Skills4Stem Ltd

Name of lead inspector: Gerard McGrath, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

The Innovation Centre Stannard Way Priory Business Park Bedford Bedfordshire MK44 3RZ Monitoring visit: Skills4Stem Ltd, 24–25 July 2019

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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 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.

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Context and focus of visit

Skills4Stem Ltd received a direct contract to be a provider of apprenticeships in May 2017. It offers learning programmes that are a combination of online learning modules and individual coaching to apprentices working in the construction industry across England. At the time of the inspection, Skills4Stem Ltd had 82 apprentices. Half the apprentices are on construction management apprenticeship framework programmes at level 4, the rest are undertaking apprenticeship standards programmes in associate project management and building services engineering at level 4 or leadership and management at level 3. Three apprentices are aged 16–18.

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Reasonable progress

Leaders and managers have a clear rationale for the development and provision of apprenticeships. They work successfully with universities and employer groups to develop qualifications and training programmes that meet the needs of the construction industry. Leaders and managers have planned effectively for the introduction and provision of standards-based apprenticeships.

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Reasonable progress

Leaders and managers ensure that apprentices have appropriate learning resources to support high-quality training. Teachers and assessors are specialists in their subjects. They hold relevant vocational qualifications and have significant experience of working in the construction sector. Leaders and managers provide a wide range of high-quality online resources for off-the-job training.

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Reasonable progress

Employers and managers advise apprentices appropriately about careers in construction. As a result, apprentices often progress to more senior roles and take on additional responsibilities in their work places. Monitoring visit: Skills4Stem Ltd, 24–25 July 2019 Apprentices’ career aspirations are discussed throughout their training. Teachers offer effective advice and guidance about progression routes to higher education.

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Reasonable progress

Leaders’ and managers’ evaluation of the quality of their provision is accurate and results in improvement in the quality of learning. For example, senior managers took decisive, swift actions to remedy the under-performance of quality managers. Consequently, apprentices, whose progress had slowed, have now accelerated in their learning and make the rate of progress expected of them.

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Reasonable progress

Leaders and managers ensure that all employers and apprentices understand clearly the requirements of the apprenticeship at the start of the programme. As a result, apprentices routinely complete all aspects of their off-the-job training. Leaders and managers have recently improved their analysis and use of the accurate data they collect so that they can closely monitor and manage apprentices’ progress in their learning.

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Reasonable progress

Governance arrangements are appropriate. Directors have a good understanding of the strengths and weaknesses in the provision that enables them to effectively support and challenge managers.

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Reasonable progress

Apprentices develop new, substantial and occupationally specific knowledge, skills and behaviours. Employers recognise how this improves their ability to do their jobs effectively and progress to higher levels of responsibility. For example, apprentices understand and can apply quality assurance methods when casting in-situ concrete.

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Reasonable progress

Teachers work effectively with employers to provide flexible on- and off-the-job training. As a result, employers are routinely involved in monitoring and supporting apprentices’ progress. Workplace supervisors help apprentices to appreciate the practical applications of their theoretical learning. For example, apprentices learn the different methods of programme management and how these can be used across the life cycle of a project.

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Reasonable progress

Teachers offer a mix of online and face-to-face delivery with flexible start times and locations that meet the needs of apprentices and their employers very effectively. Teachers use their high levels of knowledge and good industry experience to motivate and enthuse apprentices. As a result, almost all apprentices remain on their programme.

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Reasonable progress

Teachers and assessors assess apprentices’ starting points in English and mathematics accurately. Apprentices understand the relevance of these skills in their work roles. They develop their skills in English and mathematics to support them in Monitoring visit: Skills4Stem Ltd, 24–25 July 2019 their employment and personal lives. For example, apprentices improve the way that they structure formal reports and improve their use of technical vocabulary.

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Reasonable progress

Many apprentices already have the required level of qualification in English and mathematics when they join the programme. Feedback from assessors enables apprentices to practise and apply these skills appropriately. As a result, apprentices produce written work of an appropriate standard to their level of study and include useful examples from their work settings.

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Reasonable progress

Apprentices have an adequate understanding of British values and of equality and diversity. Apprentices recognise the relevance of these issues to their workplace. For example, they can apply what they have learned about modern slavery when dealing with subcontracting companies.

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Reasonable progress

Leaders’ and managers’ understanding of the quality of teaching, learning and assessment is accurate. They have introduced appropriate actions to bring about further improvement.

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Reasonable progress

Leaders and managers have developed effective safeguarding arrangements. Apprentices feel safe and know how to keep themselves safe in their workplaces and online. Leaders and managers ensure that the safe recruitment of staff. All staff are subject to appropriate pre-employment checks. The designated safeguarding lead is suitably trained and experienced. All staff complete appropriate training in related topics.

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Reasonable progress

Leaders and managers have ensured that they meet the requirements of the ‘Prevent’ duty. Apprentices understand the general risks associated with radicalisation and extremism. Monitoring visit: Skills4Stem Ltd, 24–25 July 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 .

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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 .

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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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Reasonable progress

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

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