Alphabet Training Group Ltd

Get SET Academy Limited Monitoring visit report

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Name of lead inspector: Andrea Machell, Her Majesty’s Inspector

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Type of provider: Independent Learning Provider

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Address: Innovation Centre 69 Preston New Road Blackburn BB2 6AY Monitoring visit: Get SET Academy Limited, 15–16 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 the Education and Skills Funding Agency 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

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

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Context and focus of visit

Get SET Academy Limited (Get SET) received its first publicly funded contract for apprenticeship training in March 2020. Prior to this, they delivered apprenticeships as a subcontractor. Get SET is an independent learning provider that delivers apprenticeships in a range of subject areas, principally for the early years and education sectors. At the time of the visit, there were 161 apprentices. The majority of these are aged over 19 years with a few aged 16 to 18. Most apprentices study at level 3 and 5 with a small number at level 2. The majority of apprentices are on Learning and skills teacher (level 5) and teaching assistant level 3 apprenticeships. The remainder study level 3 early years educator, level 3 business administration, level 3 team leader, level 2 early years and level 2 pharmacy.

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Reasonable progress

Leaders ensure that their programmes meet the requirements of an apprenticeship, including the arrangements for the final assessment. Apprentices gain substantial new skills, knowledge and behaviours that prepare them well to work as early years educators or learning and skills teachers.

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Reasonable progress

Leaders and governors have a clear curriculum rationale to provide apprenticeships in the early years and education sectors. Leaders use their experience of delivering apprenticeships as a subcontractor to provide apprenticeships that meet the needs of independent schools and nurseries.

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Reasonable progress

Leaders have expanded the workforce with the necessary expertise and knowledge to be able to implement standard apprenticeship programmes effectively. Monitoring visit: Get SET Academy Limited, 15–16 June 2021 Tutors benefit from professional development that improves their teaching practice. For instance, they have received training on marking apprentices’ written work and how to provide effective feedback.

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Reasonable progress

Senior leaders have an appropriate oversight of individual apprentices’ progress. Managers meet weekly with tutors to discuss apprentices’ progress. They report any concerns to senior leaders. Tutors put in place effective interventions to help apprentices who are falling behind to catch up. They coach them effectively in order to address any shortfalls in their knowledge. Most apprentices make the progress expected of them despite interruption to their training programme during the pandemic.

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Reasonable progress

Leaders do not use all of the information available to them to assess the quality of education rigorously. Leaders’ plans to improve the quality of education do not always include clear and measurable improvement targets that governors can monitor.

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Reasonable progress

External governance arrangements have only recently been established, so it is too soon to assess their effectiveness. Governors are experienced in the primary and secondary education sectors. They do not have experience of standards apprenticeships and are unable to provide sufficient challenge to senior leaders about the quality of the apprenticeship curriculum.

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Reasonable progress

Tutors plan the order of the curriculum, which builds apprentices’ skills over time. Apprentices learn about pedagogy and teaching styles before they move on to more complex topics.

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Reasonable progress

Leaders ensure that tutors plan a curriculum with employers so that on-the-job and off- the-job training are well aligned. This helps apprentices to consolidate their learning and apply the knowledge they gain at work.

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Reasonable progress

Leaders encourage tutors to reflect on the quality of their teaching and adapt the sequencing of the curriculum accordingly. Tutors adapted the level 3 early years educator curriculum to deliver the safeguarding unit before child development. Early years educator apprentices quickly develop a good understanding of safeguarding. They can recognise signs of abuse or neglect in the children they look after.

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Reasonable progress

Tutors use their own and apprentices’ experiences to discuss and share successful strategies on a range of topics, including dealing with challenging behaviour. Tutors do not always agree aspirational grades for apprentices to achieve. In a few instances, tutors do not check the learning and understanding of apprentices before moving on to a new topic. Monitoring visit: Get SET Academy Limited, 15–16 June 2021 Apprentices value the support and guidance they get from tutors and mentors in their workplace. Apprentices on the teaching assistant programme demonstrate more confidence when supporting teaching of mixed-ability groups.

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Reasonable progress

Most apprentices’ work is of a high standard. Tutors teach apprentices how to use Harvard referencing in preparation for moving on to courses at higher levels. Apprentices receive useful feedback from tutors that enables them to make improvements in their written work.

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Reasonable progress

Leaders recruit most apprentices on to the right course. Apprentices receive on-going careers advice and guidance. In a few instances, the chosen optional units are not discussed with the apprentice at the start of their programme.

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Reasonable progress

Leaders ensure that safeguarding and the safety of apprentices is a high priority. The designated safeguarding officer has the appropriate training, skills, and experience to carry out their role effectively. Leaders ensure that staff are appropriately checked to work safely with apprentices.

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Reasonable progress

Staff benefit from regular safeguarding and ‘Prevent’ duty training. They receive bespoke instruction on safeguarding issues such as forced marriage, female genital mutilation, and honour-based violence.

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Reasonable progress

Most apprentices have a clear understanding of safeguarding and how to apply this knowledge while at work. Teaching assistant apprentices know how to recognise signs in the children’s behaviour that may raise potential concerns. Apprentices know who to go to if they have any concerns.

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Reasonable progress

The designated safeguarding officer has ensured that there are appropriate processes in place to record, action and follow up on any safeguarding issues and incidents. However, this is yet to be tested out. Monitoring visit: Get SET Academy Limited, 15–16 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 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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