BPP Professional Education Limited

Further education and skills inspection report

p.1

Inspection of BPP Professional Education Limited

p.1

Overall effectiveness Good

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

p.1

Information about this provider

BPP Professional Education Ltd (BPP) forms part of the BPP group of companies which is involved in a broad cross section of education and training activities in the UK and abroad.

p.1

Information about this provider

BPP has around 9,800 apprentices with employers across the country. These apprentices are on a broad cross-section of service industry apprenticeships from levels 2 to 7. Around half the apprentices take the level 7 accountancy and taxation professional programme. Other programmes include investment banking, compliance and risk, financial services, human resources, insurance and business administration. Around 800 apprentices are on programmes, of which a proportion is taught by two subcontractors. Most teaching takes place online. 8 to 11 March 2022

p.1

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

Apprentices enjoy learning in a safe environment, within a supportive culture, which they describe as being ambitious for their success. They consistently exhibit very positive attitudes to learning. Apprentices have an excellent understanding of how their training benefits them, their employers and society. For example, compliance and risk apprentices become adept at evaluating suspected criminality such as money laundering. Apprentices particularly value the personal and practical support they receive from coaches and tutors. They recognise this plays a significant part in the swift progress they make towards achieving their learning goals.

p.2

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

Apprentices benefit from high-quality skills training and focused ‘skills days’ that enable them to link the theoretical knowledge they acquire in lessons with workplace practice. For example, apprentices on the level 5 coaching professional programme develop their listening and communication skills, which helps them work more effectively with colleagues and clients. As a result, most apprentices thrive in their workplaces.

p.2

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

Apprentices appreciate the industry expertise and first-hand knowledge of their tutors, for example in areas such as accountancy, risk management and human resources. They recognise the benefits of learning from experts in the industries in which they work. Attendance is high because most apprentices enjoy their programme and value what their coaches and tutors have to say.

p.2

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

Apprentices rightly appreciate the benefits they gain from the opportunity to study additional qualifications, as part of their main apprenticeship programmes. For example, human resources apprentices achieve additional industry accreditation alongside their apprenticeship. Similarly, during the pandemic, human resources apprentices acquired the skills they needed to help manage employees’ heightened personal pressures resulting from the pandemic.

p.2

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

Apprentices value the fact that most staff provide them with very responsive help when they need it. For example, apprentices benefit from supportive tutors, coaches and employers who genuinely care about them. Staff also help apprentices to access expert help, for example through the counselling service, if they are struggling with their emotional well-being.

p.2

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

Occasionally, apprentices indicate that they are frustrated by the inconsistent quality of information and customer service they receive. For example, they sometimes receive inaccurate or incomplete information about their programme, or the wrong links to online lessons. Apprentices state that staff are sometimes difficult to contact, or slow to respond to telephone or email enquiries. 8 to 11 March 2022

p.2

better?

Leaders design an ambitious range of programmes so that apprentices, including those with additional learning needs, incrementally build their expertise over time. For example, Level 4 accounting apprentices initially learn about basic bookkeeping, building up to more complex skills such as preparing final accounts.

p.3

better?

Apprentices across the range of programmes, including those on programmes with elements taught by subcontractors, develop substantial new knowledge, skills and behaviours to become competent professionals within their industry. Leaders work closely with many employers to tailor bespoke apprenticeship programmes which meet the needs of their businesses. For example, level 5 coaching professionals initially learn about the importance of personal reflection before developing their coaching and deep listening skills, which they then utilise in the workplace.

p.3

better?

Tutors are adept at teaching online. They skilfully use a broad range of strategies, such as virtual breakout rooms, screen sharing, role play, chat boxes and polls to enhance their online teaching. Tutors use these techniques well to teach apprentices, mainly via live or recorded online lessons.

p.3

better?

Tutors use assessment well. They routinely and effectively assess gaps in apprentices’ learning. They then use this information to plan their teaching. For example, accounting tutors correct any misunderstandings that apprentices have in relation to annual investment allowance and money laundering. It helps most apprentices make good progress and pass their final assessments in a timely manner, with over one third achieving distinction grades.

p.3

better?

Most staff provide detailed and helpful feedback to apprentices that tells them what they have done well and what they need to do to improve their work. They often challenge apprentices to expand their answers to include fuller responses. As a result, apprentices improve the quality of their work. However, a significant minority of apprentices indicate that they do not always receive timely or sufficiently helpful feedback on their work, especially on mock examinations. This means that they are unsure how to improve their work.

p.3

better?

A small minority of employers do not take a sufficiently proactive part in attending reviews to track apprentices’ progress or to help shape the tasks apprentices engage with in the workplace. Leaders have recognised the need to strengthen employer engagement. They have plans in place to address this.

p.3

better?

Staff create a calm, welcoming and professional learning environment, both in classrooms and in online lessons. They consistently set clear expectations and promote professional behaviours. Apprentices display a high level of motivation in lessons and respect towards each other and their tutors. From the very start of the programme apprentices and employers are well informed about the expectations of learning and the professional behaviours required. 8 to 11 March 2022

p.3

4

Apprentices have a good understanding of how to manage their physical and mental well-being and are confident in reporting any concerns to an appropriate manager. This includes how to identify and deal with any form of harassment in the workplace.

p.4

4

Apprentices develop vocationally relevant knowledge, skills and behaviours that relate both to their programme and their long-term career aspirations. For example, managers in the workplace give level 6 financial services apprentices additional responsibilities to support developments within their companies, such as acting as a site champion or leading on the introduction of a digital literacy programme. This helps apprentices pick up additional responsibilities and skills, to broaden their expertise and increase their chances of promotion.

p.4

4

On completion of their programme, not all apprentices have a clear picture of the career opportunities and pathways available to them, or their possible next steps.

p.4

4

Staff promote a culture of equality and diversity to apprentices, which they embed well within the programme. Apprentices have access to a suite of resources to support their well-being. Designated welfare managers are qualified mental health first aiders. Consequently, they provide appropriate help and support for apprentices struggling with any emotional well-being issues.

p.4

4

Leaders and governors have a very accurate understanding of the quality of the provision and, collectively, have taken effective steps to improve areas for development identified at the previous monitoring visit. For example, leaders have successfully strengthened the arrangements for teaching functional skills in English and mathematics. Virtually all apprentices who study functional skills now successfully achieve their qualification.

p.4

4

Staff training is highly effective and helps tutors and coaches to improve the quality of their teaching. Staff particularly value the opportunity to gain qualifications in coaching and teaching, which improves their own practice and wider career prospects. Leaders ensure that tutors maintain currency in their areas of expertise, for example through regular upskilling and continued membership of professional bodies such as the Institute of Chartered Accountants and Chartered Institute of Taxation.

p.4

4

Leaders carry out effective checks to ensure that subcontractors deliver a high- quality experience to apprentices. Governance arrangements and oversight add significant value to the strategic direction and quality assurance of the provision.

p.4

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders create a caring safeguarding culture across the organisation. Subcontractors also have a good awareness of safeguarding and understand the arrangements they need to follow for BPP apprentices. Staff consider carefully how they can support 8 to 11 March 2022

p.4

5

apprentices with the issues that have an impact on their safety and welfare. Designated safeguarding leads provide comprehensive and responsive support to apprentices who they identify as requiring help. For example, they provide apprentices with information about how they can access financial and welfare support, or counselling services, if required. Leaders ensure that apprentices receive detailed information about ‘Prevent’, and how to protect themselves from radicalisation and extremism. However, a minority of apprentices are not able to explain the Prevent duty or recall training they have received around these topics.

p.5

What does the provider need to do to improve?

 Leaders should strengthen elements of customer service to ensure that all apprentices receive clear, accurate and timely communication about the structure, design and delivery of their programme. They should also ensure that apprentices receive prompt and accurate responses to any queries they may have, particularly via phone or email.  Leaders should ensure that tutors are more consistent in providing timely and constructive feedback to apprentices, in line with the corporate policy, so that apprentices know how to improve their work further.  Leaders and managers should ensure that across all programmes, employers play a proactive role in tracking progress and creating more workplace opportunities for their apprentices.  Staff should ensure apprentices understand the wide range of career progression opportunities available to them at the end of their programme so they can plan their long-term career pathway.

p.5

Provider details

Address Aldine House, 142–144 Uxbridge Road London W12 8AA

p.6

Provider details

Provider type Independent learning provider

p.6

Provider details

Date of previous inspection Not previously inspected

p.6

Provider details

Main subcontractors ICA Tolley 8 to 11 March 2022

p.6

Information about this inspection

The inspection team was assisted by the director of apprenticeship quality, 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.

p.7

Inspection team

Peter Nelson, lead inspector Her Majesty’s Inspector Mike Finn Her Majesty’s Inspector Kim Bleasdale Her Majesty’s Inspector Shahram Safavi Ofsted Inspector Sara Hunter Ofsted Inspector Nigel Bragg Ofsted Inspector Ginny Bradwell Ofsted Inspector Roger Pilgrim Ofsted Inspector Chris Conway Ofsted Inspector 8 to 11 March 2022

p.7

8

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.

p.8

8

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

8

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

8

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

8

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8