Performance Learning Group Ltd

Performance Learning Group Ltd

Address: Davic House, Unit 3, The Maltings, Station Road, Sawbridgeworth, CM21 9JX Unique reference number (URN): 1276431

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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 learnerss for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The learners has an open and positive culture of safeguarding. Not met: The learners 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 developed a supportive culture at the provider. Apprentices feel welcomed and develop positive relationships with their trainers. Leaders have systems in place to identify the support needs of apprentices quickly and accurately. They use this information to produce clear individual support plans for apprentices. Leaders provide trainers with the training and support that they need to provide effective support to apprentices with differing needs.

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Inclusion Expected standard

Leaders ensure that staff review the effectiveness of the support that they provide. Where required, staff make the further adaptations that apprentices need to ensure that they participate fully in their learning. This ensures that apprentices are on track with their studies.

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Inclusion Expected standard

Leaders monitor apprentices’ progress effectively. Trainers respond swiftly when there are temporary barriers to learning. They ensure that new strategies are put in place to meet the needs of the apprentices.

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Inclusion Expected standard

Leaders do not monitor the progress of wider groups of apprentices, such as adult apprentices who do not have GCSEs in English and mathematics and are not studying towards these qualifications. They do not identify any trends in achievement or attendance rates for these apprentices.

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Leadership and governance Expected standard

Leaders have ensured that their curriculum offer has remained focused on the hospitality sector, where both they and their trainers have considerable expertise. They have developed highly collaborative long-standing relationships with national hospitality employers. Leaders produce high-quality bespoke apprenticeships based around the food offering, menus and values of these companies. This ensures that the apprenticeships offered meet the differing needs of the sector.

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Leadership and governance Expected standard

Leaders are reflective and continually prioritise quality improvement. Where areas for improvement emerge, they swiftly take impactful actions to resolve these and improve the apprentices' experience. Leaders have taken positive steps to improve their approach for apprentices studying towards English and mathematics qualifications. This has led to an increase in the proportion of apprentices who pass these qualifications at their first attempt.

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Leadership and governance Expected standard

Leaders have nurtured an encouraging and supportive workplace environment. They are considerate of staff's workload. Trainers value how the leaders do not encourage them to work outside of working hours.

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Leadership and governance Expected standard

Those responsible for governance have an accurate understanding of the strengths and areas for improvement of the provider. They provided considerable challenge to leaders so that they fully understood the reasons behind the recent fall in achievement rates. Leaders have ensured that trainers complete extensive professional development based on their individual needs. Trainers complete industry updating to keep their technical skills up to date. They attend masterclasses on shellfish preparation and butchery. Staff complete coaching and teaching qualifications. However, leaders do not place sufficient emphasis on the continuing development of teaching skills once trainers have completed these qualifications.

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Achievement Expected standard

Most apprentices achieve their qualifications. Achievement rates for younger apprentices are above national rates. However, the proportion of adult apprentices who remain in learning and achieve their qualifications in planned time scales has fallen recently. For most of the apprentices who did not complete their apprenticeship, the reason was that they left the hospitality sector.

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Achievement Expected standard

Apprentices make sustained progress from their starting points. They apply what they have learned fluently in their everyday roles. They become confident handling customer complaints effectively. They design dishes added to menus, and they know how to reduce food waste through improved stock rotation.

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Achievement Expected standard

Apprentices mostly produce written work of the expected standard. They demonstrate high- level practical skills. Those studying professional cookery work independently and produce food of a high standard.

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Achievement Expected standard

Apprentices are well prepared for their next steps. A high proportion remain in employment in the hospitality industry when they complete their apprenticeship.

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Curriculum and teaching Expected standard

Trainers are knowledgeable about their sector and have substantial vocational experience. They use their expertise skilfully to provide relevant cookery workshop demonstrations. In these workshops, trainers share their specialist knowledge of fish and seafood. They ensure that apprentices are familiar with the terminology associated with species, allergens and relevant legislation. Trainers expertly link practical to theoretical learning. This enables apprentices to develop sound practical skills. Trainers use a range of teaching strategies effectively. Trainers on the hospitality manager apprenticeship skilfully use contextualised scenarios to explain new learning. Trainers break concepts down into smaller components to help apprentices understand and retain this knowledge. They use diagrams and pictures of animals to help commis chef apprentices understand and remember the different cuts of meat and how best to cook them.

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Curriculum and teaching Expected standard

Trainers use assessment well to check what apprentices have learned and ask probing questions. They provide developmental feedback and clear guidance that helps apprentices understand what they have achieved and what they need to do to improve their written and practical work. This ensures that apprentices are well prepared for their final assessments.

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Curriculum and teaching Expected standard

Trainers mostly work closely with employers to coordinate on- and off-the-job training effectively. Practical workshops are planned with larger employers so that apprentices can quickly practise applying their new knowledge and skills in the workplace. However, for a few commis chef apprentices working in small employers, on- and off-the-job learning is not sufficiently aligned. These apprentices complete practical tasks in the workplace before they learn the theoretical and practical skills in training sessions.

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Participation and development Expected standard

Trainers ensure that apprentices receive the careers information that they need to help them plan their next steps. They give useful information on the career opportunities that apprentices could follow in the industry. Hospitality manager apprentices improve their understanding of possible routes by attending leadership conventions. Production chef apprentices know the skills that they will need, in order to achieve their career goals. However, leaders have not established a structured careers programme that revisits careers guidance throughout the apprenticeship to ensure that younger apprentices gain a full understanding of the range of wider career routes available to them on completion of their apprenticeship.

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Participation and development Expected standard

Apprentices mostly demonstrate an appropriate understanding of fundamental British values and apply them effectively in their work. Younger apprentices can describe how to treat customers respectfully. They understand the importance of following rules and procedures.

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Participation and development Expected standard

Younger apprentices are supported effectively to develop essential life and employability skills, such as time management, budgeting and resilience. They study additional qualifications that help their future employability.

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

Apprentices are well motivated, feel supported and encouraged by their trainers and enjoy their learning. They are keen to attend their teaching sessions and most, including those with barriers to learning, make substantial progress on their apprenticeships.

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

Apprentices learn how to manage their own wellbeing in their busy and demanding roles. Leaders have ensured that healthy work habits are encouraged. Apprentices complete additional mental health awareness training as part of their apprenticeships. Production chef apprentices develop effective stress management techniques that help them cope in busy kitchens and restaurants. They take short breaks to help them maintain concentration, which enhances their productivity at work.

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

Apprentices develop the professional behaviours that they need to be successful in their future careers. They are polite when speaking to colleagues and guests. They know the importance of being respectful of diverse cultures and beliefs. Apprentices take pride in their work and respectfully listen to senior chefs. Commis chef apprentices swiftly develop the skills that enable them to take on supervisory activities.

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

Apprentices gain an excellent understanding of the safety requirements for their job roles. Hospitality manager apprentices working in large venues know the risks and threats that they face working in these venues. Commis chef apprentices adhere to health and safety regulations. They know the importance of the safe use of chemicals.

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

Employers value highly the contribution that apprentices make to their businesses. Apprentices quickly become valued team members. Production chef apprentices improve their confidence, speak up when they make mistakes and learn to propose solutions rather than waiting for help.

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Next steps

Leaders need to improve further the planning of the activities that commis chef apprentices working in smaller companies complete in the workplace so that what these apprentices learn in sessions is better aligned with their workplace activities. Leaders should take action to improve further the achievement rate for adult apprentices by reducing the proportion of apprentices who leave their courses early. Leaders should strengthen further their careers education programme for younger apprentices so that it is fully embedded throughout the apprenticeship. Leaders should enhance their professional learning programme so that trainers continue to develop their pedagogical knowledge and skills after they complete their teaching qualifications. Leaders and governors should ensure that they strengthen how they monitor progress of different groups of apprentices and use this to evaluate the impact of the support that they

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About this inspection

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

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About this inspection

Inspectors spoke with leaders, apprentices, trainers, governors and employers during the inspection.

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Team inspectors:

Philip Elliott, Ofsted Inspector Penny Fawcus, His Majesty's Inspector Lynda Bourne, Ofsted Inspector Caroline Williams, Ofsted Inspector Rochelle Saneria, 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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Apprenticeships

The inspectors confirmed the following information about the provider:

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Apprenticeships

Performance Learning Group Limited is based in Sawbridgeworth, Hertfordshire. It is a specialist hospitality apprenticeship provider with apprentices based across the country. Training takes place through online sessions, practical workshops and face-to-face training sessions in the workplace.

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Apprenticeships

At the time of the inspection, there were 273 apprentices. Most apprentices studied standards in hospitality and catering, including hospitality team member at level 2, hospitality supervisor at level 3 and hospitality manager at level 4. Over half of the apprentices are learning to become chefs, including production chefs and commis chefs at level 2 and senior production chefs at level 3. The remaining apprentices mostly work in hospitality companies and study standards that include business administrator, operations/departmental manager and learning and development consultant.

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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

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn . Store Street Manchester M1 2WD

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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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