Academy 1 Sports Ltd

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

Academy 1 Sports Limited is an independent learning provider based in Basildon, Essex. It provides apprenticeships from level 2 to level 5 in the early years, sports, business, and digital marketing sectors. Academy 1 Sports Limited has received direct funding for apprenticeship programmes since September 2020.

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Information about this provider

At the time of the inspection, Academy 1 Sports Ltd. had 102 apprentices on 13 different standards-based apprenticeships. 15 apprentices were on a break in learning and seven apprentices were in the process of being withdrawn. Most apprentices were over 19 years of age, with four apprentices aged 16 to 18.

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Information about this provider

Most apprentices study at level 3 in early years educator or digital marketer, with a smaller proportion studying these subjects at level 2 and at level 5. A small minority of apprentices were studying sports related apprenticeships at levels 2, 3 and 4. The provider has no apprentices with high needs. There were 48 apprentices studying functional skills English and 58 studying functional skills mathematics, with most studying these at level 2. 7 to 9 February 2023

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

Apprentices enjoy their time at Academy 1 Sports Ltd. They highly value the support that they receive from their skills coaches, and they feel that they are listened to and can express their views confidently. Apprentices say that the work they receive is challenging and helps them to improve their skills in the workplaces. They particularly appreciate the opportunity to put their new knowledge into practice at work and to improve their career opportunities.

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

Apprentices, particularly those in full-time employment, are grateful for the opportunity to study online as it enables them to combine their work and study effectively. Apprentices who work independently for most of their study time would value more time face-to-face with their skills coach to discuss the topics they are learning.

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

Too many apprentices find studying for their functional skills qualifications challenging. They feel that they need more support with studying their English and mathematics so that they can improve their skills and gain their qualifications.

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

Apprentices feel safe in their workplaces. They understand how to keep themselves safe and they are confident to contact their skills coach if they have any concerns.

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better?

Leaders have developed a curriculum that meets the needs of local and regional employers and apprentices. They consider carefully, the curriculum that they offer so that apprentices can develop the knowledge and skills that they need to secure employment or career progression.

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better?

Skills coaches communicate effectively with employers to adapt the curriculum to meet employers’ and apprentices’ requirements. For example, where level 5 operation or development manager apprentices do not have experience of finance at work, employers provide opportunities for apprentices to manage projects that involve budgeting. Employers provide apprentices with the appropriate time away from their work so that they can complete their studies.

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better?

Too many apprentices leave their studies prior to completing their qualification and a high proportion of apprentices do not complete their apprenticeship within the planned timescales. Too many apprentices have not completed their English and mathematics qualifications by the time they reach their planned end date.

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better?

Skills coaches ensure that apprentices gain the basic knowledge and skills that they need for work early in their apprenticeship and then progress to more complex tasks. For example, in the level 3 early years educator apprenticeship, skills coaches start with teaching important topics such as children’s well-being. Apprentices then use their knowledge to conduct research, such as a longitudinal study, which includes a critical evaluation of a child’s progress. 7 to 9 February 2023

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Too many apprentices work mainly on self-study materials and do not benefit from sufficient face-to-face contact with skills coaches to enable them to regularly check their learning or clarify misconceptions. Most apprentices do not meet, either virtually or face-to-face, other apprentices on the same apprenticeship programme. They do not benefit from teaching activities that allow them to discuss, debate or work collaboratively. As a result, they do not consistently retain new knowledge or consider how to apply it to different situations. Too many skills coaches do not visit apprentices in their workplaces. Skills coaches rely heavily on employers to provide feedback on apprentices’ workplace assessments and do not routinely check the validity of these assessments.

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Too many skills coaches do not routinely check apprentices’ understanding of topics effectively before they move on to the next topic. For example, in level 3 early years educator, apprentices having completed a module in continuing professional development were not able to explain why this was important in a nursery setting. As a result, too many apprentices make slow progress. In level 5 operation or department manager, skills coaches use assessment strategies effectively. For example, apprentices conduct relevant research and then they teach this to their peers so that the tutor can check their understanding of topics.

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Most skills coaches are well-qualified and experienced to teach the apprenticeship levels that they do. They use their knowledge skilfully to support apprentices to understand the industries they work in and to apply their knowledge confidently in the workplace. Most skills coaches carry out frequent progress checks with apprentices to monitor their progress. In level 3 early years educator, not all apprentices benefit from frequent progress checks.

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Skills coaches assess apprentices’ knowledge and skills effectively at the start of their programme. They use this well to plan apprentices’ individualised learning with employers. Skills coaches provide helpful support for apprentices with learning difficulties. For example, in level 3 early years educator, skills coaches provide students with dyslexia with opportunities to submit work verbally and provide them with more detailed verbal feedback to ensure that apprentices know how to improve their work.

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Feedback to apprentices is not sufficiently thorough or helpful. Skills coaches do not provide apprentices with sufficiently detailed and helpful feedback on their written work. They give feedback to apprentices that is positive and identifies if work meets the standards. However, they do not provide apprentices with sufficient understanding of what they need to do to improve their work. Skills coaches do not encourage apprentices to extend their knowledge and skills beyond the requirements of the qualification. They do not routinely correct apprentices’ grammar, punctuation and spelling. As a result, too many apprentices produce work that is of a basic standard. Apprentices do not develop the high standards of English needed to prepare them for employment and higher levels of study. Skills coaches plan their taught sessions carefully and provide apprentices with helpful verbal feedback during lessons.

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Managers and skills coaches do not ensure that apprentices have sufficient teaching to develop their English and mathematics skills. Skills coaches do not monitor apprentices’ progress in English and mathematics sufficiently well in reviews. As a result, too many apprentices do not make good progress in these subjects and a large proportion do not pass their qualifications at the first attempt. A small proportion of apprentices do receive support from a specialist tutor.

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Most apprentices are motivated to learn, they develop new skills and have a positive attitude to their learning. They become more confident in performing their roles and they model the professional behaviours expected in their workplaces. As a result, employers value the contributions that apprentices make at work. Level 3 digital marketing apprentices take on lead roles in marketing in their companies, and level 4 sports coach apprentices become more skilled at coaching in order to improve the performance of the teams with whom they work.

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Most apprentices have a good understanding of fundamental British values. In level 3 early years educator, apprentices understand the importance of data protection in working with children and with regard to whom they can share information. Level 3 digital marketing apprentices can discuss the importance of respect in working in social media. Level 4 sports coach apprentices have a limited understanding of fundamental British values.

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Leaders, managers and skills coaches do not have high expectations of apprentices to attend their taught sessions. Too many apprentices do not attend their lessons and too often taught sessions are cancelled. Leaders monitor attendance of apprentices and have started to use this to put in place interventions. However, these have not had sufficient impact and attendance remains too low.

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Skills coaches provide apprentices with a basic level of advice about their careers within the business that they are working. However, they do not provide apprentices with an in-depth understanding of the range of opportunities available to them when they complete their apprenticeship.

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Leaders and managers do not routinely monitor the plans that they have put in place to secure improvements. As a result, they do not know the progress that they are making against targets or what further actions they need to take. Leaders have recently amended the structure of the organisation to focus on improving the quality of the provision. They have employed new staff and increased the capacity of the governing body. Managers have introduced new initiatives and processes to secure the planned improvements. However, it is too early to see the impact of these initiatives and processes.

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Safeguarding

The arrangements for safeguarding are effective. 7 to 9 February 2023

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Leaders and managers have established a strong culture of safeguarding across the organisation. They have put in place relevant policies and procedures, which they use effectively in order to keep students and apprentices safe. Staff responsible for safeguarding are appropriately trained for their job roles. They ensure that all staff receive relevant training in safeguarding and the ‘Prevent’ duty at induction and provide them with frequent updates so that they are familiar with local risks. Managers and skills coaches support apprentices well with mental health issues.

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Managers have put in place robust recruitment checks to ensure that staff are suitable to work with young people and vulnerable adults.

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What does the provider need to do to improve?

 Leaders and managers must take appropriate actions to ensure that apprentices complete their apprenticeship programmes within the planned timescales.  Leaders and managers must ensure that skills coaches and specialist tutors improve apprentices’ English and mathematics skills so that they gain their qualifications and are well-prepared for future employment and higher levels of study.  Leaders, managers and skills coaches must ensure that apprentices attend their taught sessions frequently so that they benefit from the teaching that skills coaches provide.  Managers and skills coaches should ensure that apprentices benefit from a broad range of teaching and assessment strategies. They should ensure that apprentices receive detailed feedback on their written work so that apprentices gain a deeper understanding of topics, understand what they need to do to improve and produce high standards of work.

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What does the provider need to do to improve?

 Leaders and managers must ensure that they provide apprentices with valuable and informative careers advice and guidance so that they understand the broad range of opportunities available to them when that complete their apprenticeship programme. 7 to 9 February 2023

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Provider details

Address The Old Granary Dunton Road Laindon Basildon Essex SS15 4DB

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Provider details

Principal, CEO or equivalent Paul Vaughan

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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 Not applicable 7 to 9 February 2023

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Information about this inspection

The inspection team was assisted by the head of quality and apprenticeships, 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

Lynda Brown, lead inspector His Majesty’s Inspector Philip Elliott Ofsted Inspector Anthony Frayne Ofsted Inspector Alice Giles Ofsted Inspector Paul Breheny Ofsted Inspector 7 to 9 February 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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