GLAS Business Solutions Limited

GLAS Business Solutions Limited

Address: Unit 18, Business Development Centre, Main Avenue, Treforest Industrial Estate, Pontipridd, Mid Glamorgan, CF37 5UR Unique reference number (URN): 59152

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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 created a supportive and inclusive culture. However, they have not developed effective strategies to identify apprentices’ barriers to learning.

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Inclusion Needs attention

Leaders have recently reviewed enrolment procedures to understand better apprentices' needs at the start of their apprenticeship. This has included taking advice from colleagues with experience of working with disadvantaged apprentices and those with special educational needs and/or disabilities (SEND). Although leaders have begun to identify apprentices' needs and the adaptations they can make, it is too early to measure the impact of this work.

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Inclusion Needs attention

Although trainers have positive, supportive relationships with apprentices, leaders have not ensured that trainers have the knowledge to support apprentices who face barriers to learning, including those with SEND and those who are disadvantaged. Leaders have recently encouraged staff to participate in Mental Health First Aider training to support colleagues and apprentices with their wellbeing.

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Inclusion Needs attention

Trainers adapt training sessions to provide apprentices with time to discuss the support that they need. When apprentices fall behind in their studies, trainers break tasks down into manageable steps and create helpful action plans. They also offer those with medical needs breaks in study, to aid recovery.

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Leadership and governance Needs attention

Leaders demonstrate considerable knowledge of the areas and sectors in which they work. They offer a range of apprenticeship standards that develop apprentices’ knowledge, skills and behaviours for the business sector.

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Leadership and governance Needs attention

Leaders broadly understand the strengths and areas for development of their courses. However, their actions to improve the quality of the apprenticeships have lacked precision. Leaders have recently acted to rectify this, including introducing new roles that prioritise the improvement of teaching and learning. They have also increased the number of staff who teach and support apprentices. Leaders acted swiftly to reverse the recent decline in achievement by allocating additional resources for delivery. There has been a recent improvement in achievement.

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Leadership and governance Needs attention

Governors provide effective oversight of the actions that leaders take. They act as critical friends and advise leaders on the development of strategy and vision. However, governors do not have the expertise to support managers to improve the quality of teaching and training. Leaders recognise this is an area for improvement and have acted to increase the number of governors, particularly focusing on the improvement of teaching, training and the development of links within the further education sector.

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Leadership and governance Needs attention

Leaders manage staff wellbeing and workload effectively. Leaders adjust staff workloads and encourage staff to develop their skills further by, for example, enabling them to gain professional qualifications in business improvement.

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Leadership and governance Needs attention

Leaders build and maintain close relationships with employers. They take time to understand employers’ business needs.

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Curriculum and teaching Expected standard

Leaders have a reasonable understanding of the quality of the curriculums and the training that apprentices receive. Through carrying our evaluations of lessons, they have accurately identified that trainers use their industry expertise and experience to develop apprentices' technical and vocational knowledge.

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Curriculum and teaching Expected standard

Leaders have redesigned course content based on apprentices' and employers' feedback. This has included changing training timings to match apprentices' work patterns and introducing more practical activities, including live project design briefs. This has enabled apprentices to apply confidently the management theories that they are learning.

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Curriculum and teaching Expected standard

Leaders have developed logically sequenced curriculums that enable apprentices to gain the knowledge, skills and behaviours that are essential to their current roles and to support their progression. Level 4 improvement practitioner apprentices first study the foundations of continuous improvement and then progress to managing their own complex projects. This structure enables apprentices to understand core concepts and confidently apply them to their current work.

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Needs attention

Trainers ensure that apprentices' on- and off-the-job training is well planned, in partnership with employers, so apprentices can practise their newly acquired knowledge, skills and behaviours quickly. They set apprentices meaningful and challenging tasks that directly link to their training sessions and offer constructive feedback to enable apprentices to improve their work.

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Needs attention

Trainers are highly experienced and knowledgeable, having worked internationally with a wide range of employers. They use high-quality resources to help apprentices develop their business insight and expertise. Leaders have recently recruited additional trainers to strengthen further the support apprentices receive, particularly when apprentices approach their final assessments.

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Participation and development Expected standard

Trainers set high expectations for attendance, behaviour and professionalism. As a result, apprentices attend well and participate enthusiastically in their learning. When apprentices miss classes, trainers provide extra sessions to help them catch up. Trainers work with employers to prioritise learning while being flexible in relation to their business needs.

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Participation and development Expected standard

Apprentices receive appropriate and impartial careers advice and guidance. As apprentices prepare for their next steps, trainers discuss the options available, including developing their skills further or successfully applying for promotion or new positions. As a result, apprentices gain the knowledge that they need to make informed decisions about their next steps.

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Participation and development Expected standard

Trainers actively cultivate a positive and supportive environment, ensuring that apprentices feel safe. They offer apprentices opportunities to discuss their concerns, both in class and online. Apprentices understand that bullying and harassment are not tolerated.

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Participation and development Expected standard

Leaders and staff understand apprentices’ wider development needs. They provide opportunities for them to take part in volunteering activities and actively encourage apprentices to take qualifications in English and mathematics.

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Participation and development Expected standard

Most apprentices develop an understanding of fundamental British values. Trainers also develop apprentices’ knowledge of how to recognise radicalisation and extremist behaviours. However, apprentices struggle to apply these concepts to their work and everyday lives.

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Achievement Needs attention

Too many apprentices leave before finishing their apprenticeship. Leaders have taken action to increase the proportion of apprentices who complete and achieve on time. They have strengthened the monitoring of progress, employer involvement and the level of support that apprentices receive. However, it is too early to assess the impact of these actions. Apprentices who do complete make considerable progress from their starting points. The quality of the work that apprentices produce is of the appropriate standard. Apprentices develop new knowledge, skills and behaviours that they readily apply. They increase their productivity and efficiency in their workplace.

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Achievement Needs attention

Apprentices often assume additional responsibilities, such as mentoring peers or overseeing teams, which increases their confidence. Many apprentices achieve promotion or progress to higher level apprenticeships.

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Achievement Needs attention

Apprentices improve their English and mathematics skills throughout the programme. Trainers encourage apprentices to develop their English and mathematics skills and to achieve nationally recognised qualifications.

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

Apprentices are positive about their learning and enjoy developing knowledge, skills and behaviours that help them contribute to business management and improvement. They value their trainers' support and benefit from experienced mentors in business and logistics, who help them apply learning in practice.

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

Apprentices are motivated, and many progress well from their starting points, including gaining nationally recognised qualifications in English and mathematics. However, too many apprentices leave before completing their apprenticeship. Managers have strengthened support for apprentices struggling with workload and, as a result, achievement is improving.

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

Apprentices feel safe. Trainers create supportive environments that enable apprentices to discuss their concerns. Support staff and employers work closely together to address apprentices' worries and queries promptly.

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

Apprentices benefit from diligent and caring staff, who support them in both their studies and personal lives. They respond appropriately when work pressures or external factors affect apprentices’ performance. Recently, managers have strengthened their pastoral support, helping more apprentices receive timely assistance.

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

Level 2 supply chain apprentices learn about health and safety early in their programme and use clear communication to maintain safe warehouse practices. Level 4 improvement practitioners apply project management skills to create projects that achieve measurable operational and financial efficiencies and improved workplace quality. Employers also benefit as apprentices contribute valuable insights and improvements.

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

Apprentices build their confidence in communicating, analysing systems and processes, interpreting data and using spreadsheets. They also successfully enhance their presentation skills.

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

Trainers encourage apprentices to engage actively in their workplace, participate in charity events and undertake extra training courses, strengthening their sense of responsibility. Some apprentices mentor others to develop their leadership abilities. When apprentices complete their programmes, many gain increased responsibility, receive promotions or progress to higher study. Although apprentices benefit from an inclusive and supportive culture, leaders do not have in place appropriate strategies to identify apprentices’ barriers to learning.

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Next steps

• Leaders should continue to implement actions to improve achievement quickly across all apprenticeships. • Leaders should continue to strengthen the professional learning and expertise of trainers, ensuring they maintain strong pedagogical knowledge and skills so that apprentices benefit from consistently high-quality teaching. • Leaders should further develop their understanding and approach to inclusion, including reviewing the support and advice offered to apprentices who are disadvantaged or have special educational needs and/or disabilities (SEND). • Leaders should ensure that staff receive training to develop their knowledge and skills to teach and support all apprentices, particular those who are disadvantaged or have SEND. • Leaders should continue to develop initial assessment and enrolment procedures to ensure that the barriers that apprentices may face are identified and supported promptly.

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Next steps

• Leaders should ensure that governors have sufficient expertise in relation to curriculum, teaching and training so that they can provide a high level of scrutiny, challenge and educational insight. • Leaders should ensure that apprentices are confident to apply British values to their work and personal lives.

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About this inspection

Following our renewed 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, leaders, managers, trainers, staff members and employers 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

GLAS Business Solutions Limited is an independent learning provider based in Pontypridd, Mid Glamorgan, Wales. It provides apprenticeships either remotely or at the employers’ premises.

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About this inspection

Leaders offer several apprenticeship standards from level 2 to 5 in the business and logistics sector. At the time of the inspection, there were 127 apprentices, of whom most were studying level 3 improvement specialist, level 4 improvement practitioner and level 5 improvement specialist. Other apprentices study level 2 lean manufacturing operative and level 2 supply chain warehouse operative. A small number study level 3 team leader apprenticeship. All apprentices are over the age of 18.

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Team inspectors:

Claire Beaman, Ofsted Inspector Jaswant Mann, Ofsted 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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national average

2021/22 52 53 Close to average CEO: Huw Protheroe

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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 standard 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 standard 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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