Screwfix Direct Limited

Further education and skills inspection report

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Inspection dates: 21 to 24 February 2023

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Apprenticeships Good Overall effectiveness at previous inspection Not previously inspected

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Information about this provider

Screwfix Direct Limited (Screwfix) have around 800 retail stores across the United Kingdom. They are an employer provider of apprenticeships to around 400 adults. All apprentices are based in one of their retail stores.

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Information about this provider

Around two thirds of the apprentices study the retail team leader programme at level 3 and the rest study the retail manager programme at level 4. Around one quarter of the apprentices study a qualification in English and/or mathematics. The teaching of English and mathematics is subcontracted to another provider. 21 to 24 February 2023

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

Apprentices demonstrate a positive attitude to their learning. They take pride in developing and increasing their ability to manage the complexities of their job role. Apprentices are incentivised to complete tasks to the best of their ability. This is because their effort and contributions to the workplace are recognised well by staff. For example, staff celebrate apprentices’ success in completing their qualifications through an annual graduation ceremony. As a result, apprentices have a very positive work ethic and want to succeed.

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

Apprentices work in a highly respectful, caring and inclusive culture. Governors, leaders and managers have created an ambitious curriculum that is inclusive. They encourage apprentices who have a wide range of starting points to study the apprenticeship. For example, leaders and managers ensure that extra support is provided to apprentices once a need is identified by the learning coaches. Apprentices value highly the environment that they learn and work in. Most apprentices choose to stay working at Screwfix once they complete their training programme.

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

Apprentices receive high levels of support by their branch managers to attend their learning sessions. For example, managers ensure that apprentices receive protected time to enable them to take part in learning activities that meet their needs. This contributes well to apprentices having very high attendance and punctuality for most learning sessions. However, leaders and managers recognise more needs to be done to support apprentices to achieve their English and/or mathematics qualifications. For example, too few apprentices receive the support they need to develop their knowledge and skills in these subjects early enough in the apprenticeship. This has an adverse effect on the morale of a minority of apprentices.

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

Apprentices are highly motivated and committed to achieve their qualification. They value their training highly because it supports their career progression at Screwfix. Most apprentices know how their training will support them in their progression into future management roles. However, too few apprentices know about training opportunities beyond their apprenticeship programme. They are not taught enough about how their skills are transferable to wider retail management job roles.

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better?

Leaders and managers have designed an apprenticeship programme that meets the principles and requirements of an apprenticeship. They have designed and implemented a curriculum with a very clear purpose. For example, apprentices studying the retail team leader programme at level 3 work towards becoming an assistant store manager. Apprentices studying the retail manager programme work at level 4 towards becoming a branch manager. As a result, apprentices develop the knowledge, skills and behaviours required for their future roles in retail management. 21 to 24 February 2023

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Learning coaches are vocational experts and have an in-depth knowledge of the content of the curriculum. For example, most learning coaches have a significant level of expertise as branch managers at Screwfix. They use their experiences to contextualise the content of the curriculum highly effectively.

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Learning coaches develop and use high quality teaching resources. They use these resources skilfully to support their apprentices in their learning of new knowledge and skills. For example, learning coaches use well-constructed question cards to help apprentices link theoretical concepts to their workplace. As a result, apprentices see the relevance of what they are taught and apply new knowledge to their job roles well.

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Learning development managers (LDMs) teach Webinar lessons in specialist retail topics effectively. For example, LDMs use their areas of expertise to teach apprentices about competitor analysis. Apprentices are encouraged to use this information well to design business ideas for their own workplace. These contributions to the business are highly valued by their branch managers.

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Learning coaches work effectively with branch managers to ensure apprentices are challenged to meet their high expectations. They plan carefully and ensure that apprentices undertake additional responsibilities at their workplace. For example, apprentices interpret complex stock and loss spreadsheets and correct errors to improve financial accuracy. Apprentices link these tasks well to the future job roles that they aspire to move in to.

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Learning coaches ensure that most apprentices develop substantial new knowledge over time. Apprentices that have special educational needs and/or disabilities are supported effectively. For example, learning coaches provide them with additional learning sessions and implement their use of assistive technology well. As a result, these apprentices make good progress in line with their peers.

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Learning coaches prepare apprentices for their end assessments very well. For example, apprentices studying the retail manager programme at level 4 gradually develop their presentation and research skills to complete their retail business projects. As a result, most apprentices achieve their qualification at their first attempt.

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Learning coaches ensure that apprentices develop the competencies they need to perform their future job roles effectively. Apprentices are well equipped with the skills they need for a successful career in retail management. As a result, around four fifths of apprentices move into a promoted job role at Screwfix as a result of the effective training they have received.

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Leaders and managers have not tackled the high number of apprentices studying the apprenticeship going past their planned training end date swiftly enough. For example, they do not ensure that apprentices receive the support they need to achieve their English and/or mathematics qualifications early enough. Consequently, 21 to 24 February 2023

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around two thirds of these apprentices make slow progress and do not complete their training in the planned timescales.

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Leaders and managers do not ensure that the prior learning experiences of apprentices are used by learning coaches and teachers well enough to inform the content and sequencing of the curriculum. For example, learning coaches do not always tailor apprentices’ training plans to take account of their significant retail experience. Teachers of mathematics do not always take account of apprentices’ prior knowledge and skills before teaching them. As a result, a minority of apprentices are not challenged to make swift enough progress towards achieving their curriculum goals.

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Leaders and managers do not have robust enough arrangements in place to ensure that all teaching is of high quality. They do not place enough focus on improving the quality of the learning coaches’ teaching skills. Leaders and managers lack the insight needed to assure themselves that the teaching by subcontracted providers is of high quality. As a result, leaders and managers have only a limited view of the effectiveness of teaching across all aspects of the apprenticeship.

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Governors provide effective scrutiny for most aspects of the curriculum. They receive quarterly updates from leaders and managers on the grades achieved by apprentices and their post-apprenticeship destinations. Governors use this information well to challenge leaders and managers to make many of the improvements needed to the quality of training. As a result, governors contribute positively to the strategic direction of the curriculum.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and managers meet all statutory requirements for safeguarding. Apprentices feel safe and are confident that they will receive the support they may need from their managers. Staff provide a wide range of well-being resources that are well used and received by apprentices.

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Safeguarding

Apprentices are taught the health and safety requirements that they must adhere to well. For example, apprentices learn how to apply health and safety laws such as RIDDOR. Apprentices develop a robust understanding of how and when to use this information in the workplace.

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What does the provider need to do to improve?

 Ensure that apprentices are supported effectively in all aspects of the curriculum, including English and mathematics, so that they build on what they already know and can do, they maximise their learning opportunities and they achieve their qualifications by their planned end date. 21 to 24 February 2023

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 Ensure that learning coaches and teachers use apprentices prior learning experiences to tailor training plans so that apprentices make swift progress in meeting their apprenticeship goals.  Ensure that learning coaches receive frequent training to continually improve their teaching skills so that all apprentices make swift progress from their starting points.  Ensure that the quality assurance arrangements for the teaching of the curriculum are robust, including the teaching undertaken by subcontracted providers, so that all apprentices receive high-quality teaching, assessment and the support required to achieve their qualifications. 21 to 24 February 2023

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Provider details

Address Trade House Houndstone Business Park Yeovil BA22 8RT

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Realise Learning and Employment Limited 21 to 24 February 2023

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Information about this inspection

The inspection team was assisted by the leadership and talent manager, 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

Matt Hann, lead inspector His Majesty’s Inspector Cliff Shaw His Majesty’s Inspector Karen Squire Ofsted Inspector Sarah Alexander His Majesty’s Inspector Sue Martin Ofsted Inspector Alan Winchcombe Ofsted Inspector Sara Hunter Ofsted Inspector 21 to 24 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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