Competum Ltd

Competum Ltd

Address: BJB House, Estate Road No1, Grimsby, North East Lincs, DN31 2TB Unique reference number (URN): 2791036

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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 are proud of their culture of inclusion where learners feel safe and welcomed. A high proportion of learners on the streetworks Skills Bootcamp are unemployed and have often not accessed education for a long time. Leaders quickly and accurately identify learners’ specific learning and wellbeing needs. They put useful support in place to reduce barriers to learning before the Bootcamp begins. For example, learners with scotopic sensitivity syndrome are provided with appropriate resources to help them to write more confidently.

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Inclusion Expected standard

Leaders support learners who face personal challenges effectively, such as those who become homeless. They refer these learners to ‘Doorstep’, where they are provided with short-term accommodation. Leaders keep in touch with learners after they leave their courses to ensure they are safe.

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Inclusion Expected standard

Staff consistently monitor learners’ progress to make certain that they receive the support they need. Most learners make appropriate progress from their starting points and achieve their milestones. Learners who have additional needs or barriers to learning make progress in line with their peers.

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Inclusion Expected standard

Trainers have completed training in supporting mental health and understanding learning difficulties. However, leaders recognise that additional training would support trainers to systematically review and adjust the support that they provide.

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Leadership and governance Expected standard

Leaders aspire to be the preferred and most trusted provider of customer-focused construction training in the local area for their Skills Bootcamps in streetworks and site management. They work closely with stakeholders, including Greater Lincolnshire Combined County Authority, Jobcentre Plus and employers. This ensures that their Skills Bootcamps align with industry needs and support learners to secure employment or make progress at work.

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Leadership and governance Expected standard

Governors have significant experience in further education. Since the previous inspection, governors have challenged and supported leaders to improve their quality assurance processes. Leaders now have a more accurate understanding of their strengths and areas for improvement. They conduct thorough assessments of the curriculums, which result in plans that have clear actions for improvement. They have introduced observations to evaluate the effectiveness of teaching, which helps them to be confident that training is of a high quality.

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Leadership and governance Expected standard

Leaders make strategic decisions that are in the best interest of learners. They increased the streetworks training from 5 to 10 days to ensure that learners have sufficient time to learn the skills they need to gain the mandatory authorisation to work on highways and byways. Leaders ensure that trainers continue to develop their expertise in their subject specialism. However, leaders recognise that they are not providing sufficient training for trainers to develop further their pedagogical skills.

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Leadership and governance Expected standard

Leaders are considerate of staff's workload and wellbeing. They provide resources such as ergonomic chairs to support their posture and encourage staff to take regular breaks.

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Achievement Expected standard

Most learners make appropriate progress from their starting points. They apply what they have learned confidently to practical tasks such as laying asphalt concrete at different temperatures. Learners in site management gain a deeper understanding of the legislation, duties and responsibilities relating to health, safety and welfare at work. They are fully prepared for the workplace immediately on completion of the Skills Bootcamps. Most learners gain the underpinning street maintenance knowledge and skills to achieve the mandatory streetworks card that they need to secure employment.

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Achievement Expected standard

As a result of the skills and knowledge that they learn on their course, learners on the streetworks Skills Bootcamp mostly move into paid employment or destinations that reflect their area of interest. Most learners studying site management continue in their current role, with a few taking on increased responsibilities.

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Curriculum and teaching Expected standard

Leaders have carefully designed their Skills Bootcamps to meet local and regional construction skills priorities in improving broadband efficiency. The streetworks Skills Bootcamp supports learners to progress into highway work, including those who are most disadvantaged in society and have previously been disengaged from employment or training. The site management Bootcamp enables employed learners to supervise and manage risks on site so that they can advance in their roles.

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Curriculum and teaching Expected standard

Leaders recruit trainers who have expert technical knowledge and skills in construction. Trainers structure curriculums logically to incrementally build the knowledge and skills that learners need. Learners first learn to use construction tools safely, then progress to excavation, backfilling and compaction and exploring how contamination affects material reuse. Trainers use a range of teaching techniques effectively, such as on-site practical demonstrations. They provide frequent opportunities for learners to apply and master their newly acquired skills. For example, learners practise precision in cable avoidance, using cable avoidance tools to detect and avoid underground cables and pipes.

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Curriculum and teaching Expected standard

Trainers accurately assess learners’ practical skills in realistic simulated sites. They provide clear and constructive oral feedback that helps learners to improve their technical skills. Learners use the feedback they receive to improve their skills in using equipment such as wacker plates to compact soil.

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Curriculum and teaching Expected standard

Many learners do not have English or mathematics qualifications. Trainers provide learners with useful opportunities to develop their mathematical skills, such as correctly calculating the measurements for signage distances on highways. However, trainers do not routinely help learners to improve their written English language skills.

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Participation and development Expected standard

Learners complete training in well-resourced workshops that are purposeful and reflective of industry standards. They develop a good understanding of workplace terminology, such as modular, rigged footways and roads designed for temporary access. They benefit from completing additional courses, including mental health or first aid at work. Learners significantly improve their confidence and wellbeing on the Skills Bootcamps, becoming more motivated as they gain new skills and knowledge.

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Participation and development Expected standard

Trainers set high expectations for learners' behaviour and role model working safely by always adhering to legislation. Learners consistently replicate these expected behaviours in classes and when using equipment in practical sessions. Learners' rates of attendance at sessions are generally high.

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Participation and development Expected standard

Learners have an appropriate understanding of potential risks posed by extremist views and radicalisation. They demonstrate the fundamental British values of tolerance and respect when studying at the provider and abide by the rule of law in relation to legislation such as health and safety.

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Participation and development Expected standard

Leaders and trainers provide learners with useful careers advice and guidance that is contextualised to the construction industry, which helps them to make relevant choices about their next steps. Unemployed learners are supported well to prepare for interviews and employed learners understand the potential wider career paths they can take following their training.

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

Learners on streetworks and site management Skills Bootcamps enjoy learning on very well-resourced and highly realistic construction sites. They feel welcome and supported as they develop their skills to professional industry standards. Learners value the compassionate culture of the provider. They frequently arrive early to speak to staff and to spend more time with their peers in the industrious learning spaces. They benefit from wider support to improve their health and wellbeing, such as being encouraged to exercise. Leaders provide free lunches and refreshments, which is appreciated by learners.

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

Learners are highly motivated to learn and achieve. Those who are unemployed develop their confidence, self-esteem and a sense of purpose. Learners who have some experience of street operations improve their knowledge of working safely and applying professional techniques. For example, learners follow current practices when identifying, handling and repairing contaminated road materials such asphalt concrete.

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

Learners appreciate trainers’ expertise, approachability and commitment to helping them to succeed. When they require additional support, they swiftly receive it and know that courses will be adapted to meet their individual needs. They value the opportunity to gain the knowledge and skills they need to secure employment or to progress in the construction industry, such as how use traffic light signage correctly when excavating highways.

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

Learners complete a range of additional qualifications, such as manual handling, abrasive wheels, emergency first aid and mental health at work. Learners know how to recognise the signs of mental distress in themselves and others. Learners in site management develop skills to support the mental health and wellbeing of staff appropriately and provide early interventions when needed.

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Next steps

Leaders should ensure that trainers provide learners with helpful and constructive feedback on their written work that helps them to improve their English language skills. Leaders should provide trainers with targeted professional development that further develops their teaching practice. Leaders should ensure that trainers receive training to strengthen their ability to identify when additional support for learners needs adapting or is no longer required.

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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

Inspectors spoke with the managing director of Competum Limited, the operations director, a range of staff, including trainers, and learners 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

Competum Limited provides Skills Bootcamps funded by Greater Lincolnshire Combined County Authority. Adult learners study on streetworks or site management Bootcamps that

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Team inspector:

Sarah Reynolds-Golding, 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

last for 10 days. The streetworks Bootcamp provides opportunities for learners to gain a New Roads and Street Works Act card for working on highways and a first aid at work qualification. The site management Bootcamp is provided at weekends and includes first aid at work and mental health first aid at work qualifications. At the time of the inspection, there were 4 learners on streetworks and 8 learners on site management, with 47 learners having completed one of the Skills Bootcamps over the past year.

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Strong standard

Managing Director: Keith McGroarty 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

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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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