UK College of Business Limited

UK College of Business Limited Monitoring visit report

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Name of lead inspector: Sue Hasty, Her Majesty’s Inspector

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Inspection date: 16 and 17 February 2022

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Type of provider: Independent learning provider

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Address: 16-17 Grand Arcade North Finchley London N12 0EH Monitoring visit: UK College of Business Limited, 16 and 17 February 2022

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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

UK College of Business is an independent learning provider based in north London. The company gained a contract in April 2020 to teach apprenticeships. They offer standards-based apprenticeships across a range of subjects and levels to non-levy paying employers.

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Context and focus of visit

At the time of the monitoring visit, there were 60 apprentices in learning. Thirty-two apprentices were studying the level 3 junior content producer apprenticeship. Eleven apprentices were studying the level 3 fundraiser apprenticeship, six were studying accountancy apprenticeships across levels 2, 3 and 4, and 10 were studying leadership and management apprenticeships across levels 4, 6 and 7. One apprentice was studying the level 4 cyber security technologist apprenticeship.

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Context and focus of visit

The majority of apprentices are aged 19 and over, and 13 apprentices are aged 16 to 18.

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Insufficient progress

Leaders have not ensured that all of their apprenticeship programmes fully meet the requirements of an apprenticeship. The experience of apprentices varies markedly in different programmes. While staff complete commitment statements for apprentices, they do not use these effectively to map out a programme for each apprentice, based on their starting point. Staff do not identify adequately the support needed for apprentices in improving their knowledge of English and mathematics. In their reviews of apprentices’ progress, too often staff do not include reflections by the apprentice and their employer.

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Insufficient progress

Leaders do not check thoroughly that apprentices’ job roles fully meet the requirements of the apprenticeship standards. For example, in fundraising Monitoring visit: UK College of Business Limited, 16 and 17 February 2022 apprenticeships, a few apprentices spend only half their time working on fundraising activities. In junior content producer apprenticeships, apprentices mainly undertake work on their employers’ websites and social media accounts. Apprentices do not have sufficient opportunities to gain wider workplace behaviours, such as building relationships with external clients and responding to their needs.

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Insufficient progress

Leaders did not ensure that appropriate staff were in place before offering apprenticeships. For example, until very recently, teachers of a significant proportion of apprentices have also been the apprentices’ line managers and employers. Consequently, in a few instances, apprentices do not have a well-developed understanding of the work they do for their job and the work they do for their qualifications.

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Insufficient progress

Leaders do not have a realistic overview of the strengths and areas for improvement in the quality of teaching. Leaders’ feedback on teachers’ performance does not help teachers understand what they can do to improve their practice.

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Insufficient progress

Leaders have selected suitable apprenticeships that meet the needs of small businesses. They identify appropriately the available job opportunities within the local area. In response, leaders developed the level 3 junior content producer and dental practice manager apprenticeships.

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Insufficient progress

During training sessions, teachers plan courses that help most apprentices build appropriate knowledge and skills over time. For example, apprentices learn how to design content for websites and how to write an online blog. Apprentices on the level 7 senior leader apprenticeships apply the skills and knowledge they learn in their workplace effectively.

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Insufficient progress

In online lessons, teachers cover the correct content for each subject. For example, fundraising apprentices learn about the history of fundraising, the different types of activities involved to raise funds and how to write funding bids. However, too often, teachers do not check well enough apprentices’ understanding of what they have learned before moving on to new topics. They do not give apprentices enough time to ask questions if they haven’t understood what is being taught. As a result, apprentices become confused when teachers introduce new knowledge too quickly.

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Insufficient progress

Teachers’ feedback on apprentices’ coursework is not helpful enough. Teachers grade apprentices’ work without referring to what the grade means. Teachers’ written feedback does not give apprentices precise enough detail on what they can do to improve the standard of their work. Monitoring visit: UK College of Business Limited, 16 and 17 February 2022 Leaders have not prepared apprentices effectively for their final assessments. For example, a few apprentices that have reached this stage have not yet gained their qualifications in English and mathematics. A small minority of apprentices have not had sufficient support from teachers to practise for their assessments.

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Insufficient progress

Teachers review apprentices’ progress regularly. However, teachers do not use these reviews effectively to discuss apprentices’ standard of work, or what they need to do next. Consequently, most apprentices are not clear on how well they are progressing.

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Insufficient progress

Teachers are suitably qualified and have relevant subject expertise. However, leaders do not provide teachers with effective support to improve further their online teaching skills.

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Insufficient progress

The safeguarding lead and deputy safeguarding lead are not appropriately trained for their roles.

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Insufficient progress

Leaders do not have suitable policies in place for the safeguarding of young people. The safeguarding policy refers to outdated guidance. Leaders have not fully outlined how they would respond to allegations of sexual harm and sexual violence in their policies.

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Insufficient progress

Leaders have not thoroughly assessed the risks to their apprentices associated with radicalisation and extremism. They have taken steps toward identifying the factors they need to consider. However, they have not set out the actions they need to take to reduce such risks to their apprentices.

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Insufficient progress

Apprentices do not receive sufficient information on how to keep themselves safe. Teachers do not routinely revisit these topics at progress reviews. Consequently, apprentices cannot recall how to keep themselves safe when working and learning online.

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Insufficient progress

Apprentices told inspectors that they feel safe. They would talk to their tutor if they had a concern about their safety. Monitoring visit: UK College of Business Limited, 16 and 17 February 2022 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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Insufficient progress

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Insufficient progress

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Insufficient progress

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Insufficient progress

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

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