Sporting Futures Training (UK) Ltd

Sporting Futures Training Ltd Progress monitoring report

p.1

Name of lead inspector: Sambit Sen, Her Majesty’s Inspector

p.1

Type of provider: Independent learning provider

p.1

Address:

Business and Technology Centre Bessemer Drive Stevenage Hertfordshire SG1 2DX Monitoring visit: Sporting Futures Training Limited, 3–4 March 2021

p.1

Context and focus of visit

Sporting Futures Training Ltd (SFT) received a new provider monitoring visit in September 2018. At that time, inspectors made progress judgements under three themes.

p.2

Context and focus of visit

This monitoring visit focused on the extent to which leaders and those responsible for governance are taking effective action to provide education and training in the current circumstances. It was undertaken as outlined in the operational note on visits carried out from January 2021 and with reference to the further education and skills handbook.

p.2

Context and focus of visit

These visits are to help learners, parents, employers and government understand how providers are meeting the needs of learners in this period, including those with high needs and those with special educational needs and/or disabilities.

p.2

Context and focus of visit

Following changes to government guidance and the imposition of COVID-19 (coronavirus) lockdown restrictions, inspectors carried out this monitoring activity remotely. As a result, the range of evidence available to inspectors was narrower than would be the case during an on-site inspection. Therefore, this report provides a more limited level of assurance.

p.2

Context and focus of visit

The impact of COVID-19 has been taken into account in the findings and progress judgement below. Inspectors did not evaluate leaders’ response to COVID-19 during the spring and summer of 2020, when the provider was not open to all learners and there were no national expectations regarding remote education.

p.2

Significant progress

SFT provides apprenticeship training across England. Apprenticeship programmes at level 2 include community activator coach. Level 3 programmes include teaching assistant, team leader, and supporting teaching and learning in physical education and schools. Since the beginning of the national pandemic in March 2020, SFT have moved all their training online. As most apprentices work in schools and early years setting, they have continued in their work and learning. Monitoring visit: Sporting Futures Training Limited, 3–4 March 2021 Leaders and managers have very high expectations of their apprentices and teaching staff. They strongly believe that apprentices should be aspirational with their career choices. Hence, a significant proportion of apprentices achieve their qualification regardless of their starting points. They move onto successful careers and/or further and higher education.

p.2

Significant progress

Leaders and managers have supported tutors to develop their teaching strategies and move effectively from face-to-face teaching, to providing learning entirely online. Leaders have worked with tutors to develop online resources, which the apprentices value. As a result, apprentices continue to enjoy learning and are motivated to attend.

p.3

Significant progress

Leaders and managers have carefully planned the transition from apprenticeship frameworks to standards-based qualifications. This has resulted in a high proportion of apprentices passing their end-of-course examinations. Employers are clear about the requirements of the qualification, which help them to recognise and value the positive impact suitably trained staff have on their business.

p.3

Significant progress

Tutors have developed their understanding and use of technology further to help apprentices interact positively with their learning. Apprentices value using the online chat facility to ask individual questions of their tutors and to receive instant responses. Teachers make effective use of the online breakout room to elicit discussions from apprentices.

p.3

Significant progress

Governors have good oversight and hold senior leaders to account for the quality of training. Governors have provided focused support to leaders and managers in moving teaching online. Leaders value this support and have acted on these recommendations, leading to rapid improvements in the quality of training and learning.

p.3

Significant progress

Apprentices have a good theoretical understanding of their subject. They can clearly demonstrate how they can apply this knowlege to their job roles. Apprentices develop effective behaviour management techniques to help them manage any challenging behaviour demonstrated by the children in their classrooms. Apprentices develop good strategies to help those children with physical impairments take a full part in practical and physical education sessions at school.

p.3

Significant progress

Apprentices show good improvement over time in the standard of their written work. Tutors provide clear and detailed feedback that helps apprentices know what they need to do better. Tutors review apprentices work and ensure that they have actioned any areas for improvement. Apprentices value this as it helps to keep them motivated to achieve. However, tutors do not always help apprentices develop their higher-level study skills. For example, correctly referencing academic sources in their written assignments.

p.3

Significant progress

Apprentices are very well supported by tutors and their workplace managers. Tutors work closely with employers and workplace mentors to plan training carefully. Employers are fully involved in the training and know the progress of their Monitoring visit: Sporting Futures Training Limited, 3–4 March 2021 apprentices. Apprentices have frequent formal reviews of their progress and development with their tutors. This helps them to make quick progress towards completing their qualification.

p.3

Significant progress

Apprentices have a good understanding and knowledge of how to keep themselves and the children in their care safe. Apprentices show a good grasp of British values and understand the ‘Prevent’ duty agenda fully. They are able to use this information actively in their personal lives and know the potential signs of concern to look for in the children they work with.

p.4

Significant progress

Leaders and those responsible for governance should take further action to:

p.4

Significant progress

 ensure that tutors develop apprentices’ higher-level study skills to prepare them appropriately for further and higher education. Monitoring visit: Sporting Futures Training Limited, 3–4 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.

p.4

Significant progress

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 .

p.5

Significant progress

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

p.5

Significant progress

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

p.5

Significant progress

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

p.5