Rewards Training Recruitment Consultancy Limited

Limited

Address: The Pinnacle, Station Way, Crawley, RH10 1JH Unique reference number (URN): 54113

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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 curriculum is accessible. They assess apprentices’ needs and determine how best to support them in their apprenticeship. Leaders identify apprentices with barriers to learning, such as dyslexia, poor health and mental health challenges, and those who have caring responsibilities. They broadly consider apprentices' support needs well.

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Inclusion Expected standard

Staff successfully use information about apprentices' needs to develop effective support plans. They review these with apprentices to ensure that the support remains relevant or adapt it to meet ongoing learning needs. Staff put in place appropriate interventions and mitigations, such as additional support and revised assessment strategies, which typically help apprentices with additional needs to remain on the programme and make progress in line with their peers.

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Inclusion Expected standard

Staff are trained to understand a range of barriers to learning and challenges that apprentices may face. Leaders usually discuss apprentices’ learning needs with employers, as appropriate. Employers are aware of the adaptations that they can make to apprentices’ working environments to help them excel. As a result, apprentices are typically well supported to overcome any barriers to learning and achieve their potential.

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Leadership and governance Expected standard

Leaders are aware of the quality of teaching that they provide, what they do well and where they need to improve. Where leaders identify that standards are not where they expect them to be, they take swift action to bring about improvement. For example, they review and adapt teaching activities and resources to ensure that they reflect and meet the highest expectations in assessment criteria. However, on occasions, leaders' quality assurance processes focus too much on task compliance.

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Leadership and governance Expected standard

Senior leaders and owners of the organisation have a well-defined and longstanding vision to support individuals into sustainable employment. They have a broad oversight of the quality of the curriculum and use this to support and challenge leaders to bring about improvements that enable apprentices to achieve their ambitions. As a result, leaders have seen a significant reduction in the number of apprentices who are behind with their training.

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Leadership and governance Expected standard

Staff feel valued and well supported by leaders. Leaders provide trainers with helpful professional development that supports them in building their teaching skills and keeping up to date with changes and advancements in the sectors in which they teach. Leaders work with a range of stakeholders to promote their apprenticeships and enable apprentices to access their training. For example, they work with charities to support individuals with used laptops, helping apprentices access the technology they need.

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Achievement Expected standard

Apprentices typically make appropriate progress from their starting points within planned timeframes. Most apprentices who complete their apprenticeship achieve and gain merit or distinction grades in their final assessments. However, level 2 apprentices achieve less well.

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Achievement Expected standard

Apprentices learn new knowledge and skills, which they apply confidently in the workplace. Business apprentices introduce new workplace initiatives that streamline logistics and improve efficiency.

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Achievement Expected standard

Apprentices develop the English, mathematical and digital skills that they need to study the curriculum and thrive. In hairdressing, apprentices use their mathematical skills to order stock and calculate ratios when mixing colours. Nearly all apprentices who study English as part of their apprenticeship achieve this qualification. However, achievement in mathematics is not as high.

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Achievement Expected standard

Most apprentices progress to positive destinations. Many remain with their current employer, taking on additional responsibilities or promotions. For example, some progress from commis chef to chef de partie roles.

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Curriculum and teaching Expected standard

Leaders have an appropriate understanding of the strengths and weaknesses of their curriculum and take actions that lead to improvements. For example, when they identified that too many hospitality and catering apprentices made slow progress, they reviewed their curriculum cycle, evidence collection and assessment points. These apprentices are now much clearer about the tasks that they need to complete and by when.

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Curriculum and teaching Expected standard

Leaders plan and implement curriculums that are logically structured so apprentices build their knowledge and skills based on what they already know and can do. They liaise closely with employers to ensure that on- and off-the-job training are carefully integrated, so apprentices can apply and consolidate what they learn swiftly. Leaders generally align learning plans to employer needs. For example, in social care, they teach the module on dementia early in the course to ensure that apprentices have the knowledge that they need at the appropriate time.

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Curriculum and teaching Expected standard

Trainers are experienced industry professionals. They use industry vocabulary and talk about relevant sector legislation well throughout training sessions. They help apprentices develop the practical skills required. For example, in hairdressing, trainers demonstrate how to section hair, and catering trainers teach apprentices how to prepare and serve chicken and fish dishes. Apprentices quickly learn how to meet industry standards.

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Curriculum and teaching Expected standard

Trainers typically provide effective teaching. They encourage apprentices to reflect on their practice. They skilfully use laddered questioning to deepen apprentices' knowledge and understanding.

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Curriculum and teaching Expected standard

Trainers use a range of appropriate assessment methods. Apprentices generally benefit from helpful feedback on written and practical work that helps them to understand how to improve. Apprentices value this feedback, most take it on board well, and their work typically improves over time. However, trainers do not consistently provide feedback in a timely manner. Consequently, a small number of apprentices continue to repeat their mistakes.

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Participation and development Expected standard

Leaders set high expectations for apprentices’ attendance and participation from the start of the training. Apprentices understand these expectations, and attendance at lessons and progress reviews is very high. When leaders identify concerns regarding non-attendance, they intervene quickly and work closely with employers to ensure improvement.

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Participation and development Expected standard

Leaders provide apprentices with a wide range of webinars and additional modules that support their wider development effectively. Apprentices benefit from learning how to remain safe and be more effective in the workplace. They learn about useful topics such as mental health awareness, anti-bullying, domestic violence, online safety, problem solving and time management.

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Participation and development Expected standard

Staff provide appropriate careers advice and guidance, which helps apprentices make informed choices about their next steps. Trainers use their industry expertise well to advise apprentices about career options. In hairdressing, trainers discuss apprentices' possible next steps, such as setting up their own salon or taking on specialist training to become a colour technician.

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Participation and development Expected standard

Most apprentices have a well-developed understanding of equality, diversity and fundamental British values, and can apply these well to their settings and sectors. Health and social care apprentices understand the importance of tolerance and respect and promote inclusive work environments that provide person-centred care.

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

Apprentices are motivated to do well in their studies. They participate well in lessons and meet the professional standards expected of them. Apprentices highly value the new skills that they develop. They recognise that these are skills that employers require to meet local and regional skills needs and will help them achieve their career ambitions.

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

Apprentices grow in confidence as they progress through their apprenticeship. They learn how to build and maintain healthy professional relationships with the staff they work with, as well as with clients and service users in their care. They learn how to communicate and behave appropriately in their roles and build the assurance to tackle difficult conversations.

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

Apprentices benefit from effective support. They discuss support needs at frequent progress reviews with their trainers and employers, who provide appropriate help. Apprentices make positive progress and achieve their qualifications within the expected timeframe.

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

Apprentices learn how to work safely. They learn to be resilient while working in high-stress environments, such as busy kitchens or frontline care services. Apprentices are vigilant to potential signs of abuse, radicalisation and extremism. They feel safe and know how to report concerns or seek help if needed.

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

Apprentices are clear that leaders at the training provider and in their workplaces do not tolerate bullying or harassment. They promote equality, diversity and respect for others widely, and embed this well in their day-to-day practice. Apprentices in hairdressing value learning about neurodiversity, which helps them understand why some clients may need longer appointments to settle.

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

Apprentices develop projects and participate in activities that raise social awareness, promote sustainability agendas and build community engagement. For example, they organise projects that increase donations to local food banks and raise awareness of the risk of bowel cancer.

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Next steps

Leaders should further strengthen the quality of teaching, learning, and assessment to ensure that all apprentices benefit from high-quality teaching and feedback that tells them how to improve. Leaders should continue to improve achievement rates, with a particular focus on level 2 apprenticeships and mathematics functional skills qualifications. Leaders should further establish their inclusion strategy to have a positive impact on meeting a range of apprentices’ individual learning needs. Leaders should continue to focus on supporting trainers in continuously improving their pedagogical practice.

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About this inspection

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

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Lead inspector:

Richard Kirkham, His Majesty's Inspector

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Team inspectors:

Viki Faulkner, His Majesty's Inspector Philida Schellekens, Ofsted Inspector Colin Smith, Ofsted Inspector Robert Busby, 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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Apprenticeships

Inspection activities: Inspectors spoke with the CEO, managing director, leaders, staff, employers and apprentices during the inspection.

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Apprenticeships

The inspectors confirmed the following information about the provider: Rewards Training and Recruitment Consultancy Limited is a national independent learning provider based in Crawley. At the time of the inspection, there were 323 apprentices studying apprenticeships from level 2 to level 5. There were 73 apprentices below the age of 19.

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Apprenticeships

There were 133 apprentices on level 2 to 5 apprenticeships in health and social care, 72 apprentices on level 2 and 3 hairdressing apprenticeships, 20 apprentices on level 2 and 3 chef apprenticeships and a further 10 apprentices on level 2 to 4 hospitality apprenticeships. A total of 109 apprentices were also studying towards English and/or mathematics functional skills qualifications.

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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'.

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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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