Sportscape Education Ltd

Sportscape Education Ltd Monitoring visit report

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Name of lead inspector: Alastair Mollon, Her Majesty’s Inspector

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Type of provider: Independent learning provider

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Address:

3 Bradwall Court Bradwall Road Sandbach Cheshire CW11 1GE Monitoring visit: Sportscape Education Ltd, 11–12 May 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

Sportscape Education Ltd (Sportscape) is an independent learning provider based in Sandbach, Cheshire. Sportscape received its first publicly funded contract for apprenticeship training in May 2020. It specialises in apprenticeships and training in sport and physical activity. At the time of the new provider monitoring visit, Sportscape had 14 apprentices following standards-based apprenticeships in level 2 community activator coach and level 3 community sport and health officer.

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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 work effectively with employers to design a curriculum that helps apprentices develop the substantial new knowledge, skills and behaviours they need to be successful at work. For example, leaders include additional coaching qualifications to ensure that apprentices can coach swimming as part of their employer’s new primary school swimming initiative.

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Reasonable progress

Leaders recruit apprentices carefully. They work with partner high schools to offer work experience and use this to recruit future apprentices. Employers use the apprenticeship programme to develop their workforce with the intention of apprentices rising through the ranks to become area managers.

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Reasonable progress

Leaders and tutors know their apprentices well. They are ambitious for what apprentices can achieve and about the contribution they make to their employers’ businesses. Leaders regularly check on the quality of apprentices’ training and the support they receive. They frequently ‘drop in’ to watch workplace coaching sessions. Monitoring visit: Sportscape Education Ltd, 11–12 May 2021 Leaders have a clear oversight of the progress apprentices make. Apprentices make at least their expected levels of progress.

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Reasonable progress

Leaders know and understand the strengths and weaknesses of their provision. They provide support for tutors to facilitate high-quality training for apprentices. For example, they run annual sports coaching sessions, with exemplar lessons and workshops on safeguarding and behaviour management. Consequently, tutors constantly update their sector-related knowledge and skills.

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Reasonable progress

Leaders recognise that tutors do not routinely provide thorough careers information, advice and guidance to apprentices throughout their programme. Apprentices with specific interests and ideas, such as setting up their own coaching businesses, receive support. However, most apprentices do not know the full range of opportunities for career progression beyond their current employer.

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Reasonable progress

Governance is weak. Leaders recognise the need to formalise and strengthen governance arrangements to ensure that they are held to account for the quality of apprentices’ training.

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Reasonable progress

Tutors are experienced and well qualified. They are active sports performers and coaching practitioners. Tutors have recent and relevant expertise in the areas in which they train apprentices. For example, level 3 tutors use their experience as sports coaching company directors to teach apprentices about the managerial aspects of running their own business.

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Reasonable progress

Tutors teach the programme in a logical order. For example, tutors teach level 2 apprentices the key fundamentals of first aid and safeguarding that they need in order to coach children. Apprentices then learn about the planning of sports sessions with children, before developing their practical coaching skills.

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Reasonable progress

Apprentices make an effective contribution to their employers’ businesses. Level 3 apprentices take leadership responsibility and guide level 2 apprentices in coaching sessions. Apprentices are approachable and demonstrate positive communication skills in a friendly but authoritative manner when working with children.

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Reasonable progress

Tutors adapt the curriculum and time spent with apprentices according to need, such as when COVID-19 restrictions prevented apprentices from getting into schools and activity centres. Tutors adapted the teaching strategy to help apprentices. They increased the use of remote ‘live’ sessions. Tutors have swiftly reverted to spending more time with apprentices in the workplace to focus on practical learning. Monitoring visit: Sportscape Education Ltd, 11–12 May 2021 Tutors use apprentices’ previous knowledge and experience to design sessions to meet apprentices’ needs. They use assessment to identify gaps in knowledge and to ensure apprentices remember what they learn. Tutors provide useful feedback on how apprentices can improve the quality of their work and their coaching. For example, they provide advice on how apprentices can improve their communication with children who do not participate in sessions.

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Reasonable progress

Tutors use reviews to monitor apprentices’ progress effectively. They work with employers to coordinate effective on- and off-the-job training. Tutors ensure that apprentices know what to expect in their final assessments. They carry out ‘mock interviews’ to prepare apprentices for their project review meeting.

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Reasonable progress

Leaders and staff prioritise the health, safety and safeguarding of apprentices and the children they coach. The designated safeguarding lead and their deputy have appropriate training, skills and extensive experience working in schools and with local authorities, social services and other external agencies that equip them well for their roles.

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Reasonable progress

Staff benefit from regular training on safeguarding and the ‘Prevent’ duty. They benefit from bespoke training on relevant issues such as working with young people at risk of falling into criminality and antisocial behaviour. Staff keep apprentices safe and know how to support apprentices’ well-being.

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Reasonable progress

Apprentices feel safe and have a good understanding of the importance of safeguarding in their roles working with children in sports and physical activity. They adapt activities to ensure the welfare and safety of the children they coach. However, apprentices do not understand any of the potential threats posed to themselves by radicalisation and extremism. Monitoring visit: Sportscape Education Ltd, 11–12 May 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

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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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