BRS Education Limited (The British Racing School)

Further education and skills inspection report

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Inspection of BRS Education Limited (The British Racing School)

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Education programmes for young people Outstanding Apprenticeships Good Overall effectiveness at previous inspection Outstanding

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Information about this provider

BRS Education Limited (BRS) is a specialist independent learning provider based in Newmarket. BRS provides a broad range of training courses to the horse racing industry in the UK and internationally.

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Information about this provider

BRS offers residential short courses for learners on 16 to 19 study programmes, traineeships and apprenticeships. The residential foundation courses are of six-, 12- or 18-week duration. At the time of the inspection, there were 22 learners enrolled on these foundation courses. BRS currently has approximately 142 apprentices on standards-based programmes. The level 2 equine groom apprenticeship programme has 124 apprentices in learning. On the level 3 senior equine groom apprenticeship programme, there are 17 apprentices. Approximately 19 apprentices are on a temporary suspension of learning.

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Information about this provider

BRS has no subcontracted provision and no learners or apprentices in receipt of high-needs funding. 18 to 21 April 2023

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

Learners and apprentices exemplify high standards of professional behaviour. They exhibit these behaviours consistently in the classroom, residential accommodation and stable yards. Learners and apprentices develop extremely positive attitudes towards their learning, work and the horses they care for. They are highly motivated to perfect their riding skills and knowledge of the horse racing industry. As a result, learners and apprentices develop high-quality skills and the confidence they need for a career in horse racing.

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

Learners and apprentices are highly respectful of their peers and their instructors. Learners and apprentices understand the importance of treating their peers and colleagues equally and with respect. Learners and apprentices are well mannered. They build productive working relationships with their employers and other staff at their yards.

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

Employers value their apprentice’s positive work ethic. Apprentices swiftly gain additional responsibilities at work. For example, apprentices lead horses out at race days and ride more challenging thoroughbred racehorses. Learners and apprentices have high attendance and punctuality in their work and learning. However, too few level 3 apprentices take part in the monthly online lectures.

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

Learners swiftly acclimatise to the ‘seven days a week, 365 days a year’ industry routine. They adapt to the long and demanding hours required at peak times in the horseracing calendar. Learners and apprentices build their physical and mental resilience very effectively. As a result, they are fully prepared for future employment within the industry.

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

Learners and apprentices feel safe at work and in their accommodation. They know that they can speak to their instructor at any point. Learners and apprentices are confident staff would deal appropriately with any concerns raised. Instructors ensure that learners and apprentices know the importance of keeping themselves safe when working with and riding horses. Learners understand how the important topics of radicalisation and extremism relate to the equine industry. In addition, learners are taught about wider topics such as road safety, the risks associated with gambling, personal security and self-defence.

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better?

Leaders have established a culture of ambition and high expectations. Leaders have designed a highly specialised curriculum. Leaders listen to employers to produce a relevant workforce for racing yards across the country. Leaders work with employers and national horseracing organisations effectively. Leaders have developed an essential foundation course for prospective apprentices. Leaders ensure that learners from different backgrounds have the best opportunity and preparation for employment in racing yards. Leaders ensure that learners gain the essential riding and groundwork skills for employment in racing yards. Consequently, most learners 18 to 21 April 2023

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and apprentices achieve and most level 2 apprentices gain high grades. Most learners and apprentices progress into permanent employment when they complete their training.

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Leaders provide excellent physical resources for learners’ and apprentices’ practical training and development. For example, learners have access to different horses with different temperaments. Instructors match horses safely to the stage of the learners’ development. Leaders ensure that apprentices benefit from working in high-quality racing yard environments. Many apprentices work in racing yards that have state-of-the-art facilities for high-performance horses. These include equine pools, hydrotherapy units and technology to monitor horses’ performance. Apprentices benefit from racing yards with equipment to treat and rehabilitate horses after injury. Apprentices also benefit from opportunities to observe veterinary practice from leading equine vets.

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Workplace instructors and yard instructors have significant racing and equine expertise and experience. Instructors provide highly detailed live feedback to learners when they are riding. Learners wear earpieces and receive useful directions from their instructors to support the development of their riding skills. As a result, learners and apprentices develop excellent horse care, riding skills and knowledge.

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Leaders engage effectively with the racing community and the parents and carers of learners and apprentices. Foundation learners have a trial period of work experience before accepting an employment offer. Instructors encourage learners to take their parents to view prospective racing yards. Leaders consult with different stakeholders to plan and improve their foundation curriculum. Leaders ensure that the learners are highly sought-after apprentices on completion of the course. As a result, apprentices begin their apprenticeship feeling secure and well supported.

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Leaders and instructors thoroughly assess foundation learners at the start of their course. For example, leaders and instructors use evidence such as fitness tests, English and mathematics initial assessment, one-to-one interviews and references. Leaders review photographs and videos of learners riding and show jumping to establish the most suitable course for them to attend. Leaders ensure that learners have sufficient time and support to hone their skills on the six-, 12- or 18-week course. For example, learners with no previous equine experience study the 18- week foundation course. This ensures that learners are effectively prepared for employment in racing yards.

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Too few apprentices benefit from a planned and tailored curriculum. Instructors capture apprentices’ existing skills and knowledge at the start of their programme. However, instructors do not use this information to adapt the sequence of apprentices’ learning plans effectively. Instructors do not involve the apprentices’ line managers effectively in the planning of the learning. As a result, the demands of the apprentices’ job role and the work of the individual racing yards are not considered in the planning. Apprentices benefit from one-to-one training taught by knowledgeable workplace instructors. However, instructors do not ensure apprentices’ training is at a suitable time, or in an appropriate environment. For 18 to 21 April 2023

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example, in too many cases, teaching takes place in apprentices’ lunchbreaks or busy environments such as a feed room. As a result, some apprentices struggle to meet the dual demands of their training and work, and this slows their progress.

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Employers value good and regular communication with workplace instructors. Most employers work effectively with instructors. Employers ensure that apprentices experience the workplace activities they need to support their progress. However, not all employers have enough awareness of the apprenticeship standards. Employers are not fully aware of the grades that apprentices can achieve at their final assessment. As a result, employers have limited impact on level 3 apprentices’ progress towards high grades.

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Leaders do not ensure that apprentices have the time they need to complete the written elements of their apprenticeship programme. Too few employers understand their responsibility to ensure that apprentices receive off-the-job training time to complete their written work. Apprentices receive too little time away from their job tasks to complete their written work. However, apprentices spend sufficient time developing their practical skills off the job.

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Learners and apprentices develop in-depth racing-related technical knowledge, language and skills. For example, apprentices explain confidently the benefits of using a clay mask on a racehorse’s legs following hard exercise. They describe the features and benefits of applying an equine massage pad to a young horse with tight back muscles. They explain how the vibrating mat increases blood flow to the area, promoting cell renewal. As a result, apprentices gain confidence in describing their work to professionals and peers.

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Instructors use highly effective coaching and assessment strategies. Instructors ensure that learners understand and remember their learning. Instructors enable learners to become highly reflective practitioners. Instructors use video for learners to peer assess each other on their practical riding skills. Learners recognise how the movement in the upper body will determine how the horse moves and its speed of travel. They can relate this to racing and how these factors are important for them to consider.

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Instructors use effective teaching strategies. Instructors teach learners about the history of racing, the different types of racehorses and their characteristics. Then, they move on to teach more complex subjects, such as bandages for the horses. Furthermore, instructors teach learners about riding positions and balance which learners consistently practice. Instructors use the simulator to assess whether the learners have improved their riding positions and balance throughout the course. Learners who have no experience with horses can move with confidence around a stabled horse. They can explain the importance of how to groom the horse after exercise. They can explain that it prevents hair loss around the saddle when the horse has been sweating. As a result, learners understand the skills they are developing and how they need to adjust their technique. Learners develop substantial new skills and knowledge and make swift progress.

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Learners have a good understanding that physical fitness is an essential component of being a work rider. Learners value the physical training sessions they attend. Furthermore, instructors are conscious that learners are aware of the importance of a work rider’s weight. Instructors monitor this carefully and make interventions if a learner’s weight fluctuates too much. Instructors teach learners the importance of having a balanced diet. Personal trainers provide specific exercise and nutrition requirements to support learners’ physical endurance. As a result, learners have a good understanding of how to lead a healthy lifestyle that is appropriate for their well-being.

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Most learners and apprentices achieve English and mathematics functional skills. Most achieve their functional skills qualification on the first attempt. Instructors frequently assess the quality of learners’ and apprentices’ written work. Instructors routinely correct learners’ and apprentices’ spelling or grammatical errors. Instructors provide effective and personalised support to learners who have learning difficulties or disabilities. Instructors plan and design their lessons to ensure that they make the right adjustments for each of their learners. As a result, learners and apprentices are appropriately supported to develop the quality of their written work over time.

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Learners are very well prepared for the next stage of their education and employment. Instructors support learners effectively to consider their next steps. Leaders and instructors use their knowledge of the equine industry to help learners find a racing yard suited to their career and support needs.

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Leaders and managers do not ensure that learners and apprentices have access to impartial careers advice outside of the equine sector. Learners and apprentices have a good understanding of career options within the racing and equine industry. However, instructors do not develop learners’ and apprentices’ awareness of the generic skills for work that they gain and how these may also apply to different industries and job roles.

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Leaders have implemented effective arrangements for governance. The board of trustees provides effective support and challenge for senior leaders to drive improvement. Trustees frequently discuss safeguarding arrangements to ensure that they are effective. Trustees use their considerable skills and experience in business, education and the equine sector to work directly with staff. As a result, they have good knowledge of the strengths and weaknesses of BRS.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and trustees reflect on concerns raised to identify learning points and improve practice. They communicate effectively with parents to keep learners and apprentices safe when living away from home. Leaders work effectively with external partners such as Racing Welfare and the British Horseracing Authority (BHA). Leaders work with such industry partners to improve safeguarding in the 18 to 21 April 2023

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sector. BRS staff provide safeguarding training for racing yard employers nationally. They have worked with the BHA to ensure this is a requirement for trainers to keep their horseracing licence.

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Leaders employ wardens to ensure that learners are safe in the accommodation on site. Learners understand, appreciate and respect the clear rules and boundaries in the accommodation to keep themselves safe.

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What does the provider need to do to improve?

 they involve apprentices’ line managers in the planning and sequencing of a tailored curriculum plan at the start of the apprenticeship programme  apprentices consistently receive their entitlement for off-the-job training, to complete the knowledge elements of their programme in a suitable learning environment  there is a planned, impartial careers education curriculum for learners and apprentices. Leaders must ensure that learners and apprentices gain the knowledge, skills and confidence to make informed decisions and plans for their chosen career and future learning. 18 to 21 April 2023

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Provider details

Address 11 Newmarket Road Newmarket CB8 7NU

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Provider details

Principal, CEO or equivalent Andrew Braithwaite

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Provider details

Provider type Independent learning provider (national)

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Provider details

Date of previous inspection 20 to 23 November 2018

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Provider details

Main subcontractors None 18 to 21 April 2023

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Information about this inspection

The inspection team was assisted by the operations director, 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

Penny Fawcus, lead inspector His Majesty’s Inspector Sambit Sen His Majesty’s Inspector Alison Barber Ofsted Inspector Robert Bamford His Majesty’s Inspector Sara Hunter Ofsted Inspector Philip Elliott Ofsted Inspector Helen Flint His Majesty’s Inspector 18 to 21 April 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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