Resources (NE) Limited

Further education and skills inspection report

p.1

Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Good Personal development Requires improvement Leadership and management Inadequate Adult learning programmes Requires improvement Apprenticeships Inadequate Overall effectiveness at previous inspection Good

p.1

Information about this provider

Resources (NE) Limited is an independent learning provider that offers adult learning programmes and apprenticeships at four sites in the north east. At the time of the inspection, there were 61 adults studying programmes in door security, warehousing and storage, hair and beauty, and early years. Most of these short courses were designed to lead directly to employment. There were 102 apprentices, of whom around three quarters were aged 16 to 18. Most apprenticeships are at level 2, mostly in hair, beauty and construction. Programmes in hairdressing and beauty are based at the provider’s central Newcastle site. Tutors offer construction programmes at centres in Sunderland and Jarrow. 3 to 6 June 2025

p.1

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

Too many apprentices study poorly planned curriculums which lack ambition. Just over half of apprentices achieve their apprenticeship. However, the proportion of apprentices who achieve merit and distinction grades in their final assessments is too low.

p.2

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

Too few adults gain employment at the end of their courses. Although adult learners develop technical skills well and most achieve their qualifications, they do not receive effective guidance for their career development and do not develop the employability knowledge needed to secure work. As such, leaders and managers are not meeting their stated aim of helping unemployed or low-skilled adults into work.

p.2

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

Apprentices in hairdressing and most adult learners attend well. In contrast, construction apprentices’ attendance is too low. Leaders do not ensure that employers release these apprentices from work to attend training, which hinders their progress.

p.2

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

Most tutors help learners and apprentices build confidence and resilience. Tutors have nominated several hairdressing apprentices for national awards, in recognition of their success despite difficult personal circumstances. However, on other apprenticeships, few apprentices attend external skills events or trade shows.

p.2

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

Most learners and apprentices are courteous and respectful and develop positive attitudes to learning and work. Tutors set high expectations for learners’ and apprentices’ professional behaviour, which they rise to.

p.2

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

Learners and apprentices feel welcome and cared for by tutors, who create an inclusive and supportive culture. However, learners and apprentices study in environments which are often poor. Adult learners studying beauty therapy work in classrooms without sufficient privacy. Construction learners at the Jarrow site do not have clean facilities.

p.2

better?

Leaders and managers have not identified or tackled key areas for improvement, such as declining achievement rates in English. They been distracted from quality improvement due to prolonged organisational change and financial instability. Many lack a secure grasp of operational issues such as learner numbers, achievement rates and line management responsibilities.

p.2

better?

Managers at the Newcastle centre have a more accurate view of strengths and weaknesses. They have rightly prioritised increasing the proportion of apprentices who complete their apprenticeships and are taking appropriate action. The new managing director has set out plans for improvement across the wider provision, but these have yet to be implemented. 3 to 6 June 2025

p.2

3

In too many cases, leaders do not ensure that learners and apprentices study ambitious curriculums. For example, painting and decorating apprentices are not taught about different wallpaper hanging techniques in enough depth and have too few opportunities to practise these skills. Adult learners in beauty therapy are required to complete level 1 courses, even when these are insufficiently challenging. There is no planned curriculum for English. However, hairdressing apprentices benefit from an ambitious, well-tailored curriculum that reflects employers’ needs, including current trends such as perming.

p.3

3

Leaders and managers do not ensure that the curriculum for construction apprenticeships is planned effectively to allow apprentices to consolidate their learning through practice at work. Employers are not routinely involved in apprentices’ progress reviews, which limits the progress that apprentices make.

p.3

3

Leaders and managers do not demonstrate a secure understanding of effective teaching. They do not recognise the importance of approaches that help to embed learning in long-term memory. When apprentices struggle to recall learning, leaders typically extend the duration of training rather than improving teaching quality.

p.3

3

In contrast, teaching on short adult learning programmes is more effective. Teachers on these programmes provide clear technical guidance and strong demonstrations, helping learners make good progress from their starting points.

p.3

3

Too few tutors identify learners’ and apprentices’ support needs or intervene swiftly enough when they need more help. This includes for learners and apprentices who have special educational needs and/or disabilities (SEND). Although tutors in hair and beauty and in English adapt their teaching to meet the needs of learners well, elsewhere, tutors do not provide learners with the additional dedicated support that they need to succeed. Too many apprentices fall behind and leave their programmes early.

p.3

3

Tutors do not set specific enough targets to help apprentices improve their work. They provide targets that focus on completing tasks rather than on developing knowledge and skills. For example, tutors advise apprentices to ‘complete log’ or ‘start collecting evidence.’ Tutors do not use targets from previous reviews to check apprentices’ progress.

p.3

3

Leaders do not provide an effective careers programme for learners or apprentices. For example, hairdressing apprentices receive little guidance on career paths such as cruise ship work or teaching. Learners and apprentices interested in self- employment receive no guidance.

p.3

3

Leaders do not provide a consistently high quality of support for learners’ and apprentices’ personal development. On early years educator and door supervision programmes, aspects of personal development are well embedded and understood. Elsewhere, learners’ and apprentices’ understanding of topics such as citizenship, British values and how to stay mentally and physically healthy is underdeveloped. 3 to 6 June 2025

p.3

Safeguarding

The arrangements for safeguarding are ineffective.

p.4

Safeguarding

There are systemic weaknesses in safeguarding practice. Staff at the Newcastle site do not follow the provider’s safeguarding policies and procedures. They lack confidence that designated safeguarding leads will take appropriate action and, as a result, they respond inappropriately to serious concerns. Staff at this site also ignore key communications from senior leaders regarding safeguarding training. Inspectors were not assured that learners and apprentices at this site are safe.

p.4

Safeguarding

Safeguarding records are incomplete, disorganised and difficult to access. Leaders struggle to locate critical safeguarding information when key staff are absent. Records relating to staff qualifications are inaccurate.

p.4

Safeguarding

Although leaders and managers provide opportunities for appropriate safeguarding training, including in relation to the risks of radicalisation and extremism, too few staff remember undertaking the training.

p.4

What does the provider need to do to improve?

 Make sure that staff follow safeguarding policies and procedures and complete safeguarding training as a matter of urgency, so that they can be assured that learners and apprentices are safe.  Identify accurately the strengths and weaknesses in the quality of provision and swiftly tackle the latter.  Provide high-quality careers advice and guidance, so that a higher proportion of adult learners progress to employment on completion of their programmes.  Increase the proportion of apprentices who complete their apprenticeships.  Develop tutors’ teaching skills and, where needed, subject knowledge.  Provide effective support for apprentices who have SEND.  Provide well-designed curriculums in all subjects, including English, and in personal development.  Increase attendance on apprenticeships.  Provide appropriate learning environments for learners and apprentices. 3 to 6 June 2025

p.4

Provider details

Address 4th Floor Suite 2 CAI Building, Cobalt House North Shields Tyne and Wear NE29 6DE

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection 3 to 6 November 2015

p.5

Provider details

Main subcontractors None 3 to 6 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 and apprentices’ work, seeking the views of learners and apprentices, staff and other stakeholders, and examining the provider’s documentation and records.

p.6

Inspection team

Rebecca Clare, lead inspector His Majesty’s Inspector Hayley Lomas His Majesty’s Inspector Debra Forsythe-Conroy Ofsted Inspector Malcolm Fraser His Majesty’s Inspector Marina Gaze Ofsted Inspector Ian Frear His Majesty’s Inspector 3 to 6 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