportion have gone past the planned end date of their apprenticeship due to not having yet passed their qualifications in these subjects.

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Leaders have taken effective action to improve the proportion of apprentices who remain on their apprenticeship. In previous years, too many apprentices left early because they gained employment in sectors other than hospitality or gained promotions in the sector with other employers. Leaders revised the way in which they recruit apprentices to ensure that apprentices fully understand the expectations and demands of the apprenticeship and are on the right course. They successfully promoted career opportunities that are available to apprentices by publicising the large number of apprentices who have secured promotions in the provider or gone on to further training. These actions have led to a significant improvement in the proportion of apprentices who remain on their apprenticeship. Most apprentices who remain on their apprenticeship achieve their qualification. A high proportion of these achieve distinctions.

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Trainers provide helpful careers information to apprentices. They discuss career development opportunities with apprentices and direct them to additional online resources. Trainers support apprentices to understand how they can progress in their careers. For example, apprentices who have experience in the kitchen environment but wish to become line managers or supervisors receive helpful information which helps them to progress to the level 3 team leader supervisor apprenticeship. 5 to 7 March 2025

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Leaders have in place an advisory board that includes an external member with significant experience of apprenticeships. Members of the board provide effective scrutiny and challenge. For example, they scrutinised arrangements for recruiting new apprentices, which have improved greatly. Members of the board and leaders have an accurate oversight of the quality of the provision and the progress of apprentices.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders implement safe recruitment practices such as taking up references and checking identity for new staff. However, they only ask for basic Disclosure and Barring Service (DBS) checks for trainers and do not ask for enhanced DBS checks, which is a requirement when teaching apprentices aged under 18. Leaders took action to rectify this during the inspection, and trainers have applied for enhanced DBS checks. Leaders intend to monitor receipt of these carefully.

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Safeguarding

Staff complete useful training in safeguarding and the potential risks of extremism and radicalisation. They understand how to recognise signs of abuse and how to report any concerns, in line with the safeguarding policy and procedure. However, in very few instances, park managers do not follow these policies in reporting concerns to the park designated safeguarding officer (DSO). The park DSO recognises the need to provide additional training to staff to remind them of the reporting process when alerted to a potential safeguarding concern.

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What does the provider need to do to improve?

 Provide effective support to apprentices enrolled on functional skills English and mathematics courses to enable them to achieve their qualifications in a timely manner.  Revisit British values, local safeguarding risks, healthy relationships and the potential risks of extremism and radicalisation throughout the training.  Provide apprentices on the level 2 production chef apprenticeship with an appropriate learning environment when they have one-to-one sessions with their trainers.  Review the enhanced DBS checks of trainers to ensure that they are suitable to work with apprentices aged under 18.  Provide additional training to staff to remind them of the reporting process when alerted to a potential safeguarding concern. 5 to 7 March 2025

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Provider details

Address 1 Gosforth Park Way Gosforth Business Park Newcastle upon Tyne NE12 8ET

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Provider details

Principal, CEO or equivalent Paul Stevenson

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Provider details

Date of previous inspection 18 to 20 October 2022

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Provider details

Main subcontractors None 5 to 7 March 2025

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Information about this inspection

The inspection team was assisted by the people development manager for apprenticeships, 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

Jacquie Brown, lead inspector His Majesty’s Inspector Rebecca Matthews Ofsted Inspector Michelle Elliott Ofsted Inspector 5 to 7 March 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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