Dexters London Limited

Further education and skills inspection report

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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

Dexters London Limited (Dexters) is an independent estate agency employer provider. Dexters provides sales, lettings, property management and financial services. Dexters has approximately 100 offices across Greater London. Dexters began teaching apprenticeships in July 2020. Most of the training takes place in the apprentices’ workplace. All apprentices complete standards-based apprenticeships. At the time of the inspection, there were 114 apprentices on the level 2 customer service practitioner apprenticeship. There were 54 apprentices on the level 2 junior estate agent apprenticeship and 30 apprentices were completing the level 3 business administrator apprenticeship. All apprentices are over the age of 18.

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Information about this provider

Dexters subcontracts the English and mathematics training of the apprenticeship programmes to Runway Training. At the time of the inspection, there were 40 apprentices studying English and mathematics. Most English and mathematics training is taught online.

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

Apprentices have a positive attitude towards their studies. Leaders create a supportive culture in which their colleagues treat apprentices with respect. Apprentices speak with enthusiasm about what they do and what they learn. As a result, apprentices enjoy and participate well in their training. 27 to 29 June 2023

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Apprentices quickly gain a thorough understanding of the estate agency profession. For example, apprentices learn about conveyancing and mortgage lending through team meetings and links with other organisations. As a result, apprentices can confidently provide help and advice to clients.

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Apprentices receive good support from their coaches and managers while on their apprenticeships. For example, coaches respond quickly to requests from apprentices for additional support, such as extra one-to-one sessions. Coaches and apprentices form positive and purposeful working relationships. As a result, apprentices feel valued and motivated while on their programmes.

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Apprentices receive effective careers guidance from the beginning of their apprenticeship. All roles are advertised with a potential career pathway within the property industry, showing the steps required to progress. Apprentices discuss career opportunities in their frequent reviews with their managers and coaches. Apprentices are aware of their career development opportunities within Dexters. However, a few apprentices are unclear of wider opportunities outside the organisation to further develop their careers.

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Apprentices feel safe and know how to keep themselves safe, including when working online. Coaches use well-produced informative resources to inform apprentices about the dangers of radicalisation and extremist views. These give accurate and concise information, including an explanation of why the topics are important. As a result, apprentices can explain signs that a colleague may be subjected to negative influence, such as radicalisation, and they know to discuss this with a line manager.

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better?

Leaders have a clear rationale for choosing the qualifications they have. The apprenticeship standards closely align with the core function the employees carry out in the estate agency business. Leaders are ambitious to recruit, retain and develop future leaders of the organisation.

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better?

Leaders sequence training thoughtfully to make sure apprentices logically build upon the skills and knowledge that new starters need in their jobs. Managers plan tutorials that link well to the training that apprentices receive at work. For example, coaches teach apprentices about the legal implications relating to money laundering, and managers teach apprentices how to identify potential signs of money laundering. Line managers use the first 12 weeks of the apprenticeship training effectively to orientate apprentices into the business. For example, apprentices shadow their colleagues during property viewings. As a result, apprentices quickly develop the essential knowledge and skills they need to become effective in their roles. 27 to 29 June 2023

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Coaches explain clearly the topics they teach and challenge apprentices through effective questions. For example, when discussing houses of multiple occupancy, coaches use questioning to probe understanding of whose responsibility it is to obtain the necessary licence. As a result, apprentices develop a secure understanding of housing legislation and use this effectively in their roles.

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Leaders ensure that coaches and staff benefit from an effective range of continuous professional development opportunities. For example, coaches work towards achieving their assessor award, and they complete yearly safeguarding and equality and diversity training. Leaders plan the induction of new coaches carefully. For example, new coaches shadow tutorials, reviews and workshops to prepare them for their roles. However, leaders do not place sufficient emphasis on training coaches to develop their teaching skills further.

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Coaches have high expectations for apprentices to be successful. When coaches and apprentices discuss the final assessment, coaches continually refer to the distinction criteria. Coaches provide very effective support for apprentices prior to their final assessment. For example, apprentices attend additional tutorials, and they complete mock assessments. As a result, apprentices feel well prepared and most pass with high grades.

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Leaders do not effectively implement personal development opportunities into the apprentices’ training. Leaders have a good approach to community engagement. For example, they support Thames Reach, a charity helping homeless people in London. However, coaches do not plan and include this in their teaching to apprentices. As a result, most apprentices are not aware of or involved in this or other community engagement activities that leaders promote.

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Leaders have a thorough understanding of the quality of apprentices’ training and use this to make continuous improvements. Leaders have been responsive in taking effective actions to improve the retention and achievement of apprentices. For example, leaders have introduced a more rigorous recruitment process. As a result, early signs are positive, and current apprentices’ retention, experience and progress, are good.

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Leaders do not have a good enough oversight of the work of their subcontractor. Leaders recognise this and have taken effective actions to challenge more robustly. However, they have not acted quickly enough. As a result, apprentices make slow progress in achieving their English and mathematics qualifications.

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Leaders have put in place effective governance arrangements. Leaders report to those responsible for governance and the managing director’s meeting. The boards provide rigorous challenge to leaders on key issues such as the retention of apprentices. This challenge is beginning to have a positive impact, however, this has been too slow in some areas.

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Leaders care about the well-being and workload of their staff and apprentices. Apprentices and coaches speak very positively about the work environment in their 27 to 29 June 2023

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offices, including the respect they receive from their colleagues and managers. Coaches say the culture is supportive and they have manageable workloads. As a result, apprentices and employees are happy and proud to work for Dexters.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have created a culture of safeguarding and ensure that there are effective arrangements in place for managing safeguarding concerns. Leaders have suitable and effective safeguarding policies and procedures in place. For example, leaders have put in effective strategies for lone working, so that colleagues know where apprentices are, and that apprentices have a mechanism for raising the alarm if they feel they are in an unsafe situation .

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Safeguarding

The lead and deputy safeguarding lead are appropriately trained for their roles. Staff have up-to-date knowledge, and they complete a range of safeguarding refresher training units at frequent intervals.

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Safeguarding

Leaders and managers employ safer recruitment practices to ensure that new staff are suitable to work with apprentices.

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What does the provider need to do to improve?

 Leaders and managers should make sure that apprentices have access to impartial careers advice to include knowledge of how they can develop their careers outside of the business.

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What does the provider need to do to improve?

 Leaders and managers should check the quality of the English and mathematics teaching, and the progress and achievement of their apprentices with their sub- contractor more frequently to make sure apprentices are learning at the right pace.

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What does the provider need to do to improve?

 Leaders and managers should make sure that apprentices are aware of the personal development opportunities the company provides and plan them more effectively into the apprentices’ training.

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What does the provider need to do to improve?

 Leaders and managers need to provide training in improving the teaching and coaching skills of coaches so that they can further their skills in these areas. 27 to 29 June 2023

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Provider details

Principal, CEO or equivalent Andy Shepherd

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Provider details

Date of previous inspection Not previously inspected

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Provider details

Main subcontractors Runway Training 27 to 29 June 2023

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Information about this inspection

The inspection team was assisted by the director of help and advice, 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

Paul Manning, lead inspector His Majesty’s Inspector Steve Lambert His Majesty’s Inspector Rieks Drijver Senior His Majesty’s Inspector 27 to 29 June 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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