Grey Seal Academy Limited

Further education and skills inspection report

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Overall effectiveness Good

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

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Information about this provider

Grey Seal Academy Limited is a national apprenticeship provider. Leaders offer a range of apprenticeships, primarily in facilities and business services. Apprentices’ training takes place online or in their workplace and most receive one-to-one training.

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Information about this provider

At the time of the inspection, there were 212 apprentices enrolled on standards- based apprenticeships. Just over half of the apprentices study facilities supervision or management at level 2, 3 or 4. Small numbers of apprentices study other apprenticeships at level 2 or 3, in areas such as property maintenance, horticulture, golf greenkeeping, security, customer service and business administration. Most apprentices are over 19 years of age. 19–22 July 2022

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

Trainers work closely with apprentices and their employers to plan courses to equip apprentices to be successful at work. Apprentices, who are often new to their roles, quickly develop a good range of new knowledge, skills and behaviours. This enables them to make important contributions to their employers’ businesses.

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

Managers involve employers effectively in apprentices’ studies. At least monthly meetings give employers comprehensive updates on apprentices’ progress. As a result, apprentices receive good support from their line managers which helps them with their studies. Most apprentices attend sessions well, complete their work outside of training and are enthusiastic about their training.

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

Apprentices rightly value the personal support and guidance they receive from trainers. They understand the demands and challenges of apprentices’ workplaces, for example working all day outdoors. Trainers provide guidance to apprentices on how to cope with these demands, such as how to stay healthy when working in extreme heat.

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

Apprentices feel safe and understand how to report any concerns for themselves or their colleagues. Trainers and employers ensure apprentices know how to stay safe at work. Apprentices follow the protocols for wearing personal protective equipment and handling and disposing of chemicals where they are responsible for this.

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better?

Managers and trainers work closely with employers and apprentices to understand their needs. Trainers conduct a beneficial skills assessment for each apprentice which informs their individual curriculum plans. Where an apprentice’s role does not fully match the requirements of their apprenticeship, trainers work well with employers to resolve this. For example, apprentices will work in other departments to gain the skills that they need.

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better?

Trainers organise course content logically. They think carefully about the order in which they teach topics. For example, horticulture apprentices’ roles are affected by the seasons, so trainers take account of this. This benefits apprentices as they are taught things at a time when they can practise them.

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better?

Most trainers have good subject knowledge that they use well to provide a high standard of teaching. They relate their teaching to apprentices’ workplaces. This helps most apprentices to develop their knowledge and understanding well. However, not all level 3 facilities management supervisor tutors have enough experience to teach the entire curriculum. This affects the quality of teaching that apprentices receive.

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better?

Most apprentices’ training takes place on a one-to-one basis. They attend monthly teaching and coaching sessions. Most trainers plan these sessions well. They 19–22 July 2022

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develop well-crafted resources that extend apprentices’ learning outside of these sessions. However, a few trainers do not plan effectively for what apprentices will do outside of these lessons. This means apprentices must conduct a substantial amount of independent research to help them understand topics fully.

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Trainers use a range of useful written assessments to check that apprentices can apply what they have learned. They discuss progress on written tasks during coaching sessions and provide useful additional guidance when necessary. Apprentices also benefit from periodic professional discussions on topics that they covered earlier in their courses. However, level 3 facilities management supervisor apprentices do not have enough opportunities to practise what they learn. They go from learning basic concepts to completing in-depth workplace activities without developing fluency in their use of skills and knowledge.

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Most trainers support apprentices well to prepare for their final assessments. Apprentices know what to expect and are confident going into these assessments. Most apprentices achieve their qualifications and many gain merit and distinction grades.

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Managers have effective processes to identify the additional needs of apprentices. Trainers provide appropriate individual support to apprentices who need it. For example, they offer helpful extra one-to-one sessions to go over written material ahead of lessons with apprentices.

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Leaders do not plan a broad enough personal development curriculum. Apprentices, particularly those who are under 18, do not benefit from a curriculum that covers topics that they should know more about. For example, they do not learn about how to stay safe online even though this is how they study. Leaders recognise their current approach needs to improve. They have sensible plans to introduce online modules to the virtual learning environment. It is too soon for inspectors to judge the impact this will have.

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Leaders expect trainers to embed topics and discussions that relate to British values into apprentices’ training. Most trainers do this successfully. This broadens apprentices’ awareness of topical matters. For example, apprentices discuss how the policies of different political parties could impact them. A small minority of apprentices are less clear on the values as a few trainers do not explore them consistently well.

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Apprentices do not receive enough meaningful careers guidance. They are not always aware of the range of career opportunities that are available to them once they complete their apprenticeship. Trainers talk to apprentices about what they want to do next but often focus on progression within their company.

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Leaders are sufficiently self-critical in their annual self-assessment. They use this to set relevant areas for improvement that inform a well-thought-out action plan. Most actions are appropriate and leaders monitor their progress closely. In a few cases, 19–22 July 2022

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leaders’ actions focus too much on compliance instead of development. This means these actions are not precise enough to impact the area for improvement.

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Leaders support trainers to gain accredited teaching qualifications. This helps them to develop their training and assessment approaches. Managers monitor the quality of teaching and learning through annual lesson observation. Their approach places too much emphasis on individual lessons. It does not help managers to identify clearly enough what development trainers need.

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Leaders’ recent appointment of a governor to focus on the quality of education is beneficial. Governors have suitable knowledge and experience to provide this scrutiny. Even though arrangements are in the early stages, governors provide effective challenge to leaders and hold them to account.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders develop relevant safeguarding policies and procedures that help keep apprentices safe. The designated safeguarding lead and staff undertake appropriate annual training. Leaders provide staff with useful guidance that helps them to respond to any safeguarding concerns.

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Safeguarding

Staff readily report anything that causes them concern about their apprentices. These referrals often relate to apprentices’ general welfare. Managers and trainers monitor these situations closely and provide apprentices with appropriate support and guidance. They increase the number of checks they make on apprentices’ welfare to support them.

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What does the provider need to do to improve?

 Leaders should ensure that level 3 facilities management supervisor apprentices benefit from the same high-quality experience as other apprentices so that they can achieve highly on their courses.  Leaders should ensure that all trainers provide apprentices with resources that help them to extend their learning in between their taught sessions.  Leaders should ensure they continue to develop a personal development curriculum for apprentices, including careers guidance to aid apprentices’ broader development and help them to prepare for their next steps.  Leaders ought to widen their approaches to monitor the quality of teaching, learning and assessment so that they can better identify trainers’ areas for development. 19–22 July 2022

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Provider details

Address Oakhurst House 57 Ashbourne Road Derby Derbyshire DE22 3FS

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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 None 19–22 July 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 monitoring visit 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

Emma Woods, lead inspector Her Majesty’s Inspector Russ Henry Her Majesty’s Inspector Kevin Dowson Ofsted Inspector Sarah Benson-Smith Ofsted Inspector Julie Gibson Ofsted Inspector 19–22 July 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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