Blue Sky Assessing & Consultancy Ltd

Further education and skills inspection report

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Inspection of Blue Sky Assessing & Consultancy Ltd

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Inspection dates: 28 to 30 September 2022

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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

Blue Sky Assessing & Consultancy Ltd is a regional independent learning provider, based in Suffolk. It received a direct contract for providing apprenticeship programmes in May 2018. Almost all apprentices are on standards-based qualifications. Blue Sky specialises in providing apprenticeship training in people- centred business support functions. Blue Sky has approximately 125 apprentices in training, with six apprentices on a break in learning. Most apprentices are over 19 years of age, with approximately 16 apprentices under the age of 18.

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Information about this provider

At the time of the inspection, 52 apprentices were on level 3 apprenticeship programmes. These include human resource support, business administrator, customer service specialist, team leader or supervisor and marketing assistant. At level 4, there were 18 apprentices training for associate project manager. Blue Sky has less than 5 apprentices on the sales executive programme. There were 13 apprentices training for level 5 operations or departmental manager. Blue Sky has less than 5 apprentices on level 2 customer service practitioner.

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Information about this provider

Blue Sky Assessing & Consultancy Ltd does not subcontract any provision. There are no apprentices in receipt of high needs funding. 28 to 30 September 2022

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

Apprentices feel valued and respected. They benefit from frequent contact and support from tutors, who apprentices say show deep understanding and empathy. Adult apprentices with anxiety about returning to education felt understood and supported. As a result, apprentices have a newfound self-belief and are excited for the future.

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

Apprentices increase their confidence and take the initiative to go beyond their job role. Apprentices develop independent study skills and take on more responsibility at work. Because of their training, they become more reflective, analytical and develop emotional intelligence. As a result, apprentices become valued team members and many receive promotion at work.

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

Apprentices have high attendance and positive attitudes to learning. Apprentices are ambitious to achieve high grades in their final examinations. They join professional bodies and value wider reading around their vocational topics. Line managers expose the apprentices to valuable workplace learning, such as shadowing interviews, disciplinaries and grievance processes.

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

Apprentices understand the importance of British Values and equality of opportunity. They have access to a wide range of workshops on topics such as health and wellbeing, safeguarding and personal finance. However, too few apprentices take part in these workshops to deepen their knowledge.

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

Apprentices feel safe and know how to report concerns. They are confident to report issues such as bullying and harassment should they arise. Most apprentices know how to recognise the signs of extremism and radicalisation. They clearly recall the discussions they have with their assessors about such topics.

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better?

Leaders have implemented a clear strategy to offer a curriculum around their expertise in people-centred business support. Leaders have designed an effective and ambitious curriculum that goes beyond the technical content of the programme. They have high aspirations for apprentices’ holistic development as an individual. Leaders plan to develop apprentices who make a positive contribution in their workplace and in society.

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better?

Leaders have strong relationships with employers, industry representative groups and other stakeholders. Leaders make effective use of these networks to produce a curriculum that is closely aligned to local business needs. For example, leaders have introduced the associate project manager course to fill a training need for employers. 28 to 30 September 2022

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Apprentices quickly develop significant new knowledge and skills because of their training. Assessors evaluate apprentices’ existing skills and knowledge thoroughly. They use this information effectively in order to personalise apprentices’ curriculum and learning. Assessors ensure that apprentices apply their new learning to the workplace. For example, assessors introduce the Tuckman model of team formation. They discuss with apprentices the stages of norming, forming, storming and performing. Assessors encourage apprentices to use this model to highlight how conflict can arise in project management.

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Apprentices are thoroughly prepared for their end of course examinations. They have detailed knowledge of what they need to demonstrate to do well in their examinations. As a result, most apprentices who pass their qualification do so with high grades.

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Staff have ensured that apprentices benefit from frequent, valuable peer group meetings. Apprentices present to their peers to prepare them thoroughly for external examinations. Apprentices share ideas, workplace skills and initiatives with their peers. As a result, apprentices support and learn from each other, both on their training programme and in their job roles.

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Apprentices benefit from well-planned and dedicated time to complete their off-the- job training. This helps them to learn new and complex concepts before applying them in the workplace. For example, apprentices learn the importance of diverse stakeholder representation on a project. They have a good understanding of how diverse viewpoints support the successful outcome of the project.

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Apprentices receive detailed feedback on what they have done well, what they need to improve and how they can improve it. For example, assessors’ feedback to project management apprentices to add a SWOT and PESTLE analysis to their assignment. This feedback supports apprentices to improve the expected analytical content of the assignment. Assessors encourage apprentices to submit draft work to receive helpful feedback. As a result, apprentices improve the quality of their work overtime and reduce their mistakes.

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Apprentices develop their English skills effectively through their apprenticeship programme. Assessors plan for apprentices to develop identified skills gaps through off-the-job training activities. For example, apprentices who have a reading skills gap are tasked with guided reading. Apprentices improve their use of language and their ability to articulate their views because of this planned activity.

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Too few staff have the skills and awareness to swiftly identify apprentices with a learning difficulty or disability (LDD). Leaders rely on apprentices to self-declare a learning difficulty or disability at the start of the programme. Leaders ensure that staff are well-qualified. Staff have appropriate qualifications and experience to ensure that most apprentices make good progress. Staff skills and knowledge are well-maintained through effective development and support activities. 28 to 30 September 2022

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Leaders have not planned an effective careers curriculum to support level 4 and 5 apprentices’ next steps. Assessors prepare level 3 apprentices to successfully progress to the higher-level programme. Assessors provide effective support for those apprentices who seek careers advice and guidance. However, too few levels 4 and 5 apprentices receive effective and ongoing careers advice and guidance. As a result, these apprentices do not have a clear plan to support their future career aspirations.

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Leaders have not ensured that apprentices improve their personal development beyond the technical curriculum they study. Leaders have developed a programme of optional workshops to broaden apprentices’ knowledge of healthy relationships, personal finances and well-being. However, too few apprentices see the benefit of attending.

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Leaders have a good understanding of the strengths and most of the weaknesses in the quality of education and training they provide. They have taken effective action to improve most weaknesses. Leaders receive effective external support from a highly skilled and experienced mentor. This enables leaders to discuss ideas and receive challenges from a trusted external party. For example, leaders have been encouraged to evaluate data to inform their decision-making and evaluation. External mentors provide leaders with support to shape and develop their long-term strategy.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff place a high priority on safeguarding. They have created a culture which places apprentices and their welfare at the heart of what they do. Apprentices learn about safeguarding during their induction. Assessors revisit safeguarding topics frequently in order to maintain apprentices’ awareness.

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Safeguarding

Staff are appropriately trained and safeguarding leads carry out their duties skilfully. Staff undertake research on topics such as neglect, online safety and digital well- being. They subsequently lead a discussion about the topic with their colleagues to effectively share their findings.

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Safeguarding

Leaders have taken effective action to raise apprentices’ awareness of harmful sexual behaviours. Safeguarding staff provide high-quality, online workshops for apprentices. As a result, apprentices recognise the signs and know who to talk to if they have concerns.

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What does the provider need to do to improve?

 Leaders must provide appropriate training to ensure that staff develop the skills and awareness to identify apprentices who may have a LDD. 28 to 30 September 2022

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 Leaders must ensure that there is a planned careers curriculum to support apprentices on level 4 and level 5 programmes to plan their next steps.  Leaders must ensure that apprentices benefit from an extended curriculum to improve their personal development beyond the technical curriculum. 28 to 30 September 2022

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Provider details

Address Blue Sky Assessing & Consultancy Ltd Unit B1 Framlingham Road Earl Soham Woodbridge IP13 7SR

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Provider details

Principal, CEO or equivalent Jane Bloomfield

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Provider details

Provider type Independent learning provider (regional)

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors None 28 to 30 September 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

Penny Fawcus, lead inspector His Majesty’s Inspector Roland White His Majesty’s Inspector Michael Worgs His Majesty’s Inspector Sambit Sen His Majesty’s Inspector Jo Styles Ofsted Inspector 28 to 30 September 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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