I & F Limited (trading as Skills4 Group)

Name of lead inspector: Alastair Mollon, Ofsted Inspector

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Type of provider: Independent learning provider

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Address: 272 Sharoe Green Lane Fulwood Preston PR2 9HD Monitoring visit: I & F Limited, 4–5 December 2018

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Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision that began to be funded from April 2017 or after by the Education and Skills Funding Agency (ESFA) and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Providers newly directly funded to deliver apprenticeship training provision’ and ‘Monitoring visits’. The focus of these visits is on the four themes set out below. I & F Limited is an independent learning provider based in Fulwood, Preston. The company has previous experience providing pharmacy apprenticeships, as a subcontractor, since 2014. It began delivering directly contracted apprenticeships for levy-paying businesses and non-levy-funded programmes in July 2017. At the time of

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Context and focus of visit

this monitoring visit, the company provides training for 94 apprentices. Of these, 87 apprentices study at level 2 and seven study at level 3. All apprenticeship programmes are frameworks in health (pharmacy services).

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Reasonable progress

Leaders have set a clear strategy to use their expertise to develop apprenticeships for the pharmaceutical industry. They have taken a measured and sensible approach that helps ensure that apprentices receive an appropriate standard of training. Leaders plan to launch a pharmacy management apprenticeship, but recognise that they do not yet have the capacity to provide this training. Leaders have a clear vision for apprentices to progress in their careers from level 2 to level 3 and onto foundation degrees. Leaders and managers have developed a relevant programme that fulfils the apprenticeship requirements. Most apprentices are new to working in a pharmacy. The programme helps them to develop a good range of new knowledge, skills and behaviours that prepare them well for a career in the pharmaceutical industry. Apprentices are articulate, confident and competent. The proportion of apprentices who remain on their course and achieve within their planned timescale is high.

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Reasonable progress

Employers are right to value their development and contribution to the workplace. Leaders and managers develop effective partnerships with a range of employers. These provide suitable opportunities for people to train for a career in a range of pharmaceutical settings. Managers ensure that apprentices and their employers receive effective advice and guidance at the start of the programme. Monitoring visit: I & F Limited, 4–5 December 2018 Leaders have provided appropriate resources for the apprenticeship. They have recruited a quality manager with extensive industrial knowledge and expertise. They have also recruited appropriately qualified and experienced assessors and tutors. The quality manager uses her expertise to help apprentices make the progress expected of them. Senior leaders manage staff effectively. If staff do not meet their high expectations, managers ensure that they improve their performance or leave the organisation.

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Reasonable progress

Senior leaders do not evaluate the quality of provision accurately and rigorously enough. In the quality improvement plan, they have not yet set clear targets to make the required improvements and have not analysed information to inform improvement strategies. Governance arrangements lack rigour. This means that senior leaders do not receive sufficient challenge or scrutiny. Managers responsible for the quality of training assess accurately the quality of training. Risk assessment effectively identifies areas that require improvement. The proportion of apprentices who stay on their programme and achieve within the planned timescale is high. While electronic tracking systems show that the vast majority of apprentices benefit from both on- and off-the-job training, senior leaders do not monitor this well enough to ensure that all apprentices receive high-quality training.

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Reasonable progress

Apprentices benefit from an enhanced programme of study that includes the provider’s industry-specific ‘50 list’. The list contains knowledge, skills and behaviours for pharmacy that apprentices must demonstrate during their training. This means that they gain the skills to work in the pharmaceutical industry as well as to complete their qualifications. Assessors and tutors identify individual apprentices’ needs during recruitment, and tailor learning plans accordingly. They work together to provide support for apprentices with additional needs. For example, they use face-to-face conferencing and online conversations, rather than telephone calls with apprentices who have hearing impairments. Assessors and tutors have a good understanding of the progress that apprentices make and record this on the electronic tracking system. They provide written and verbal feedback that helps apprentices to improve the standard of their work. As a

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Reasonable progress

result, the vast majority of learners make at least their expected progress towards framework completion. However, assessors do not routinely ensure that apprentices log their off-the-job training and the new knowledge they gain from it. Monitoring visit: I & F Limited, 4–5 December 2018 Apprentices gain new knowledge and skills through an effective on- and off-the-job training programme. Employers provide ‘expert witnesses’ who ensure that apprentices meet the demanding standards of the pharmaceutical industry. For example, level 2 apprentices completed online learning relating to health and safety. These apprentices were then able to identify several potential health and safety risks in their own workplace. Level 3 apprentices confidently put together trays of medication for patients. These apprentices then checked and verified the work of the pharmacist doing the same task. Apprentices develop confidence as a result of their programme. They challenge

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Reasonable progress

themselves to complete complex tasks. For example, apprentices choose to prepare more complicated prescriptions rather than simpler ones. The assessor rightly praised this choice. Apprentices take on new tasks at work as a result of their training. They show initiative and develop wider skills in customer service and communication. Apprentices develop good work-related, personal and social skills and the behaviours expected in their workplaces. They improve their self-confidence, and are reliable and integrate well into busy workplaces. Apprentices are hardworking and diligent. Employers are right to value and respect them in the workplace. The vast majority of apprentices have the required English and mathematics qualifications before they start their apprenticeships. Assessors and tutors enhance apprentices’ English and mathematical skills with specific industry-related skills. For example, in online lessons, tutors develop technical terminology and break down the

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Reasonable progress

meaning of words specific to pharmacy, for example ‘hyponatraemia’. Apprentices were able to able to identify parts of the word (hypo – low, na – sodium/salt, -aemia – blood related) to understand the meaning in a pharmaceutical context. In most instances, assessors liaise well with employers to check that apprentices meet the requirements of each particular employer and of the framework. When apprentices gain insufficient experience of a particular skill, such as dispensing, assessors arrange for them to work in a different pharmacy branch to gain relevant experience. Assessors use questioning effectively to check and extend apprentices’ learning. For example, apprentices demonstrate skilfully that they understand why certain drugs need to be stored at a low temperature. The majority of assessors use online assessment plans well to set clear targets and work for apprentices to complete. In a small number of cases, assessors do not set apprentices clear targets or intervene

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Reasonable progress

swiftly enough. As a result, a small number of apprentices make slower than expected progress. A minority of employers do not involve themselves in the planning and review of apprenticeship programmes. Consequently, not all have a clear understanding of their apprentices’ progress and what they need to do to move on to the next stage of learning. Monitoring visit: I & F Limited, 4–5 December 2018

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Reasonable progress

Arrangements for safeguarding are effective. Leaders and managers ensure that they have appropriate safeguarding policies and procedures that staff understand. These procedures have clear guidelines, so that staff know what to do if they have any concerns in relation to safeguarding or the radicalisation of apprentices. Staff receive training in safeguarding and the ‘Prevent’ duty to update their knowledge and understanding of how these apply to the pharmaceutical industry. The designated safeguarding lead has completed an appropriate level of training. He ensures that staff have a proactive approach to ensuring the safety and welfare of apprentices. Leaders and managers make sure that staff implement safe recruitment practices. All staff have the relevant Disclosure and Barring Service safety checks. Leaders place a high priority on ensuring that staff consider apprentices’ health and well-being. For

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Reasonable progress

example, staff have developed learning resources about mental health that apprentices can access online. Leaders intervene swiftly to ensure that they protect their apprentices’ personal safety, health and well-being. Apprentices demonstrate safe working practices in the workplace. For example, they advise patients when certain medicines and treatments may be unsuitable, if patients have pre-existing medical conditions. Apprentices are safe and feel safe. They benefit from an effective induction that ensures that they know how to keep themselves safe and how to report any concerns they may have. Apprentices know how to work safely online. They understand the importance of maintaining a professional profile when using social media. The provider has not yet had any serious safeguarding concerns. Managers have not yet tested their policies in practice. Tutors teach British values and the risks associated with radicalisation and extremism

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Reasonable progress

during induction. Although they cover the full range of themes, they do not reinforce and extend apprentices’ understanding of these subjects throughout the programme. As a result, apprentices’ understanding and recall of these subjects are too superficial. Given the broad geographical spread of apprentices’ workplaces, leaders do not have sufficient links with external agencies, such as Local Safeguarding Boards, local police, child and adolescent mental health services, local area designated officers and ‘Prevent’ duty coordinators in all regions. This means that they do not have fully developed support networks on safeguarding issues, and intelligence relating to radicalisation and extremism threats in all regions. Monitoring visit: I & F Limited, 4–5 December 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

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send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk .

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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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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 the Information Policy Team,

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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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