Screwfix Direct Limited

Screwfix Direct Limited Monitoring visit report

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Name of lead inspector: Mike Finn, Her Majesty’s Inspector

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Address: Trade House Houndstone Business Park Yeovil BA22 8RT Monitoring visit: Screwfix Direct Limited, 5–6 August 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

Screwfix Direct Limited is part of the Kingfisher group of home improvement companies. There are 723 retail stores across the United Kingdom. Leaders historically placed trainee retail managers on apprenticeships taught by other providers. They gained their own contract as an employer provider in July 2020, offering standards-based apprenticeships in retail with the aim of developing staff into future business leaders. There are 153 apprentices enrolled on the level 3 retail team leader standard. A further 90 apprentices are on the level 4 retail manager standard. Teaching takes place online through webinars and videoconferencing meetings.

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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 took the decision to train apprentices themselves so that they can draw upon the in-house expertise of retail managers who they consider to have appropriate skills and knowledge to share with apprentices. Leaders seek to have available a continuous supply of well-trained retail managers and assistant managers to help the business to grow. As a result, leaders have developed a clear purpose for the curriculum to ensure that it meets the requirements of apprentices and the business.

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Reasonable progress

Apprentices receive their entitlement to training away from the workplace. As a result, they get sufficient time to complete learning activities, research tasks and assignments to support their ongoing development. Line managers support apprentices to take this time. Monitoring visit: Screwfix Direct Limited, 5–6 August 2021 Leaders ensure that coaches are highly experienced former branch managers. This enables them to support apprentices through their programme and adapt training to suit the situation. For example, coaches used the time during the pandemic to adapt the curriculum for apprentices so they continued to gain technical experience. For instance, coaches asked apprentices to complete management control audits in their own store, rather than in a different store as originally planned. As a result, coaches ensure that apprentices continue to make progress in developing their workplace skills.

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Reasonable progress

Members of the executive board who have oversight of the apprenticeship provision provide effective challenge to leaders. For example, they seek assurances that apprentices taking qualifications in English and mathematics are on track to achieve. As a result, the board supports leaders to improve the quality of the apprenticeship provision.

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Reasonable progress

Leaders have put in place some informal quality assurance processes, including surveying apprentices’ views. They have a plan to extend quality assurance activities to include observing online learning sessions and scrutinising apprentices’ work. As a result, leaders do not yet have a sufficient understanding of the full range of strengths and areas requiring development of the quality of the provision.

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Reasonable progress

Leaders plan the curriculum logically to ensure that apprentices build on their knowledge, skills and behaviours over time. For example, level 3 apprentices start by learning about the store environment. They then study more specific topics, such as finance and people leadership. As a result, apprentices start by learning the essential components that they need to know to be able to start in their role.

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Reasonable progress

Trainers, coaches and mentors provide effective support for apprentices. This enables apprentices to flourish in the workplace. Mentors work closely with apprentices to ensure that they can put their new knowledge into practice at work. As a result, many apprentices gain additional responsibilities or promotions during their apprenticeship.

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Reasonable progress

Trainers teach high-quality online lessons which develop apprentices’ leadership knowledge well. Trainers encourage engagement through asking skilful questions which are answered effectively by apprentices, demonstrating that they can remember what they have been taught. For example, apprentices can explain the importance of adapting their leadership style to suit the situation. Consequently, they use this knowledge to inform their own leadership skills. Monitoring visit: Screwfix Direct Limited, 5–6 August 2021 Coaches put in place effective support for apprentices who require extra help. For example, they provide apprentices who have dyslexia with screen overlays for their computers, different coloured paper and extra face-to-face teaching. As a result, apprentices participate fully in their learning.

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Reasonable progress

Leaders do not ensure that apprentices receive impartial careers advice and guidance. Consequently, apprentices are not sufficiently clear about the possible career and further study opportunities available to them outside of the business.

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Reasonable progress

Coaches do not challenge the majority of apprentices sufficiently to aim for high grades. They do not consistently provide developmental feedback to apprentices on their written work. As a result, apprentices are not fully aware of what actions they need to take to get a merit or distinction grade.

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Reasonable progress

Apprentices feel safe and feel comfortable speaking with their line managers, coaches or the designated safeguarding lead if they have any concerns.

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Reasonable progress

Coaches ensure that apprentices learn about safeguarding and the dangers of radicalisation at the start of their programme. Leaders have realised the need to repeat this information in apprentices’ reviews and have encouraged coaches to implement this. As a result, most apprentices understand safeguarding in the context of their work. For example, they understand that it is important to raise a concern if customers try to buy certain combinations of batteries and chemicals in large quantities.

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Reasonable progress

Leaders ensure that health and safety risks in stores are appropriately managed. Resources are effective and allow apprentices to gain knowledge and reinforce their learning. For example, apprentices know that they must only open or close a store with another colleague to help reduce risks to their personal safety. Monitoring visit: Screwfix Direct Limited, 5–6 August 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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