Swarm Training C.I.C

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

Swarm Training C.I.C is an independent learning provider based in Norfolk. It is a not-for-profit community interest company that reinvests its surplus into the company to train people and support community projects.

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Information about this provider

Swarm Apprenticeships C.I.C offers 23 business-focused apprenticeships from level 2 to level 5 nationally. At the time of the inspection, there were 169 apprentices on programme, around half of which are on level 3 apprenticeships. Most apprentices study business and marketing apprenticeship standards. Around a quarter of apprentices study level 1 and level 2 English and mathematics qualifications.

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Information about this provider

Around a quarter of apprentices identify as having a learning difficulty. There are no apprentices in receipt of high needs funding and the provider has no subcontractors. 4 to 7 October 2022

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

Most apprentices value the effective one-to-one support they receive from their tutors. However, too few apprentices are clear on how their qualification will help them achieve their career goals and aspirations. Too few apprentices complete their apprenticeship.

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

Most apprentices receive suitable training from highly skilled tutors. This enables apprentices to promptly gain new skills, so that they competently perform tasks at work. For example, level 4 marketing apprentices are articulate and have the confidence to get their opinions heard at work. They can make valuable contributions in meetings and suggest improvements to marketing campaigns.

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

Apprentices feel safe and are confident to report concerns. Apprentices know that tutors will take their welfare or safeguarding concerns seriously. However, young apprentices do not have a good understanding of how to keep physically and mentally healthy.

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better?

Leaders do not ensure that apprentices remain on programme and complete their apprenticeship. Too few apprentices value the apprenticeship as the qualification that will support them to progress to their next steps. Too few apprentices complete their programme.

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better?

Leaders do not ensure that tutors work effectively with employers across the range of apprenticeships offered to plan training that meets the needs of apprentices. For example, on level 2 recruitment resource apprenticeships tutors do not consistently use apprentices’ prior qualifications to recruit apprentices on to the most appropriate programme. As a result, these apprentices do not swiftly develop the knowledge and skills they need for their future learning and job roles.

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better?

Leaders have a sufficient understanding of the strengths and weaknesses of the provision. Leaders have taken effective actions since the previous inspection to implement significant improvements to the quality of education and training, for example implementing a system to monitor and track the progress that apprentices make. However, it is too early to measure the impact.

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better?

Most apprentices enjoy their learning and benefit from effective support from their tutors. Tutors effectively identify and support apprentices with additional learning needs such as dyslexia. Tutors put in place suitable support plans for apprentices. As a result, apprentices receive appropriate, ongoing one-to-one support and make good progress.

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better?

Tutors provide effective one-to-one remote training to apprentices. Tutors plan appropriate lessons and present information clearly. They design purposeful learning activities to enable apprentices to understand key concepts and develop the skills 4 to 7 October 2022

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they need for their job role. For example, tutors teach level 3 business administration apprentices about key financial terminology when raising purchase orders. Consequently, apprentices can explain the role of nominal codes and cost centres when completing purchase orders.

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Most apprentices benefit from regular and effective reviews of their progress. Tutors discuss appropriately the knowledge, skills and behaviours apprentices develop over time. As a result, employers are clear on how to adapt the training they provide at work to enable apprentices to develop and refine their skills promptly.

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Most apprentices produce good quality assessment work at the appropriate standard. Tutors provide apprentices with regular useful feedback on the assessments they complete. Apprentices are clear about how they should develop and improve their work.

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Apprentices develop effective English and mathematics skills throughout their apprenticeship. Tutors provide relevant ongoing activities for apprentices to develop these important skills. For example, level 4 marketing apprentices develop their language skills through writing reports and researching new technical terms. This helps them to be able to analyse and interpret data better and improves their professional writing skills.

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Too few apprentices receive effective, ongoing careers advice to plan their next steps. Tutors rely too heavily on apprentices receiving advice and guidance from their employers. As a result, apprentices have a limited understanding of the career opportunities available to them beyond their current job roles or the sectors in which they work.

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Leaders have not ensured that apprentices receive sufficient opportunities to extend their learning beyond the apprenticeship standards. Leaders have recently taken appropriate action to introduce a new personal development programme for apprentices. However, tutors do not actively promote the programme. As a result, too few apprentices benefit from the programme.

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Apprentices develop effective professional behaviours because of their apprenticeship. Apprentices behave professionally at work. They are professional in their presentation and attire. Apprentices become more assertive at work. They are confident to actively take part in discussions. Apprentices develop good team- working skills. They take an active role at work and make an individual valuable contribution to their teams. Apprentices develop their independence and can complete complex tasks on their own. As a result, apprentices flourish when given additional responsibilities at work.

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Leaders do not have effective oversight of attendance for apprentices. Leaders are not able to provide swift actions to support apprentices who do not attend, or identify those at risk of not completing their apprenticeship. Leaders are taking action to deal with this issue, but it is too early to see the full impact. 4 to 7 October 2022

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Governance arrangements are sufficient. Leaders have taken effective actions since the previous inspection to strengthen their governance arrangements. Governors have a better understanding of the quality of the curriculum. They recognise they need to provide stronger scrutiny and hold leaders to account.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have developed an effective culture of safeguarding. The designated safeguarding officer (DSO) is appropriately trained to perform the role. The DSO takes swift and appropriate action to deal with any safeguarding and well-being concerns.

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Safeguarding

Apprentices receive good-quality safeguarding training. They are confident to report concerns such as workplace bullying should the need arise. Apprentices have a good understanding of online safety.

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Safeguarding

Most apprentices have a good understanding of how to protect themselves from potential safeguarding risks such as radicalisation and extremism. However, too few apprentices understand how these potential risks are relevant to their job roles or the industries in which they work.

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What does the provider need to do to improve?

 Leaders must ensure that apprentices remain in learning and complete their apprenticeship. They must identify apprentices who are at risk of not remaining in learning, and provide swift action to support them to remain in learning and achieve.  Leaders must ensure that tutors consistently use the starting points of apprentices to ensure that they are enrolled on to the right programme and develop the significant new knowledge, skills and professional behaviours required for their job role.  Leaders must ensure that tutors provide effective, ongoing careers advice and guidance to enable apprentices to plan their next steps. 4 to 7 October 2022

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Provider details

Address Swarm Training CIC Crafton House Rosebery Business Park Shotesham Rd Poringland Norfolk NR14 7XP

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Provider details

Principal, CEO or equivalent Chris Perry

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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 No subcontractors 4 to 7 October 2022

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Information about this inspection

The inspection team was assisted by the group chief executive officer, 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

Michael Worgs, lead inspector His Majesty’s Inspector Georgina Ager His Majesty’s Inspector Robert Bamford His Majesty’s Inspector George Chittock-Nash Ofsted inspector Philip Elliott Ofsted Inspector 4 to 7 October 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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