Simian Risk Management Limited

Further education and skills inspection report

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Inspection of Simian Risk Management Limited

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Apprenticeships Requires improvement Overall effectiveness at previous inspection Requires improvement

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Information about this provider

Simian Risk Management Limited (SIMIAN) is an independent learning provider specialising in training apprentices in scaffolding and roofing for the construction industry. SIMIAN delivers off-the-job training from two training centres located in Warrington, Cheshire, and Waltham Forest, London. Apprentices attend off-the-job training for either one- or two-week training blocks throughout their programme. SIMIAN works with approximately 90 employers across the country.

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Information about this provider

SIMIAN delivers standards-based apprenticeship programmes in scaffolding and roofing at level 2. At the time of inspection, there were 237 apprentices on a programme. One hundred and eighty-three were level 2 scaffolding apprentices and 54 were level 2 roofing apprentices. Sixty apprentices were aged 16 to 18 years and the remainder over 19 years. In addition to delivering apprenticeship programmes, SIMIAN also provides commercial license to practice training courses. 26–28 January 2022

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

Apprentices are enthusiastic and motivated to learn. They enjoy learning and talk confidently about the new skills and increased confidence they develop during their apprenticeship.

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

Apprentices are well supported. They value the support they receive from their instructors. For example, they describe how their instructors went above and beyond to keep in touch and check on their welfare throughout the pandemic. The support they receive helps develop their confidence, self-esteem and resilience.

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

Apprentices develop a greater awareness of topics such as equality and diversity and fundamental British values. They are able to describe the rules of democracy and freedom of speech. However, they do not receive a well-planned broader curriculum beyond their vocational apprenticeship standards.

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

Apprentices are provided with clear expectations of behaviour at the start of their programme. However, instructors do not consistently challenge apprentices when their behaviour falls below the expected standard, such as using offensive language. Consequently, they are not being appropriately trained in professional behaviours to prepare them for the workplace.

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

Apprentices feel safe and know how to keep themselves safe at work and in life. They use appropriate personal protective equipment and are competent when working at height and with gas and dangerous equipment. Apprentices are aware of the dangers of radicalisation and extremism. However, they are not aware of specific local risks they may encounter where they live and work.

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better?

Leaders have developed a curriculum in scaffolding and roofing that meets the needs of employers and tackles an essential skills shortage in the construction industry. For example, in scaffolding, leaders include training on a range of different types of scaffolds such as independent, putlog and tube and fit scaffolds. This trains apprentices to be able to work on a wider variety of scaffolds used across different settings.

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better?

Instructors teach the curriculum in a carefully considered order. In both the scaffolding and roofing programmes, they teach essential health and safety, including working at height, as a first priority. In scaffolding, they move on to teaching basic erection and dismantling of independent and tower scaffolds before learning more complex structures such as cantilever and chimney scaffolds. In roofing, apprentices learn to safely install reinforced bitumen membranes using gas and heat guns.

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better?

Instructors are highly qualified and knowledgeable in scaffolding and roofing. Roofing instructors maintain their up-to-date knowledge of developments in roofing 26–28 January 2022

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by attending courses on topics such as new liquid system products. This allows them to teach apprentices current industry techniques using the most up-to-date materials. However, leaders do not place sufficient emphasis and priority on the development of instructors to improve their teaching skills over time.

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Instructors use continual assessment on practical skills to check learning and rectify errors or misconceptions. For example, scaffolding instructors ask apprentices to check and assess their scaffolding frequently. Apprentices identify where there are mistakes which they then rectify under supervision.

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Apprentices benefit from useful oral feedback that helps them improve the quality of their practical work. They use this feedback to practise the skills they find most challenging and to continuously improve their work. However, instructors do not provide helpful feedback on apprentices’ written work. Comments from instructors are often cursory and do not help apprentices to understand how to improve their knowledge. Instructors do not routinely correct spelling, grammar and punctuation mistakes. Consequently, apprentices continue to make the same mistakes in subsequent pieces of work.

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Instructors provide support for apprentices with special educational needs and/or disabilities. For example, coloured overlays are used for apprentices with dyslexia. Apprentices who require assistance with reading and writing are provided with a reader or a scribe. This enables them to access the same learning as other apprentices and make good progress towards achieving their apprenticeship.

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Instructors and skills coaches are not always able to coordinate on- and off-the-job training effectively. For example, some scaffolding and roofing apprentices are not always employed on a site where they can gain experience of the type of scaffolding or roofing techniques that they have practised in the training centre. Consequently, they are not always able to practise and hone their skills quickly.

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Leaders do not provide a well-planned functional skills curriculum. Apprentices attending the Warrington training centre receive English and mathematical tuition when attending their two-week block training sessions. However, they often forget what they have learned by the time they come to the centre for the next block of training. Currently, apprentices attending the London training centre do not receive any tuition due to a lack of tutors. Leaders have plans for a new delivery model. However, this is not yet in place.

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Most apprentices develop substantial new knowledge, skills and behaviours during their apprenticeship. For example, scaffolding apprentices are able to read and interpret drawings to enable them to select the correct fittings for different types of scaffolding. They are aware of the different slip loads and how much weight can be placed on top of the scaffolding.

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Employers highly value the contribution apprentices make to their businesses. Scaffolding apprentices learn how to wear and use harnesses safely early in the programme and so are able to work at height safely from an early stage in their 26–28 January 2022

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apprenticeship. Roofing apprentices install mineral flashings using appropriate heat and sequencing so that it meets industry standards. Apprentices quickly become an asset to their employer.

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Not all apprentices receive high-quality, planned careers advice and guidance throughout their apprenticeship programme. Instructors make apprentices aware of further opportunities in scaffolding, such as advanced scaffolding courses, and how they could move into roles such as inspection and supervision. Apprentices in the London training centre participate in local employer events. However, apprentices attending the Warrington training centre do not have the opportunity to benefit from the same experience.

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Leaders and managers acknowledge that the pace of improvement since the previous inspection has been slow. The senior leadership team has implemented a restructure of personnel within the apprenticeship team since the previous inspection. They have put in place key roles to bring about more rapid progress in improving the quality of education and training apprentices receive. However, it is too soon to see the impact of these changes.

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Leaders have recently reviewed and implemented new procedures to monitor the quality of education and training. For example, a new observation of teaching and learning procedure and appraisal process has been implemented. Feedback on best practice is now shared at team meetings. However, the outcomes of these recent quality assurance arrangements have yet to be implemented fully into the setting of targets for staff to bring about improvement.

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The board of directors has responsibility for oversight and governance of the apprenticeship provision. Members have a range of skills including education, finance and industry expertise. They use their skills and experience to provide strategic leadership to ensure the purpose of the apprenticeship provision is meeting the skill needs of the sector nationally.

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The board is aware of the need to quickly improve the quality of education and training apprentices receive. However, members do not routinely receive high- quality, detailed reports to help them monitor the progress apprentices are making and challenge the pace of improvement.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have in place comprehensive safeguarding and related policies and procedures. Leaders and managers ensure all staff are trained in safeguarding.

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Safeguarding

Leaders carry out appropriate safe recruitment procedures ensuring all staff are thoroughly checked. They have put in place designated safeguarding officers at both training centres who maintain records of incidents that are raised. 26–28 January 2022

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Information on safeguarding is provided to apprentices at induction and subsequent reviews to ensure they know how to keep themselves and others safe. Apprentices know who to report safeguarding concerns to.

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Staff place a high priority on the health and safety of apprentices to ensure they are aware of the risks within the industry and know how to keep safe when working on site.

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What does the provider need to do to improve?

 Leaders need to implement a curriculum that enables apprentices to develop their knowledge and skills beyond their vocational training.  Leaders need to put in place quickly their plans to deliver functional skills in English and mathematics to help apprentices improve these skills and enable them to complete their apprenticeship programme successfully and on time.  Leaders should provide instructors with ongoing training to develop their teaching skills, so they are better able to help apprentices improve their written work by providing useful feedback.  Ensure instructors and skills coaches plan and coordinate on- and off-the-job training so that all apprentices develop their skills quickly and make better progress.  Ensure instructors challenge apprentices when their behaviour falls below the standards expected so they can develop professional behaviours for the workplace.  Leaders and managers need to monitor the effectiveness of new quality

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What does the provider need to do to improve?

assurance processes to ensure they bring about improvements quickly to the quality of education and training apprentices receive.  Ensure all apprentices receive high-quality careers advice and guidance so that they know what they need to do to be successful in their careers.  Ensure board members receive detailed reports so they can monitor the pace of improvement and the progress apprentices make on their programmes.  Ensure apprentices are made aware of local risks to their safety where they live, work and where they attend blocks of training at the providers’ sites. 26–28 January 2022

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Address

Wallis House 409 The Quadrant Birchwood Park Warrington WA3 6FW

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Address

Provider type Independent learning provider

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Address

Date of previous inspection 5–7 March 2019

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Address

Main subcontractors Not applicable 26–28 January 2022

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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 visiting 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

Elaine Price, lead inspector Ofsted Inspector Ruth Stammers Her Majesty’s Inspector Alastair Mollon Her Majesty’s Inspector 26–28 January 2022

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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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