Sporting Futures Training (UK) Ltd

Sporting Futures Training Ltd Monitoring visit report

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Name of lead inspector: Harpreet Nagra HMI

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Inspection date(s): 11–12 September 2018

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Type of provider: Independent learning provider

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Address:

Business & Technology Centre Bessemer Drive Stevenage Hertfordshire SG1 2DX Monitoring visit: Sporting Futures Training Ltd, 11-12 September 2018

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Context and focus of visit

This monitoring visit was undertaken as part of a series of monitoring visits to a sample of new apprenticeship training providers that are funded through the apprenticeship levy. Ofsted’s intention to carry out monitoring visits to these new providers was first announced by Her Majesty’s Chief Inspector in November 2017. The focus of these visits is on the three themes set out below.

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Context and focus of visit

Sporting Futures Training Ltd is a national training provider which provides apprenticeship programmes across 11 counties in the East of England, North East, East Midlands and London. It provides intermediate and advanced apprenticeships frameworks in supporting physical education in schools, supporting teaching and learning in schools and activity leadership. Currently, leaders are also piloting level 3 standards in teaching assistant.

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Reasonable progress

Leaders plan their apprenticeships effectively to ensure that they fully meet the requirements of funding. Leaders provide specific pathways to enable apprentices to reach their career aspirations to either work as a primary or secondary school teacher or a teaching assistant. As a result, a very high proportion of apprentices progress to the next level of apprenticeship and/or to university. Leaders have been very successful in tracking apprentices’ next steps and careers through effective employer links and alumni for past apprentices. Leaders and managers plan apprentices’ on- and off-the-job training seamlessly, providing apprentices with high-quality training which both employers and apprentices value. For example, apprentices’ off-the-job training takes place once a week within school settings, which enables apprentices to develop their understanding of theory, and then apply this in practical activities in realistic settings

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with pupils in the school. Leaders also set up ‘central training days’ where apprentices undertake a series of well-planned activities and training events to challenge them further. Leaders have developed very good relationships with their partners and employers. Headteachers praise highly the support and training their apprentices receive from staff and managers at the provider. Headteachers greatly appreciate the contributions their apprentices make to their schools and, as a result, the large majority of headteachers employ further apprentices to join their schools. Staff at the provider work effectively with school staff to plan and support apprentices Monitoring visit: Sporting Futures Training Ltd, 11-12 September 2018 throughout their programme. For example, apprentices have a mentor within the school who monitors and assesses apprentices’ skills, knowledge and behaviours while working. Tutors regularly seek mentors’ feedback to enable apprentices to

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Reasonable progress

make good progress towards enhancing their skills, knowledge and behaviours further. Leaders robustly monitor apprentices’ progress and quickly put in place successful actions and interventions should apprentices fall behind. As a result, most apprentices stay on their programme and most achieve within the time allocated to them. Leaders and staff accurately assess apprentices’ starting points and put in place appropriate and effective support for any who require additional support. Leaders have been very successful in providing good-quality support for apprentices with profound disabilities to enable them to accelerate their progress. For example, apprentices with profound hearing difficulties and learning difficulties achieve equally as well as their peers and gain full-time employment. Leaders’ quality assurance processes to ensure that apprentices’ standards of work meet the awarding organisations’ requirements are robust and accurate. Leaders are

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Reasonable progress

part of two trailblazers working to ensure that end-point assessments for standards apprenticeships programmes meet apprentices’ and employers’ needs. Leaders are highly proactive in their work with schools across the country to provide competent teachers and teaching assistants. Leaders’ self-assessment pays insufficient attention to the quality of teaching, learning and assessment. Leaders do not have a comprehensive understanding of the strengths and weaknesses of teaching to enable them to further improve its quality. Leaders and managers accurately identify strengths and weaknesses in the performance of tutors, but their reports focus too much on tutors’ actions and processes and not enough on the development of apprentices’ skills and knowledge. Their reports lack evaluation of learning and progress made by apprentices, and it is therefore unclear whether teaching was successful. Leaders do not evaluate how

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Reasonable progress

well apprentices develop their workplace behaviours. Leaders’ quality improvement planning lacks a sharp focus on how to improve standards of teaching and apprentices’ personal development, behaviour and welfare. Leaders and managers have put in place a strategy to improve apprentices’ English and mathematics skills, but their actions have yet to secure the needed improvement. Over time, too many apprentices do not sufficiently improve their English and mathematics skills.

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Reasonable progress

Most apprentices successfully complete their programmes, and a high proportion achieve within the planned timescales. Most apprentices progress onto the next Monitoring visit: Sporting Futures Training Ltd, 11-12 September 2018 level, including to higher education. Since the previous year, leaders have significantly increased the proportion of apprentices who progress to university to study teaching degrees. Most apprentices who are required to pass their English and mathematics functional skills do so and a high proportion pass first time. Almost all apprentices remain with their employers and most take on enhanced roles and responsibilities. Staff have high expectations of their apprentices and, as a result, most apprentices make good progress and enhance the skills, knowledge and behaviours which are pertinent to their job roles and aspirations. Apprentices take pride in their practical work and build highly productive relationships with their colleagues and the pupils

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Reasonable progress

within their schools. Apprentices produce work of an appropriate quality that meets the requirements of their qualifications. Most apprentices’ understanding of relevant theory is good; they are able to describe specific examples of techniques learned which they use within their teaching and coaching roles, for example the importance of voice projection and techniques to manage pupil behaviour. Apprentices are very positive about their apprenticeships and almost all find their school placements very valuable. They appreciate the support they receive from their tutors and are fully aware of the career options available to them. Most apprentices dress and behave professionally. Leaders and managers ensure that apprentices understand the requirements of an apprenticeship. Apprentices benefit from effective assessment that takes into account their starting points and ensures that they are enrolled on the right level and

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programme. During induction, existing apprentices work effectively with new learners to make sure they quickly develop some of the initial skills they need to deploy in the classroom, for example how to run an effective warm-up session with their pupils. Most tutors provide useful and constructive feedback to their apprentices and set specific targets to help apprentices improve their practical skills. However, feedback on assignment work does not sufficiently inform apprentices how to improve their written work. Targets set in portfolios are limited to assignment and unit completion and do not challenge learners to extend their knowledge and understanding. Most tutors effectively use questioning methods to enable apprentices to reflect on their practice and identify strengths and weaknesses. However, tutors do not challenge apprentices to develop their higher order thinking skills. As a result, apprentices do not deepen their knowledge of their subjects beyond the minimum

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Reasonable progress

requirements of their qualifications. Tutors do not enable apprentices to improve their English and mathematical skills. They do not routinely identify apprentices’ spelling and punctuation errors in their written work, which often results in their making repeated mistakes. Apprentices who have achieved high grades at GCSE do not improve their skills any further. Tutors do not sufficiently improve apprentices’ study skills. For example, apprentices who wish to progress to university are not enabled to use referencing or improve their writing skills through guided independent study. Monitoring visit: Sporting Futures Training Ltd, 11-12 September 2018

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Reasonable progress

Effective arrangements are in place to ensure that apprentices and staff are safe. All staff and apprentices receive comprehensive safeguarding training, and apprentices have a very good understanding of the safeguarding arrangements in their schools. Apprentices feel safe and know how to report any concerns for themselves and others; they cite numerous examples where they have referred pupils to the safeguarding team within their schools. Leaders make sure that all staff undergo appropriate vetting prior to working with the company. Staff receive regular updates on safeguarding procedures and staff know how to report any concerns following the correct protocol. Leaders follow up any concerns to full resolution. During induction, apprentices undertake training that enables them to have a good understanding of how to protect themselves and others from radicalisation and extremism. However, tutors do not routinely follow this up during reviews and

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training to extend apprentices’ understanding of how such concerns relate to their workplace. Monitoring visit: Sporting Futures Training Ltd, 11-12 September 2018 the 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 . Learner View Learner View is a website where learners can tell Ofsted what they think about their college or provider. They can also see what other learners think about them too. To find out more go to www.learnerview.ofsted.gov.uk .

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Employer View Employer View is a website where employers can tell Ofsted what they think about their employees’ college or provider. They can also see what other employers think about them too. To find out more go to www.employerview.ofsted.gov.uk .

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regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children’s social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection. 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 . 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

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the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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