FE Business Limited

Further education and skills inspection report

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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 Not previously inspected

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Information about this provider

FE Business Limited is a small training provider based in central London. It provides levy-funded apprenticeships primarily to healthcare employers. FE Business Limited is owned by two directors. This was the provider’s first inspection since gaining direct funding in 2017. At the time of the inspection there were 61 apprentices on levels 3 to 6 improvement techniques standards, 31 on level 3 team leader standard, seven apprentices on level 5 learning and skills teacher standard, and seven apprentices on the level 3 business administration and customer service specialist standard.

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Information about this provider

The provider does not work with any subcontractors. 24 to 27 May 2022

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

The vast majority of apprentices work within the healthcare sector. They have experienced much disruption to their learning. Many were deployed to critical care roles or took a break in learning as a result of the COVID-19 pandemic. Most apprentices are now back in their roles. However, as a result of the disruption a high proportion of apprentices are behind with their apprenticeship. A large proportion of apprentices have not completed their qualifications and left the programme early.

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

Apprentices on the level 4 improvement practitioner standard have experienced further disruption. Due to a change in training staff, they have not received sufficient teaching to help them make progress. Leaders have made recent effective changes to the training and support for these apprentices. Apprentices are now more confident that they will achieve. They have clear individual action plans to help get them ready for their final assessments.

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

Most apprentices enjoy their learning. They appreciate the knowledge and experience of their trainers. This helps them to understand how to apply what they learn at work. For example, apprentices on the level 5 learning and skills teacher programme learn about different teaching and communication styles. They use this knowledge to provide effective coaching to their teams at work.

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

Apprentices feel safe at work and during their online sessions. They have a good understanding of safeguarding due to the nature of their work. However, not all apprentices know whom to contact at the provider if they have concerns.

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better?

Leaders have not put in place a curriculum that sufficiently supports apprentices to develop their skills outside of their vocational learning. For example, they have not sufficiently made available resources or opportunities for apprentices to improve their personal development skills and knowledge in areas such as fundamental British values and healthy lifestyles. They have not planned the English and mathematics curriculum appropriately. Too many apprentices do not start their English and mathematics qualifications early enough.

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better?

Leaders and trainers do not plan apprentices’ off-the-job training well enough. They do not provide apprentices with a clear plan of what they need to do outside of their online training sessions. Too often, apprentices organise this themselves. As a result, apprentices do not always know what they have completed as training, record it correctly or complete enough training. A few apprentices struggle to take the time they need to complete their learning.

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better?

Leaders and managers work closely with healthcare employers. They have put together a range of programmes to help employers make improvements to their services. For example, apprentices on the level 3 improvement technician programme focus on practical projects to improve how they fit and repair hearing 24 to 27 May 2022

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aids. Apprentices on the level 6 improvement leader programme work on strategic projects such as how to reduce the number of patients who do not turn up for appointments.

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Leaders and managers have recruited apprentices on to appropriate programmes. They ensure that apprentices receive effective information and advice at the start of the programme. They check sufficiently what apprentices know and can do. As a result, apprentices are on the right level of programme. Apprentices develop substantial new workplace knowledge, skills and behaviours. For example, apprentices on the level 6 programme learn detailed information about lean efficiency and business improvement techniques.

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Leaders and staff have developed positive partnerships with employers. Employers value the apprenticeship programme. They recognise the new skills that apprentices gain and the impact they have on business. Apprentices show more confidence in their work and contribute to improvements in work practices. For example, the projects that apprentices complete as part of their programme have a direct impact on improvements in areas such as operating theatre efficiency.

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Staff supporting and teaching apprentices have a good range of appropriate qualifications and experience. They keep themselves up to date with new knowledge through professional development. Most have teaching and/or training qualifications and many years of experience in their chosen subject. Staff feel well supported and that their caseloads are manageable. They appreciate the opportunity to share best practice with other trainers on a frequent basis.

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Trainers use a good range of skills to help apprentices remember and build on what they learn. For example, trainers use assessment effectively to check apprentices’ knowledge when learning online. Trainers encourage apprentices on the level 3 team leading and the level 5 learning and skills teacher programmes to self-reflect frequently on their learning and experiences at work. Apprentices have access to good-quality learning resources.

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Trainers do not give apprentices sufficient feedback on their work. They do not clearly identify where apprentices need to make improvements. Trainers do not set clear enough targets in progress reviews. They do not direct apprentices to hand their assignments in on time. Too many apprentices have work outstanding. As a result, too much work, particularly on the level 6 and level 3 team leading programmes, is not at the expected standard.

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Leaders have put in place appropriate governance arrangements through a small board consisting of external members with suitable backgrounds. The board places sufficient focus on areas concerning the business and the experience of apprentices, for example they review the actions from the quality improvement plan and the tracking of apprentices’ progress. However, they do not set challenging enough targets and actions to take things forward when problems remain. 24 to 27 May 2022

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Not all apprentices have a good enough understanding of what to expect in their final assessments. Apprentices on the level 3 business administration and the level 4 improvement practitioner have recently practised their presentation skills. However, those on the level 3 team leader programme do not know what to expect. They have not had the right support to practise the elements of their final assessment despite being close to their end date. Apprentices have also not received ongoing advice and guidance to help them plan for their next steps.

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Safeguarding

The arrangements for safeguarding are effective. Leaders, managers and staff promote a positive safeguarding culture. The designated safeguarding lead has appropriate knowledge and understanding of the role. Staff complete up-to-date safeguarding training. They understand how to recognise potential vulnerable adults on their courses.

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Safeguarding

Learners feels safe. They have a reasonable understanding of how to keep themselves safe online. They receive general information at the start of their course. However, they do not benefit from frequent updates about safeguarding. They do not have a good understanding about how to identify how people with extremist views may try to influence them.

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Safeguarding

Leaders have recently put in place the appropriate requirements to meet their obligations under the ‘Prevent’ duty.

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What does the provider need to do to improve?

 Leaders should put in place a personal development curriculum that ensures that apprentices benefit from ongoing careers education, advice and guidance, and that they know how to access information, such as about healthy living and fundamental British values.  Leaders should ensure that trainers plan apprentices’ off-the-job training clearly so that apprentices are clear about what they are learning and know how to record this. They should ensure apprentices receive sufficient support to achieve their final assessments.  Leaders should ensure that apprentices have access to the right support earlier in the programme to help them achieve their English and mathematics qualifications.  Trainers should give apprentices helpful feedback on their work so that apprentices produce work to the required standard. Trainers should set clear actions and deadlines in apprentices’ progress reviews to ensure apprentices hand

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What does the provider need to do to improve?

their assignments in on time. 24 to 27 May 2022

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Provider details

Address The News Building 3rd Floor London Bridge Street London SE1 9SG

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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 N/A 24 to 27 May 2022

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Information about this inspection

The inspection team was assisted by the 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

Jane Hughes, lead inspector Her Majesty’s Inspector Akhil Amlani Ofsted Inspector Steve Lambert Her Majesty’s Inspector Rieks Drijver Her Majesty’s Inspector 24 to 27 May 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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