Skills4Stem Ltd

Further education and skills inspection report

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

Skills4Stem Ltd (S4S) is an independent learning provider of apprenticeships in construction. S4S’s apprenticeship contract began in May 2017. At the time of inspection, S4S had 330 apprentices across 11 standards-based apprenticeships at level 4. These include construction site supervisor, building services engineer and quantity surveying civil engineering technician standards. S4S also has 22 apprentices studying the building services engineer standard at level 3.

p.1

Information about this provider

S4S have 192 apprentices under 24 years old. There are 68 apprentices requiring additional learning support. 22 to 30 March 2022

p.1

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

Apprentices enjoy their learning. They develop specialised skills that have immediate relevance to their work. For example, apprentices on the quantity surveying programme accurately use industry-standard documents to estimate and monitor project costs.

p.2

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

Apprentices build on their positive behaviours. They have high levels of motivation beyond their training. They are ambitious for their futures, often joining professional bodies such as the Royal Institution of Chartered Surveyors.

p.2

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

Apprentices learn in a positive and supportive culture, both at S4S and in their workplaces. They are considerate and respect others’ political and religious views. Apprentices are enthusiastic about sharing their learning in the community. For example, giving tours of large-scale projects to groups of children with autism spectrum disorder as part of a school link project.

p.2

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

Apprentices feel safe. They talk with confidence about how to keep themselves safe and healthy. Apprentices complete useful additional training courses, including the safe use of chemicals, to maintain commercial heating systems.

p.2

better?

Leaders and managers have designed an ambitious curriculum in advanced construction skills. They provide personalised learning programmes that meet the needs of apprentices and their employers. Programmes prepare apprentices effectively for specialist roles. Apprentices develop key skills and knowledge in digital modelling for building design.

p.2

better?

Leaders and managers have good links with employers. Leaders are highly responsive to employer needs, particularly during the pandemic. Leaders quickly identify and meet changing industry requirements. For example, they have expanded the programme to cover sustainability in planning.

p.2

better?

Apprentices develop significant knowledge and skills through on- and off-the-job training. Trainers plan subjects carefully with apprentices and employers to enable apprentices to learn in an organised and well-structured manner. At work, apprentices have frequent, meaningful opportunities to practise their skills and deepen their knowledge. They become valued team members in the workplace. Apprentices learn to use complex project management tools. They apply their new knowledge of these tools by coordinating work on national infrastructure projects.

p.2

better?

Trainers use highly effective assessment methods. They allow apprentices opportunities to check and secure their understanding as they progress through the curriculum. As a result, apprentices demonstrate a clear understanding of new topics through their assessed work and strive for higher grades. 22 to 30 March 2022

p.2

3

Staff teach a curriculum that develops responsible, respectful and committed apprentices effectively. Most apprentices contribute positively to their job roles. They are aware of the social or personal factors that may affect how well others perform at work. They learn management techniques for supporting teams through challenges. Apprentices in civil engineering understand ethical dilemmas in the workplace.

p.3

3

Apprentices benefit from highly knowledgeable trainers. Leaders recruit training staff for their specialist industry skills and knowledge. As a result, apprentices understand the most recent changes to regulations. For example, apprentices studying quality surveying can implement industry guidance on procurement appropriately.

p.3

3

Trainers do not adequately support apprentices to enhance their written work. Apprentices do not deepen their understanding of how to research, analyse and evaluate topics. As a result, apprentices are not sufficiently well prepared to progress to higher-level study.

p.3

3

Leaders have not ensured that apprentices with additional learning needs get effective support in a timely manner. Leaders are taking steps to rectify this and have recently appointed a new member of staff. This has had some impact, but the improvements are not yet fully established. As a result, too few apprentices make good progress.

p.3

3

Leaders have a good understanding of the strengths and areas for improvement of their provision. Leaders have put in place a robust management system to action areas for improvement. They have implemented new measures gradually, following the significant disruption caused by the pandemic. As a result, the measures, while showing impact in some areas, are not yet embedded across the provision.

p.3

3

Governors give effective support to senior leaders and managers to continually improve the quality of learning. Governors are highly qualified and experienced individuals. They include former chief executive officers of national companies and sector experts who advise on national policy. Governors have good knowledge of the strengths and weaknesses of the apprenticeship provision. They engage appropriately with apprentices and employers to gain their feedback. Governance arrangements have been enhanced recently through formal board meetings to provide a greater challenge to senior leaders.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

Leaders have established an effective culture of safeguarding where staff have clearly identified responsibilities. Staff are appropriately trained for their roles and have good links with local support agencies. As a result, safeguarding issues are resolved in a timely manner. 22 to 30 March 2022

p.3

4

Apprentices feel safe. Most have a well-developed understanding of safeguarding and understand how this is relevant to their working practices. Apprentices are confident that staff will respond appropriately to their concerns.

p.4

What does the provider need to do to improve?

 Leaders need to ensure that apprentices develop their higher-level study skills to prepare them for their next stage of education .  Leaders need to ensure that apprentices with identified additional learning needs develop the long-term strategies they require to make good progress in their learning. 22 to 30 March 2022

p.4

Provider details

Address Skills4Stem Ltd The Innovation Centre Stannard Way Priory Business Park Bedford Bedfordshire MK44 3RZ

p.5

Provider details

Provider type Independent learning provider

p.5

Provider details

Date of previous inspection Not previously inspected

p.5

Provider details

Main subcontractors None 22 to 30 March 2022

p.5

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.

p.6

Inspection team

Chris Bealey, lead inspector Ofsted Inspector Ralph Brompton Ofsted Inspector Claire Griffin Ofsted Inspector Mark Parton Her Majesty’s Inspector Sambit Sen Her Majesty’s Inspector 22 to 30 March 2022

p.6

7

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.7

7

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.7

7

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.7

7

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

p.7

7

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

p.7