Qommunicate Ltd

Qommunicate Ltd

Address: Unit 6250, Bishops Court Solihull Parkway, Birmingham Business Park, Birmingham, B37 7YB Unique reference number (URN): 2526599

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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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Leadership and governance Expected standard

Leaders understand their strengths and areas for development. They have acted swiftly to increase the proportion of apprentices who achieve their apprenticeship and the quality of the overall training experience. Leaders proactively and tenaciously pursue improvement, setting high expectations for themselves and the apprentices they train.

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Leadership and governance Expected standard

Leaders have extremely close links with employers. They have aligned the curriculums they teach to meet the needs of the logistics sector, including the introduction of level 2 qualifications to fill skills gaps. Apprentices take responsibility for significant projects, increasing productivity and efficiency in their workplaces.

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Leadership and governance Expected standard

Leaders have developed a governing board that appropriately challenges and supports them. Governors are experienced and offer oversight in business development and the successful delivery of apprenticeships. They support and challenge leaders well, are mindful of their workload, and offer personal and professional support. Leaders have recently taken steps to broaden the scope of governance expertise to ensure a stronger focus on high- quality teaching and training.

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Leadership and governance Expected standard

Leaders prioritise the wellbeing and welfare of staff. They have adjusted work patterns and caseloads to meet individual needs. Staff and apprentices have access to an employee assistance scheme which offers confidential support and guidance. They feel valued and are proud of both their apprentices' and the company’s achievements.

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Inclusion Needs attention

Leaders and managers foster an inclusive culture that mostly supports apprentices, especially those for whom English is an additional language. Leaders typically identify apprentices' support needs at the start of their programme, including asking apprentices to self-declare if they have any special educational needs and/or disabilities. Staff take time to understand apprentices’ personal circumstances, including care responsibilities, to ensure apprentices’ learning programmes are suited to their individual needs. Leaders monitor apprentices' academic progress closely. However, they do not always ensure they adjust the level of support apprentices receive as they become more resilient and confident in their abilities. This prevents them from becoming more independent. Trainers typically provide apprentices with appropriate support during lessons, enabling them to participate and make positive progress. Where needed, they support apprentices

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Inclusion Needs attention

who do not have English qualifications to improve their writing skills, enabling them to use appropriate language in emails.

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Inclusion Needs attention

Leaders have not provided staff with suitable training to support apprentices with specific needs. In a few instances, staff do not have the knowledge of inclusive teaching strategies and adaptations they could use to support apprentices as effectively as they could.

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Achievement Expected standard

Most apprentices who complete their training, including those who face barriers to their learning, achieve their qualifications. Leaders have recently increased the support they offer, including targeted interventions for final assessments. Consequently, apprentices’ overall achievement has swiftly improved over the past year. Apprentices are proud of their achievements and the work they have completed. Trainers encourage apprentices to produce work to a high standard. More than half of those who complete their apprenticeship gain distinction grades.

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Achievement Expected standard

Apprentices quickly acquire knowledge, skills and behaviours in preparation for the next stage of their employment and training. Most apprentices remain employed and take on additional responsibilities at work. Trainers encourage apprentices to develop their English and mathematical skills. Apprentices achieve their English and mathematics qualifications. Apprentices for whom English is an additional language become more confident and fluent in their spoken and written English skills.

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Curriculum and teaching Expected standard

Leaders have a clear understanding of the quality of the curriculums they offer. They act quickly to tackle any concerns. Leaders collaborate closely with employers to design curriculums that meet the needs of the sector and employers' bespoke training requirements. Leaders coherently plan and sequence curriculums. Apprentices build their foundational knowledge before advancing to more complex topics. For example, in level 5 apprenticeships, trainers first teach self-management before they move on to managing others so that apprentices understand topics, such as how to manage their own time and workload, before transferring these skills to others in their teams.

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Curriculum and teaching Expected standard

Trainers use a wide range of teaching methods and ensure the content taught is adapted to each employer. They use realistic scenarios that bring learning to life. For example, apprentices use their own company's business plans to develop clear performance indicators to demonstrate their understanding and application of continuous improvement strategies. Trainers use a wide range of teaching activities, including individual discussions, group activities and scenarios, to develop apprentices’ new knowledge and skills. However, in some cases, trainers are not aware of the strategies they can use to help apprentices understand and retain new knowledge.

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Curriculum and teaching Expected standard

Trainers teach apprentices the technical vocabulary and knowledge they need to progress in the sector. Most apprentices benefit from constructive feedback, which helps them improve. Trainers ensure that curriculums are accessible to most apprentices. Where necessary, trainers collaborate with employers and arrange workplace adaptations. For example, providing apprentices with portable scanners and digital recorders to assist them in their work.

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Participation and development Expected standard

Leaders and trainers set high expectations for their apprentices. They demonstrate professional behaviours and motivation in their learning. Apprentices show commitment to their studies and their attendance is very high. When apprentices need additional time, trainers collaborate well with employers to adapt work patterns to help them complete their studies.

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Participation and development Expected standard

Leaders offer apprentices suitable opportunities beyond their apprenticeship to support their wider development. Trainers build apprentices’ knowledge and awareness of how to stay healthy, including eating sensibly, manual handling, taking breaks, and managing their emotional wellbeing. Apprentices take part in employer-led activities such as LGBTQ+ Pride events and cultural celebrations. Trainers teach apprentices the professional behaviours expected in the workplace, including how to recognise discrimination and victimisation. Apprentices know how to protect themselves from radicalisation and extremist behaviours. Apprentices know who to speak to if they have any concerns and they trust their trainers to resolve any concerns quickly.

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Participation and development Expected standard

Apprentices receive advice and guidance on their next steps, including how to advance in their current workplace. However, too few apprentices know about roles beyond the sector or other pathways outside warehousing or logistics that they could pursue.

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

Apprentices enjoy their training. They value their trainers' subject specialist expertise in the transport and logistics sector. Employers also provide extensive support, providing apprentices with opportunities to take responsibility for live projects. Apprentices are proud of their achievements, including applying their new knowledge and skills to improve their company's efficiency and productivity.

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

Apprentices feel safe. Staff ensure learning environments are inclusive and welcoming. Trainers know their apprentices well. Trainers collaborate closely with employers to ensure apprentices' schedules enable them to complete their work to their best ability. Apprentices are extremely complimentary about the academic and personal support their trainers provide. However, as apprentices who receive additional support become more confident in their abilities, their support is not consistently adjusted so that they become more independent.

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

Apprentices understand how to live in modern Britain and contribute positively to society. They explore subjects such as equality and diversity, respect, and tolerance. Apprentices receive information on how to keep themselves safe in their local communities and how to stay mentally and physically healthy. Apprentices are highly motivated and many who complete their programmes achieve distinction grades. Trainers have high expectations of apprentices and provide individualised targeted support so that apprentices complete their apprenticeship on time.

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

Throughout the programme, apprentices learn how to develop their careers in their companies, often gaining promotion or taking on new responsibilities. This includes those who enter the workforce without qualifications, who gain a level 2 apprenticeship and then progress to managerial positions. Apprentices for whom English is an additional language are particularly well supported and make positive progress from their starting points.

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Next steps

Leaders should further strengthen governance to provide oversight and support, particularly for the ongoing development of high-quality teaching and training. Leaders should continue to develop their approach to inclusion and ensure that all staff receive training on support strategies, including how to reduce support when it is no longer needed. Leaders should continue to enhance opportunities for professional development for trainers so that they further strengthen their teaching and skills. Leaders should continue to develop a personal development programme that enables apprentices to consider how they can use the new knowledge, skills and behaviours they have developed in wider roles. Leaders should further improve apprentices’ achievement.

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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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Team inspectors:

Maggie Fobister, Ofsted Inspector Jaswant Mann, Ofsted Inspector Ben Crook, Ofsted Inspector Susan Gay, 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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180

Inspectors spoke with leaders, managers, board members, trainers, employers and apprentices during the inspection.

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180

Qommunicate Ltd is an independent learning provider based in Birmingham. It is part of the training division of the Siamo Group. Qommunicate Ltd specialises in training apprentices to work and progress in the supply chain, logistics and transport sectors across the United Kingdom.

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180

At the time of the inspection, 180 apprentices were in learning, of whom 110 were studying the level 2 supply chain operative apprentices, 36 were studying the level 3 team leader apprenticeship, 31 were studying the operations manager apprenticeship and fewer than 5 were studying the level 3 transport and warehouse operative apprenticeship. All apprentices were over the age of 19.

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180

Director of Apprenticeships: David Bacon

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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. 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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