Swarm Training C.I.C

Swarm Apprenticeships C.I.C Monitoring visit report

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Name of lead inspector: Michael Worgs, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address: Crafton House, Rosebery Business Park, Shotesham Road, Poringland Norfolk, NR14 7XP Monitoring visit: Swarm Apprenticeships CIC, 14–15 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

Swarm Apprenticeships CIC is a not-for-profit training provider based in Norfolk. It is a community interest company that reinvests all its surplus into the company to train disadvantaged and underemployed people.

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Context and focus of visit

Swarm Apprenticeships CIC offers 23 business-focused apprenticeships from level 2 to level 5 nationally. At the time of the visit, there were 60 apprentices on a programme, 28 of which are on level 3 apprenticeships. Around a quarter of apprentices are studying the level 3 business apprenticeship standard. 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

Leaders do not have effective quality assurance across the full range of programmes they offer. They do not have a secure oversight of the specific strengths and weaknesses of the provision. For example, they have not identified the training they need to put in place to enable assessors to provide high-quality training. As a result, staff do not effectively develop their teaching and assessment practices to be able to support apprentices to make better progress.

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Reasonable progress

Leaders have implemented a well-planned programme that meets the needs of apprentices and employers. They establish strong links with employers to ensure that there is a clear rationale for the design of the programme. As a result, apprentices benefit from a wide range of programmes they can progress to, aligned with their needs and interests. Monitoring visit: Swarm Apprenticeships CIC, 14–15 April 2021 Assessors design an effective curriculum by ensuring that employers are involved in the planning of the apprenticeship and order of the topics taught. For example, employers adapt apprentices’ responsibilities at work to enable level 3 business apprentices to apply their learning of the customer relationship management systems. This enables apprentices to confidently use technology, such as social media platforms, to communicate with clients.

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Reasonable progress

Assessors ensure that apprentices and employers have a clear understanding of the expectations for the final assessments. As a result, apprentices can confidently describe the different elements and timing of their final assessment. Most apprentices understand when their apprenticeship has a graded outcome and strive to achieve the highest grades possible.

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Reasonable progress

Apprentices are recruited appropriately. Apprentices’ existing knowledge and experience are discussed in detail during recruitment and selection to ensure that they are matched to appropriate vacancies. This information is used to plan an effective individual programme for each apprentice.

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Reasonable progress

Leaders do not have effective governance arrangements in place to scrutinise the strengths and weaknesses of the provision. They are further developing their governance panel, but it’s too early to see any impact.

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Reasonable progress

Apprentices are enthusiastic about their learning and develop the skills and knowledge they require to succeed at work. For example, level 3 business apprentices apply their learning of policies and procedures to review, update and write social media policies for their employers. As a result, apprentices learn how to use social media professionally to bring new business to their organisations. They quickly develop their confidence in dealing with clients and communicating professionally with their colleagues.

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Reasonable progress

Assessors do not provide effective reviews to establish apprentices’ wider needs for skills development in their workplace. Assessors focus reviews on apprentices’ progress towards achieving their qualifications, for example apprentices’ completion of assignment work, rather than recognising and acknowledging the skills, knowledge and improved professional behaviours apprentices develop.

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Reasonable progress

Assessors use questioning techniques skilfully to establish what apprentices already know and check their understanding of new knowledge. They plan sessions to build from apprentices’ knowledge of key concepts on to more complex content effectively.

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Reasonable progress

Assessors maintain frequent contact with workplace mentors to ensure that issues are resolved promptly, and apprentices stay on track with their learning. As a result, Monitoring visit: Swarm Apprenticeships CIC, 14–15 April 2021 retention is high, and most apprentices are progressing quickly through the planned activities.

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Reasonable progress

Apprentices develop appropriate English, mathematics and information and communication technology skills for their jobs. Most apprentices create written work using accurate written English skills. They understand how to manage complex datasets in relation to their work. They can use search engine optimisation to enhance the online presence of their organisation.

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Reasonable progress

Assessors do not provide sufficient impartial careers advice and guidance for apprentices to plan their next steps. They do not discuss long-term goals and career aims with apprentices. As a result, apprentices are not aware of how their skills apply more widely than to their own organisation.

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Reasonable progress

Apprentices feel safe and know how to keep themselves safe at work. For example, they know about workplace safety practices, such as appropriate seating and lighting when using office equipment. Apprentices complete online training modules at the start of their apprenticeship on the ‘Prevent’ duty, online safety and fundamental British values. However, assessors do not re-enforce safeguarding knowledge in relation to these topics through their frequent contact with apprentices. As a result, apprentices cannot relate what they learned from these modules to their job roles and everyday lives.

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Reasonable progress

Leaders have established a comprehensive range of practices to ensure that apprentices are safe. However, managers’ oversight is on occasion insufficient. For example, they do not always follow their own recruitment safety policy to complete reference checks for tutors. Monitoring visit: Swarm Apprenticeships CIC, 14–15 April 2021 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for apprentices 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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