Simply Academy Ltd

Further education and skills inspection report

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Inspection dates: 20 to 22 September 2022 and 11 to 13 January 2023

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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

Simply Academy Ltd is an independent learning provider based in Bishop’s Stortford, Hertfordshire. Leaders started to provide directly funded apprenticeships in August 2017. They specialise in standards-based apprenticeships for the financial services sector. Apprentices are based in workplaces nationally, and they study their courses remotely and at work.

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Information about this provider

At the time of the inspection, there were 137 apprentices, 29 of whom are aged 16- to 18-years old. There were 63 apprentices on the level 3 mortgage adviser and 70 apprentices on the level 3 financial service administrator standards. There were four apprentices on the level 3 insurance practitioner apprenticeship standard.

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Information about this provider

Leaders work with one subcontractor to provide functional English and mathematics training for a few apprentices. At the time of the inspection, leaders were not enrolling any more apprentices with this provider. 20 to 22 September 2022 and 11 to 13 January 2023

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

Apprentices, who are mostly new to financial services, swiftly settle into their new roles. They work effectively in their teams to meet the needs of their customers. Apprentices are soon able to provide advice on different financial products as a result of their training.

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

Most apprentices attend their online studies well. On the few occasions when they arrive late to sessions, coaches promptly reinforce the importance of punctuality, and these issues do not reoccur. However, too many apprentices leave their studies before they complete them due to poor commitment to their apprenticeship.

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

Coaches work well with apprentices in their individual tutorials to develop their confidence and give them guidance and support. Apprentices who continue with their studies are very positive about the support they receive and the responsiveness of their coaches.

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

Apprentices feel safe and know how to report any issues. They understand how to spot signs of concern in colleagues and clients and how to keep themselves safe. Coaches take appropriate action to deal with any welfare matters that arise.

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better?

Leaders and managers do not consistently ensure that apprentices’ training plans contain the knowledge and skills they need to develop in enough depth. For example, skills training on time management and team working do not include content on many significant theories. For small employers with a specific niche, coaches do not focus enough on this specialist knowledge and how it relates to the more general topics apprentices learn. As a result, apprentices do not always develop their knowledge and skills as widely and deeply as they should.

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better?

Coaches do not work closely enough with apprentices and their employers to plan when apprentices will apply and practise what they study. Coaches encourage apprentices to undertake wider reading and independent tasks, but this direction is often quite general. As a result, apprentices cannot always remember what they have learned in detail. These arrangements are stronger for the few apprentices who work for companies that have several apprentices.

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better?

Managers have recently updated curriculum plans to introduce more structure to courses. Apprentices now attend a series of online group sessions as part of their studies. This is either a rolling eight- or 12-week study block, culminating in a full week of training to prepare apprentices for their professional exams. However, although this intensive training is well received by apprentices, only half of them pass their exams the first time, and the rest need two or more attempts. As a result, too many apprentices are past their planned end date of study. 20 to 22 September 2022 and 11 to 13 January 2023

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The impact of leaders’ quality improvement and assurance activities varies. Leaders do not use information about apprentices’ progress well enough to identify improvements to the curriculum. For example, leaders know that not enough apprentices pass their professional exams. They put support in place to help apprentices to pass, but they do not establish clearly why so many fail.

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Conversely, leaders rightly identify other areas for improvement that they take effective action to resolve. For example, leaders recognised that apprentices require more formal training and have introduced this. They have invested in a new online portfolio system that coaches use to support apprentices’ studies effectively.

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Coaches have sound technical knowledge and experience in the financial services industry. They use this to provide effective guidance and support to apprentices. They respond well to apprentices’ questions and draw on their experience to illustrate key points. Leaders ensure that coaches access relevant training and development that supports them to maintain their industry currency and develop their teaching skills.

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Coaches explain concepts clearly in online workshops and within individual tutorials. They provide apprentices with helpful workbooks to read before they attend workshops. In sessions, coaches use directed questioning effectively to check apprentices’ understanding of these preparatory exercises. Coaches provide helpful and encouraging feedback on written work. They identify what apprentices have done well and where they could further improve.

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The knowledge and skills apprentices who pass their courses gain equip them well for their current roles. A small minority gain the expertise to secure more senior roles. All apprentices who pass continue in employment in the financial services sector.

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Managers have a clear process for identifying apprentices with additional learning support needs. Apprentices who require extra help are supported well by their coaches.

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Most apprentices develop a sufficient understanding of fundamental British values. Coaches frequently discuss the values and provide relevant information to apprentices. They can apply the rule of law to their own job roles and understand the risks of fraud and money laundering in the financial sector.

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Managers produce a range of materials and activities to promote health, well-being and healthy relationships. Their approach to promoting these topics is in its infancy, and too few apprentices benefit from these activities.

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Leaders and employers do not ensure that apprentices receive enough effective careers information. They receive basic advice at the start and end of their course and within individual tutorials, but this is often limited to progression within their current employment. As a result, most apprentices do not have a full enough understanding of the options available to them beyond the sector they work in. 20 to 22 September 2022 and 11 to 13 January 2023

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Leaders work with governors who are experienced and knowledgeable about financial services and education. Until recently, governors operated in an advisory capacity and did not have the responsibility to oversee apprentices’ courses or results. Leaders and governors now meet as a scrutiny committee at least bi- monthly, with clear terms of reference that focus on the quality of apprentices’ studies. It is too soon for inspectors to judge the impact that this will have.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that the designated safeguarding officers and coaches receive suitable training. Staff take appropriate actions to deal with safeguarding and welfare concerns.

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Safeguarding

Leaders ensure that apprentices and employers receive useful safeguarding information throughout the apprenticeship. This includes guidance on fraud and online security. As a result, apprentices understand how to keep themselves safe online.

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Safeguarding

During induction, apprentices complete activities that help them to develop their awareness of the broader risks associated with radicalisation and extremism. However, apprentices’ awareness and understanding of local risks are limited.

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What does the provider need to do to improve?

 Leaders should carefully consider the reasons apprentices leave their studies before they finish them and take appropriate action to reduce the number who do.  Leaders, managers and coaches should carefully review the content of apprenticeship training plans to ensure they cover the knowledge and skills apprentices need in sufficient detail.  Coaches should work more closely with apprentices and their employers to plan what apprentices do in between their training sessions so that they have enough opportunity to practise and apply what they learn.  Leaders should improve how they use the data and information available to them to identify and make improvements to the curriculum. They should specifically look to reduce the number of apprentices who fall behind because they fail their exams.  Leaders should ensure that apprentices, particularly those who are younger, benefit from advice and guidance on health, well-being and healthy relationships.

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What does the provider need to do to improve?

 Leaders should ensure that coaches provide effective ongoing careers advice and guidance to enable apprentices to plan their next steps. 20 to 22 September 2022 and 11 to 13 January 2023

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Provider details

Address Thremhall Estates Start Hill Bishop’s Stortford CM22 7td

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Provider details

Principal, CEO or equivalent Mark Fenwick

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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 White Rose Training Limited 20 to 22 September 2022 and 11 to 13 January 2023

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Information about this inspection

The original inspection took place 20 to 22 September 2022. An additional visit was conducted in line with the gathering additional evidence procedures 11 to 13 January 2023. The inspection team was initially assisted by the apprenticeship director, as nominee. For the additional visit the nominee was the interim head of quality. 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 Penny Fawcus His Majesty’s Inspector Emma Woods, lead inspector His Majesty’s Inspector Kevin Williams Ofsted Inspector Russ Henry His Majesty’s Inspector Vicki Locke His Majesty’s Inspector 20 to 22 September 2022 and 11 to 13 January 2023

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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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