Bior Business School Limited

BIOR Business School Limited Monitoring visit report

p.1

Name of lead inspector:

Alison Cameron Brandwood, Her Majesty’s Inspector Inspection dates: 29–30 May 2019

p.1

Name of lead inspector:

Type of provider: Independent learning provider

p.1

Address:

Suite 7 Parkway Two Parkway Business Centre Princess Road Manchester M14 7HR Monitoring visit: BIOR Business School Limited, 29–30 May 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

BIOR Business School Limited started to deliver recruitment-related apprenticeships in 2016 as a subcontractor to two providers. In March 2017, the company received public funding to deliver training in its own right. BIOR Business School Limited currently provides training for 166 levy-funded apprentices, of which over half are over 25 years of age. Three quarters study apprenticeships at level 3, and the rest at levels 2 and 5. Almost all apprentices are on standards-based apprenticeships and over one third enrol on a level 3 apprenticeship in HR support. The remaining apprentices are on apprenticeships in administration, business management and media and communication. The company works with 127 employers across England.

p.2

Insufficient progress

The BIOR Business School Limited strategy to provide high-quality and high-impact provision has not been realised. The significant turnover of staff, including managers and tutors, has meant that, until recently, leaders and managers have not begun to identify or address the weaknesses in the apprenticeship provision. Recently appointed managers have put in place a comprehensive range of actions to bring about improvements, but at the time of the monitoring visit it was too soon to judge the impact.

p.2

Insufficient progress

Leaders and managers do not ensure that they meet all the principles and requirements of an apprenticeship. Most apprentices do not receive enough off-the- job training. Leaders and managers have not ensured that all employers commit to ensuring that their employees have enough time to take part in high-quality training and development. The plans that leaders have put in place to stop working with employers, who do not commit to supporting apprentices, have been too slow. Leaders do not apply these plans consistently across all employers. Monitoring visit: BIOR Business School Limited, 29–30 May 2019 Leaders and managers have only recently put in place rigorous arrangements to ensure that they place apprentices on the most appropriate apprenticeship. These actions have not been quick enough to stop one third of apprentices from leaving their course early without achieving their qualification. Two thirds of apprentices who

p.2

Insufficient progress

left their course early were over 25 years of age and one third were on level 3 apprenticeships in HR support. It is too soon to assess the impact of the new arrangements for initial information, advice and guidance.

p.3

Insufficient progress

Data management is poor. Leaders and managers do not receive accurate or timely reports about the progress that apprentices make. They are unable to identify which of the actions from their quality improvement plan are having the greatest impact on identified weaknesses.

p.3

Insufficient progress

Governance arrangements are not yet effective because they are too new. Membership of the governing board includes a broad range of stakeholders including an independent governor from a training provider, and apprentice and employer representatives. Clear terms of reference are in place which include challenge of senior leaders. It is too early to judge how effectively governors challenge leaders and managers, or whether this leads to improvements in the quality of apprenticeship programmes.

p.3

Insufficient progress

Too many apprentices do not develop substantial new skills, knowledge and behaviours. Leaders and managers have not put in place effective actions to ensure that they employ high-calibre tutors. Too many apprentices have had multiple tutors or experienced significant delays in getting replacement tutors.

p.3

Insufficient progress

Many apprentices have been in their job roles for a considerable number of years. The apprenticeship is accrediting what they already know or can do. Most apprentices are making slow progress. One quarter have gone past their planned timeframe or have taken a break from their apprenticeship.

p.3

Insufficient progress

The quality of teaching and learning that apprentices experience is not of a high enough standard. Tutors do not use the information they collect about apprentices’ skills, knowledge and behaviours effectively to plan learning that challenges apprentices to reach their potential. Leaders and managers have only recently implemented systems to check the quality of teaching, learning and assessment. They have yet to identify support and development needs for all tutors.

p.3

Insufficient progress

Managers do not ensure that apprentices experience well-planned on- and off-the- job training. Employers are not routinely involved in planning apprentices’ training and too many of them are not clear enough about the requirements of an Monitoring visit: BIOR Business School Limited, 29–30 May 2019 apprenticeship. Tutors do not tailor apprentices’ off-the-job training plans to reflect their distinct workplace and job roles. Consequently, most apprentices make slow progress.

p.3

Insufficient progress

The actions that leaders and managers have put in place to develop apprentices’ English and mathematical skills have been too slow. Tutors do not routinely develop apprentices’ English and mathematical skills or set them specific targets to improve any weaknesses. A significant minority of apprentices do not have regular support from the English and mathematics functional skills tutor. As a result, the proportion of apprentices who pass their English and mathematics examinations at the first attempt is too low.

p.4

Reasonable progress

Leaders and managers take reasonable steps to ensure the safety of apprentices. A suitable safeguarding policy and ‘Prevent’ duty action plan are in place. Staff follow safeguarding procedures when reporting concerns. The designated safeguarding officer and deputy, who are appropriately qualified, deal with safeguarding incidents swiftly and effectively. They have in place external partnerships and links to agencies across the regions in which apprentices are located. Leaders and managers have established safer recruitment procedures. The checks they carry out on staff are appropriate to ensure that they are suitable to work with apprentices.

p.4

Reasonable progress

Online safety training that tutors deliver to apprentices is thorough. Apprentices have a good understanding of how to remain safe online. Staff follow robust health and safety policies and practices. For example, they carry out rigorous workplace risk assessments with apprentices at the start of their programme. Apprentices put into practice what they have learned throughout their programme. Consequently, they feel safe in and outside of their workplace.

p.4

Reasonable progress

The safeguarding and ‘Prevent’ duty training that apprentices receive gives them a basic understanding of topics such as radicalisation and extremism. Tutors do not extend or reinforce apprentices’ knowledge sufficiently so that they gain a deeper understanding of these topics. Monitoring visit: BIOR Business School Limited, 29–30 May 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.4

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.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5

Reasonable progress

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

p.5