The S&A Transform Group Limited

Strategy and Architecture Group Monitoring visit report

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Name of lead inspector: Andrea Machell, Ofsted Inspector

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Type of provider: Independent learning provider

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Address: 1 Spinningfields Quay Street Manchester M3 3JE Monitoring visit: Strategy and Architecture Group, 22 and 23 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 Strategy and Architecture Group is an independent learning provider based in Manchester. The provider has been training apprentices since January 2022. At the time of the monitoring visit, the provider had 28 apprentices enrolled. Eleven apprentices study the level 3 laboratory technician apprenticeship. Six are on the level 4 software developer apprenticeship and 11 are on the level 4 software tester apprenticeship. All apprentices are aged over 19. Most are based in the north west of England, Yorkshire or London. The provider works with several large and small employers across the country.

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Reasonable progress

Leaders have a well-thought-through curriculum rationale to provide apprenticeships that fill staffing shortages in the science and software sectors. They work closely with employers to ensure that the curriculum meets their specific needs. For example, leaders have adapted the curriculum so that apprentices can learn about the skills and knowledge they need to work in a laboratory that specialises in paint finishes and coatings.

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Reasonable progress

Instructors are very experienced and qualified in their specialist areas. Leaders ensure that instructors receive industry updates to keep them up to date with developments in their sectors. For example, they attend training on bioinformatics for biological science employers which relate to the corrosion of concrete. However, leaders do not ensure that all instructors who teach on the software developer or software tester apprenticeships receive appropriate training to develop their teaching skills so that they can further enhance the learning experience that apprentices receive.

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Reasonable progress

In 2022, around a third of the laboratory technician apprentices left their course early as they were made redundant from one large laboratory that had been Monitoring visit: Strategy and Architecture Group, 22 and 23 March 2023 completing COVID-19 tests. In the current year, most apprentices remain on their apprenticeship.

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Reasonable progress

Leaders have introduced a range of activities to monitor the quality of education that apprentices receive. For example, they carry out observations of training sessions, complete scrutiny of apprentices’ work and ask apprentices for their feedback about the quality of their experience. However, leaders’ self-assessment does not clearly identify all the areas that need to be improved. Leaders have recently completed a plan to improve the quality of education. It is too soon to assess the effectiveness of this plan.

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Reasonable progress

Governance arrangements lack rigour. They do not focus well enough on the quality of education or the progress that apprentices make. Governors do not provide rigorous challenge or support. Senior leaders have very recently recruited a new governor who has experience of providing apprenticeships, but it is too soon to judge how effective the new governance arrangements are.

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Reasonable progress

Instructors plan the curriculum in a logical way to build apprentices’ knowledge, skills and behaviours over time. Level 3 laboratory apprentices first learn about laboratory health and safety practices and laboratory information management systems and how to apply them at work. They then learn about different biological processes and data analysis. Instructors use laboratory simulations effectively to help apprentices understand key concepts.

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Reasonable progress

Instructors plan and coordinate apprentices’ on- and off-the-job training successfully. They carry out thorough reviews with apprentices and their employer to ensure they make good progress. Instructors on the level 4 software developer and testing apprenticeships teach apprentices in a 12-week block of learning. This helps apprentices to swiftly develop the skills they need to be successful at work, such as building or testing software programmes.

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Reasonable progress

Instructors prepare apprentices well to progress into further study or promotion at work. For example, instructors on the software developer and tester apprenticeships include programming language at an early stage in the programme. This supports apprentices to build software and use the programming languages needed, such as Java Script, Python and C sharp at work.

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Reasonable progress

Apprentices enjoy their course. They produce work that is of a high standard and is well presented. Instructors provide constructive feedback so that apprentices can improve their work. As a result, laboratory technician apprentices demonstrate a good understanding of the correct technical terms to use in a laboratory environment. Monitoring visit: Strategy and Architecture Group, 22 and 23 March 2023 Instructors use assessment strategies effectively. They check apprentices’ understanding and provide activities that prepare them for their final assessment. Instructors provide effective individual support for those who fall behind. Instructors set apprentices targets to achieve high grades. Most apprentices make good progress on their apprenticeship.

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Reasonable progress

Instructors ensure that apprentices develop their English and mathematical skills effectively throughout their apprenticeship. For instance, level 4 software developer apprentices develop their English written and verbal presentation skills through project work.

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Reasonable progress

Instructors do not always plan an ambitious wider curriculum for all apprentices. For example, level 4 software apprentices do not develop all of the skills they need, such as resilience, leading a team and taking on increased responsibility.

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Reasonable progress

Senior leaders ensure that all members of the safeguarding team are suitably qualified. They ensure that there are appropriate safeguarding policies and processes in place to keep apprentices safe.

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Reasonable progress

Leaders complete a range of appropriate checks when appointing new staff to make sure they are suitable to work with apprentices. All staff, including board members, receive appropriate training and updates on safeguarding and the ‘Prevent’ duty.

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Reasonable progress

Apprentices feel safe. They know who to go to if they have any concerns. Apprentices demonstrate a good understanding of the correct health and safety procedures to follow when at work. Laboratory technician apprentices receive training on the handling of hazardous substances. During progress reviews, instructors check apprentices’ health, well-being and safety in the workplace.

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Reasonable progress

Leaders have not yet had any safeguarding concerns to report, so the system in place to record any incidents has yet to be used. Monitoring visit: Strategy and Architecture Group, 22 and 23 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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Reasonable progress

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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

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