Exertis (UK) Ltd

Exertis (UK) Limited Monitoring visit report

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Name of lead inspector: Andrea Machell, Her Majesty’s Inspector

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Address: Technology House Magnesium Way Hapton Burnley BB12 7BF Monitoring visit: Exertis (UK) Limited 22–23 March 2021

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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 the Education and Skills Funding Agency 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 ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

The impact of COVID-19 (coronavirus) has been taken into account in the findings and progress judgements below.

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Context and focus of visit

Exertis (UK) Limited received its first publicly funded contract for apprenticeship training in September 2018. Exertis (UK) Limited is an employer provider that delivers apprenticeship standards in the computer distribution sector. At the time of the new provider monitoring visit, they provided training to 40 apprentices. All are over 19 years of age and employed by Exertis in various roles in the company. There are 11 apprentices who are studying the business administrator standard at level 3 and 29 who are studying the team leader standard at level 3.

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Reasonable progress

Leaders have ensured that their apprenticeship programmes meet the requirements of an apprenticeship. Their actions have already had a beneficial impact on apprentices. For example, in 2019/20 the vast majority of apprentices completing their programme achieved high grades and around two thirds moved into promoted posts.

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Reasonable progress

Leaders and governors have a clear rationale for the apprenticeship programme and value the learning and development opportunities it brings for staff that work at the company. Leaders and managers have used their experience of providing internal training and development, as an employer, to design team leader and business administration apprenticeship programmes that meet their business needs and the needs of apprentices. Since introducing the apprenticeship programme, leaders have expanded the workforce with the expertise to be able to implement apprenticeship programmes effectively.

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Reasonable progress

Leaders ensure that apprentices understand more about the business and become more knowledgeable and productive in the workplace. For example, apprentices develop their Monitoring visit: Exertis (UK) Limited 22–23 March 2021 communication skills by holding planning and review meetings. They learn how to use business tools such as spreadsheets and Gantt charts to help them plan and review their work.

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Reasonable progress

Managers have an appropriate oversight of apprentices’ progress. They have accurately identified that around a quarter of current apprentices are making slower than their expected progress. They have now put in place effective actions to get them back on track. For example, trainers and assessors put on extra workshops and one-to-one support sessions.

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Reasonable progress

While managers have processes in place to evaluate the quality of education, the associated action plans do not set aspirational and measurable targets for staff to achieve. This means they do not monitor accurately in-year performance or identify quickly enough any individual staff or apprenticeship concerns.

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Reasonable progress

Governors who are senior leaders of the company monitor the overall quality of training that apprentices receive. They receive useful reports to enable them to provide appropriate guidance and challenge to leaders. However, governors do not receive information about apprentices’ current progress.

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Reasonable progress

Trainers and assessors use information about apprentices’ prior knowledge and experience to tailor their programme. They plan learning to ensure that apprentices can apply what they learn to their own specific job role and meet their employer’s needs.

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Reasonable progress

Trainers and assessors plan the order of teaching in a logical way to build apprentices’ knowledge, skills and behaviours over time. This helps apprentices remember and recall their learning and apply it in the workplace. For example, team leading apprentices learn about self-awareness and effective communication before moving on to more challenging aspects of their role, such as conflict management and resolution.

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Reasonable progress

Line managers value the substantial new knowledge, skills and behaviours that apprentices gain from their training. This has resulted in an improvement in the performance of apprentices and the contribution they make in the workplace. For example, business administration apprentices develop their communication and writing skills, which results in greater engagement with clients.

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Reasonable progress

Apprentices have a clear understanding of the benefits that the apprenticeship brings to them in their current and potential future job roles. They increase their productivity at work because they apply their new learning to work projects. For Monitoring visit: Exertis (UK) Limited 22–23 March 2021 example, apprentices on the team leading programme use their learning of effective time management to manage their own time effectively and delegate tasks to others.

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Reasonable progress

Line managers ensure that most apprentices are given the time they need to complete their off-the-job training. However, a few apprentices are not given all of the time they are entitled to. Line managers are not routinely involved in progress reviews and the adaptation of learning plans with assessors. This has resulted in a few apprentices falling behind.

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Reasonable progress

Apprentices produce work of the expected standard for their programme. Assessors provide positive feedback to apprentices but do not always provide feedback that challenges apprentices to help them improve the quality of their work.

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Reasonable progress

Leaders have put in place appropriate safeguarding and ‘Prevent’ duty policies, which are reviewed and updated, to safeguard apprentices. All staff complete safeguarding and ‘Prevent’ duty training and receive regular updates. Leaders ensure that staff are appropriately checked to establish that they can work safely with apprentices.

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Reasonable progress

Managers and staff use effective resources, including online training, to raise apprentices’ awareness of safeguarding concerns such as extremism, terrorism, online safety and welfare issues. Apprentices learn how to keep themselves and the staff they are responsible for safe. As an employee, they know they can go to their line manager or the designated senior lead if they have any concerns. Apprentices can access a range of support if needed, for example through the employee assistance programme.

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Reasonable progress

Most apprentices have a broad understanding of safeguarding, including issues such as radicalisation and extremist behaviour. However, they are not all fully aware of how these issues apply to their personal and professional lives. Monitoring visit: Exertis (UK) Limited 22–23 March 2021 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.

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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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

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