Reed Business School Limited

Further education and skills inspection report

p.1

Inspection of Reed Business School Limited

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

This is the first full inspection of Reed Business School Limited (RBS). They began providing directly funded apprenticeships in January 2018. Currently, there are 240 apprentices studying a level 7 accountancy and taxation professional standards- based apprenticeship. RBS does not subcontract any of the apprenticeship provision. 9 to 12 August 2022

p.1

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

Leaders and managers have created an inclusive learning environment. Apprentices particularly value the time they spend during residential stays at RBS where they can focus and immerse themselves in their studies.

p.2

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

Coaches work well with apprentices to develop their motivation and positive attitudes. As a result, apprentices attend well, study diligently and value their learning, feeling empowered by the new knowledge, skills and behaviours they develop.

p.2

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

Apprentices develop a good understanding of ethical practice in accounting. Leaders and employers foster positive relations and do not tolerate discrimination and bullying. Apprentices feel able to challenge inappropriate behaviours and opinions, they know who to report concerns to and expect that these would be dealt with swiftly.

p.2

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

Most apprentices pass their examinations and achieve their qualification. Many also gain promotion during their apprenticeship and are given increased responsibility such as mentoring other more junior colleagues.

p.2

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

Apprentices have a good understanding of the dangers of extremism and terrorism related to their profession. They are aware of the threat of money laundering, including how this may be linked to funding terrorism or criminal gangs. However, they are less aware of the local threats in their area.

p.2

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

Although apprentices know broadly the career opportunities in their current workplaces, too few receive impartial careers advice and guidance about options more widely.

p.2

better?

Leaders are ambitious for their apprentices. They have created a comprehensive curriculum that tutors deliver during residential stays and is supported by remote learning, enabling apprentices to become the accountant / tax professionals of the future. The curriculum focusses on the essential knowledge needed to meet professional body standards and wider skills such as emotional intelligence, responding to the changing demand in job roles such as moving from auditor to professional advisor.

p.2

better?

Tutors have planned an effective curriculum so that apprentices can build on their knowledge overtime. For example, most apprentices begin with two level 4 modules, before moving on to more complex level 7 material. These modules focus on bookkeeping and accounting, enabling apprentices to apply their knowledge at work swiftly. 9 to 12 August 2022

p.2

3

Tutors use a range of assessments to ensure that apprentices have the necessary English and mathematics skills to achieve their examinations. Although tutors ensure that apprentices develop the specific skills for their tests, including their end-point assessments, they do not use information sufficiently well about what apprentices know and can do, to ensure that all apprentices achieve their potential in all aspects of the curriculum.

p.3

3

Tutors teach apprentices valuable content. They draw upon their extensive expertise, making effective links to industry, current practice and accounting conventions. They use relevant resources and comprehensive reference materials to support learners to develop a good awareness of new knowledge. In both online and face-to-face training, tutors do not always check if apprentices understand new knowledge fully. However, most apprentices develop their understanding and are confident enough to identify and seek help where needed.

p.3

3

Tutors provide apprentices with valuable revision sessions on answering and discussing past and mock papers, helping apprentices to consolidate their knowledge and remember more. Most tutors provide apprentices with useful feedback, including hints and tips for exam preparation. However, in a few cases, apprentices do not get sufficient help to improve, slowing their progress.

p.3

3

Coaches support apprentices effectively to develop their wider skills and behaviours necessary to perform well in their roles. They use highly personalised coaching strategies such as, ‘win, learn, change’ to focus on apprentices’ individual needs. For example, reflecting on apprentices’ communication strategies so they can conduct a successful audit process. However, because coaches rely on apprentices’ immediate work-based problems, apprentices who work in smaller accountancy firms do not always get the opportunity to explore the full range of behaviours expected.

p.3

3

Leaders consider their staff’s well-being, ensuring that staff work in a positive and affirming environment conducive to both focused study, and the development of positive relations between staff and apprentices.

p.3

3

Leaders know the provider’s areas for improvement. They review routinely apprentices’ achievements and progress, and discuss these with tutors to improve performance. Tutors and coaches reflect on their practice via a peer review process and agree actions to improve their practice. However, leaders accept that they do not explore deeply enough the effectiveness of teaching and coaching so that all apprentices achieve their best.

p.3

3

Leaders have recently appointed a governing body consisting of two highly experienced education professionals. Governors receive useful information about apprentices’ performance that enables them to hold leaders to account. Governors share their collective experience with leaders to support improvements and to ensure that leaders take appropriate action so that apprentices make at least the progress that they should. 9 to 12 August 2022

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.4

Safeguarding

Leaders have developed a positive safeguarding culture because they have the appropriate policies, procedures and expectations that staff and apprentices know and follow routinely. For example, apprentices adhere to specific rules in relation to alcohol during residentials and areas such as sexual harassment, banter, discrimination and staying safe online. They know who to contact if necessary.

p.4

Safeguarding

The designated safeguarding officer monitors, and takes the appropriate action on, any safeguarding concerns. Many referrals do not qualify as a safeguarding concern. However, staff support apprentices and refer them to appropriate services including medical or mental health agencies for help. Very rarely, where safeguarding concerns arise, staff, along with apprentices’ employers, take the appropriate action to mitigate risk and follow appropriate procedures as necessary.

p.4

Safeguarding

Leaders have appropriate safer recruitment procedures and ensure that all staff hold the appropriate disclosures. Each new member of staff undertakes extensive references and checks including their previous employment and financial background.

p.4

What does the provider need to do to improve?

 Leaders must ensure that apprentices receive impartial careers advice and guidance about career options beyond their current employer.  Leaders must ensure that tutors and coaches have the pedagogical skills to use information about what apprentices know and can do so that they can adapt learning and assessment, including remote learning, to enable apprentices to flourish and achieve their best.  Leaders must ensure that tutors and coaches provide all apprentices with sufficiently helpful feedback to improve their work and, where necessary, wider opportunities for them to access the knowledge, skills and behaviours needed to excel at work.  Leaders must ensure that apprentices have a thorough understanding of the potential extremist threats in their local areas. 9 to 12 August 2022

p.4

Provider details

Address The Manor, Little Compton Nr Moreton in Marsh Gloucestershire GL56 0RZ

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 9 to 12 August 2022

p.5

Information about this inspection

The inspection team was assisted by the professional education manager, 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

Richard Deane, lead inspector Her Majesty’s Inspector Paul James Her Majesty’s Inspector Roger Pilgrim Ofsted Inspector Helen Morgan Her Majesty’s Inspector Lowenna Bradley Her Majesty’s Inspector Sarah Alexander Ofsted Inspector Lois Knight Ofsted Inspector 9 to 12 August 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