Bragd LLP

Name of lead inspector: Kim Bleasdale, Her Majesty's Inspector

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Type of provider: Independent learning provider

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Address:

Buchan House Carnegie Campus Enterprise Way Dunfermline KY11 8PL Monitoring visit: Bragd LLP, 16-17 June 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

Bragd LLP began to deliver apprenticeships in September 2019. Currently, 29 apprentices are studying standards-based programmes. Most apprentices study level 3 team leader or supervisor standard. A few apprentices study level 3 cyber security technician and level 3 infrastructure technician standards. All apprentices are over 19 years of age.

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Context and focus of visit

A few apprentices were unable to complete their final assessments during the pandemic. This is because they were shielding or were key workers. Leaders have put effective plans in place to ensure that apprentices are fully prepared for their final assessments.

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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 and managers have a clear strategy for the curriculum they offer. They ensure that it fully meets the principles and requirements of an apprenticeship, such as ensuring apprentices receive enough off-the-job training.

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Reasonable progress

Senior leaders ensure that the curriculum meets the needs of apprentices and employers. They have detailed conversations with employers to discuss and agree an individualised curriculum for apprentices. For example, they re-order the teaching of topics, such as finance and personal development, that align with employers’ yearly business planning and staff appraisals. Employers value this highly.

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Reasonable progress

Leaders and managers have an appropriate understanding of the quality of their provision. They are realistic in their self-assessment and have taken appropriate actions to address the key areas for improvement. For example, ensuring that end-point assessment Monitoring visit: Bragd LLP, 16-17 June 2021 preparation is fully integrated within the level 3 team leader or supervisor curriculum. As a result, apprentices are well prepared for their final assessments.

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Reasonable progress

Managers have recruited staff with appropriate qualifications and expertise to teach apprentices. They provide mentors and trainers with the relevant training such as cyber security, developing coaching and teaching skills and setting effective targets.

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Reasonable progress

Leaders have suitable processes in place to assure the quality of education. For example, leaders look at the quality of reviews of apprentices’ progress and the feedback tutors give to apprentices on completion of assignments. Leaders know that they need to strengthen their process for carrying out learning visits.

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Reasonable progress

Governors are suitably experienced to carry out their roles. They have an appropriate understanding of the provider’s strengths and areas for improvement and challenge leaders effectively. Senior leaders are in the process of strengthening their governance arrangements, which will increase the pace of improvements to the quality of training that apprentices receive. They have appointed a new governor with expertise in teaching and developing the curriculum.

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Reasonable progress

Apprentices develop the substantial new knowledge, skills and behaviours they need to be successful and confident team leaders and supervisors. They skilfully oversee the people in their teams and confidently manage work projects.

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Reasonable progress

Leaders, mentors and tutors use the information about apprentices’ prior knowledge to tailor their programme. They plan learning to ensure that apprentices can apply what they learn to their job role and meet their employer’s needs. For example, when carrying out work-related projects to develop the company induction programme.

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Reasonable progress

Mentors and tutors plan the order of teaching in a logical way to build apprentices’ knowledge, skills and behaviours over time. This helps apprentices remember and recall their learning and apply it at work. For example, apprentices learn about self-awareness and effective communication before moving on to more challenging aspects, such as supporting staff through organisational changes.

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Reasonable progress

Apprentices make valuable contributions to their employers’ businesses. Line managers value the substantial new knowledge, skills and behaviours that apprentices gain from their training. They recognise that apprentices manage their teams more effectively and efficiently as a result of their apprenticeship.

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Reasonable progress

Mentors and tutors skilfully develop apprentices’ English and mathematical skills. Apprentices apply their mathematical skills when managing finance and budgets. They Monitoring visit: Bragd LLP, 16-17 June 2021 confidently discuss and analyse problems when managing projects. Apprentices carefully complete detailed project proposals and specifications.

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Reasonable progress

Apprentices produce work of the expected standard for their programme. Mentors and tutors provide helpful feedback that tells apprentices what they have done well and what they need to do to improve. Apprentices routinely reflect on their work and this helps them to analyse problems and identify improvements within their teams at work.

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Reasonable progress

A few apprentices have fallen behind in their learning. Leaders have appropriate plans in place to help them to catch up. Mentors and tutors work flexibly at evenings and weekends to provide additional support to apprentices to help them catch up.

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Reasonable progress

Leaders complete a range of appropriate checks when appointing new staff to make sure they are suitable to work with apprentices. All staff, including the designated safeguarding lead and deputy, receive appropriate training on safeguarding and the ‘Prevent’ duty. All members of the safeguarding team are suitably qualified, including those responsible for governance.

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Reasonable progress

Leaders provide apprentices with a wide range of training on safeguarding, online safety, the dangers of radicalisation and extremism, eating well and maintaining good mental health. Apprentices know who to report safeguarding concerns to. They know how to keep themselves and the staff they are responsible for safe.

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Reasonable progress

Managers and trainers have an appropriate understanding of the risks to apprentices’ health and safety at work. This includes online risks when learning remotely. Leaders know that they need to strengthen their understanding of the local risks posed to apprentices’ health and safety at home and in their workplaces. Monitoring visit: Bragd LLP, 16-17 June 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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