Banham Academy Limited

Banham Academy Ltd Monitoring visit report

p.1

Name of lead inspector: Darrell Bate, Ofsted Inspector

p.1

Address:

20 Thornsett Rd London SW18 4EF Monitoring visit: Banham Academy Ltd 16–17 April 2019

p.1

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 which began to be funded from April 2017 or after by 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 themes set out below.

p.2

Context and focus of visit

Banham Academy Ltd (Banham) is a private training provider, part of the Banham Group that specialises in the security and fire emergency sector. Banham gained a contract to provide apprenticeships and started training in September 2017. The company is based in Earlsfield and works with levy-paying employers nationally. Banham is also a subcontractor for training apprentices of other providers.

p.2

Context and focus of visit

Currently, 28 apprentices are on apprenticeship programmes, all of whom follow the fire emergency and security standard at level 3. The majority of apprentices are over the age of 18 years.

p.2

Significant progress

Leaders and managers share a vision and ambition to provide high-quality apprenticeships in the security industry. They successfully attract new and younger entrants to train for a career in the sector and several competitor firms choose to send their apprentices to train with Banham. Senior directors demonstrate a clear commitment to support and finance the apprenticeship programme and are restricting growth in order to prioritise quality.

p.2

Significant progress

The Banham apprenticeship programme is well structured and meets employers’ needs very well. Off-the-job training meets the requirements of the apprenticeship programme. Apprentices attend a series of block-release training weeks that are more condensed in the early part of the course. This enables them to develop their skills and knowledge rapidly and, as a result, employers deploy them quickly to work independently, for example in carrying out service visits for residential clients. The operations director sits on the representative employer board responsible for developing the fire emergency and security standard and understands well the changing priorities of the industry. Banham has built a strong reputation and was a finalist in recent national security and training initiative awards. Monitoring visit: Banham Academy Ltd 16–17 April 2019 Leaders and managers ensure that programmes fully meet the requirements set

p.2

Significant progress

down by the funding body. All apprentices are appropriately employed with levy- paying employers. They take an additional technical qualification and achieve professional certification to work in the security sector.

p.3

Significant progress

Arrangements to monitor the quality of apprenticeship provision are effective. Managers regularly report progress to group directors and board members, which they use effectively to review and agree decisions and improvement actions. Managers involve external observers to assess accurately the quality of training sessions and set specific actions that develop tutors’ professional practice. They use apprentices’ feedback to review the quality of each training week and act on this to make practical improvements to the programme, for example in responding to requests to increase the amount of hands-on training.

p.3

Significant progress

Senior leaders recruit tutors and trainers who have an extensive range of specialist technical or educational experience. The senior tutor is a compliance inspector and national training lead in the industry and his wealth of knowledge is highly beneficial to apprentices.

p.3

Significant progress

Apprentices complete detailed skills and behaviour assessments, including of their skills in the use of English and mathematics, at the start of programmes. Tutors use this information to assess apprentices’ starting points and place them in the right cohort. The vast majority of apprentices are new to the industry and are placed on the recommended three-year programme; however, the few apprentices that have relevant prior learning have their programme length adjusted to take this into account.

p.3

Significant progress

Banham apprentices enjoy their learning and are proud to work with their employers and learn at the provider. They show high regard for their tutors and the learning and support that they provide. The company sets high aspirations and promotes well the options available to apprentices when they complete their programme. Apprentices have competed successfully at a range of national skills competitions including World Skills, where heats are held at the centre, and the Engineers of Tomorrow competition.

p.3

Significant progress

Apprentices develop substantial new skills, knowledge and behaviours and talk confidently about what they can do and how this is having an impact in their workplaces. For example, they learn how to read and decipher resistance readings and understand how circuits work and affect installations. At progress reviews, apprentices receive good feedback from their employers and the academy on how Monitoring visit: Banham Academy Ltd 16–17 April 2019 well they are doing. Employers are sufficiently involved in discussions and planning what apprentices need to cover at work.

p.3

Significant progress

All apprentices develop very good mathematical skills, which they apply to planning and carrying out security equipment installations, for example by calculating the battery life required. Apprentices that require English and mathematics qualifications are working towards these and a few have already passed their exams.

p.4

Significant progress

Apprentices build a comprehensive portfolio of work that evidences their learning and development. Their extensive revision notes demonstrate they have a good understanding of electronic theory and principles underpinning practical tasks undertaken at work. Tutors give written feedback on portfolio content and correct spelling and grammar errors.

p.4

Significant progress

Tutors and trainers provide high-quality off-the-job training. They make theory sessions highly relevant to what apprentices do in the workplace. They ensure that employers are fully informed about what their apprentices are learning. T utors assess the progress apprentices make both at the beginning and end of each block training week in order to identify any gaps in their learning. Apprentices undertake end-of- year mock tests that prepare them well for end-point assessments. Tutors encourage apprentices to aim for higher grades and many are ambitious to do well.

p.4

Significant progress

Apprentices benefit from additional study sessions and one-to-one support that tutors provide outside working hours. Managers closely monitor apprentices’ personal and work circumstances to identify those at risk of falling behind and take prompt action where this is needed to keep them on track. The proportion of apprentices staying on course is extremely high.

p.4

Significant progress

Tutors and trainers carry out regular workplace assessments. However, they do not always make clear enough to apprentices beforehand what they will be assessing. Verbal feedback is not specific enough to tell them what they did well or how they need to improve.

p.4

Reasonable progress

Arrangements for safeguarding apprentices are effective. Managers are vigilant to record and maintain a log of potential safeguarding concerns for apprentices, for example by identifying patterns of irregular attendance. They share this information with employers and parents and carers to take effective intervention support. To date, no incidents have been reported.

p.4

Reasonable progress

All staff undergo statutory pre-employment checks. They complete appropriate training and keep a safeguarding awareness log that ensures that their knowledge is current. The designated safeguarding person has completed advanced safeguarding Monitoring visit: Banham Academy Ltd 16–17 April 2019 qualifications and maintains links with relevant referral agencies, including the local ‘Prevent’ duty officer. Leaders and managers meet their obligations under the ‘Prevent’ duty.

p.4

Reasonable progress

Apprentices have a basic understanding of how to stay safe and protect themselves from radicalisation or extremism. They know to whom to report any concerns they may have, and these concerns are also discussed by tutors at learning reviews.

p.5

Reasonable progress

Tutors and trainers do not make apprentices sufficiently aware of the specific risks or precautions involved within the private security industry. Apprentices are not knowledgeable enough about what steps to take to protect themselves when working alone or about their vulnerability from having access to sensitive data. Monitoring visit: Banham Academy Ltd 16–17 April 2019 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 .

p.5

Reasonable progress

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 .

p.6

Reasonable progress

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,

p.6

Reasonable progress

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

p.6

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Reasonable progress

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

p.6