Simian Risk Management Limited

Further education and skills inspection report

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Simian Risk Management Limited Independent learning provider

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Overall effectiveness Requires improvement Effectiveness of leadership and management Requires improvement Apprenticeships Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for learners Requires improvement

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Overall effectiveness at previous inspection Not previously inspected

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Summary of key findings

This is a provider that requires improvement

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Summary of key findings

 Leaders and managers have been slow to prioritise improving the quality of teaching and learning and the progress that apprentices and learners make on their programmes.  The board of directors does not have clear oversight of the quality of education and training that apprentices and learners receive. They do not receive reports with sufficient detail to enable them to hold leaders and managers to account.  The quality of feedback provided to apprentices is weak and hinders their progress, particularly in improving their writing and mathematics.  Instructors do not identify or record sufficiently the knowledge and skills apprentices and learners gain in the workplace to plan off-the- job training. Consequently, they do not always make the progress of which they are capable.  The proportion of adult learners who achieve their level 3 scaffolding qualification is too low because too many learners leave the course

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Summary of key findings

early.  Apprentices and learners are not sufficiently knowledgeable about the potential dangers associated with radicalisation and extremism.

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Summary of key findings

The provider has the following strengths

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Summary of key findings

 Leaders and managers have established strong relationships with employers and key stakeholders in the scaffolding sector. They work closely with these partners in the industry to develop the curriculum in this high-risk specialist area.  Apprentices develop good practical skills and knowledge which they use well in their workplaces to benefit their employer’s business.  Leaders, managers and instructors use their industry expertise very well to promote the high standards that apprentices and learners need to work in the scaffolding sector. As a result, apprentices demonstrate high levels of professional behaviour, particularly in relation to health and safety at work.

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Information about the provider

 Simian Risk Management Limited (Simian) is an independent training provider based in Warrington. It recruits apprentices and learners for its directly funded contract from the North West and West Midlands regions. The company specialises in training for scaffolding and working at height. Simian offers courses for adults funded through advanced learner loans. The three adult learners study scaffolding at level 3. Simian offers apprenticeships at level 2 in scaffolding. There are currently five apprentices, four of whom are over 19 years of age.  Around a third of the working-age population in the North West and West Midlands regions have qualifications at level 4 or above, which is lower than the proportion nationally. Levels of unemployment in both regions are similar to those found nationally.

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What does the provider need to do to improve further?

 Prioritise improving the quality of teaching and learning, and the progress that apprentices and learners make by: – developing, implementing and monitoring precise actions to bring about improvements to the quality of education and training – putting in place effective arrangements for observations of teaching, learning and assessment.  Provide detailed reports to the board of directors that enable directors to challenge leaders and managers and hold them to account for the quality of the education and training that apprentices and learners receive.  Ensure that instructors provide purposeful feedback to apprentices and learners that helps them improve their work, including their English and mathematics skills.  Ensure that instructors use the information about the knowledge and skills apprentices and learners develop on the job to plan off-the-job training so that they consistently make the progress of which they are capable.

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What does the provider need to do to improve further?

 Monitor carefully learners who currently remain on level 3 scaffolding courses so that they complete and achieve their qualifications.  Develop apprentices’ and learners’ knowledge and understanding about the potential dangers associated with radicalisation and extremism in the scaffolding industry.

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Effectiveness of leadership and management Requires improvement

 Although directors, leaders and managers have a clear vision to be a provider of choice for scaffolding training, they are yet to realise this vision. They have been slow to prioritise improvements to the quality of teaching, learning and assessment, and the progress that apprentices and adult learners make on their programmes.  Leaders and managers have recently begun to address weaknesses by working with further education colleges. This has enabled them to review their courses in order to improve the quality of teaching, learning and assessment. For example, instructors now sequence the curriculum so that apprentices build on their prior skills and knowledge. However, it is too soon to measure the impact of these actions.  Leaders and managers have previously had insufficient oversight of the progress that adult learners make. The proportion of adult learners who achieved their qualification has

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Effectiveness of leadership and management Requires improvement

been low, because too many left their courses early. Leaders and managers have recently made the decision not to offer the level 3 scaffolding course for adult learners funded through advanced learner loans when current learners complete their course.  Arrangements for quality improvement lack rigour. The self-assessment report is not sufficiently evaluative. Actions in the quality improvement plan are not precise enough to support leaders and managers in measuring improvement.  Observations of teaching, learning and assessment do not focus enough on the impact of teaching on learning because the Simian team of observers are insufficiently experienced or knowledgeable about teaching and learning. Observers are overly positive and do not routinely identify or record weaknesses to help instructors improve their teaching practice. Consequently, leaders and managers do not have an accurate view of the quality of

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Effectiveness of leadership and management Requires improvement

teaching, learning and assessment.  Appraisals of staff are superficial and do not identify adequately what instructors need to do to improve their teaching. Actions set with instructors, following appraisal, are imprecise and do not support them sufficiently in making necessary improvements.  Directors, leaders and managers have established strong relationships with employers and key stakeholders in the scaffolding industry. Leaders and managers work closely with key stakeholders to develop apprenticeships and progression routes in this specialist area. For example, leaders worked with the construction industry scaffolders record scheme (CISRS) to develop the level 2 standards-based scaffolding apprenticeship.  Directors, leaders and managers have an ambitious strategy to increase the number of apprentices significantly. They have invested heavily in resources and specialist scaffolding equipment at two new centres in the south east and south west of England. It

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Effectiveness of leadership and management Requires improvement

is too soon to measure the impact of this on outcomes for apprentices.

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The governance of the provider

 The board of directors places too little focus on scrutinising the quality of teaching, learning and assessment or the progress that apprentices make on their programmes. They do not receive sufficiently detailed reports. Consequently, they are not able to effectively challenge leaders and managers or hold them to account for the quality of education and training that apprentices and learners receive.

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Safeguarding

 The arrangements for safeguarding are effective.  Relevant safeguarding and ‘Prevent’ duty policies and procedures ensure that staff know what to do if they have safeguarding issues or concerns. Staff, apprentices and learners undertake appropriate safeguarding training. The designated safeguarding lead (DSL) and deputy DSL are suitably trained. The DSL maintains appropriate safeguarding records that are followed up as and when necessary.  Leaders and managers ensure that they carry out the appropriate checks on staff. Instructors, who have not yet received their Disclosure and Barring Service Checks, are supervised when working with apprentices and learners.  Leaders and managers take incidents of bullying and harassment very seriously. Policies are comprehensive, and leaders are clear on the procedures to follow should they have any concerns about staff conduct. Managers and instructors support apprentices and

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Safeguarding

learners effectively by following up any incidents that occur.

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Quality of teaching, learning and assessment Requires improvement

 Teaching, learning and assessment are not planned well enough. Apprentices and learners do not record routinely their learning in the workplace. Instructors do not identify or record the knowledge and skills that apprentices and learners gain in the workplace to plan off-the-job training. Consequently, instructors are not able to use this information effectively to plan off-the-job training to ensure that learners and apprentices reach their full potential.  Insufficient feedback to apprentices and learners following assessment means that apprentices and learners do not know what they have done well and what they need to do to improve. Checking of apprentices’ understanding during theory sessions is insufficiently rigorous. For example, instructors do not routinely challenge apprentices who provide incorrect definitions of technical terms.  Although instructors carry out frequent reviews to assess the progress that apprentices

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Quality of teaching, learning and assessment Requires improvement

make, the targets and actions set are not sufficiently aspirational or precise. As a result, too many apprentices do not reach their full potential.  Instructors do not adequately challenge or support apprentices and learners who have achieved their functional skill qualifications to develop their English and mathematics skills further. Apprentices’ and learners’ work often contains spelling and grammatical errors that are not corrected. Tutors often fail to notice these errors because they make the same mistakes themselves. Apprentices and learners, therefore, continually make the same mistakes in their written work.  Resources and facilities to support learning are good and closely replicate those in industry. Instructors plan well-structured classroom and workshop sessions. This builds on apprentices’ own experience of working on different types and scales of scaffolding and promotes interest and discussion. Instructors effectively develop apprentices’

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Quality of teaching, learning and assessment Requires improvement

knowledge, skills and behaviours in the classroom and workshops. For example, apprentices working on cantilever scaffolding structures progressed to erecting truss-out scaffolding structures. They displayed increased skills and confidence, and a sound understanding of the principles involved and the sequence needed to build the structures.  Apprentices work safely and pay close attention to health and safety. They observe good practice guidelines and regulations in the workshop. Instructors ensure that apprentices understand the importance of reading the notes on drawings to ensure that they follow instructions closely. This includes, for example conforming to specifications such as Class B fittings to meet the workload or using only brand-new fittings when working around food production.  Leaders, managers and instructors are highly qualified and experienced in the specialist scaffolding and working at height industry. They use their expertise very well to promote

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Quality of teaching, learning and assessment Requires improvement

high standards and industry good practice that apprentices and learners need to meet industry regulations. Instructors competently and effectively link theoretical knowledge to practical situations. For example, apprentices use their knowledge from theory sessions to apply bracing correctly when erecting scaffolding.

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Personal development, behaviour and welfare Requires improvement

 Apprentices receive training on the ‘Prevent’ duty and British values. However, they are not suitably knowledgeable about the potential risks associated with radicalisation and extremism. This is because instructors do not reinforce British values or the ‘Prevent’ duty throughout apprentices’ programmes. Learners do not receive formal training for the ‘Prevent’ duty or British values and, as a result, have a superficial understanding of what they mean to them personally and professionally.  Leaders and managers have implemented the three ‘Rs’ strategy to ensure that learners and apprentices are placed on the right programme at the right level. Apprentices benefit from a suitable two-week induction programme. Appropriate careers advice and guidance prepares them well for their apprenticeship and for working in the scaffolding industry.  Leaders and managers pay high regard to health and safety in this high-risk industry.

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Personal development, behaviour and welfare Requires improvement

Instructors ensure that apprentices and learners wear appropriate personal protective equipment (PPE). They know how to keep themselves and others safe.  Apprentices improve their confidence and professional behaviours because of the knowledge and skills they develop on their apprenticeship. Consequently, employers give them more responsibility in the workplace. For example, apprentices progress from working as labourers on site to assisting experienced scaffolders on highly technical and complex jobs.  Apprentices complete a range of additional industry-specific qualifications that benefit them and their employer’s business. These include the licence to practice trainee scaffolder card and CISRS operative training scheme.  Apprentices’ attendance at block training sessions is very high.

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Outcomes for learners Requires improvement

 Too few learners achieved their level 3 scaffolding qualification in 2016/17 and 2017/18 because too many learners left their course early. Of those remaining, very few achieved their qualification on time. Current learners make slow progress because they do not attend their off-the-job training sessions regularly. As a result, they are unlikely to complete their course in the planned timeframe.  The proportion of apprentices who remain on their programme is too low. Almost half of the original cohort were transferred to another provider by their employer. The new provider subcontracts the vast majority of the off-the-job training for these apprentices to Simian. Most of these apprentices remain on their apprenticeship programme and are making the progress expected of them.  Apprentices develop good knowledge and practical skills. They produce work that meets the requirements of the level 2 scaffolding apprenticeship. Most apprentices are making at

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Outcomes for learners Requires improvement

least the progress expected of them.  Leaders and managers effectively track the progression and destination of learners and apprentices after they leave Simian. Learners who complete and achieve their level 3 scaffolding course remain in employment and earn higher salaries because of their qualification. No apprentices are due to finish their apprenticeship yet.  First-time pass rates for functional skills English and mathematics are high.

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Provider details

Type of provider Independent learning provider

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Provider details

Approximate number of all learners over the previous full contract year Managing Director Simon Hughes

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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

– – – – – 3 – – 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+ 1 4 – – – – 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 inspection team was assisted by the managing director, as nominee. 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, employers and staff; these views are reflected within the report. They observed learning sessions, assessments and progress reviews. The inspection took into account all relevant provision at the provider.

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Inspection team

Alison Cameron Brandwood, lead inspector Her Majesty’s Inspector

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Inspection team

Bob Busby 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

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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Inspection team

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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Inspection team

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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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