Brathay Trust

Name of lead inspector: Elaine Price, Ofsted Inspector

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Inspection dates: 26 and 27 October 2022

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Type of provider: Independent learning provider

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Address:

Brathay Hall Clappersgate Ambleside Cumbria LA22 0HP Monitoring visit: Brathay Trust, 26 and 27 October 2022

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Context and focus of visit

From October 2018, Ofsted undertook to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision which began to be funded from April 2017 or after by the Education and Skills Funding Agency and/or the apprenticeship levy. This monitoring visit was undertaken as part of those arrangements and as outlined in the ‘Further education and skills inspection handbook’, especially the sections entitled ‘Monitoring visits’ and ‘Monitoring visits to providers that are newly directly publicly funded’. The focus of these visits is on the themes set out below.

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Context and focus of visit

Brathay Trust (BT) is a social enterprise and charitable organisation whose head office and residential centre is based in Ambleside, Cumbria. BT also operates from two community hubs based in Bradford and Barrow-in-Furness. BT began delivering levy-funded apprenticeships in August 2021. At the time of inspection, there were 39 apprentices in learning. All apprentices are studying the level 3 team leader or supervisor standard. All apprentices are over the age of 19. BT works with one employer based in the Yorkshire region.

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Insufficient progress

Leaders have a clear rationale for delivering the level 3 team leader or supervisor apprenticeship programme. Their aim is to use their expertise and experience of providing people development and leadership coaching to develop their apprenticeship programme and deliver high-quality training to individuals and their organisations.

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Insufficient progress

Leaders do not ensure that the apprenticeship programme they offer meets the principles and requirements of an apprenticeship. Too many apprentices do not receive sufficient time to complete their off-the-job training. This impedes their ability to make strong progress towards achieving their apprenticeship within the planned time. Apprentices who remain on programme and are due to complete their apprenticeship imminently will not do so.

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Insufficient progress

Leaders have taken action to tackle the lack of time provided to apprentices for their off- the-job training from their employer. However, too many apprentices still do not receive this entitlement. As a result, many apprentices have either left the programme early, are not engaged with the programme or are behind on completion of assignment work. Monitoring visit: Brathay Trust, 26 and 27 October 2022 Leaders do not ensure that the programme is suitable for all apprentices. For example, a few apprentices do not lead or manage teams and others have extensive senior leadership experience.

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Insufficient progress

Leaders do not have rigorous or robust quality assurance processes in place to enable them to identify and rectify weaknesses in the quality of education that apprentices receive. Leaders and tutors frequently seek the views of apprentices to identify how to improve their experience on the programme. For example, apprentices requested shorter evening sessions on the residential activity, which was actioned by leaders.

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Insufficient progress

Leaders do not have effective oversight of the progress that apprentices make on their apprenticeship. They do not ensure that apprentices who are falling behind are identified and actions put in place to help them to catch up quickly.

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Insufficient progress

The board of trustees does not receive sufficiently detailed reports on the progress apprentices make on their programme. As a result, board members do not challenge senior leaders to bring about improvements to the quality of the apprenticeship provision.

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Insufficient progress

Leaders and managers do not ensure that all apprentices benefit from an individualised and challenging apprenticeship. Tutors do not accurately identify what apprentices know and can do at the start of their training. Consequently, they do not plan or adapt apprentices’ training to meet their individual needs and career aspirations. All apprentices follow the same learning plan regardless of their abilities, job role or work activities.

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Insufficient progress

Leaders and managers do not ensure that apprentices’ progress is closely monitored. They do not ensure that apprentices’ progress reviews take place regularly. Too many reviews are often overdue. Tutors do not identify or capture with employers the development of apprentices’ skills in the workplace during reviews. They do not set apprentices precise and challenging targets that help them to develop their knowledge, skills and behaviours. Tutors do not plan and coordinate on- and off-the job training or mentoring activities with the employer. Consequently, too many apprentices make slow progress on their apprenticeship.

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Insufficient progress

Apprentices produce well-structured written work with reflective practice on how they are putting their new knowledge into practice in the workplace. Tutors’ feedback to apprentices following assessment does not help them to know how to improve their work to achieve a high grade in their final assessment.

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Insufficient progress

Tutors are highly knowledgeable, skilled and experienced in delivering leadership and management development programmes. They use their knowledge and experience to plan useful team-leading and team-building activities. For example, during the residential Monitoring visit: Brathay Trust, 26 and 27 October 2022 workshop activities, apprentices participate in tasks such as building a raft together. They learn how to lead and manage people, how to build relationships and improve their communication skills. Tutors encourage apprentices to reflect on what they have learned and how their knowledge and skills have improved through presentations and discussions. Apprentices enjoy the activities and find them beneficial to their own personal development.

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Reasonable progress

Leaders and staff place a high priority on the safeguarding of the people they support and work with as a trust. There are appropriate policies in place that ensure that staff understand their responsibilities to keep apprentices safe.

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Reasonable progress

Well-established procedures for the reporting and recording of safeguarding concerns are carried out by the designated safeguarding lead (DSL). The DSL has effective links with a range of external agencies to signpost and refer apprentices should they need support.

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Reasonable progress

Leaders carry out safer recruitment practices to ensure that suitable staff work with apprentices. Staff are appropriately trained in safeguarding and the ‘Prevent’ duty. Apprentices are provided with safeguarding training on the risks associated with radicalisation and extremism at the start of their apprenticeship. However, tutors do not revisit this training during the apprentices’ programme so that they can deepen their understanding.

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Reasonable progress

Staff carry out thorough and comprehensive risk assessments to ensure apprentices’ safety and well-being when participating in residential activities. Monitoring visit: Brathay Trust, 26 and 27 October 2022 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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Reasonable progress

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Reasonable progress

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Reasonable progress

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Reasonable progress

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