The Elliot Foundation Academies Trust

The Elliot Foundation Academies Trust Monitoring visit report

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Name of lead inspector: Philida Schellekens, Ofsted Inspector

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Type of provider: Independent learning provider

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Address:

144 York Way London N1 0AX Monitoring visit: The Elliot Foundation Academies Trust, 1 and 2 March 2023

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Context and focus of visit

Ofsted undertakes to carry out monitoring visits to all newly directly funded providers of apprenticeship training provision funded 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.

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Context and focus of visit

The Elliot Foundation Academies Trust provides apprenticeship training to its 32 primary schools in the Midlands, London and East Anglia. The Trust recruited its first apprentices in May 2020. At the time of the monitoring visit, there were 21 apprentices across two apprenticeship standards: level 3 teaching assistant and level 3 business administration. The provider had fewer than five apprentices enrolled on the business administration standard.

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Reasonable progress

Leaders and managers have a clear rationale for establishing the apprenticeship provision. It has strengthened the capacity of the Trust to develop the skills of existing employees and to recruit new staff. Through their apprenticeship, teaching assistants broaden their ability to work across the national curriculum. Business administration apprentices acquire skills and knowledge to carry out administrative and reception tasks effectively. The Trust meets the apprenticeship requirements well. Commitment statements set out both the content of the programme and on- and off-the-job training requirements clearly. Leaders have put in place appropriate end-point assessments. Leaders and the board of trustees have a good understanding of the purpose of the apprenticeship programme and monitor the provision regularly. They have put in place an improved management system to monitor apprentices’ progress more

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Reasonable progress

effectively. Leaders are aware that, as the provision grows, steps need to be taken to widen staff capacity to assess learners’ work. Leaders ensure that apprentices are recruited appropriately and that they are in suitable job roles. Progress reviews show that apprentices develop new knowledge, Monitoring visit: The Elliot Foundation Academies Trust, 1 and 2 March 2023 skills and behaviours. However, for the few apprentices who have been in the job for a long time, the added value is limited. While managers have identified the development of English and mathematics knowledge and timely completion as areas for improvement, they have been too slow in taking action to remedy these aspects. As a result, too many apprentices do not meet the timely completion requirement for their standard. The majority of headteachers have a good understanding of the apprenticeship requirements in their role as employer. However, in a few cases, leaders do not

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Reasonable progress

ensure that apprentices are able to prepare for their English and mathematics examinations during work hours. Leaders and managers have not adjusted consistently the length of programme for apprentices who are on contracts of less than 30 hours a week.

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Reasonable progress

Apprentices gain new knowledge, skills and behaviours as a result of their apprenticeship, and they enjoy their learning. Those on the business administration standard learn about the financial processes of their school. Apprentices on the teaching assistant standard gain in-depth knowledge of child development. Tutors have a good knowledge of education and provide helpful support to apprentices with assignments and portfolio work. They provide apprentices with helpful feedback, offering clear guidance on how they can improve their work. Tutors use questions well to check apprentices' understanding and make effective use of real-life examples to make content relevant. Apprentices benefit from well- produced and relevant resources, including for English and mathematics. In mathematics, sessions tutors revisit key knowledge, such as basic methods to multiply and divide, to good effect. Tutors teach English concepts well. For example,

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Reasonable progress

they demonstrate how to use a Venn diagram to show the similarities and differences between two texts. However, a substantial proportion of apprentices have not had sufficient support to pass their English and mathematics exams in a timely manner. The recently introduced assessment of apprentices' prior knowledge, skills and behaviours is thorough. This helps staff and apprentices identify individual areas for improvement, such as developing strategies to work with children with special educational needs and/or disabilities. However, a previous version did not capture well enough the substantial prior experience of a minority of apprentices who are still on programme. Monitoring visit: The Elliot Foundation Academies Trust, 1 and 2 March 2023 Staff have frequent discussions with apprentices about their next steps. However, they have not provided apprentices with sufficient information about future career

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Reasonable progress

opportunities outside of the employer/provider. Progress reviews with line managers show how the off-the-job training helps apprentices make progress at work. Employers recognise the benefits of the apprenticeship programme. For example, they note how apprentices gain confidence, particularly during professional discussions.

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Significant progress

The management and delivery of safeguarding is strong across all aspects of the apprenticeship programme. Apprentices feel safe and know who to contact if they have concerns. They acquire a good understanding of safeguarding and ‘Prevent’ duty, both as apprentices and in their work with children. The training has a particularly strong focus on actions to take if safeguarding concerns arise. As a result, apprentices confidently identify signs of child vulnerabilities and know what to do if concerns arise. The designated safeguarding lead, staff and trustees have all had appropriate safeguarding training, and a single central safeguarding register is in place. Staff conduct appropriate health and safety checks of the school environments in which apprentices work. When apprentices worked from home during the COVID-19 pandemic, staff assessed their home environment to check that it was safe for study. Apprentices have access to a good range of resources that provide support with

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Significant progress

aspects such as mental health and anxiety. Monitoring visit: The Elliot Foundation Academies Trust, 1 and 2 March 2023 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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Significant progress

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Significant progress

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Significant progress

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Significant progress

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

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