I & F Limited (trading as Skills4 Group)

Further education and skills inspection report

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Inspection dates: 29 June to 2 July 2021

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Good Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

I & F Limited, also known as skills4pharmacy, was established in 2015 to provide training for the pharmaceutical industry across the country. It began delivering directly funded apprenticeships for levy and non-levy businesses from July 2017. Tutors teach all sessions online.

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Information about this provider

At the time of inspection, the majority of the 178 apprentices are enrolled on standards-based programmes, with 154 apprentices enrolled on the level 2 pharmacy services assistant standard, 15 enrolled on the level 3 pharmacy technician standard, three enrolled on the team leader/supervisor standard and six apprentices enrolled on the level 3 health and social care standard. 29 June–2 July 2021

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What is it like to be a learner with this provider?

Apprentices talk enthusiastically about their programme and say they enjoy their studies. They particularly like how they are treated as part of the team in the workplace. Apprentices develop their skills to enable them to work independently with minimal supervision. They are rightly proud of being part of a ‘wider medical team’.

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What is it like to be a learner with this provider?

Apprentices demonstrate high levels of respect for tutors and their peers. During online learning sessions, apprentices use the chat facility and breakout rooms effectively to enable peer learning to take place.

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What is it like to be a learner with this provider?

Apprentices develop substantial new knowledge, skills and behaviours as a result of their apprenticeship. They learn about person-centred care and develop their understanding and appreciation of different cultures. Apprentices apply this knowledge in the workplace. For example, apprentices learn that Muslim patients should not be prescribed capsules due to the presence of gelatine.

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What is it like to be a learner with this provider?

Apprentices are highly motivated to achieve. They improve their confidence and develop communication skills throughout their programme. As a result, apprentices work effectively with pharmacy patients. Employers value the contributions that apprentices make to their business.

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What is it like to be a learner with this provider?

Apprentices feel safe. They value the highly effective pastoral support given by tutors. The support they receive helps them to increase their resilience, so they can continue in their studies and develop the knowledge, skills and behaviours required to progress.

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better?

Leaders are ambitious to provide high-quality training programmes for the pharmaceutical sector. They have identified skill shortages in the sector due to an ageing workforce. Leaders work with employers and the general pharmaceutical society to raise the awareness of apprenticeships in the sector and to provide opportunities for apprentices to train for a career in the pharmaceutical sector.

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better?

Leaders work closely with employers to develop a meaningful curriculum that reflects up-to-date content and industry practice. The curriculum now includes content such as over-the-counter training and accuracy checking.

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better?

Leaders ensure that learning is sequenced logically. Apprentices incrementally develop substantial new knowledge, skills and behaviours. This meets the needs of their employers. Leaders have moved ‘Patient care’ training to the beginning of the programme. This supports apprentices who are heavily involved in the COVID-19 (coronavirus) testing programme and other over-the-counter services to swiftly develop the skills required to provide support to patients. 29 June–2 July 2021 Apprentices use their new knowledge effectively in the workplace. For example, apprentices can now deal with more complex medicines. When patients buy painkillers, apprentices consider the potential interaction of this medication with any other prescribed medicines, such as medicine for blood pressure. As a result, apprentices give appropriate advice to patients.

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better?

Tutors use a range of effective assessment strategies to ensure apprentices learn more and remember more as part of their apprenticeship. Apprentices recall knowledge on awareness of the signs of sepsis and why probiotics are advised for patients when taking antibiotics. They value the use of weekly quizzes and professional discussions to prepare them for the workplace and their final assessments.

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better?

Apprentices use their new English and mathematical skills effectively in the workplace. They become more accurate in measurements and are competent in using ratios. Apprentices produce work that includes themed paragraphs. They talk confidently of how to compose professional emails when ordering stock.

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better?

Leaders and tutors ensure that the curriculum integrates fundamental British values. Apprentices learn the importance of treating all patients as individuals and with respect. They adapt their communication skills by using basic sign language when speaking to patients with hearing impairments. Apprentices speak enthusiastically of how their attitudes have changed towards patients viewing them as ‘humans with ailments’ instead of just an ailment.

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better?

Careers advice and guidance is not effective. Apprentices on level 2 programmes receive careers advice on progression to level 3. However, those on level 3 programmes are not given sufficient information on their next steps, such as higher education.

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better?

Tutors do not effectively coordinate on- and off-the-job training. Workplace supervisors are unaware of the order of the topics apprentices are studying. This results in apprentices not being able to reinforce learning in the workplace in a timely manner.

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better?

Tutors do not have high expectations of apprentices for their final assessments. They do not provide ongoing feedback on how to develop their work to gain high grades. Apprentices do not know how to improve their work to achieve distinction grades on their final assessment.

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better?

Despite apprentices developing substantial new knowledge, skills and behaviours, leaders do not use the results of apprentices’ assessments effectively to ensure tutors provide further challenge. As a result, too many apprentices do not make the progress of which they are capable.

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better?

Governance arrangements are not yet effective. Leaders have recently reviewed governance arrangements and appointed a non-executive member to the board in June 2021. The board now has the appropriate expertise to provide challenge and 29 June–2 July 2021 scrutiny. At the time of the inspection, meetings of the new board had not taken place. The impact of these changes cannot yet be seen.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers have put in place appropriate policies and procedures that staff and managers use effectively to safeguard apprentices. The designated safeguarding lead has received appropriate training to carry out their role effectively. All staff have completed appropriate training. Recent training for staff on welfare concerns has led to more timely support for apprentices to enable them to stay on track.

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Safeguarding

Apprentices feel safe and know how to report any concerns. They understand the importance of providing a safe environment for their patients. For example, they use appropriate personal protective equipment and ensure the dispensing area is clean.

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What does the provider need to do to improve?

 Leaders should improve the planning of apprentices’ learning to ensure that on- and off-the-job training effectively supports apprentices’ progress.  Leaders should improve the careers information, advice and guidance that apprentices receive, particularly those on level 3 programmes, to progress on to higher-level programmes or gain promotion.  Leaders should ensure that tutors have high aspirations and improve ongoing feedback to apprentices, so they know how to achieve the grades of which they are capable.  Leaders should improve the use of assessments completed at the start of the programme to develop a meaningful curriculum that challenges all apprentices to achieve their potential.  Leaders should continue to improve the governance arrangements to ensure they are held to account for the quality of apprentices’ education. 29 June–2 July 2021

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Provider details

Address Derby House Lytham Road Claughton-on-Brock PR2 8JE

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Provider details

Provider type Independent Learning Provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 29 June–2 July 2021

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Information about this inspection

The inspection team was assisted by the managing director, as nominee. Inspectors took account of the provider’s most recent self-assessment report and development plans, and the previous inspection report. The inspection was carried out using the further education and skills inspection handbook and took into account all relevant provision at the provider. Inspectors collected a wide range of evidence to inform judgements including observing learning sessions, scrutinising learners’ work, seeking the views of learners, staff and other stakeholders, and examining the provider’s documentation and records.

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Inspection team

Alison Humphreys, lead inspector Her Majesty’s Inspector Maria Rayworth Ofsted Inspector Bob Busby Ofsted Inspector Peter Cox Her Majesty’s Inspector 29 June–2 July 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 and child protection.

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Inspection team

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Inspection team

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Inspection team

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Inspection team

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