Genius Software Solutions Limited

Further education and skills inspection report

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Inspection of Genius Software Solutions Limited

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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

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Information about this provider

Genius People, the training arm of Genius Software Solutions Limited, which is based in Glasgow, delivers programmes to 54 apprentices in England. Most apprentices work for one employer, Cabot Financial. Programmes include level 3 team leader/supervisor, with 11 apprentices, level 5 operations/departmental manager, with five apprentices, level 5 coaching professional, with five apprentices, level 4 associate project management, with 12 apprentices, level 3 advanced credit controller and debt collection specialist, with six apprentices and level 3 business administration, also with six apprentices. The provider works with one subcontractor, which delivers courses leading to functional skills English and mathematics qualifications. 23 to 25 March 2022

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

Apprentices successfully develop new knowledge, skills and behaviours, which they apply well on the work-related projects that they carry out. As a result of the skills that they acquire, many apprentices have been successful in gaining promotion at work, while others have used their increased knowledge to implement new strategies and methodologies in their work roles.

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

Apprentices demonstrate a positive attitude to the training that they receive. They recognise the value of the technical knowledge and practical skills that they are developing and understand how these will benefit their longer-term career goals and aspirations. Apprentices feel more confident in their roles, and in pursuing their careers.

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

Apprentices are highly engaged in their learning and participate fully and actively. They attend well and are punctual for their training, which they value and enjoy. Tutors provide appropriate support for a very small minority of apprentices who miss sessions.

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

Apprentices’ managers are proactive in identifying and providing further training opportunities for their apprentices to enable them to develop and apply their skills in the workplace. For example, on the team leadership programme, managers hold frequent meetings with their apprentices to plan live projects with allocated budgets. These contribute to developing apprentices’ communication and leadership skills. Employers also play an active role in reviewing the quality of evidence collated for apprentices’ end-point assessments, demonstrating a tripartite commitment to apprentices’ success.

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

Apprentices are made aware of progression opportunities and further training available to them in their own organisation. However, they do not benefit from independent and impartial careers advice to provide them with information about possible next steps outside their current organisation.

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

Tutors and employer representatives are effective in developing apprentices’ confidence and character over time. Apprentices are encouraged to challenge the viewpoint of others and take ownership of their learning. As a result, they become more independent and confident learners.

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better?

Leaders and managers have developed a curriculum which is ambitious and relevant, and which meets the needs and interests of apprentices and their employers. The curriculum is planned and sequenced well. Apprentices successfully build on their prior learning and connect this to their next topics of study. For example, team-leading apprentices gain an understanding of the principles of self- awareness before developing their leadership skills and learning how to build 23 to 25 March 2022 relationships, which they then apply in work-related projects. The involvement of guest speakers adds credibility and validity to the programme content.

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better?

Tutors ensure that apprentices are suitable for an apprenticeship, and they identify apprentices’ starting points accurately. They carry out initial assessment activities to establish apprentices’ prior knowledge, skills and experience. Apprentices benefit from helpful initial advice and guidance that prepares them well for their apprenticeship. They participate in an informative launch day, delivered in partnership with the employer, which ensures that they understand the requirements of the apprenticeship, including on- and off-the-job training, how they need to apply their skills in the workplace and how they will be assessed.

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better?

Leaders and managers have formed extremely strong and useful working relationships with employers. Apprentices benefit from the joint training provided, and employers rightly appreciate the partnership approach to delivering the programmes. Employers contribute significantly to curriculum planning and delivery, which ensures that the training meets their needs and those of the apprentices.

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better?

Tutors provide helpful feedback that helps apprentices improve the quality of their work and prepares most apprentices well for their end-point assessment. The standard of apprentices’ written work is good. However, tutors do not consistently encourage apprentices to achieve at the highest level of which they are capable, including distinction level. In addition, they do not focus sufficiently on ensuring that apprentices successfully develop their mathematical skills.

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better?

Leaders and managers have good oversight of apprentices’ progress. Managers meet with delivery staff each month to monitor progress and ensure that apprentices are on track. They then meet with employers to update them on progress and any concerns. This ensures that employers are fully aware of the knowledge and skills that their apprentices are acquiring and are able to plan how apprentices can practise these in the workplace.

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better?

Effective governance arrangements are in place to provide challenge to the senior leadership team. Leaders have recently recruited a highly experienced external governor to act as a critical friend to the business. This process, along with the support and challenge from the parent company, ensures that the growth plans for the business include targets and actions relating to the quality of training for apprentices.

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better?

Leaders make good use of feedback from apprentices about their programmes. This has resulted in improvements such as the inclusion of breakout rooms in online sessions, which has successfully increased apprentices’ level of engagement in the sessions. Feedback from apprentices has also led to an addition to the programme to include training on the specific computer software used by the organisations where the apprentices work.

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better?

Staff feel well supported and valued. They take pride in their work and have a clear focus on ensuring that their apprentices do well. Tutors are supported effectively to 23 to 25 March 2022 develop their technical knowledge and continually improve the standard of their teaching. For example, tutors receive training on how to improve the quality of their teaching when using remote delivery platforms.

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better?

Training to prepare apprentices to take functional skills qualifications in English and mathematics is delivered too late in the programme to allow apprentices who need these important basic skills to benefit fully from the training. Leaders and managers have recently subcontracted their functional skills provision to a specialist training provider. However, it is too early to measure the impact of this new relationship.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Apprentices demonstrate a good understanding of safeguarding. They feel safe and know how to stay safe, both within and outside the workplace. Apprentices are aware of how to raise concerns and know who the point of contact is.

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Safeguarding

Leaders and managers have appropriate safeguarding policies and procedures in place. The designated safeguarding lead liaises effectively with ‘Prevent’ duty specialists in all regions in which the organisation operates.

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Safeguarding

Managers have in place an effective ‘Prevent’ duty risk assessment and action plan and ensure that staff receive appropriate safeguarding and ‘Prevent’ duty training, which is updated annually. Leaders now have in place an effective safe recruitment process.

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What does the provider need to do to improve?

 Ensure that apprentices who need to gain functional skills qualifications are supported early enough in the programme to enable them to be successful.  Ensure that learners are supported to achieve their apprenticeship at the highest possible level, including distinction level.  Ensure that apprentices benefit from high-quality and impartial careers advice and guidance, so they can make informed decisions and better consider their long- term career goals and aspirations.  Ensure that apprentices successfully develop their mathematical skills. 23 to 25 March 2022

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Provider details

Address 1439 Cumbernauld Road Glasgow G33 1AN

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Provider details

Provider type Independent learning provider

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Seetec Limited 23 to 25 March 2022

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Information about this inspection

The inspection team was assisted by the head of organisation, 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

Glenise Burrell, lead inspector Her Majesty’s Inspector Andrew Scanlan Ofsted Inspector Shaun Donaghy Ofsted Inspector 23 to 25 March 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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Inspection team

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Inspection team

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Inspection team

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Inspection team

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

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