CMS Vocational Training Ltd.

Address: Parr House, 26 Station Rd, Batley, WF17 5SU Unique reference number (URN): 51201

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Inclusion Strong standard

Leaders and staff have established a strong inclusive culture, where apprentices and learners feel comfortable to discuss any barriers to learning. Leaders monitor the impact of their inclusion strategy rigorously through analysis of apprentice and learner data, and quality assurance activity.

p.2

Inclusion Strong standard

Staff quickly identify barriers to learning that apprentices and learners have and provide timely and highly effective support. They are highly skilled at identifying information about apprentices’ and learners’ prior experiences to provide tailored support. This includes support from specialists for apprentices and learners with special educational needs and/or disabilities (SEND), and effective pastoral and wellbeing support for those who are care experienced or known to the youth justice system.

p.2

Inclusion Strong standard

Specialist tutors provide valuable training to vocational tutors about how to identify potential SEND needs and the range of teaching strategies and resources to support apprentices and learners well. Staff apply this training well to review the support they give apprentices and learners frequently and ensure that it remains meaningful and impactful. This includes monitoring the progress of learners and apprentices, who have declined support, to make sure they are coping without it. Where appropriate, staff amend the support to meet the changing needs of apprentices and learners.

p.2

Leadership and governance Expected standard

Leaders have an accurate understanding of the strengths and areas of development of the provision. They identified the need to improve the proportion of apprentices who achieve functional skills qualifications in English and mathematics and responded by improving support through high-quality, one-to-one teaching by specialist tutors in these subjects.

p.2

Leadership and governance Expected standard

Leaders have a clear vision and make informed decisions to improve the experience of all apprentices and learners, including those with special educational needs and/or disabilities. They have appointed specialist tutors, who provide high-quality support to apprentices and learners to enable them to make the progress they are capable of. Leaders are considerate of the workload and wellbeing of staff. They use artificial intelligence successfully to reduce tutors’ workload. Staff do not experience bullying or harassment.

p.2

Leadership and governance Expected standard

Leaders work well with stakeholders to enhance the experience of apprentices and learners. They adapt the curriculums to meet employers' needs, which helps apprentices succeed in their roles.

p.3

Leadership and governance Expected standard

Leaders provide well-planned training for staff linked to the outcomes of observations of teaching. They offer tutors valuable coaching and mentoring and then re-observe them to ensure they have improved their teaching skills.

p.3

Leadership and governance Expected standard

Senior leaders have effective scrutiny and challenge skills that they have developed through governor roles at other providers. They have a thorough oversight and understanding of the quality of curriculums, teaching and training. They use this to challenge leaders and managers effectively.

p.3

Achievement Strong standard

Almost all learners achieve their qualifications and make excellent progress from their starting points. They develop a secure understanding of human anatomy and physiology and the motivational skills to coach clients effectively. Those who have been away from education are supported well to manage the demands of study alongside their busy lives.

p.3

Achievement Strong standard

Learners produce work of a consistently high standard. They write expertly tailored training plans for clients. They carry out client consultations with empathy and ask thoughtful questions to understand clients’ goals and lifestyle factors. They use their mathematical skills to calculate clients’ basal metabolic rate and an accurate calorie deficit. They produce high-quality, innovative digital work that reflects commercial standards.

p.3

Achievement Strong standard

Most learners secure employment in the health and fitness industry. They establish client bases as self-employed trainers. They work in gyms to support injury prevention and strength training, and a few harness their new technical skills to develop software for businesses in the industry.

p.3

Curriculum and teaching Strong standard

Leaders have designed ambitious, highly accessible and well-sequenced curriculums. They equip adult learners with the technical knowledge and skills they need for employment in the sport and fitness industry.

p.4

Curriculum and teaching Strong standard

Leaders have a secure understanding of the quality of their curriculums. They keep them under frequent review, ensuring they reflect skills priorities and industry standards. They embed digital skills expertly so that learners gain the skills to sustain relationships with clients both in person and online. They teach the commercial awareness that learners need to grow and sustain their business, including sales, lead generation and brand reputation.

p.4

Curriculum and teaching Strong standard

Leaders have developed an innovative online platform through which learners access high- quality audio and visual content to develop their knowledge and skills. Expert tutors skilfully use one-to-one sessions to check, enhance and deepen these skills. They use questioning adeptly so that learners consolidate and connect their knowledge of the function of muscles when applying it to preparing accurate programme cards for clients. This develops learners’ fluency with anatomy and physiology, which enhances their credibility when working with clients

p.4

Curriculum and teaching Strong standard

Tutors use assessment very effectively. They frequently check learners’ engagement with online content and their performance on assessments. Where they identify that learners struggle, they revisit content and expertly fill gaps in learning to ensure learners' knowledge is secure before moving on.

p.4

Curriculum and teaching Strong standard

Leaders ensure the curriculums are entirely accessible for those with special educational needs and/or disabilities. They provide very specific feedback, avoiding ambiguous language, to support learners with autism spectrum disorder and attention deficit hyperactivity disorder.

p.4

Participation and development Strong standard

Leaders create a culture of high expectations that is tailored to the needs of learners. Staff provide flexible support to accommodate learners’ commitments, such as employment and childcare. This enables learners to remain engaged and continue with their studies even during challenging personal circumstances. Learners arrive at training sessions well prepared and are fully accountable for their own success.

p.4

Participation and development Strong standard

Leaders have designed a curriculum that successfully fosters and promotes societal themes, including equality and diversity, and the rule of law. They prepare learners very well to apply these principles in both personal and professional contexts. Learners develop the knowledge and skills to overcome challenges. Tutors facilitate this by celebrating successes and encouraging learners to reframe difficulties as opportunities for growth, which builds learners' confidence and resilience.

p.4

Participation and development Strong standard

Leaders and tutors use their expertise to skilfully support learners to explore their career ambitions. They provide detailed guidance on further relevant training, highlight broader opportunities and encourage learners to expand their expertise by focusing on specialisms. Learners are very well prepared for their next steps. Staff prepare them for self-employment and growing their own businesses by teaching business skills, sales and social media strategies.

p.4

Curriculum and teaching Strong standard

Leaders carefully design apprenticeship curriculums to align with local, regional and national training priorities. They work closely with employers to skilfully design and sequence the curriculums so they meet the needs of apprentices and their employers. Tutors teach fundamental topics first, providing a context and foundation for more specialist learning. They are experts in their fields and use their considerable professional experience to plan and teach the curriculums highly effectively.

p.5

Curriculum and teaching Strong standard

Leaders have a clear understanding of the quality of their provision and take effective action to deal with areas for improvement.

p.5

Curriculum and teaching Strong standard

Tutors teach very skilfully. They provide high-quality online resources that help apprentices to develop the knowledge and skills they need. Expert tutors adeptly use one-to-one sessions to check, enhance and deepen apprentices knowledge and skills.

p.5

Curriculum and teaching Strong standard

Tutors assess apprentices’ work meticulously and provide high-quality feedback that they discuss in highly focused progress meetings. They ensure that apprentices understand what they have done well and when improvement is needed. Tutors explore learning thoroughly to give apprentices the knowledge and confidence to make the required improvements. Apprentices feel secure in their learning.

p.5

Curriculum and teaching Strong standard

Apprentices with special educational needs and/or disabilities, and those who face other barriers to learning, receive swift, tailored and highly effective support that helps them to grow in confidence and develop skills that they apply successfully in life and work. For example, tutors present information in a variety of forms, including visual diagrams, supplemented by voiceovers and transcripts.

p.5

Achievement Expected standard

A high proportion of apprentices achieve their apprenticeship. Over a third of these achieve distinction grades.

p.6

Achievement Expected standard

Most apprentices, including those who are disadvantaged and those with special educational needs and/or disabilities, make at least expected progress from their starting points. They apply the new skills they develop in the workplace. Apprentices produce work of an expected standard for their apprenticeship.

p.6

Achievement Expected standard

Apprentices are ready for their next steps in their employment or education. A high proportion progress to more senior roles or roles with more responsibilities.

p.6

Achievement Expected standard

In the previous academic year, too few apprentices achieved their English and mathematics qualifications. Leaders have implemented appropriate changes to the way in which these subjects are taught and current apprentices are making expected progress from their starting points. Apprentices who do not enrol on qualifications in English and mathematics develop the skills they need in these subjects to successfully access the curriculums.

p.6

Participation and development Expected standard

Apprentices have positive attitudes to learning, take pride in their work and attend well. Tutors support apprentices well with their mental health and wellbeing, and to develop their confidence and resilience.

p.6

Participation and development Expected standard

Apprentices know about fundamental British values. They are able to apply them in both personal and professional contexts. For example, they are able to articulate how the rule of law relates to data protection in the workplace.

p.6

Participation and development Expected standard

Apprentices are mostly confident to identify characteristics associated with radicalisation or extremism. Those who live in West Yorkshire learn about the risks in their local area. Leaders recognise that they need to provide information about the potential risks to apprentices who live in other parts of the country.

p.6

Participation and development Expected standard

Tutors foster a safe and inclusive online environment, providing accessible resources in audio, video and transcribed formats to support diverse learning needs.

p.6

Participation and development Expected standard

Apprentices are well prepared for their next steps. They discuss frequently their career aspirations with tutors and employers. Tutors embed business-relevant skills into the curriculums, such as financial management, confidence building and effective communication. Following employer feedback, leaders introduced an employer-led networking session for apprentices. Apprentices are able to explore personal career pathways and options directly with employers.

p.6

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

Apprentices and learners consistently report a highly positive experience in an organised and structured environment, which enables them to thrive. Tutors are attentive, communicative and very supportive. They guide apprentices and learners well through their educational journey. Apprentices on level 3 human resource support, level 3 business administrator and level 2 accounts finance assistant and learners on level 3 technical occupational entry to personal training feel valued and fully equipped to succeed.

p.7

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

Apprentices and learners appreciate the high-quality online resources they use and the very high standard of teaching they receive. Tutors skilfully enhance and deepen apprentices’ and learners’ knowledge and skills in one-to-one sessions. Apprentices and learners receive high-quality feedback that helps them to understand what they are doing well and what they need to do to make progress and improve. On level 3 technical occupational entry to personal training, tutors use assessment outcomes to unpick misconceptions and revisit content, where learners’ understanding is less well developed.

p.7

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

A high proportion of apprentices and learners achieve their vocational qualifications. In previous years, too many apprentices who enrolled on English and mathematics qualifications did not achieve their qualifications in these subjects. Current apprentices make expected progress from their starting points.

p.7

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

Apprentices and learners with special educational needs and/or disabilities make very good progress on their courses. Staff take time to understand apprentices’ and learners’ needs well. On level 3 technical occupational entry to personal training, staff provide those with autism spectrum disorder with very specific feedback and deliberately avoid ambiguous language.

p.7

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

Apprentices and learners develop personal attributes, such as resilience, empathy and reflective practice, that help them to do well in the workplace and their community. They learn about societal themes, such as tolerance and the rule of law, that they apply in their day-to-day work.

p.7

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

Apprentices and learners develop their understanding of the potential risks of extremism and radicalisation well. Those who live in West Yorkshire understand the risks in the area in which they live. However, apprentices who live in other parts of the country do not have the same depth of understanding about the potential risks specific to where they live and work.

p.7

Next steps

Leaders should continue to support and monitor the progress of apprentices enrolled on functional skills English and mathematics and ensure that they achieve their qualifications. Leaders should share information about risks in the local areas where apprentices live and work, so that all apprentices are aware of the potential risks relevant to them, including those of extremism and radicalisation.

p.7

Team inspectors:

Alison Dennis, His Majesty's Inspector Debra Forsythe-Conroy, Ofsted Inspector Jon Barker, Ofsted Inspector Rebecca Iverson, Ofsted Inspector Graham Baker, Ofsted Inspector

p.8

About this inspection

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

p.8

About this inspection

Inspection activities: Inspectors spoke to adult learners, apprentices, employers, leaders and staff during the inspection.

p.8

About this inspection

The inspectors confirmed the following information about the provider:

p.8

About this inspection

CMS Vocational Training Limited is an independent learning provider based in Batley, West Yorkshire. Leaders began offering apprenticeships in 2017 and adult learning courses over the past few years. All training is online. At the time of the inspection, there were 456 apprentices enrolled. Most apprentices were enrolled on level 3 business administrator, level 3 human resource support, level 5 people professional, level 3 personal trainer and level 2 accounts finance assistant apprenticeships. Smaller numbers of apprentices were enrolled on level 2 early years practitioner, level 3 assistant accountant, level 3 customer service, level 3 early years educator, level 3 learning and development practitioner, level 3 team leader, level 5 learning and development consultant/business partner and level 7 senior people professional apprenticeships. A high proportion of apprentices were located in Yorkshire and the Humber but there were apprentices located across the country. Most

p.8

About this inspection

apprentices were aged 19 years and over with 40 apprentices aged 16-18 years.

p.8

About this inspection

One hundred and seventeen learners were enrolled on adult learning courses at the time of the inspection. Most were enrolled on level 3 technical occupational entry to personal training and level 3 diploma in gym instructing and personal training with smaller numbers enrolled on level 3 diploma in long-term conditions, level 3 diploma in sports massage therapy and level 3 diploma in accountancy. All courses are taught online. Adult learning courses are funded by adult learning loans.

p.8

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.

p.9

national average

'This provider' and 'national average' figures are taken from the publicly available DfE achievement rates. Where the DfE have supressed the figures, usually due to small cohorts, this has been mirrored in the Report Card and will be shown by an 'S'.

p.9

Exceptional

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

p.10

Strong standard

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

p.10

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.

p.10

Needs attention

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

p.10

Urgent improvement

The provider needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.10

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 .

p.11

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 .

p.11

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.11

Urgent improvement

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

p.11