Fitch Learning Ltd

Further education and skills inspection report

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Inspection dates: 21 to 24 February 2023

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good 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

Fitch Learning Ltd is an independent learning provider based in the City of London. It provides training to the financial services industry. This was the provider’s first full inspection since gaining direct funding in 2018. At the time of the inspection, there were 412 apprentices studying towards standards-based apprenticeships. There were 120 apprentices on the investment operations specialist standard at level 4, 109 apprentices on the financial services professional standard at level 6, 61 apprentices on the investment operations technician standard at level 3, 28 apprentices on the financial services administrator standard at level 3, 14 apprentices on the compliance/risk officer standard at level 3, 12 apprentices on the senior compliance risk specialist standard at level 6 and 10 apprentices on the senior investment commercial banking professional standard at level 7. There were fewer than 10 apprentices on a range of other level 3 and level 4 standards, including the

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Information about this provider

data analyst, business analyst, financial adviser and data technician standards. The provider has paused recruitment of apprentices to the level 7 senior investment commercial banking professional programme. There were 12 apprentices on a break in learning at the time of the inspection. Fitch Learning Ltd provides most of its apprenticeship training online.

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Information about this provider

Fitch Learning Ltd does not work with any subcontractors. 21 to 24 February 2023

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

Most of apprentices’ experience of training is through self-directed learning. While some apprentices enjoy this approach, it does not meet the needs of many apprentices. Too many apprentices do not get enough guidance about how to gather and structure evidence for their portfolios. Consequently, too many apprentices do not finish their apprenticeship on time, withdraw from their programme or go past their planned end-date.

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

Too many apprentices whom inspectors spoke with said that they do not receive enough support with preparing for examinations throughout their course. These apprentices struggle to remember the complex and technical information that they need to help them pass their professional qualifications on the first attempt.

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

Apprentices who stay on their programme highly appreciate working in prestigious financial services companies. They work in appropriate job roles, where they are treated fairly. They quickly develop workplace skills and professional behaviours to help them cope in high-pressured, but supportive, environments. For example, apprentices on the level 3 financial administrator standard quickly learn the importance of client relationships. These apprentices improve their confidence and resilience as they deal with customer queries or complaints about savings and pensions.

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

Most apprentices who stay on the programme show positive attitudes towards their learning. They are keen to achieve well and gain promotion. They are ambitious and take pride in their work. Apprentices develop constructive, professional working relationships with their skills coaches. They enjoy their frequent one-to-one coaching sessions and the motivational support skills that coaches offer. Apprentices appreciate that their skills coaches care about their welfare and well-being.

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

Apprentices feel safe in training and at their workplaces. They understand professional boundaries and know how to raise safeguarding concerns. Apprentices are confident that provider staff would respond to those concerns effectively.

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

Apprentices understand the rule of law well in relation to their job roles and the risks associated with money laundering and fraud. However, too many apprentices have a limited understanding of fundamental British values.

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better?

Leaders, managers and those responsible for governance have not acted quickly enough to ensure that apprentices benefit from a consistently high quality of education. Leaders and managers have implemented a combination of self-directed study and intense revision workshops. Through their quality assurance processes, they have accurately identified that not all learners are suited to self-directed learning, particularly younger apprentices at an early stage in their careers. However, they have not introduced more accessible teaching that would meet the 21 to 24 February 2023

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needs of all their apprentices. Consequently, pass rates for most professional qualification examinations are too low.

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Staff do not consistently give apprentices effective feedback about their work. While apprentices do have regular contact with well-qualified skills coaches, they do not receive regular, useful feedback that tells them how to improve their work and make progress towards passing their professional qualification examinations.

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Skills coaches and tutors have not given apprentices enough support to help them prepare for examinations. For example, on the level 3 financial services administrator programme, apprentices find the revision workshops too late in the programme to help them prepare effectively. Too few of these apprentices pass the introduction to securities and investment examination on their first attempt.

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Leaders and managers have developed a curriculum that offers apprentices a non- traditional route into financial services. Leaders have fostered positive relationships with employers, who help to develop their courses. This keeps the content of the programmes relevant to employers’ needs. As a result, the curriculum helps apprentices to gain the skills and knowledge they need in order to succeed in this rapidly changing sector.

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Leaders and managers have not set high enough expectations with all employers to ensure that they understand the requirements of an apprenticeship . Most apprentices receive their entitlement to training time, although a small minority of employers call apprentices back from training to work during busy periods. A small minority of apprentices therefore complete some of their apprenticeship work in their own time.

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Leaders and managers make sure that they place apprentices on programmes that match their jobs and their career aims. Staff assess what apprentices know and can do and ensure that they enrol on the right programme. For example, leaders advise apprentices who work in roles where they need to understand United Kingdom and United States regulatory frameworks to enrol on the level 4 investment operations specialist standard. These apprentices quickly develop knowledge, skills and behaviours that are relevant to their roles at work, for instance in understanding the importance of audit trails and compliance checks.

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Managers sequence the content of programmes well. Apprentices learn foundation knowledge and skills at the beginning of the programme. For example, on the financial services professional standard at level 6, tutors introduce quantitative methods from the beginning to emphasise the mathematical tools and skills that apprentices need to use for financial calculations throughout the programme. This enables apprentices to build on their knowledge and skills as they progress to more complex topics.

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Tutors provide effective support to apprentices who need to gain qualifications in English and mathematics. Apprentices appreciate the regular teaching and helpful 21 to 24 February 2023

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feedback they receive in these subjects. Almost all apprentices pass their English and mathematics examinations on the first attempt.

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Leaders, managers and those responsible for governance promote a culture of equality and inclusion throughout the organisation. Relationships among apprentices, staff and employers reflect this positive and respectful culture. Staff treat apprentices fairly and, in turn, apprentices understand the importance of a positive work culture.

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Leaders and governors have valuable experience in further education and the financial sector. Where they need greater expertise, leaders make effective use of external scrutiny. Those responsible for governance focus on improving the quality of education. They provide appropriate support and challenge to senior leaders, who take appropriate steps to make improvements. However, leaders have not consistently implemented such improvements quickly enough.

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Leaders and managers have not put in place an effective personal development curriculum. A few apprentices attend extra training in topics such as business writing, the fundamentals of financial modelling and advanced presentation skills, but too many do not have the opportunity to develop their interests beyond their professional qualifications. The quality of careers advice and guidance is not yet good enough. Staff do not provide apprentices with effective guidance to help them plan their next steps. As a result, too many apprentices do not know the progression opportunities available to them in the wider financial services sector.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have instilled a strong culture of safeguarding throughout the provider. They have put in place suitable safeguarding policies and processes. Staff and apprentices understand these well. Leaders have robust procedures in place to conduct pre- employment checks on new staff. The staff responsible for safeguarding take their roles seriously and have received relevant training to carry out their duties effectively.

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Safeguarding

Leaders have not provided apprentices with sufficient ongoing training about important issues such as sexual harassment in the workplace. Leaders have identified specific risks and mitigations in their ‘Prevent’ duty risk assessment. However, they have not ensured that apprentices have a thorough understanding of the dangers associated with radicalisation and extremism, or how to keep themselves safe from specific risks relevant to their working or personal lives.

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What does the provider need to do to improve?

 Leaders should improve the provision of teaching, so that more apprentices pass their professional qualification examinations on the first attempt. This includes the 21 to 24 February 2023

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planned introduction of regular face-to-face lessons to supplement apprentices’ self-directed study.  Leaders and skills coaches should ensure that feedback on work and in person is precise and helpful. They should ensure that apprentices understand how they can improve the standard of their work and complete their apprenticeship on time.  Leaders should put in place a coherent personal development curriculum that provides opportunities for apprentices to develop their wider interests.  Leaders should improve the provision of careers advice and guidance, so that apprentices can make informed choices about their next steps.  Leaders should ensure that skills coaches develop apprentices’ understanding of how to keep themselves safe from radicalisation and extremism in a way that is relevant to their personal and working lives. 21 to 24 February 2023

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Provider details

Principal, CEO or equivalent Kevin Poulton

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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 None 21 to 24 February 2023

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Information about this inspection

The inspection team was assisted by the quality manager (designated safeguarding lead), as nominee. Inspectors took account of the provider’s most recent self- assessment report and development plans and the previous monitoring visit 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

Claudia Harrison, lead inspector His Majesty’s Inspector Mike Finn His Majesty’s Inspector Nick Holbrook-Sutcliffe Ofsted Inspector George Chittock-Nash Ofsted Inspector Maureen Gilmartin Ofsted Inspector Christina Christou Ofsted Inspector Jane Hughes His Majesty’s 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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