Chameleon Vocational Training Limited

Chameleon Vocational Training Limited

Address: 6c Glover Industrial Estate, NE37 3ES Unique reference number (URN): 2494979

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, learners are made safer and feel safe.

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How we evaluate safeguarding

When we inspect providers for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The provider has an open and positive culture of safeguarding. Not met: The provider has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Inclusion Expected standard

Leaders have created an appropriate culture regarding inclusion. They provide effective training in special educational needs and/or disabilities to staff who understand their roles, and have the skills needed to identify and meet the needs of apprentices who need extra help. As a result, staff plan and put in place effective support to meet apprentices’ needs, including for those who have education, health and care plans.

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Inclusion Expected standard

Leaders identify apprentices' support needs quickly and accurately at the start of and throughout apprentices’ training. They take time to understand apprentices’ existing needs when they start their apprenticeship and those that may emerge during their training, such as mental health concerns or those posed by financial hardship. The care shown by staff and the adaptations they put in place successfully lessen the impact of these barriers, so that most apprentices make the progress of which they are capable and achieve.

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Inclusion Expected standard

Leaders work effectively with employers so that apprentices’ needs are met in the workplace as well as in the training centre. They carefully monitor apprentices’ progress and review the effectiveness of the support strategies that they put in place, making suitable adaptations as necessary. However, in a very few instances, they do not intervene quickly enough to support apprentices who find aspects of their employment challenging.

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Leadership and governance Needs attention

While leaders generally act quickly where they identify a concern, their understanding of the quality of the apprenticeship training is not comprehensive enough. Leaders do not analyse the data available to them well enough to understand what is working well or what needs to improve. For example, they do not analyse thoroughly enough the reasons why a few apprentices fall behind with their studies or leave the apprenticeship early.

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Leadership and governance Needs attention

Leaders do not have in place effective enough governance arrangements to make themselves accountable for all aspects of the quality of the apprenticeships that they offer. They have, however, developed a productive relationship with a local provider, which they use advantageously to refine their curriculum planning and improve teaching and assessment practices.

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Leadership and governance Needs attention

Leaders are committed to supporting young people and adults; many of whom have been or are at risk of not being in employment, education or training, to access purposeful training towards skilled employment. In most instances, they provide timely, personalised support to lessen the impact of any barriers to achievement. Consequently, most apprentices achieve well and progress to permanent employment.

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Leadership and governance Needs attention

Leaders are attentive to the needs of their staff. Staff appreciate the support and flexibility that they receive to manage the demands of their roles.

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Achievement Expected standard

Apprentices make steady progress from their starting points and most achieve their apprenticeship in the required timeframe. They produce work of an appropriate standard and are fluent in the technical language of their industry. They develop the knowledge and practical skills that they need for work. These include additional skills that employers value highly, such as in MOT testing and knowledge of electric vehicles. Most secure permanent employment in the motor vehicle industry on completion of their apprenticeship.

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Achievement Expected standard

Apprentices successfully develop their mathematical, digital and written skills during the course of their apprenticeship. Where necessary, for example, apprentices receive feedback on grammatical errors in their writing and use this to improve their work. Those who study English and mathematics achieve these qualifications.

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Curriculum and teaching Expected standard

Leaders provide a curriculum that meets existing skills shortages for motor vehicle technicians in the local area and nationally. They work effectively with sector bodies and employers to understand the skills that apprentices need to be successful. They frequently update their curriculum so that tutors teach the most relevant skills, including in hybrid and electric vehicle technologies.

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Curriculum and teaching Expected standard

Tutors are well qualified, with extensive vocational expertise. They make effective use of industry-standard equipment to teach the knowledge and skills that apprentices need. Leaders ensure that staff refresh their teaching skills through relevant training.

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Curriculum and teaching Expected standard

Tutors plan curriculums well so that apprentices build their knowledge and refine their skills incrementally. Level 3 apprentices first develop knowledge of the functionality of vehicles and how to conduct work such as brake inspections, before applying their knowledge and skills in more advanced technical contexts. Tutors demonstrate and explain new techniques clearly, before directing apprentices to practise these independently. They use questioning effectively to test apprentices’ understanding of the tools and procedures that they use when completing practical work, and provide feedback that helps apprentices to improve their skills.

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Curriculum and teaching Expected standard

Staff ensure apprentices who require qualifications in English and mathematics work towards these. However, in a few instances, leaders do not ensure that apprentices benefit from useful training in these subjects early enough in their apprenticeship.

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Participation and development Expected standard

Leaders have created an environment where apprentices can learn and train safely. Apprentices meet the high standards that leaders set for them. They behave professionally, follow instructions and show respect towards their tutors and peers in workshops. They demonstrate these standards in their interactions with their employers and clients in the workplace.

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Participation and development Expected standard

Apprentices learn about life in modern Britain and receive helpful guidance to understand the risks they may face in their local communities. Leaders use the expertise of guest speakers to help apprentices understand the implications of being drawn into disorder, knife crime and substance abuse. Apprentices benefit from helpful information displayed around the training centre, including QR codes, which they can use discreetly to access further support.

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Participation and development Expected standard

Apprentices feel safe. They know how and where to report any concerns that they have for themselves or others.

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Participation and development Expected standard

Apprentices typically attend workshops as expected. Where their attendance falls below the standard that leaders expect, leaders and employers put in place appropriate actions to improve it.

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Participation and development Expected standard

Apprentices benefit from effective careers advice and guidance. They understand the roles that are available to them at the end of the apprenticeship programme, such as self- employment, car sales and management.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices train in safe and well-resourced learning environments where they develop the skills and confidence that they need to be successful technicians in the automotive industry. They use industry-standard equipment to learn skills that employers value highly, such as work with hybrid and electric vehicles, which prepares them well for the changing needs of the industry. Apprentices are motivated by the care and support that their expert tutors show towards them and the insights they share into the careers to which apprentices aspire.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices are well equipped to succeed in future life and work. They learn the importance of good attendance, discipline and resilience in training and at work. Leaders ensure that apprentices are equally prepared for the challenges they may face in their personal lives. For example, apprentices benefit from valuable input of guest speakers to understand more about the risks of knife crime and drug and alcohol abuse.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices who experience barriers to learning are supported well. Leaders and staff are attentive to apprentices’ needs, including those with special educational needs and/or disabilities and those with education, health and care plans. Tutors plan support and modify their teaching so that all apprentices can participate well and achieve.

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What it's like to be a learner and/or an apprentice at this provider

Apprentices who complete their training make steady progress and achieve well. They develop the English, mathematical and digital skills that they need to be successful. However, those apprentices who require functional skills qualifications in English and/or mathematics do not start working towards these early enough in their programme.

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What it's like to be a learner and/or an apprentice at this provider

Leaders have systems in place to monitor the progress that apprentices make and the effectiveness of the provision. However, these systems do not enable them to identify accurately enough any emerging concerns.

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Next steps

• Leaders should improve their oversight of the apprenticeship provision so that they can be assured it is of a consistently high quality. • Leaders should put in place effective arrangements for governance to hold them to account for the quality of provision. • Leaders should ensure that apprentices who are required to develop their English and mathematics skills start working towards achieving qualifications in these subjects early in their apprenticeships.

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Team inspectors:

Hayley Lomas, His Majesty's Inspector Glenise Burrell, His Majesty's Inspector

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Facts and figures used on inspection

The data was used by the inspector(s) during the inspection. More recent data may have been published since the inspection took place.

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About this inspection

Following our updated inspection framework, all inspections are now led by His Majesty’s Inspectors (HMIs) or by Ofsted Inspectors (OIs) who have previously served as HMIs.

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About this inspection

Inspection activities: Inspectors spoke with apprentices, parents and carers, leaders, managers and tutors, employers and stakeholders during the inspection.

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About this inspection

The lead inspector confirmed the following information about the provider: Chameleon Vocational Training Limited is an independent learning provider based in Washington, Tyne and Wear. Leaders offer apprenticeships to adults and young people aged 16 to 18. The provider has one main training centre in Washington. Apprentices are employed in garages and independent traders in the local area.

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About this inspection

Leaders offer two apprenticeship standards in the sector of engineering and manufacturing. At the time of the inspection, most apprentices were studying the level 3 motor vehicle service and maintenance technician (light vehicle) apprenticeship. A small number of apprentices were studying the level 2 autocare technician apprenticeship. Just over half of apprentices were aged 16 to 18.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other providers can learn from it.

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Strong standard

The provider reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The provider is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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 .

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Urgent improvement

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 .

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Urgent improvement

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Urgent improvement

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

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