Exertis (UK) Ltd

Further education and skills inspection report

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Inspection dates: 21 to 23 September 2022

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Overall effectiveness Requires improvement

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

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Information about this provider

Exertis (UK) Limited (Exertis) is a national employer provider with sites across the United Kingdom, including Stoke-on-Trent, Elland, Basingstoke, Harlow and Burnley. The training and development team who manage the apprenticeships is based in Burnley, Lancashire. Exertis had an Ofsted new provider monitoring visit in March 2021. Exertis introduced the level 4 standards-based sales executive apprenticeship in January 2022.

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Information about this provider

At the time of the inspection, there were 22 apprentices studying the level 4 sales executive standards-based apprenticeship. All apprentices were aged 19 and above. Exertis also provides standards-based apprenticeships in level 3 team leader or supervisor and level 3 business administrator. These apprenticeships were not in scope for this inspection. Exertis has discontinued the level 3 business administrator apprenticeship and is not recruiting any new apprentices for this programme. 21 to 23 September 2022

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

Apprentices are motivated to learn. They articulate clearly how learning is helping them to be more proficient in their work, for example in account management and securing new and/or increased sales. They appreciate the support that they receive from line managers, assessors and trainers. Apprentices gain effective knowledge and skills to enable them to develop their careers as sales executives. Apprentices are committed to their apprenticeships and want to succeed.

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

Apprentices improve their confidence throughout their training and demonstrate increasing skills, knowledge and behaviours in the workplace. For example, they are trusted by their managers to take on more complex client accounts. When apprentices make mistakes, they discuss these with their line managers, learn from them and know how to avoid making the same mistakes in the future.

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

Apprentices have positive attitudes to learning because they understand the high expectations set by trainers and assessors. For example, when they are attending online learning sessions, apprentices use appropriate backgrounds, turn their cameras on and mute microphones unless they are participating in discussions or are answering or asking questions. Apprentices conduct themselves in a professional manner and are polite and courteous.

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

Apprentices do not receive teaching or support to develop their English and mathematics skills early enough in their training. For example, apprentices who are halfway through their training have not received any teaching or support to help improve their English and mathematics or to develop the techniques they need to help them to pass their English and mathematics examinations. Leaders and managers have plans in place to provide support and teaching in English and mathematics for those apprentices who need to pass English and mathematics examinations. However, these plans are yet to be implemented.

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

Apprentices know the importance of recognising and reporting changes in colleagues’ behaviour. A few apprentices understand how risks posed by those with radical or extremist views relate to them at work. Apprentices know how to keep themselves safe, including when working online. They know how to report any safeguarding concerns they may have about themselves or others.

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better?

Leaders and managers have a strategy to provide high-quality apprenticeships that support the needs of the organisation and its workforce. For example, leaders identified that experienced and suitable staff can join the talent pool to become level 3 team leader apprentices and work towards future management positions, and level 4 sales executives, who are new to the company, needed training in the high standards that Exertis expects of its sales teams. 21 to 23 September 2022

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Leaders and managers have not ensured that apprentices receive high-quality education and training because they do not have sufficient oversight of the quality of education. As a result, leaders and managers are unsure of the progress that apprentices make.

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Managers work closely with assessors and trainers, apprentices and apprentices’ line managers to define expectations for the apprenticeship, such as ensuring apprentices receive protected off-the-job learning time to develop new knowledge and skills before applying these in the workplace.

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Trainers use a variety of effective teaching strategies to help apprentices remember their learning. For example, they use repetition and revisit session content to check apprentices’ understanding. Trainers and assessors are adept at relating their experiences to session topics so that apprentices understand the topic and can apply learning in their sales executive roles, for example avoiding pitfalls when undertaking strategic planning.

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Trainers and assessors use their extensive experience in sales effectively to ensure that apprentices are an asset to the organisation. Trainers and assessors benefit from training and, for example, attending conferences and product launches to update their knowledge.

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Managers do not plan and coordinate on- and off-the-job training for apprentices effectively. They do not routinely plan the development of apprentices’ skills with apprentices’ line managers. Consequently, line managers do not know what apprentices are learning and what they need to do to help apprentices develop and practise the new knowledge, skills and behaviours they need to be successful sales executives.

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Leaders and managers do not use the results of assessments of apprentices’ starting points effectively to plan what apprentices need to learn. The apprenticeship is not sufficiently individualised as all apprentices complete the same topics at the same time. Apprentices and their line managers are unaware of the grades that apprentices can achieve in their final assessments. As a result, apprentices are not reaching their full potential.

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Leaders and managers have planned and sequenced the level 4 sales executive apprenticeship to meet the needs of staff who are new to the business and to sales executive roles. Apprentices quickly develop new knowledge, skills and behaviours to complete work tasks skilfully. They learn about product knowledge and understanding customer relationships early in their apprenticeship before moving on to more complex topics such as profit and loss, budgeting and how variations in discounts to customers will affect sales and commission. The skills that apprentices develop impact positively on the organisation. For example, apprentices develop negotiation skills with customers, which results in apprentices selling more products.

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The quality of feedback that trainers and assessors provide for apprentices is not fully effective. Trainers provide apprentices with useful informal oral feedback on 21 to 23 September 2022

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their written work. Apprentices find this helpful but are unable to remember the feedback. Assessors are yet to formally assess apprentices’ work. As a result, apprentices are unsure of the progress that they are making.

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Apprentices receive suitable careers guidance about the wider roles, promotions and further training available to them in the organisation. Apprentices benefit from business and individual personal development plans that recognise apprentices’ potential and raises awareness of roles in other areas of the business, for example in the commercial or purchasing departments.

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Governors support leaders and managers to make decisions about the most suitable apprenticeships to support the business and staff’s learning and development needs. For example, they identified that the level 3 business administrator apprenticeship did not meet the needs of the company or apprentices. Governors focus primarily on the funding and compliance aspects of the apprenticeship and do not hold leaders sufficiently to account for the quality of education and training they provide.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The designated safeguarding officer and safeguarding lead have extensive experience and appropriate training to carry out their roles effectively. Leaders and managers have put into place appropriate policies and procedures to ensure that trainers, assessors and line managers know how to keep apprentices safe. They ensure that staff are trained appropriately and benefit from frequent safeguarding updates.

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Safeguarding

Leaders and managers place a high priority on ensuring that staff and apprentices are supported effectively to maintain good mental health. Exertis’ leaders have trained mental health first aiders across all locations. Staff and apprentices benefit from an employee assistance scheme for access to services such as counselling, medical and dental services and physiotherapy.

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What does the provider need to do to improve?

 Leaders and managers need to improve the oversight of the quality of education and training that apprentices receive so that the actions implemented rapidly improve the quality of apprentices’ education and training, and leaders and managers have a good understanding of the progress that apprentices make.  Leaders and managers need to plan and coordinate on- and off-the-job training effectively with apprentices and their line managers so that apprentices can develop and practise the new knowledge, skills and behaviours they need to be successful sales executives.  Leaders and managers must make sure that trainers and assessors receive suitable training to ensure that they provide apprentices with effective feedback 21 to 23 September 2022

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so that apprentices know what they have done well and what they need to do to improve.  Leaders and managers need to ensure that they rapidly improve the teaching and support that apprentices receive so that apprentices develop their English and mathematics and examination techniques and so are well prepared to achieve their English and mathematics qualifications.  Governors should challenge leaders and managers rigorously and hold them to account for the quality of apprentices’ education and training. 21 to 23 September 2022

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Provider details

Address Technology House Magnesium Way Hapton Burnley BB12 7BF

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Provider details

Date of previous inspection Not previously inspected 21 to 23 September 2022

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Information about this inspection

The inspection team was assisted by the learning and development 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.

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Inspection team

Anita Pyrkotsch-Jones, lead inspector His Majesty’s Inspector Alex Lang Ofsted Inspector Janine Archer Ofsted Inspector 21 to 23 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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