VQ Solutions Ltd

Further education and skills inspection report

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Good

p.1

Information about this provider

VQ Solutions Ltd is an independent learning provider in Harrogate. It provides apprenticeships in subjects such as network installation and human resources. At the time of the inspection, there were 205 apprentices. Most apprentices were aged 19 and over, with 42 aged between 16 and 18. There were 40 level 3 network cabling installer apprentices, 56 level 5 people professional apprentices, as well as lower numbers of apprentices on qualifications including level 3 multi-channel marketer, level 3 business administrator, level 4 network engineer and level 5 operations or departmental manager. Most provision is taught online, with some face-to-face training on a few apprenticeships, such as network cable installer and network engineer.

p.1

Information about this provider

The provider works with local, regional and national employers. It has training premises in Harrogate and provides apprenticeships for employers predominantly across Yorkshire and the East Midlands, as well as the London area. 9 to 12 June 2025

p.1

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

Apprentices are highly motivated and committed to their training. They are studious with their online studies and make swift progress in their training. Apprentices’ attendance to lessons is very high. Tutors provide very flexible arrangements if apprentices are unable to attend a lesson, ensuring that they are quickly booked on to a follow-up one.

p.2

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

Apprentices develop their confidence significantly during their apprenticeship. Many need less supervision at work as their skills deepen. Business administrator apprentices working in medical centres grow in confidence when talking to patients, using their newly acquired knowledge of medical terms in conversations. Apprentices demonstrate a very high level of professional conduct in the workplace.

p.2

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

Apprentices access helpful online resources, including videos and newsletters on topics such as health and well-being. A few tutors take time to explore these matters and discuss their relevance with apprentices during review meetings. For example, network engineering apprentices knows how alcohol can impair their performance when consumed the day before they go on shift. However, most apprentices do not have these more in-depth discussions with their tutors. Consequently, they do not understand fully the relevance of this information to their work and personal lives.

p.2

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

Apprentices feel safe and are aware of risks they may face, including when online. Apprentices can articulate well the risks of radicalisation and extremism. However, they are less familiar with specific risks related to their industry. For example, business administrator apprentices do not understand that they may be targets for those intent on disrupting workplace computer networks.

p.2

better?

Leaders and managers have constructed a curriculum offer that is relevant to meet the local, regional and national employment and training priorities. They work in high-growth sectors, such as network cabling, and build very successful relationships with prestigious employers. Before offering an apprenticeship, leaders conduct extensive research to ascertain the demand for new apprenticeships, as well as identifying the additional content required beyond the requirements of the apprenticeship standard.

p.2

better?

Managers and tutors structure the curriculums well. They work flexibly with employers to understand their businesses so they can adapt the curriculums to meet employers’ needs. For example, network cable installer apprentices are first taught basic skills in cutting, splicing and connecting different types of cables so they can be productive quickly when at work. 9 to 12 June 2025

p.2

3

Tutors teach online and face-to-face lessons well using high-quality teaching resources. They reinforce accurate technical vocabulary so that apprentices are well versed in using language that is highly pertinent to their job roles. For example, network cable installer apprentices use industry terms with increased fluency, such as safe isolation and electromagnetic interference. Tutors encourage high levels of collaboration in online lessons, so that apprentices can appreciate the work of their peers in different employment settings.

p.3

3

Tutors use assessment effectively. They assess what apprentices know and can do at the start of their apprenticeships and use this information to inform their teaching and assessment plan. In lessons, tutors use direct questioning skilfully to check apprentices’ understanding and supplement this with useful assignments, quizzes and projects. Tutors provide apprentices with helpful feedback, so they understand what they have done well and the steps they need to take to improve. Apprentices then act on this feedback, which helps them produce a good standard of work.

p.3

3

Tutors conduct helpful review meetings with apprentices, to which employers make valuable contributions. Together with tutors, employers coordinate apprentices’ on- the-job and off-the-job training well. However, tutors do not set specific enough targets for apprentices, and focus too much on the completion of tasks. As a consequence, a few apprentices are less clear on their progression in relation to the development of their knowledge, skills and behaviours and the final grade they can achieve.

p.3

3

On most apprenticeships, tutors provide apprentices with helpful careers advice and guidance. Apprentices have useful conversations with their tutors about career opportunities following their apprenticeship. Apprentices on the level 5 people professional apprenticeship are signposted appropriately to other providers who offer level 7 provision. However, apprentices on the multi-channel marketer apprenticeship receive less well-planned careers advice and guidance.

p.3

3

Tutors support apprentices effectively to develop their knowledge and skills. Apprentices become increasingly independent at work. They achieve well and a high proportion of them achieve grades above a pass. Most apprentices are retained by their employers, with a high proportion achieving promotions or taking on additional responsibility, including the line management of other staff.

p.3

3

Leaders have in place suitable governance arrangements. Governors are experienced and knowledgeable and provide clear oversight and challenge on the quality of provision and strategic direction. They take time to meet staff and apprentices as well as visit lessons and reviews. They have a thorough understanding of the provider.

p.3

3

Leaders recruit staff who are appropriately qualified and experienced. Tutors are very well qualified in their specialist areas and have completed a few useful training lessons to further develop their teaching skills in areas such as e-learning and instructional design. 9 to 12 June 2025

p.3

4

Leaders are considerate of the well-being and workload of their staff. They provide a flexible working environment, so that staff can manage their personal commitments, such as caring responsibilities. Leaders ensure that staff have manageable caseloads and staff feel able to request additional support if needed.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Set clear targets for apprentices at reviews to develop their knowledge, skills and behaviours, so that they understand their progress fully.  Give apprentices the support they need to use the range of personal development resources, so that they understand the relevance to their personal and professional lives. 9 to 12 June 2025

p.4

Provider details

Address Osbourne House 20 Victoria Avenue Harrogate HG1 5QY

p.5

Provider details

Principal, CEO or equivalent Andrew Gilmour/Annabel Gilmour

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 4–7 February 2020

p.5

Provider details

Main subcontractors Not applicable 9 to 12 June 2025

p.5

Information about this inspection

The inspection team was assisted by the managing director, 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

Mark Keen, lead inspector His Majesty’s Inspector Hayley Lomas His Majesty’s Inspector Ian Frear His Majesty’s Inspector Tina Ockerby Ofsted Inspector David Baber Ofsted Inspector 9 to 12 June 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