Flexible Training Limited

Simply Academy Ltd Monitoring visit report

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Name of lead inspector: Penny Fawcus, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Charringtons House 2 nd Floor South The Causeway Bishop’s Stortford CM23 2ER Monitoring visit: Simply Academy Ltd, 30–31 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 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 ‘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

Simply Academy Ltd is an independent learning provider based in Bishop’s Stortford, Hertfordshire. It specialises in standards-based apprenticeships for the financial services sector. Apprentices are based in workplaces nationally and they study their programmes remotely.

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Context and focus of visit

Simply Academy Ltd offers the level 3 mortgage advisor, level 3 financial service administrator, level 3 insurance practitioner and the level 4 paraplanner apprenticeships. Most apprentices are on level 3 programmes, with half studying on the level 3 financial services administrator programme.

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Context and focus of visit

At the time of the visit there were 90 apprentices, 36 who are aged 16 to 18 years old, 39 aged 19 to 24 years old and the remaining 15 are aged over 24 years. There are no learners in receipt of high needs funding and the provider has no subcontractors.

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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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Reasonable progress

Simply Academy Ltd is a well-established provider of training in the financial services sector. Leaders are proud of their reputation, which results in repeat business from employers nationally. For example, they have gained trusted partner status with the London Institute of Banking and Finance. Leaders have a clear intent for apprenticeships to widen participation of young people in the financial services sector. Employers recognise the value of apprenticeships to support succession planning. Monitoring visit: Simply Academy Ltd, 30–31 March 2021 Leaders do not use quality assurance activities effectively to improve staff’s teaching skills. Professional development and training for staff lacks sufficient focus on improving their teaching, assessment and feedback skills. However, apprentices benefit from tutors with extensive and current experience in the financial sector.

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Reasonable progress

Apprentices are recruited appropriately. Leaders work closely with employers to ensure that the curriculum is appropriately planned and ambitious. For example, staff adapt the curriculum to prioritise customer service skills training for apprentices starting with telephone work. Consequently, apprentices build confidence and develop new skills and knowledge for the workplace.

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Reasonable progress

Leaders ensure that employers commit to the apprenticeship programme. They are fully informed about the requirements for final assessments and the structure of the programme. Employers recognise their role in providing support for apprentices in the workplace. They ensure that apprentices have time allocated to complete their off-the-job training. Staff involve the employers fully in the regular review of the apprentices’ progress.

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Reasonable progress

Governance arrangements are underdeveloped. Leaders have recently established an advisory board. The board members have appropriate expertise in education, financial services and strategic business development. However, it is too early to see the impact of their ability to support and challenge leaders.

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Reasonable progress

Tutors focus too much on achieving the qualification and do not use reviews effectively to set clear learning goals. For example, tutors set targets for unit completion and do not consider learning and the development of apprentices’ skills. Tutors’ reviews of off-the-job training are too superficial. They talk about hours recorded and the type of activity completed. They do not explore the knowledge apprentices gained or the skills they have developed.

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Reasonable progress

Tutors ensure that apprentices’ induction is comprehensive and holistic. They use initial assessment effectively to establish apprentices’ existing knowledge and skills. Apprentices have a good understanding of the structure of the apprenticeship. They value the qualifications they achieve that give them the licence to give financial advice. Tutors prepare them appropriately for their final assessment from the start of their programme. They involve the employers in this preparation so that apprentices feel well supported and many achieve high-grade passes.

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Reasonable progress

Apprentices develop the skills and knowledge they need to be successful in the financial services sector. For example, they have a good understanding of the Monitoring visit: Simply Academy Ltd, 30–31 March 2021 regulations and legislation that governs the sector, such as the need for secure and confidential storage of client information when providing financial advice.

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Reasonable progress

Too often, tutors do not provide useful, developmental feedback to apprentices on their written work. Feedback provided is mainly positive and does not identify how apprentices can further improve their work. Tutors provide direct feedback where work is not at the standard required, but apprentices are not always quick to act on this feedback.

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Reasonable progress

Too many tutors do not check apprentices’ recall or understanding effectively to be able to identify and correct any misconceptions. They do not ascertain what apprentices already know about a topic or identify any skills gaps that need further teaching.

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Reasonable progress

Apprentices continue to develop their English and mathematics skills because of their programme. They improve their communication skills and they produce high standards of written English. The nature of their job roles requires high levels of skill and accuracy in numeracy.

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Reasonable progress

Apprentices receive useful, impartial careers advice and guidance. They understand the breadth of careers and job roles within the financial industry and they have clear career plans for their future.

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Reasonable progress

Leaders have developed a positive culture of safeguarding. However, they have not yet considered the local safeguarding context for apprentices employed in different regions. They have yet to identify local safeguarding contacts to refer apprentices to, if required. Also, assessors cannot hold specific, meaningful discussions with their apprentices on local safeguarding risks.

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Reasonable progress

Assessors make frequent contact with apprentices through video calls to observe and monitor apprentices’ well-being. Apprentices know how to report concerns and who the designated safeguarding lead is. They are aware of the types of concerns they should report.

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Reasonable progress

Apprentices have a good understanding of online safety and the importance of this in their work and daily lives. They understand the risks associated with radicalisation and extremism. They appreciate the importance of this knowledge and how this applies to them in the financial services sector. For example, apprentices understand the potential dangers associated with money laundering or the handling of client’s personal and financial records. Monitoring visit: Simply Academy Ltd, 30–31 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

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Reasonable progress

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

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