Seetec Business Technology Centre Limited

Store Street Manchester M1 2WD T 0300 123 4234 www.gov.uk/ofsted

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Mr John Baumback Managing Director Seetec Business Technology Centre Limited Main Road Hockley Essex SS5 4RG

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Short inspection of Seetec Business Technology Centre Limited

Following the short inspection on 26  27 July 2017, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to report the inspection findings. The inspection was the first short inspection carried out since the provider was judged to be good in February 2014.

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Short inspection of Seetec Business Technology Centre Limited

Since the previous inspection, you, senior leaders and managers at Seetec Business Technology Centre Limited (Seetec), have retained a good focus on the quality of your apprenticeship skills provision. You have successfully managed substantial growth of the number of apprenticeships and introduced traineeships, while maintaining and improving the good quality of the provision. Seetec’s main business continues to be intermediate and advanced apprenticeships in subject areas such as business administration, customer service and team leading. However, a very positive initiative to introduce higher-level apprenticeships, particularly in leadership and management and business administration aligned to the new apprenticeship standards, is proving to be popular with your partner organisations and employers.

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Short inspection of Seetec Business Technology Centre Limited

You and your leaders have been successful in addressing most of the areas for improvement identified at the previous inspection. Systems introduced to provide leaders, managers and assessors with ‘live’ data and information about the progress apprentices make enable all stakeholders to identify problem areas and respond effectively in a timely manner to any areas of apprentices’ underperformance or weaker progress.

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Short inspection of Seetec Business Technology Centre Limited

Since the previous inspection, senior leaders have invested significantly in improving the quality assurance aspect of the apprenticeship and traineeship provision. You have introduced effective processes and procedures, which focus well on apprentices’ and trainees’ progress and performance. Sharper monitoring ensures that a greater number now achieve their qualifications, complete their programmes and remain in sustainable employment, while accessing good-quality teaching, learning and assessment.

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Short inspection of Seetec Business Technology Centre Limited

Leaders and managers, through effective self-assessment and quality improvement initiatives, accurately identify and understand that a few aspects of the apprenticeship provision need to improve further. For example, not all employers have sufficient understanding of the requirements of their apprentices and the apprenticeship programme.

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Short inspection of Seetec Business Technology Centre Limited

Senior leaders and managers have ensured that safeguarding arrangements are effective, comprehensive and fit for purpose. For example, a dedicated team of designated officers covers the many areas of the country where apprentices and trainees are located. A dedicated safeguarding lead oversees the process, and senior leaders discuss all safeguarding referrals as a matter of course on a regular basis. Consequently, senior leaders and managers have a good awareness of any issues arising and act swiftly to resolve them.

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Short inspection of Seetec Business Technology Centre Limited

Apprentices and trainees understand whom they need to talk to if they have any concerns about their safety or welfare. All staff at Seetec are mindful of their responsibilities and undertake regular training and updates in order to protect apprentices and trainees in regard to radicalisation and extremism. The large majority of apprentices and trainees have a very good understanding of the possible threats. They make good use of a dedicated 24-hour helpline provided for them and value the care provided by staff at Seetec.

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Short inspection of Seetec Business Technology Centre Limited

Apprentices and trainees have a good awareness of how to keep themselves and others safe, and the importance of this. Their understanding of fundamental British values is mostly good. However, in a very few instances, assessors fail to reinforce safeguarding, the ‘Prevent’ duty and British values sufficiently with apprentices and their employers.

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Inspection findings

 Senior leaders and managers know their provision well. Since the previous inspection, they have instigated several improvement initiatives aligned to a strategic drive to increase the provision for apprentices and to introduce traineeships. Managers work closely and effectively with employers to ensure that apprenticeships meet employers’ business needs. The introduction of standards- based higher-level apprenticeships has been developed well in conjunction with employer groups and other stakeholders.  Leaders make effective use of comprehensive management information systems in order to monitor and review the performance of apprentices and effectively hold operational managers and assessors to account. Managers meet regularly to effectively review and monitor the performance of assessors and individual apprentices. Consequently, the number of apprentices who make good or better progress continues to improve. Assessors are able to identify and discuss an

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Inspection findings

apprentice’s areas for further development with the apprentice’s manager. As a result, the proportion of apprentices achieving their qualifications has improved over the last three years.  The recent introduction of a quality assurance team, with a clear remit to improve the quality of teaching, learning and assessment and, consequently, outcomes for apprentices and trainees, has resulted in more apprentices successfully completing their programmes. A majority of trainees now gain employment on completion of their programmes.  The large majority of apprentices make good progress and an increasing proportion, above that at similar providers, achieve their qualification outcomes. Almost all trainees complete their programme and the large majority progress into employment, apprenticeships or further training. Managers recently adopted a rigorous approach to ensuring that a high proportion of apprentices with an

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Inspection findings

underperforming subcontractor completed their programmes. However, a few apprentices make slow progress from their starting points and do not start their learning in a timely manner.  The large majority of assessors and employers provide good off-the-job training and skills coaching for apprentices. Many apprentices work in highly pressurised office environments as team leaders, or deal with customers in their everyday job roles and bring value to employers’ businesses. For example, one apprentice commented that they had gained confidence in dealing with difficult performance management situations and motivating staff. Apprentices on management programmes develop good networking and negotiation skills working with large national employers, for example on a furniture recycling project.  The information, advice and guidance which apprentices and prospective trainees receive prior to and at the start of their programmes are good. Specialist staff

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Inspection findings

assist apprentices well in ensuring that they access the correct training linked to their job role, and help them settle into their work placement prior to starting the learning and assessment process. Induction is very thorough for most apprentices. Most apprentices benefit from consistent initial assessment and diagnostic testing to identify any individual needs. During the induction, assessors provide a good range of resources, such as information on learning resources, useful websites for learning materials which enhance learning, safeguarding, British values, the`Prevent’ duty, e-safety and the use of an electronic portfolio.  Assessors effectively challenge the most able apprentices to achieve additional units and gain expertise that helps them to develop their skills and knowledge further. For example, an apprentice working for a large charitable organisation gains the skills to undertake a financial audit of stock items competently  a role

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Inspection findings

normally carried out by their supervisor. A higher-level apprentice has undertaken to learn Spanish in order to be able to better communicate with Spanish-speaking colleagues in the business.  Apprentices and trainees achieve their English and mathematics qualifications well, and the majority of them pass their qualifications at the first attempt. Apprentices are encouraged to achieve higher-level English and mathematics functional skills qualifications. Apprentices who already hold GCSEs develop their English and mathematics skills well beyond their starting points.  The quality of teaching, learning and assessment remains good. Most apprentices make good progress and gain good skills, which are valued by employers. In most cases, assessors visit apprentices regularly, which helps to motivate apprentices and keep them on task. Assessors use their business expertise effectively to motivate and encourage apprentices to engage and make good

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Inspection findings

progress. Specialist tutors work well alongside assessors to encourage apprentices to achieve and improve their English and mathematics skills. Employers help apprentices make progress by ensuring that they work with experienced colleagues. Consequently, apprentices quickly become valued members of the workforce and gain new skills.  Seetec’s management team has focused well on improving the arrangements for observing teaching, learning and assessment. These recently revised arrangements have been effective in dealing with any underperformance of trainers and assessors and in identifying staff development needs. The revised process of observing teaching, learning and assessment is aligned well to teachers’ professional standards, with a focus on securing sustained improvements. Good-quality action plans following observations focus effectively on how trainers and assessors can help apprentices and trainees make good or

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Inspection findings

better progress. Staff development opportunities are good and all assessors and trainers have participated in standardisation events and the sharing of good practice across the organisation.  Higher-level apprentices benefit from good teaching sessions and regular seminars led by business management specialists in areas such as finance and human resources. Seminars are recorded and used effectively for revision or catch-up sessions using web-based technology.  Senior leaders and managers have very good strategies, effective partnerships and positive employer relationships. These have enabled them to increase the number of apprentices in business administration, team leading, and leadership and management, including increasing the proportion of higher-level apprenticeships. Leaders and managers have a very good understanding of employers’ needs. The introduction of standards-based apprenticeships in subject

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Inspection findings

areas such as engineering provides clear progression routes and professional recognition for apprentices.

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Next steps for the provider

Leaders and governors should ensure that:

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Next steps for the provider

 they evaluate effectively the recently introduced revised teaching, learning and assessment observation process  apprentices start their learning in a timely manner following their induction, initial assessment and diagnostic testing  all employers are sufficiently aware of the apprenticeship programme requirements, including the need to provide time for apprentices to learn  safeguarding, the ‘Prevent’ duty and British values are reinforced uniformly by all assessors.

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Next steps for the provider

I am copying this letter to the Education and Skills Funding Agency. This letter will be published on the Ofsted website.

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Information about the inspection

During the inspection, we were assisted by the director of excellence, as nominee. We met your senior leaders, managers, assessors and trainers. We visited lessons and apprentices with members of your management and lesson observation teams to observe teaching, learning and assessment and to look at learners’ work. We spoke to learners and apprentices. We held meetings with learners and staff, spoke to employers and reviewed key documents, including those relating to self- assessment, performance and safeguarding. We considered the views of learners and employers by reviewing the comments received on Ofsted’s online questionnaires and by seeking the views of learners and employers during the on- site inspection activity.

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