RELX (UK) Limited

RELX (UK) Limited (trading as Tolley Exam Training) Monitoring visit report

p.1

Name of lead inspector: Jon Bowman, His Majesty’s Inspector

p.1

Inspection dates: 30 November and 1 December 2022

p.1

Type of provider: Independent learning provider

p.1

Address:

30 Farringdon Street London EC4A 4HH Monitoring visit: RELX UK Limited, 30 November and 1 December 2022

p.1

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.

p.2

Context and focus of visit

RELX UK Limited is an information services provider. It has been delivering commercial tax qualification training for tax professionals for over 18 years. It became an independent learning provider in September 2019, delivering training through one of its divisions, LexisNexis, trading as Tolley Exam Training. It began delivering a small number of apprenticeships to levy-funded apprentices in July 2020. The provision has grown since then, with the large majority of apprentices starting their training in 2022.

p.2

Context and focus of visit

At the time of the visit, there were 148 adult apprentices on standards-based apprenticeships. There were 40 studying on the level 4 professional accounting or taxation technician apprenticeship and 108 on the level 7 accountancy or taxation professional apprenticeship. The training is delivered both online and in person. Classes are taught to a mixture of directly funded apprentices, those studying under subcontracting arrangements and commercial learners.

p.2

Reasonable progress

Leaders and managers have a clear rationale for teaching apprenticeship standards in taxation. They aim to develop suitably skilled taxation practitioners and advisers who have high level knowledge and proficiency in the industry. The company has long-standing expertise in the sector. The training they offer builds on this expertise and meets the needs of employers.

p.2

Reasonable progress

Leaders and managers have carefully grown the apprenticeship provision incrementally. In parallel with a growth in numbers, they have increased investment in the number of coaches and administrators who support apprentices. This ensures there is sufficient staffing numbers and expertise to meet apprentices’ needs. Monitoring visit: RELX UK Limited, 30 November and 1 December 2022 Leaders and managers ensure that the principles and requirements of an apprenticeship programme are met. Apprentices receive their entitlement to off-the- job training, and employers are involved in regularly reviewing the progress that apprentices make. Apprentices receive the support they need from their line managers, coaches and tutors to progress in their studies.

p.2

Reasonable progress

Leaders, managers and staff develop productive relationships with employers. Employers benefit from effective communication with staff. Employers see apprentices as valuable assets and appreciate the growing contribution apprentices make at work. For example, after completing their first year, apprentices can take on tasks independently, such as completing personal tax returns.

p.3

Reasonable progress

Leaders ensure that the training is delivered by highly skilled and knowledgeable tutors and coaches who are taxation specialists. Leaders and managers have a suitable focus on developing the teaching skills of tutors. This includes observations of and feedback on their teaching and opportunities for tutors to share their practice and to take teaching qualifications.

p.3

Reasonable progress

Leaders and managers use a range of performance information to assess the strengths and weaknesses of the provision. As such, they have a suitable understanding of where they need to make improvements. However, they do not separate out information they have about the performance of apprentices taught under different contractual agreements. They are therefore not able fully to evaluate the provision for which they receive direct funding. Similarly, board members responsible for governance do not have sufficiently specific information about the directly funded provision to provide effective support and challenge to senior leaders.

p.3

Reasonable progress

Leaders and managers sequence the curriculum in a logical way that builds apprentices’ tax knowledge effectively. For example, tutors teach level 7 apprentices first about basic tax units, covering personal and business tax. They then move on to more complex topics, such as inheritance tax, so that apprentices incrementally build their knowledge over time. As a result, employers trust apprentices with their own portfolio of clients and with work of increasing complexity, such as dealing with compliance issues.

p.3

Reasonable progress

Apprentices profit from well-organised and enjoyable teaching sessions. Tutors help apprentices effectively to remember key content through, for example, the use of study packs and memory joggers, which summarise the key points of topics. Tutors use polls and the chat feature in online lessons for questioning skilfully to assess apprentices’ knowledge. They help clarify any misunderstanding apprentices have and ensure they have a secure understanding. Monitoring visit: RELX UK Limited, 30 November and 1 December 2022 Leaders and managers ensure that apprentices benefit from high-quality resources that help them practise, consolidate and recall their learning. Apprentices appreciate the way the training is structured and supports them in developing their knowledge and skills, which they then apply with confidence at work.

p.3

Reasonable progress

Staff do not always provide apprentices with the support they need when they fail their mock examinations. Although apprentices receive written feedback, staff rely too much on apprentices doing further independent revision and do not give them enough support. As a result, apprentices are unsure at times what they need to do to pass their examinations at their next attempt.

p.4

Reasonable progress

Apprentices are motivated to learn and keen to achieve. However, a few apprentices find the degree of self-study a challenge. When apprentices fall behind and do not submit work, tutors do not always follow up in a timely way to provide support. In these instances, the progress that apprentices make is not swift enough.

p.4

Reasonable progress

Leaders and managers are proactive in their approach to safeguarding apprentices. For example, they have carried out a survey of apprentices to check that they know who to turn to if they have a concern about safeguarding. They analyse safeguarding concerns that they have responded to. As such, they are well informed about the welfare and well-being needs of their apprentices.

p.4

Reasonable progress

Leaders and managers extend their view of safeguarding to take into account wider well-being and welfare concerns. As a result, they ensure that apprentices receive support for their broader welfare needs when they need it. For example, apprentices are signposted to specialist support services when experiencing bereavement.

p.4

Reasonable progress

Leaders and managers have put in place suitable policies and procedures to underpin and inform safeguarding practice. The safeguarding team members are suitably qualified for their role. Coaches and tutors receive suitable training so that they can safeguard apprentices.

p.4

Reasonable progress

Apprentices feel safe, both with the provider and in the workplace. They know how to keep safe online and who to contact should they have a concern. Apprentices receive a range of training on safeguarding, British values, radicalisation and online safety at the start of their apprenticeship. As a result, most speak confidently about the signs that someone is being radicalised and how to keep themselves safe online. Monitoring visit: RELX UK Limited, 30 November and 1 December 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

p.4

Reasonable progress

children’s services, and inspects services for children looked after, safeguarding and child protection.

p.5

Reasonable progress

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.5

Reasonable progress

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.5

Reasonable progress

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.5

Reasonable progress

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.5