Aspire Training Solutions (UK) Limited

Aspire Training Solutions (UK) Limited Monitoring visit report

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Name of lead inspector: Richard Deane, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Unit 6 Holly Park Industrial Estate Birmingham B24 9PB Monitoring visit: Aspire Training Solutions (UK) Limited, 21–22 April 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

Aspire Training Solutions (UK) Limited became an approved apprenticeship provider in 2019 and began teaching their first apprentices in March 2020. There are currently 71 apprentices following standards-based apprenticeships in level 3 community sport and health officer (CSHO), level 3 teaching assistant, and level 2 community activator coach. Currently, most apprentices are based in the West Midlands, with an increasing proportion based nationally.

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Context and focus of visit

Leaders responded quickly when COVID-19 (coronavirus) restrictions started and began teaching apprentices remotely. They were able to continue training activities with most employers and apprentices. As a result of the pandemic, around 10% of apprentices, most of whom worked in leisure centres, were unable to continue with their course because of redundancies.

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Context and focus of visit

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

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Reasonable progress

Leaders have developed effective links with local health commissioning groups, education providers and the local enterprise partnership. They know well these organisations’ employment and skills needs. As a result, they have a clear strategic focus to provide a curriculum for apprentices to improve individuals’ physical and mental well-being and reduce, more broadly, health inequalities in the community.

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Reasonable progress

The curriculum reflects thoroughly the knowledge and skills needs of employers who provide sport, health and well-being services in schools and other leisure and community venues. There are clear progression routes for apprentices to move towards higher level coaching and teaching qualifications. Monitoring visit: Aspire Training Solutions (UK) Limited, 21–22 April 2021 Leaders meet the requirements for delivering an effective apprenticeship curriculum, including providing sufficient on- and off-the job-training. However, in a few cases, apprentices do not receive sufficient training to ensure that they excel in all aspects of their programme, including in their development of English, mathematics and digital skills.

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Reasonable progress

Employers and apprentices know the requirements of the apprenticeship, including the end-point assessment, because of leaders’ effective communication. However, teachers do not always ensure that apprentices are sufficiently aware of or prepared to achieve the grades of which they are capable.

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Reasonable progress

Leaders ensure that teachers have the expertise, knowledge and teaching experience for their respective roles. They monitor carefully the quality of teaching and assessment, and target development activities to help teachers improve their practice. For example, development sessions include curriculum planning and providing effective feedback to help apprentices improve. Leaders have identified rightly that they must sharpen the accuracy and timeliness of information about apprentices’ progress to help inform their improvement actions. To this end, leaders have appointed a senior quality manager to oversee apprenticeship provision nationally.

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Reasonable progress

Leaders have only recently implemented governance arrangements. The chair has the requisite experience and knowledge of apprenticeship curriculum and has challenged leaders about their assessment of apprentices’ current performance and the quality of the information that the board receives. However, it is too soon to judge the effectiveness of governors’ recommendations and proposed actions.

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Reasonable progress

Apprentices receive effective teaching, support and guidance to help them develop the knowledge, skills and behaviours to work confidently in their roles. They are enthusiastic about their studies and describe how their new knowledge helps them to perform well, often soon after starting the apprenticeship.

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Reasonable progress

Teachers use their expertise and knowledge of the industry well to plan the curriculum. They maintain their industry knowledge by working as football coaches for local teams and spending time in the classroom alongside teachers in school. They work effectively with employers to match standards to their needs, for example helping schools who have developed a sports and well-being strategy to recruit both CSHO and teaching assistants to implement coaching activities, resulting in a positive uptake in physical activity in their local communities.

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Reasonable progress

As a result of the pandemic, teachers have modified the curriculum so that it reflects the impact of restrictions on health and well-being. For example, apprentices now Monitoring visit: Aspire Training Solutions (UK) Limited, 21–22 April 2021 focus on improving participants’ mental health through physical activity and healthy lifestyles.

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Reasonable progress

Most teachers provide apprentices with helpful feedback on their written work and during reviews. As a result, apprentices know what to do to improve their work. However, feedback is not always specific enough to ensure that apprentices know exactly how to achieve higher grades.

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Reasonable progress

Employers value highly the contribution apprentices make to their work. During apprentices’ progress reviews, employers provide useful feedback to help monitor apprentices’ performance and help them improve their skills. Employers receive timely feedback if apprentices fall behind, including on actions to get them back on track. Teachers also ensure that apprentices receive the requisite off- and on-the-job training.

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Reasonable progress

Apprentices who require English and mathematics receive sufficient teaching to improve these skills. For those apprentices who are exempt from taking these subjects, teachers do not plan routinely to extend these skills. Tutors do not plan sufficiently the improvement of apprentices’ digital skills.

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Reasonable progress

Leaders prioritise the safeguarding of apprentices and staff and ensure that they receive current training and information to enable them to keep themselves safe. They have devised appropriate safeguarding and e-safety policies. Information includes specific safeguarding procedures for apprentices aged 16 to 18, including reporting protocols, examples of disclosures and concerns, and the appropriate procedures for dealing with incidents effectively.

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Reasonable progress

Leaders have an appropriate ‘Prevent’ duty action plan and meet with regional coordinators, so they have a good insight into the local threats in the communities where apprentices operate. As a result, apprentices know how to protect themselves from extremist behaviour at work and at home.

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Reasonable progress

Leaders ensure that apprentices receive information about safeguarding and e-safety through an induction and helpful tutorial materials. Most apprentices have a good understanding of safeguarding and know who to contact if concerned. They are also able to apply safeguarding measures in their work, adhering to schools’ and other organisations’ expectations. However, too few apprentices are able to describe how to keep themselves safe while working online.

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Reasonable progress

Apprentices use effectively their knowledge of safeguarding and health and safety when planning and delivering sport and activity sessions. Consequently, their participants enjoy engaging, purposeful and safe physical activities. Where minor Monitoring visit: Aspire Training Solutions (UK) Limited, 21–22 April 2021 accidents occur, apprentices use their first aid skills appropriately to care for and support participants’ recovery. Monitoring visit: Aspire Training Solutions (UK) Limited, 21–22 April 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

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Reasonable progress

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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