Specsavers Optical Superstores Limited

Further education and skills inspection report

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Specsavers Optical Superstores Limited Employer provider

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Overall effectiveness Good Effectiveness of leadership and management Good Apprenticeships Good

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Quality of teaching, learning and assessment Good

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Personal development, behaviour and welfare Good

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Overall effectiveness at previous inspection Not previously inspected

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Summary of key findings

 Leaders and managers work very closely with Specsavers store directors and managers to ensure that apprenticeships meet their technical and customer service skills needs.  Managers have very good knowledge of the strengths and weaknesses in the provision; recent appointments are bringing about further improvements to the support and guidance for, and progress of, apprentices.  Apprentice coaches support apprentices to develop rapidly a good range of technical and customer service skills.  Apprentices respect their managers, fellow employees and apprentice coaches, and quickly become valued team members.  Apprentices benefit from a broad range of very high-quality online learning materials.  High-quality off-the-job workshops help apprentices quickly develop the knowledge, skills and behaviours that their employers seek.  Recent improvements to the quality of the information, advice and guidance contribute to

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Summary of key findings

an increase in the proportion of apprentices who remain on their programmes.  Apprentices from disadvantaged areas achieve as well as their peers from more affluent areas.  Managers do not yet analyse data on the achievement of all groups of apprentices to identify any achievement gaps.  Some apprentice coaches do not set sufficiently detailed and challenging targets to help intermediate apprentices make swift progress and improve their English skills.  A small minority of apprentices only have a basic understanding of the dangers they might face from people who hold extremist views, particularly in the areas where they live and work.

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Information about the provider

 Specsavers is the world’s largest privately owned optical group. The company provides optical and audiology services to customers in the UK, northern Europe, Australia and New Zealand. In the UK, the business model is one of a joint venture partnership, where locally based directors own their own business in partnership with Specsavers.  Specsavers has an apprenticeship team who provide training and support to apprentices employed in the joint venture partnerships. The company provides framework apprenticeships in optical retail at intermediate level and standards-based apprenticeships in spectacle making at advanced level.

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What does the provider need to do to improve further?

 Ensure that actions for improvement that have already been put in place do lead to sustainable improvements in the proportion of apprentices who achieve their qualifications.  Make better use of data on the achievement of different groups of apprentices to identify and close any gaps in achievement, so that all apprentices have an equally high chance of being successful.  Ensure that all apprentice coaches set appropriately challenging targets that will help apprentices to make the progress they should.  Make better use of information about apprentices’ existing English and mathematics skills to help them develop these further.  Support apprentice coaches to improve apprentices’ understanding of the dangers associated with radicalisation and extremism, in particular by highlighting dangers related to the areas in which they live and work.

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Effectiveness of leadership and management Good

 Leaders and managers have created a culture of high expectations for the apprenticeship provision. They are committed to, and enthusiastic about, offering apprenticeships for their staff. They recognise the importance of relevant technical expertise for delivering high-quality apprenticeships and, as a result, they have a clearly defined and fully developed strategy for apprenticeship teaching. For example, using staff skills within the company, they provide optical-retail and spectacle-maker apprenticeships internally, but buy in the services of other training providers for higher level apprenticeships in subjects such as finance and human resources where Specsavers staff do not have the skills to deliver these qualifications.  Leaders and managers have an accurate understanding of the strengths and areas for improvement in the provision. They produce an honest annual self-assessment report, to

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Effectiveness of leadership and management Good

which most staff contribute. Leaders recognise that they do not make sufficient use of apprentices’ and store directors’ views when making judgements about the quality of teaching, learning and assessment.  Managers of the apprenticeship provision use performance management procedures, including pay bonuses, successfully to motivate and enthuse staff to work to a high standard. They set clear targets for staff to achieve, evaluating their progress at frequent one-to-one meetings. As a result, the rate of staff turnover is very low and new staff integrate quickly into the business and rapidly perform to a high standard. Managers complete observations of apprentice coaches’ performance twice yearly. These are accurate in their evaluations of quality and identify areas for improvement accurately.  Managers have a very clear understanding of the differences between apprenticeship frameworks and standards. They have implemented the spectacle-maker apprenticeship

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Effectiveness of leadership and management Good

standard effectively, gradually increasing the numbers of apprentices, while they develop sufficient staff expertise to increase the number of apprentices further.  Managers ensure that apprentices receive very good careers advice relating to development and promotion opportunities within Specsavers. As a result, the vast majority of apprentices who achieve their qualification remain in employment with Specsavers and a very high proportion move on to further training at a higher level and/or gain additional responsibilities. A small minority of apprentices do not achieve their qualifications, but most of these remain in employment with Specsavers.  Apprentice coaches, store managers and senior managers monitor apprentices’ progress closely. This ensures that when an apprentice is not making the expected progress, they receive good support which enables most to catch up.  Managers have not yet secured sufficient improvements to allow a higher proportion of

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Effectiveness of leadership and management Good

apprentices to achieve. Recent actions by managers to reduce the proportion of apprentices who leave their courses early are starting to have a positive impact, but it is too soon to evaluate fully the success of these actions.  Managers do not closely monitor achievements by different groups of apprentices. However, there are no significant achievement gaps between different groups of apprentices, including for apprentices from disadvantaged areas.

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The governance of the provider

 Senior leaders of the apprenticeship provision provide the board with concise and accurate evaluations of current performance. They also analyse key risks to the success of the apprenticeship provision. Board members make good use of this information to support the development of the provision and to challenge apprenticeship managers to improve.  Board members enthusiastically support the apprenticeship provision and recognise the benefits that training apprentices in-house brings to the business. As a result, a very high proportion of apprentices remain in full-time employment and about half of Specsavers stores either have or have had optical-retail apprentices on their staff.

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Safeguarding

 Arrangements for safeguarding are effective. Managers for safeguarding have a very good understanding of the topic and know how to keep their apprentices safe. They ensure that staff who work directly with apprentices, including store managers, are suitable to work with young people and vulnerable adults, and have the right to work in the UK.  Staff responsible for safeguarding investigate thoroughly the very few safeguarding incidents that occur and make relevant referrals to external agencies promptly, such as those for mental health support. They continue to check on the well-being of the apprentices after the initial referral and in subsequent progress reviews. Staff work diligently to help, guide and support apprentices who face health and welfare challenges.  Staff receive relevant and meaningful training in safeguarding and the ‘Prevent’ duty. Apprentice coaches use this training very effectively to help apprentices develop a good

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Safeguarding

understanding of safeguarding and at least a basic awareness of the dangers of extremism and radicalisation. Managers ensure that staff complete update training at least annually. Managers have not, however, provided sufficient training for apprentice coaches so that they know about the different safeguarding and/or extremist activities that may be prevalent in their area so that they can help apprentices understand these better.  Apprentices develop progressively their understanding of how to work with a range of clients, including children and vulnerable adults. They feel safe in their workplaces and know to whom they should report any concerns that arise. They understand fully how to adapt their approach and ways of working when dealing with clients from a wide range of minority-ethnic backgrounds and older people.

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Quality of teaching, learning and assessment Good

 Apprentice coaches use their strong vocational and technical expertise extremely effectively to ensure that apprentices are learning the best current practices. All apprentice coaches hold appropriate training qualifications and benefit from regular vocational updates. They also complete a wide range of additional professional development modules. Further examples of additional training that staff undertake include modules on dementia and autistic spectrum disorder.  Excellent collaboration between apprentice coaches and store staff ensure that apprentices receive highly effective coaching and support. As a result, on- and off-the-job training is coordinated very successfully. Store managers are aware of the progress their apprentices are making and are involved in target-setting. This ensures that apprentices are developing skills that meet their specific employment needs. For example, an apprentice was proficient with single-focal-length lenses, so their apprentice coach

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Quality of teaching, learning and assessment Good

introduced them to bi-focal lenses and set associated competencies as new learning targets.  Apprentice coaches and store managers plan learning thoroughly and, consequently, the large majority of current apprentices make good progress and are able to realise their potential.  Apprentices make good use of the high-quality, online resources that support their learning and further their understanding of a range of topics. Online learning modules are easy to access and relevant to apprentices’ training needs. Apprentices are well supported and are allocated time away from their job to achieve the modules within the apprenticeship programmes.  Apprentices also benefit from accessing a range of additional learning opportunities to expand their skills base beyond their apprenticeship framework or standard. For example, apprentices have the opportunity to develop their skills in working with customers who

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Quality of teaching, learning and assessment Good

may have dementia or a hearing impairment.  Managers’ and apprentice coaches’ knowledge of the apprenticeship standard is very good. This helps them to ensure that apprentices are thoroughly prepared for their end- point assessment. Apprentices on the standards-based apprenticeships are supported fully by apprentice coaches and their managers in the workplace to achieve the required competencies. Apprentice coaches make sure store managers give them the required time to meet the needs of the off-the-job training requirement of the new standard.  Trainers are highly skilled and experienced. They use their skills and expertise very effectively to plan off-the-job training. They use a wide range of activities that motivate and interest apprentices. Consequently, apprentices develop highly relevant vocational knowledge and skills. For example, apprentices identify accurately the corrections required when fitting spectacles to meet customers’ precise needs.

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Quality of teaching, learning and assessment Good

 Apprentices are confident, know the progress they are making and are able to describe the new knowledge and skills they have developed since starting the programme. For example, they have developed the skills they need to use a focimeter to determine the optical centre of a lens and they have acquired a good range customer service skills, including communication.  Apprentices feel safe and are aware of health and safety concerns in the workplace. Assessors check frequently whether apprentices have any concerns they wish to raise. Apprentices know what to do, and whom to contact, if they have safeguarding concerns at work.  Apprentice coaches help apprentices improve their mathematical skills throughout the apprenticeship, for example through working out accurate costings for spectacles. They also support apprentices to improve their English skills by correcting spelling, punctuation and grammatical errors in apprentices’ written work. They do not, however, provide

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Quality of teaching, learning and assessment Good

feedback to help apprentices to improve their English skills further.  Apprentice coaches review apprentices’ progress frequently. They set precise and challenging targets for advanced apprentices that help them make good progress. At intermediate level, however, targets are too vague or not sufficiently challenging. This results in some apprentices being unclear about what they need to do to make rapid progress. Intermediate apprentices who are not progressing as expected are not set challenging enough targets to get them back on track. However, advanced-level apprentices are set detailed and challenging targets enabling them to get back on track and make the required progress.  Apprentice coaches do not all make effective use of the information they have about apprentices’ starting points in English and mathematics. They do not always use the results of the assessments that apprentices complete at the start of their programme to

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Quality of teaching, learning and assessment Good

plan helpful skills development activities.

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Personal development, behaviour and welfare Good

 Apprentices take pride in their work and enjoy learning. They produce work that is at the required standard for their level of study or, in many cases, better.  Managers ensure that the recruiting process is thorough and that it successfully matches apprentices with opportunities in stores. Apprentices receive good information, advice and guidance and most are prepared appropriately to meet the demands of their programmes. Apprentice coaches give them clear information about their future options for training and career development.  Apprentices are able to link British values to the values of their employer and their own roles. For example, apprentices can identify how respect and tolerance link to religion and culture, and understand the need to be sensitive to privacy when checking the fit of glasses.  Apprentice coaches help apprentices understand possible next steps within the company early in their programme. Apprentices are aware of the wide range of opportunities

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Personal development, behaviour and welfare Good

available to them within the company and they can talk confidently about their career options.  Apprentices rapidly develop the knowledge, skills and behaviours they need for their job roles. Store directors and managers value such skills highly. These include the technical skills apprentices acquire through attendance at a range of very high-quality off-the-job training workshops. Apprentices also improve their confidence rapidly and enjoy providing good-quality customer service and care across a range of increasingly complex tasks, for example carrying out screening prior to eye tests.  Apprentice coaches introduce apprentices to the dangers associated with radicalisation and extremism, and the importance of British values, during induction and in early progress reviews. As a result, apprentices do have at least a basic awareness of the dangers of radicalisation and extremism and a minority have a better developed

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Personal development, behaviour and welfare Good

understanding. For example, apprentices can link the ‘run, hide, tell’ campaign to the use of mobile phones and how some people make the mistake of using their phones to film incidents instead of running to safety. Apprentices do not yet know enough about the dangers from people with extremist views in the areas where they live and work.

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Outcomes for learners Good

 Most current apprentices are making at least the progress expected of them. Achievement rates remain above those achieved nationally. The decline in the proportion of apprentices who achieved their qualifications in the planned time between 2015/16 and 2016/17 has been stopped, but not yet reversed. The provider’s own data shows that there is likely to be a very slight improvement over those achieved in 2016/17.  A high proportion of apprentices progress from intermediate and advanced apprenticeships to a range of courses at higher levels. The very large majority of them remain in employment at the end of their apprenticeships.  Apprentices develop a good range of technical knowledge and skills that prepare them successfully for working in stores. Apprentices develop very good personal, social and technical skills during their apprenticeships. They are courteous and have high levels of respect for their fellow workers and their apprentice coaches. Managers report that they

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Outcomes for learners Good

quickly become highly valued employees. The new knowledge, skills and understanding that apprentices develop rapidly help them to improve their performance at work and gain extra responsibility.  Apprentices’ knowledge, skills and behaviours enable them to make good progress in their workplaces. The large majority have significantly raised career expectations and move on to a range of higher-level courses, for example the certificate for ophthalmic dispensing assistants at level 3.  Apprentices from disadvantaged areas achieve as well as their peers from more affluent areas. The gap in achievement rates between apprentices of minority-ethnic heritage and White British apprentices has been closed and, as a result, there are no significant achievement gaps between different groups of learners.  Slightly under half of the very small numbers of apprentices who need to pass functional skills examinations do so at their first attempt.

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Provider details

Approximate number of all learners over the previous full contract year Head of apprenticeships Mark Corden

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Provider information at the time of the inspection

Main course or learning programme level Level 1 or below Level 2 Level 3 Level 4 or above Total number of learners (excluding apprenticeships) 16–18 19+ 16–18 19+ 16–18 19+ 16–18 19+

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Provider information at the time of the inspection

- - - - - - - - Number of apprentices by apprenticeship level and age Intermediate Advanced Higher

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Provider information at the time of the inspection

16–18 19+ 16–18 19+ 16–18 19+ 152 91 20 10 - - Number of traineeships 16–19 19+ Total - - - Number of learners aged 14 to -

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Provider information at the time of the inspection

Number of learners for which the provider receives high- needs funding -

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Provider information at the time of the inspection

At the time of inspection, the provider contracts with the following main subcontractors: -

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Information about this inspection

The head of apprenticeships, as nominee, assisted the inspection team. Inspectors took account of the provider’s most recent self-assessment report and development plans. Inspectors used group and individual interviews, telephone calls and online questionnaires to gather the views of learners and employers; these views are reflected within the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all relevant provision.

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Inspection team

Mark Shackleton, lead inspector Her Majesty’s Inspector

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Inspection team

Maggie Fobister Ofsted Inspector guidance ‘Raising concerns and making a complaint about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/publications/complaints-about-ofsted . If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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