Workpays Limited

Workpays Limited

Address: 4 Babington Lane, Derby, DE1 1SU Unique reference number (URN): 1270891

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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 Needs attention

Leaders have developed a clear inclusion strategy that deals with themes related to culture and belonging, meeting learners’ needs, closing achievement gaps, workplace inclusion, governance and accountability. However, this document is very new and not yet fully embedded in the culture of the organisation.

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Inclusion Needs attention

Staff seek to understand and support their learners with additional needs. These include special educational needs and/or disabilities and needs related to other forms of disadvantage. During initial interviews, training development coaches discuss any additional needs which apprentices may have and encourage them to disclose both long-term and temporary barriers to learning. Apprentices also complete English and mathematics assessments so that they can receive suitable support. Adult learning tutors and managers understand the varied and often complex social needs of their learners. They are empathetic and approachable, listen well, and offer encouragement to learners so that they build their confidence and readiness for work.

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Inclusion Needs attention

Leaders have introduced clear guidance on implementing a graduated approach to providing support. Staff on adult learning programmes understand this and apply it appropriately in the context of short courses. However, apprenticeship staff do not consistently record apprentices’ additional needs and do not review them adequately.

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Leadership and governance Needs attention

Leaders have managed a period of organisational change well. They have introduced quality assurance processes across the whole group of 3 learning providers and appointed a group director of excellence. These developments are in the early stages of bringing greater consistency across the provision.

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Leadership and governance Needs attention

Leaders understand most of their key strengths and areas for development, particularly for the apprenticeship provision. They have taken sensible actions to deal with concerns, such as implementing a dashboard to monitor learners’ progress closely so that they can reduce the number beyond their planned end dates. However, leaders have not yet secured enough sustained improvements in their qualification-based adult learning courses.

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Leadership and governance Needs attention

Leaders have strengthened governance arrangements. They have recently appointed an experienced external governor to drive improvements in the quality of training. Governors are beginning to provide appropriate support and challenge to improve the quality of the provision, but it is too early to see the impact of these strengthened arrangements.

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Leadership and governance Needs attention

Leaders take effective action to support staff to manage their workload and wellbeing. They provide flexible working opportunities and promote a positive work culture where staff feel valued and supported.

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Leadership and governance Needs attention

Leaders provide suitable opportunities for staff to develop their teaching skills. They are taking appropriate steps to support tutors to develop their industry-related skills, but it is too early to see the impact of these. Leaders work productively with a range of stakeholders, such as funding bodies, employers, and the Department of Work and Pensions, to provide accessible courses for learners and apprentices.

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Achievement Needs attention

Too many learners on vocational courses do not develop the intended knowledge, skills and behaviours. Many cannot securely recall what they have learned and do not consistently develop the English skills that they need to succeed. Most learners on Skills Bootcamp courses build secure sector knowledge and workplace behaviours.

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Achievement Needs attention

Historically, too many learners did not complete their qualifications in planned timescales. Managers have taken effective action to remedy this, and a high proportion of learners now complete their qualifications on time.

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Achievement Needs attention

Learners develop the personal skills that they need for their next steps. Many learners achieve meaningful individual goals that build their confidence and support sustained progression. However, leaders do not know what happens to a substantial number of learners once they complete their courses. While they have taken appropriate steps to improve this, it is too early to see the impact of their actions.

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Curriculum and teaching Needs attention

Leaders design adult learning programmes that respond well to local needs and labour- market priorities. Courses support unemployed adults to gain the skills needed for work and help those already in work to improve their existing skills and learn new ones. They have developed Skills Bootcamps that respond to regional skills needs. For example, they have developed construction Skills Bootcamps to provide the skills needed for HS2 and regional regeneration projects. This ensures that adults access training that improves their chances of moving into work or progressing in their careers.

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Curriculum and teaching Needs attention

The time available for tutors to teach qualification-based courses varies substantially depending on the venue at which it is taught. As a result, tutors often fail to build in enough time for teaching and for learners to practise and consolidate their learning. This means that learners often cannot remember the topics they are taught. Staff plan Skills Bootcamps courses more effectively, and learners on these courses gain the knowledge and skills that they need to thrive.

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Curriculum and teaching Needs attention

Tutors have suitable subject knowledge and teaching skills. They provide clear explanations of key concepts that draw on relevant workplace examples. Tutors support their explanations with helpful activities, including reviews of case studies, discussions and the use of memorable statistics.

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Curriculum and teaching Needs attention

Most tutors use assessment appropriately to provide learners with constructive feedback that supports them to improve their knowledge and practical skills. However, on qualification-based courses too many tutors do not provide learners with feedback on their English errors and, as a result, learners repeat these errors over time.

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Curriculum and teaching Needs attention

Most tutors provide effective and personalised support for adult learners who face barriers to their learning, including those with low prior qualifications, limited confidence, wider personal challenges such as caring responsibilities, unstable housing, mental health needs or long gaps since they last participated in education. Most learners who previously doubted their ability to succeed develop useful study habits and make suitable progress towards completing their qualifications.

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Participation and development Needs attention

Learners’ attendance on vocational courses is too variable and, in too many instances, is not high enough. Tutors do not record attendance accurately enough. Leaders have recently introduced new systems to monitor and provide effective oversight of attendance, but it is too early to evaluate the impact. Learners understand expectations around conduct. They behave respectfully and participate well in lessons.

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Participation and development Needs attention

Leaders plan an age-appropriate personal development curriculum for adult learners. For example, tutors integrate employability skills throughout courses, routinely helping learners to develop CVs, present themselves professionally and behave appropriately.

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Participation and development Needs attention

Learners receive sufficient guidance on key themes such as fundamental British values and staying safe online. They develop an appropriate understanding of these topics and how they apply at work and in their everyday lives. A few learners participate in wider opportunities, such as volunteering, to develop their citizenship skills, which prepare them well for the future.

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Participation and development Needs attention

Tutors provide coherent and personalised careers guidance. They place a strong emphasis on supporting learners to plan their next steps such as applying for and sustaining employment.

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Achievement Expected standard

Most apprentices achieve their qualifications, and a substantial proportion gain distinction grades. Although apprentices who experience barriers to learning are slightly less likely to achieve than their peers, leaders have taken actions that have substantially reduced achievement gaps.

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Achievement Expected standard

Apprentices typically develop the intended new knowledge, skills and behaviours and apply these well in their jobs. Most apprentices produce work that is of at least the expected standard.

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Achievement Expected standard

Apprentices develop their English skills appropriately. They receive developmental feedback on spelling, grammar and punctuation during progress reviews and through feedback on their written work. This helps them to improve their writing over time.

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Achievement Expected standard

Apprentices are prepared well for their next steps. They gain in confidence at work and take on new responsibilities, and a few gain promotions. Employers rightly value the impact that apprentices have on their business.

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Curriculum and teaching Expected standard

Leaders generally have an accurate understanding of the quality of their apprenticeships. They work in partnership with employers to understand problems and take prompt action to remedy them. Leaders have recently made improvements that have reduced the number of apprentices who do not complete their apprenticeship in a timely manner.

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Curriculum and teaching Expected standard

Staff design apprenticeship curriculums carefully, taking account of the specific needs of employers. This ensures that apprentices benefit from course content that aligns well with their workplace duties. In a few cases, employers co-teach aspects of the curriculum to strengthen these links further. Staff thoughtfully sequence courses so that apprentices develop and strengthen their understanding over time. For example, financial customer services apprentices develop foundation knowledge of financial services early in their courses so that they are equipped with the knowledge that they need for later activities. Leaders work well with employers to ensure that sequencing integrates on- and off-the-job elements so that apprentices have opportunities to practise using their knowledge and skills in the workplace as they develop them in lessons.

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Curriculum and teaching Expected standard

Leaders make sure that the apprenticeship curriculum is accessible for all apprentices. Training and development coaches (TDCs) work with individual apprentices to understand their needs and the pressures that they face. They provide appropriate personalised support and flexibilities that help apprentices to achieve their learning goals.

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Curriculum and teaching Expected standard

TDCs are appropriately qualified and experienced and generally teach their lessons well. They break themes into manageable chunks and explain topics clearly. They use scenario- based activities effectively and often plan individual learning activities based on apprentices’ job roles, so that apprentices can draw on their own work experiences. Coaches help apprentices to apply their learning through reflection, questioning and discussions. TDCs largely use assessment well to check apprentices’ understanding and provide them with constructive feedback. This includes written comments on assignment work and verbal feedback during lessons and in progress reviews. In a small number of cases, written feedback on assignment work is not timely and does not make clear how apprentices can improve their work.

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Participation and development Expected standard

Leaders have created a supportive culture in which staff prioritise apprentices’ wellbeing.

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Participation and development Expected standard

Leaders set clear expectations for apprentices’ professional behaviour, which is consistently positive. Apprentices attend well. On the few occasions when they are absent, they catch up by watching a video of the lesson and reviewing the material with a training and development coach (TDC). Managers frequently discuss apprentices’ attendance with TDCs and escalate concerns with apprentices’ employers.

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Participation and development Expected standard

Leaders have put in place appropriate policies to ensure bullying, discrimination and harassment are not tolerated. Apprentices are confident that any concerns would be dealt with swiftly.

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Participation and development Expected standard

Leaders work with employers to plan wider learning opportunities. They curate helpful online resources on topics such as mental health, wellbeing, equality and fundamental British values. Staff frequently remind apprentices of the availability of these resources. Apprentices also benefit from discussions in lessons that help them learn about these topics.

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Participation and development Expected standard

Apprentices set career goals at the start of their courses and review these with their TDC. They take part in structured discussions with their line managers about opportunities for promotion and progression, and they participate in an exit interview to discuss next steps. As a result, most apprentices are very clear about their future.

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

Most learners and apprentices are satisfied with the education and training that they receive. They feel welcome and valued. They believe that courses include relevant topics that prepare them well for their next steps.

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

Learners and apprentices are highly motivated. They consistently attend lessons and reviews, participate wholeheartedly in learning activities and behave in a respectful way. Most learners and apprentices achieve their qualifications, and a high proportion of apprentices gain distinction grades.

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

Adult learners on Skills Bootcamp courses develop their knowledge and skills well, and many secure employment as a result. Those who have been unemployed for a period learn how to work with others and become more self-assured as a result. Adult learners on qualification-based courses become more confident in their ability to gain employment, but they do not develop a secure understanding of vocational topics, often because they do not have enough time to revisit and practise their learning. Apprentices develop the skills that they need to be successful in their roles and become valued employees.

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

Learners and apprentices generally receive the help they need to study successfully. Staff encourage them to disclose details of any barriers to learning they may have and work with them to plan support. However, apprentices do not benefit from regular reviews of their needs, which may change over time.

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

Most learners and apprentices have opportunities to learn about topics such as health and wellbeing, fundamental British values and equality and diversity. They have access to a range of curated resources on these topics and discuss them in lessons or during progress reviews. However, only a few adult learners have opportunities to participate in activities such as volunteering and charity work.

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Next steps

Leaders should ensure that qualification-based adult learning courses allow enough time for learners to develop a secure understanding and recall of topics. Leaders should ensure that adult learning tutors correct learners' English errors to help learners to improve their writing skills. Leaders should ensure that adult learning tutors accurately record and monitor learners’ attendance and support learners to improve their attendance. Leaders should further strengthen learners' access to wider development opportunities such as volunteering or charity work. Leaders should ensure that all apprenticeship staff are trained so that they can apply a graduated approach to additional support.

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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 leaders, managers, adult learning tutors, apprenticeship training and development coaches, learners and apprentices during the inspection.

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About this inspection

Workpays Limited is an independent learning provider based in Derby. It provides training for apprentices and adult learners. There are currently 201 apprentices, of whom 13 are aged 16 to 18. Most provision is in the East Midlands, but apprentices are also located in other parts of the country, with a particularly large cluster in the North West. Apprentices mostly study business and finance apprenticeships at levels 2 to 5, with the largest numbers in financial services and management or supervision. There are currently 57 adult learners taking courses leading to qualifications or completing Skills Bootcamps.

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Team inspectors:

Michael Worgs, His Majesty's Inspector Julie Gibson, Ofsted Inspector Alison Gray, Ofsted Inspector Andy King, Ofsted Inspector Janet Smith, 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

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Urgent improvement

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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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