HTP Apprenticeship College LTD

Further education and skills inspection report

p.1

Inspection of HTP Apprenticeship College LTD

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Good Education programmes for young people Good Apprenticeships Good Overall effectiveness at previous inspection Good

p.1

Information about this provider

HTP Apprenticeship College LTD is based in Newport on the Isle of Wight. There is one main site in Newport for learners on education programmes for young people. Most apprentices do their training on the island, in Portsmouth or in London.

p.1

Information about this provider

At the time of the inspection, there were around 150 learners on education programmes for young people studying for vocational qualifications in areas such as health and social care, childcare and sport. Most vocational courses are at level 2. Alongside these, learners take functional skills or GCSE qualifications in English and mathematics.

p.1

Information about this provider

There were around 440 apprentices on programmes ranging from level 2 to level 5. The standards with the larger number of apprentices included operations manager, lead adult care worker and business administration. Leaders also offer a pre- apprenticeship course.

p.1

Information about this provider

Leaders currently subcontract a very small number of apprentices to the National Health Service (NHS).

p.1

Information about this provider

A high proportion of learners have additional learning needs. 8 to 11 July 2025

p.1

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

Learners and apprentices are very enthusiastic about learning. They work very hard to do their best. They highly value the good teaching and excellent support they receive which helps them to be successful and overcome any barriers to learning. Learners’ and apprentices’ experience is in many cases transformative.

p.2

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

Learners and apprentices, many of whom have experienced a lack of consistent schooling, have very high levels of attendance. Their behaviour is exemplary. They are exceptionally polite and respectful.

p.2

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

Apprentices, many of whom have significant gaps in learning or hold no formal qualifications, quickly develop the confidence and professional attributes they need to become successful in their job roles. They are valued members of their employer’s workforce.

p.2

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

Learners value being treated as adults and benefit from teachers who help them to become more independent and take greater responsibility for their learning. They rapidly develop confidence and resilience.

p.2

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

Learners and apprentices benefit from high-quality work experience and exceptional, personalised careers advice. Those who complete their qualification move on to a positive destination. They participate enthusiastically in the extensive range of activities and experiences on offer. As a result, they broaden their horizons and become increasingly ambitious about what they can achieve in life.

p.2

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

Learners feel safe and know how to report any concerns.

p.2

better?

Leaders are passionate about supporting learners and apprentices back into education or training where they then flourish. They offer courses that help learners develop the skills and professional behaviours they need. For example, leaders have collaborated with the NHS to design a six-month pre-apprenticeship. This year, every learner on this course subsequently moved on to an apprenticeship. Leaders have developed a highly effective active learning course for learners disaffected with education. Learners gain skills, such as forest craft and kayaking, and as a result build their self-esteem. Most of these learners subsequently move into further study or training.

p.2

better?

Leaders have designed a curriculum that supports the need to relieve the problems associated with the low socio-economic indicators, poor education outcomes and ageing workforce on the Isle of Wight and in surrounding areas. Leaders adapt the curriculum offer to meet employers’ needs, such as the development of the quality practitioner apprenticeship at the request of a wind turbine manufacturer to align with the company’s mission and ethos. 8 to 11 July 2025

p.2

3

Leaders have very high expectations of the performance of their staff and the achievements of their learners. This supports learners to make exceptional progress in improving their attitudes to learning and makes staff feel rightly very proud to work for HTP.

p.3

3

Teachers have structured their courses so that learners and apprentices build their knowledge and skills over time. For example, childcare learners gain an understanding of child development, safeguarding and health and safety prior to their work placement so they understand what children at their placement are likely to be capable of and how to work with due regard for the safety of children in the setting. They then cover topics such as play and assessing development on the placement which they subsequently apply to more-complex theory.

p.3

3

Teachers explain concepts effectively, drawing on their experience to illustrate theories and concepts. They use, explain and model technical language well. They help learners and apprentices to understand and use complex terminology accurately and with fluency.

p.3

3

Teachers assess learners’ and apprentices’ specific needs exceptionally well and use this information to plan teaching and training carefully. They use effective questioning techniques which deepen learners’ and apprentices’ understanding and improve their recall. They provide useful feedback so that learners and apprentices improve the quality of their work. As a result, learners and apprentices make good progress from their starting points in their vocational course or apprenticeship. Many remain in learning and achieve well, and in some areas very well, such as sport. Learners and apprentices with additional learning needs achieve as well as their peers.

p.3

3

The proportion of learners who achieve functional skills or GCSE qualifications in English and mathematics is increasing but still low, particularly in mathematics. Too often, learners experience teaching in mathematics that is not effective.

p.3

3

Leaders have created a culture that allows learners, regardless of their backgrounds or personal characteristics, to thrive. They have embedded equality of opportunity and an appreciation of diversity. Leaders have ensured that staff and learners understand and uphold fundamental British values.

p.3

3

Leaders and managers understand the quality of teaching and training, including at their subcontractor, very well. They identify concerns with the quality of teaching and mostly intervene effectively. Highly experienced governors challenge leaders to make swift improvements. For example, they have helped leaders to increase the proportion of apprentices who stay in learning and complete on time. Governors and leaders are aware that there needs to be further improvement in this area.

p.3

3

Staff receive high-quality training in areas such as safeguarding and the ‘Prevent’ duty. As a result, they support their learners to understand these issues extremely well. Many teachers have no prior teaching experience. Leaders use the training 8 to 11 July 2025

p.3

4

skills of their existing staff to support these new teachers to become confident and competent very quickly. Leaders pay very good attention to the workload and well- being of staff.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

What does the provider need to do to improve?

 Secure and build upon the improvements that have already been made to apprentices’ achievement rates.  Improve the effectiveness of teaching in mathematics so that more learners achieve their qualifications. 8 to 11 July 2025

p.4

Address

The Old Grammar School 118–119 St James Street Newport PO30 5HE

p.5

Address

Principal, CEO or equivalent Rachael Randall

p.5

Address

Provider type Independent learning provider

p.5

Address

Date of previous inspection 12 to 15 November 2019

p.5

Address

Main subcontractors Portsmouth Hospitals University NHS Trust 8 to 11 July 2025

p.5

Information about this inspection

The inspection team was assisted by the senior quality development manager, 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

Stewart Jackson, lead inspector Ofsted Inspector Peter Cox His Majesty’s Inspector Kay Hedges Ofsted Inspector Carolyn Brownsea His Majesty’s Inspector Sara Woodward Ofsted Inspector 8 to 11 July 2025

p.6

7

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