Hull and Humber Chamber of Commerce Industry

and Shipping

Address: 34-38 Beverley Road, HU3 1YE Unique reference number (URN): 2748175

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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 Needs attention

Leaders have very recently put in place a process to identify learners’ needs and barriers to learning for their next cohort of learners. Until now, they have relied solely on learners disclosing any special educational needs and/or disabilities (SEND). Too many learners have had to develop their own strategies and adaptations to manage their learning. Where leaders have identified learning needs, in a few cases they have been too slow to share information with trainers and put support in place.

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Inclusion Needs attention

Leaders do not have a process in place to monitor the effectiveness of any additional support they provide to learners. They do not ensure that staff develop an appropriate understanding of how to identify and support learners with SEND. As a result, a few learners have not had access to the support they need to achieve their goals.

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Inclusion Needs attention

Leaders are responsive in supporting learners who face temporary barriers to learning, such as illness, childcare issues and family and work responsibilities. They ensure that all online training sessions are recorded so learners can access them when it is convenient. Leaders provide flexible times for learners to take assessments to help them stay on track. They offer one-to-one support sessions should learners need them.

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Leadership and governance Needs attention

Leaders have identified a knowledge and skills gap in the United Kingdom relating to import and export procedures, which are particularly important where they are located in the port city of Hull. Many companies were unprepared for the recent changes in international trade or too small to have trained staff, particularly in looking at markets outside of the European Union. Leaders have worked with stakeholders to implement their vision of closing this skills gap in the Humber region.

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Leadership and governance Needs attention

Leaders have limited experience of education to enable them to oversee the quality of training and identify priorities for improvement. They rely heavily on Hull City Council to provide support and challenge. Where the council has identified improvements, leaders have recently taken actions that are starting to have a positive impact. However, those responsible for governance have limited oversight of the quality of the provision.

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Leadership and governance Needs attention

Leaders do not provide a specific enough professional development programme for trainers to develop their teaching practice. Trainers remain up to date with their subject knowledge through their own work in the sector. Leaders monitor training sessions to check on learners' participation. Learners give feedback on the training they receive that leaders act on.

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Leadership and governance Needs attention

Leaders are considerate of the workload and wellbeing of trainers, who work remotely. They keep them up to date with relevant information. Trainers speak positively about the relationship with leaders.

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Achievement Expected standard

Learners achieve well. All learners gain the British Chamber of Commerce Foundation Award in International Trade qualification. A high proportion of learners achieve the highest available grade, which is a merit. Learners also receive a Skills Bootcamp certificate that includes information on the topics covered, to help with future job applications.

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Achievement Expected standard

Learners take on more responsibility in the workplace as a result of their course, such as completing custom declarations and ensuring full compliance. Self-employed learners expand their business into new sectors, markets and geographical areas of trade.

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Achievement Expected standard

Learners develop useful additional skills through their course. They use high-quality written English to express their thoughts in a reflective log to help consolidate learning and its application in the workplace. Learners develop numeracy skills through activities that involve calculating taxes and fees. They develop their digital skills in the use of specialist online systems for import and export.

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Curriculum and teaching Expected standard

Leaders have created a curriculum that provides specific and practical knowledge about import and export procedures. Learners are prepared well to work in the import, export and international trade sector.

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Curriculum and teaching Expected standard

Leaders use their networks in the British Chamber of Commerce well to identify trainers who are experts in the sector to teach this specialist subject. Learners value the expertise of their trainers, who continue to work in the sector.

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Curriculum and teaching Expected standard

Leaders sequence the curriculum logically, so that learners develop new knowledge and skills steadily. For example, learners understand commodity codes, implications from a financial perspective and inward processing relief, and gain an understanding about HMRC submissions. Learners develop the important skill of defining international commercial terms when goods change hands from the seller to the buyer, to avoid significant financial implications.

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Curriculum and teaching Expected standard

Leaders ensure that sessions and resources have high-quality subject content that is accurate and up to date. Typically, trainers used effective teaching strategies. These include repetition and reflection to help learners remember more and activities to apply learning to practical tasks such as completing customs declarations. Learners develop their understanding of technical vocabulary and use it fluently in their training and work.

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Curriculum and teaching Expected standard

Trainers use assessment well to identify gaps in learning and misconceptions. They use questioning and quizzes to check learning. Learners complete a self-evaluation after each session, that highlights topics they would like to explore further. Trainers adapt their teaching to fill gaps in learning so that learners understand the content fully.

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Participation and development Expected standard

Leaders provide suitable careers advice and guidance for learners. Learners complete learning logs after each session to reflect on how they can apply new learning in future roles. They have a detailed one-to-one discussion at the end of the course, and discuss the experience and various job roles of the trainers to increase their awareness of the opportunities available.

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Participation and development Expected standard

Typically, learners attend well. When learners miss a session, they catch up with the online recording and complete the assessments.

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Participation and development Expected standard

Learners are respectful and courteous to each other and colleagues during their sessions. They are professional and friendly, and contribute enthusiastically to discussions.

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Participation and development Expected standard

Learners grow in confidence. They speak with increased authenticity. Learners know key terminology and challenge current practice due to their understanding of the correct working methods. They tackle increasingly complex cases and explain problems precisely to customers.

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Participation and development Expected standard

Trainers include the topic of potential risks of trading internationally in the curriculum. This includes developing learners' awareness of products which are imported and exported in disguise and items which could be weaponised for terror. Current learners have a reasonable understanding of the risks of radicalisation. For example, they can articulate clearly the signs of radicalisation in a colleague.

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

Learners highly value the opportunity to study the niche and specialised subject of import, export and international trade on this Skills Bootcamp. They achieve well. Learners are motivated to learn and often review the recordings of online sessions in their own time to consolidate their learning. They value the depth of knowledge that they gain from their training, such as which specific international commercial terms to use in international trade to identify the buyer’s and seller’s responsibilities.

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

Learners are not consistently exposed to the most effective strategies for online training. This is because leaders do not identify professional development opportunities that trainers may benefit from to improve their teaching practice.

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

Learners develop an understanding of the importance of working accurately and correctly in import and export. They understand that even small errors can result in delays, fines or reputational damage for their organisation. In several instances, learners have used their new knowledge to improve processes and precision in their own organisations.

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

Learners do not benefit from learning that is planned to meet their individual needs. Leaders do not identify accurately learners’ starting points to plan learning and track progress effectively. In a few cases, learners with special educational needs and/or disabilities are not supported well enough to overcome their barriers to learning.

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

Learners develop their understanding of rule of law in complying with HMRC and government regulations and discussing general data protection regulations and fraud. Trainers weave British values into the curriculum by including cultural considerations and respect for working with colleagues overseas.

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

Learners feel confident to discuss ideas and make suggestions in online sessions because trainers establish professional and friendly environments. Learners appreciate opportunities to speak with their peers from different organisations and share their experiences.

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

Leaders and governors do not oversee the quality of training effectively or identify priorities for improvement.

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Next steps

• Leaders should improve their arrangements for monitoring the quality of the provision to identify accurately strengths and priority areas for improvement. • Leaders should ensure that those responsible for governance have oversight of the quality of provision and provide appropriate support and challenge. • Leaders should accurately identify barriers to learning, particularly for learners with special educational needs and/or disabilities, so that they can provide learners with appropriate support. • Leaders should ensure that trainers are provided with a programme of professional development to enhance further their teaching practice. • Leaders should accurately identify learners’ starting points early in their programmes and share this information with trainers to help them to plan learning.

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About this inspection

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

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About this inspection

Inspection activities: Inspectors spoke with learners, leaders, staff and stakeholders during the inspection.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Hull and Humber Chamber of Commerce Industry and Shipping is an independent learning provider that currently provides one Skills Bootcamp in import and export. This is offered through a fully remote curriculum. Most learners are from the Hull and Humber region. Learners complete the British Chamber of Commerce Foundation Award in International Trade qualification and receive a Skills Bootcamp certificate that includes the topics covered. At the time of the visit, there were 5 learners on the Skills Bootcamp. All learners are aged 19 or over and are either currently employed, self-employed or seeking employment in the international trade sector in the United Kingdom.

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About this inspection

International Trade Manager: Lorraine Holt 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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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

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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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