Chrysos HR Solutions Limited

Chrysos HR Solutions Limited

Address: 47 Grove Street, RETFORD, DN22 6LA Unique reference number (URN): 1278580

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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 ensure that the culture is one in which apprentices feel valued and supported. Leaders promote inclusion well through ensuring positive working relationships between tutors, skills coaches and employers. Because staff take the time to understand their apprentices as individuals, apprentices feel confident to seek help with barriers to learning they have, such as special educational needs and/or disabilities (SEND), or temporary difficulties in their personal lives.

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Inclusion Expected standard

Leaders and their staff identify apprentices' learning and support needs when they join their courses. They review these so they can make appropriate alterations throughout apprentices' studies. If apprentices disclose support needs during their courses, staff mostly make helpful adjustments, such as breaking learning into smaller steps. Apprentices rightly value this support. However, in a few cases tutors do not thoroughly implement these adjustments, which means that some apprentices get varying levels of support from the different tutors on their courses.

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Inclusion Expected standard

Leaders provide useful professional learning for staff on SEND-related topics such as autism and dyscalculia. This increases staff confidence and expertise to support apprentices, although leaders rightly recognise that they need to provide more in-depth training on these topics to help staff offer consistently high levels of support to all apprentices.

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Leadership and governance Expected standard

Leaders and governors have a clear vision to develop successful human resources employees for current and future work environments. They work well with employers and other stakeholders to achieve this.

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Leadership and governance Expected standard

Leaders have a broad understanding of the strengths and areas for improvement of their provision. They use a range of data sets, apprentice surveys and frequent communication with teaching staff to inform this. They make appropriate changes to curriculums if they identify weaknesses. The culture is one of responsiveness to apprentices’ curricular needs.

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Leadership and governance Expected standard

Governors receive helpful data from leaders, which enable them to gain a thorough knowledge of the curriculums and to provide challenge. Governors have a supportive relationship with leaders and staff. They check thoroughly on workload and staffing levels.

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Leadership and governance Expected standard

Leaders rightly view the expertise of their staff team as being a strength. They are ambitious about staff's professional learning, and use both professional discussions and quality assurance activities to devise bespoke training. They involve staff well in curriculum changes. This approach enables staff to improve their teaching, and broaden their sector knowledge. Leaders and staff rightly recognise that there is more to do to ensure that all staff have an in-depth knowledge of supporting apprentices with special educational needs and/or disabilities. Leaders have a proactive, well-considered approach to managing staff workload and wellbeing. Leaders focus closely on ensuring that staff, who often work remotely, feel supported and that new staff are mentored. They provide bespoke support when staff face challenges with their workload or in their personal lives.

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Achievement Expected standard

Apprentices make positive progress from their starting points. They gain an in-depth knowledge of their profession, which increases their confidence and ability at work. For example, apprentices on the level 7 senior people professional apprenticeship use their improved knowledge to think strategically when providing staff recruitment advice. Apprentices following level 5 apprenticeships have a sound grasp of critical thinking principles, evaluation models and objective setting to achieve business goals. Employers rightly value apprentices’ improved breadth of knowledge, which contributes meaningfully to their organisations.

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Achievement Expected standard

Apprentices achieve their qualification, and over a third secure distinction grades in their final assessments.

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Achievement Expected standard

Apprentices’ written work is mostly of the expected standard. A small proportion of apprentices produce a very high standard of written work.

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Achievement Expected standard

At the end of their courses, apprentices largely continue in their current roles, or gain promotion. Many also continue their studies at higher levels.

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Curriculum and teaching Expected standard

Leaders use their well-developed stakeholder links to ensure that courses are relevant to apprentices’ work roles, and equip them well with the knowledge and skills they need.

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Curriculum and teaching Expected standard

Tutors plan subject curriculums thoroughly and logically. For example, apprentices on the level 5 learning and development consultant business partner apprenticeship learn the fundamentals of evidence-based practice principles before they move on to decision-making strategies.

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Curriculum and teaching Expected standard

In online workshops, experienced and knowledgeable tutors provide effective, well-planned teaching. They explain subject terminology clearly and thoroughly. They use an array of high-quality teaching resources, such as videos to illustrate the importance of inclusivity in learning environments.

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Curriculum and teaching Expected standard

Tutors and skills coaches typically use assessment well. They review well previously covered topics, for example through recall activities at the start of online workshops. During one-to-one review sessions, skills coaches carefully review gaps in apprentices’ understanding and revisit thoroughly the topics that apprentices need help with.

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Curriculum and teaching Expected standard

Apprentices typically benefit from constructive and helpful feedback, both on their written work and during progress reviews. This supports them to make improvements to the standard of their work.

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Curriculum and teaching Expected standard

Employers engage well in the comprehensive review process. They have a sound knowledge of apprentices' progress. Employers work collaboratively with skills coaches to plan relevant workplace training and development, such as work shadowing, to help apprentices hone their skills or gain exposure to unfamiliar aspects of the industry. However, in a few cases staff and employers have only a limited focus on the links between apprentices' on- and off-the-job training.

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Participation and development Expected standard

Leaders and tutors ensure a safe, respectful environment. They have high expectations for apprentices, and communicate these clearly. Apprentices are professional and attentive in training sessions, and attend at high rates. Leaders and staff monitor carefully attendance, and take appropriate action when apprentices are at risk of falling behind.

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Participation and development Expected standard

Leaders consider well apprentices’ longer-term development needs so that they are prepared for successful futures in the sector. They encourage apprentices to take part in opportunities such as coaching, mentoring or ambassador roles. This gives apprentices exposure to activities they would not routinely experience at work. Leaders and staff provide apprentices with informative and relevant careers planning advice. This includes workshops and focused careers discussions.

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Participation and development Expected standard

Leaders, tutors and skills coaches support apprentices well to undertake their studies alongside their demanding job roles. Apprentices, including those who experience significant barriers to their learning, appreciate bespoke catch-up sessions. However, in a few cases apprentices become demotivated by the volume of different training components they need to balance at the start of their courses.

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Participation and development Expected standard

Leaders, tutors and skills coaches provide apprentices with age-appropriate information about mental wellbeing, British values and the risks of radicalisation. Generally, apprentices recall these topics well.

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

Apprentices are mostly satisfied with their courses, and would recommend Chrysos HR Solutions to others. They feel safe when they study, and find the online learning environments to be welcoming and positive places. They value highly the knowledge of their tutors, as well as their empathy and support through personal challenges. However, a small proportion of apprentices feel demotivated due to workload challenges on their courses.

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

Apprentices typically pass their courses. A significant proportion achieve distinction grades in their final assessments. They develop substantial new knowledge and skills, which help them to progress in their chosen human resources career pathways. Employers rightly value the knowledge and skills that apprentices gain through their studies. Apprentices also develop a sound knowledge of broader topics, such as mental wellbeing and fundamental British values.

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

Apprentices who have barriers to learning, such as special educational needs and/or disabilities, or temporary challenges in their home lives, find the support they get from staff to be helpful. In a few cases, this is instrumental in helping them to remain on their courses. However, a few apprentices find that the support they receive varies in quality, depending on the tutor.

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Next steps

• Leaders should ensure that tutors and coaches develop a thorough knowledge of special educational needs and/or disabilities (SEND), so that apprentices with SEND benefit from continually high-quality support. • Leaders and their staff should support apprentices to consistently produce a high standard of written work. • Leaders should ensure that all skills coaches work closely with employers to help apprentices consistently apply what they learn to their job roles.

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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 the managing director, curriculum managers, tutors, skills coaches and apprentices during the inspection. Inspectors also visited training sessions, reviewed apprentices' work and spoke to their employers.

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About this inspection

The inspectors confirmed the following information about the provider:

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About this inspection

Chrysos HR Solutions offers apprenticeships focused on the human resources industry. All apprentices study their courses online, and they are based in various locations across the country. They study at level 3, 5 or 7. The largest proportion of apprentices follow the level 5 people professional or level 3 HR support apprenticeship standards. Smaller proportions study the level 3 and level 5 learning and development standards, or the level 7 senior people professional standards. Leaders do not work with any subcontractors.

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Team inspectors:

Sarah Biddulph, His Majesty's Inspector Alison Loxton, Ofsted Inspector Vicki Locke, His Majesty's Inspector Jackie Rossa, 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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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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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