Forum For Sustainable New Venture

Further education and skills inspection report

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Inspection of Forum For Sustainable New Venture

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement 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

Forum for Sustainable New Venture (FFSNV) began to teach apprenticeships in 2020. At the time of the inspection, there were 15 apprentices on a level 4 business analyst apprenticeship. There were seven apprentices on the level 3 mortgage adviser apprenticeship, and fewer than five apprentices were on the level 2 accounts finance assistant, level 3 assistant accountant and level 3 payroll administrator apprenticeships. All apprentices are studying standards-based programmes. All apprentices are over the age of 18.

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Information about this provider

FFSNV currently works with nine employers in locations around the country. All training takes place online and many of the apprentices work from home. 25 to 27 July 2023

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

Apprentices have a positive attitude towards their studies. They enjoy and participate well in taught sessions. Apprentices treat each other with respect when working together on activities. They help each other out, listen to each other’s opinions and abide by the rules for learning online.

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

Apprentices’ attendance in vocational classes is good. However, their attendance in English and mathematics lessons is too low.

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

Most apprentices receive frequent, helpful support from their coaches and managers during their apprenticeships. For example, coaches support apprentices with their written English, such as using formal language when emailing clients. However, due to staff changes, a few apprentices have experienced disruption to their taught sessions. Consequently, they have fallen behind with their work, and some have taken longer than planned to complete their apprenticeship.

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

Apprentices quickly develop new skills and vocabulary. For example, business analyst apprentices use relevant professional terminology appropriately and can clearly explain their meaning in their written work. Mortgage adviser apprentices correctly use terminology relating to the financial sector such as ‘ratification’ and ‘joint tenancy’ to describe regulatory practices when advising customers.

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

Too few apprentices understand their career options once they complete their studies. Leaders do not provide apprentices with enough information about potential next career steps and further training opportunities. However, recently recruited apprentices have a more positive experience of the advice they receive.

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

Apprentices feel safe and know how to keep themselves safe, including while working online. For example, they know that they need to store clients’ personal information safely and securely and to think carefully about the content of their posts on social media. However, apprentices’ understanding of the risks and threats of radicalisation varies and is not good enough overall. Coaches do not explain the local risks that apprentices need to be aware of effectively.

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better?

Leaders are rebuilding the company following a challenging period. Following the new provider monitoring visit in August 2021, FFSNV leaders have had to manage an unsuccessful takeover bid of the organisation. This has caused significant turbulence to the organisation, including loss of staff, a freeze on recruitment and apprentices leaving to join other providers. Leaders have recently restructured the business and are now recruiting apprentices to the level 4 business analyst apprenticeship standard. Leaders are on a journey to rebuild the organisation and tackle the weaknesses they have. Apprentices recruited recently have a more positive experience than those who have been on programmes for longer. 25 to 27 July 2023

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Coaches plan and teach the curriculum in a logical order. For example, mortgage adviser apprentices first study an introduction to financial services before they learn about mortgages and mortgage products. This enables them to understand what legal obligations they have before they recommend a mortgage product. Business analysis apprentices learn about different techniques for analysing business needs. They then learn how to recommend operational changes to improve a business’s efficiency and effectiveness because of their analysis. As a result, apprentices become more confident when dealing with customers and develop their knowledge over time.

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Leaders and coaches do not assess apprentices’ knowledge effectively at the start of their programmes. As a result, they do not plan individualised programmes for apprentices.

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Coaches do not routinely check apprentices’ understanding of new concepts. They do not ensure that apprentices understand what they have been taught well enough before introducing more content. As a result, apprentices do not have the chance to correct any misconceptions in learning or consolidate their knowledge.

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Leaders have not put in place an effective personal development curriculum for apprentices. As a result, apprentices do not have enough opportunities to broaden their knowledge, skills and interests beyond the apprenticeship standard.

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Coaches do not always provide apprentices with feedback that helps them improve their work. Coaches do not highlight to apprentices their grammatical errors. For example, spelling, punctuation and incorrect sentence construction are not routinely corrected. As a result, apprentices’ work does not always improve over time.

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Leaders do not thoroughly understand the quality of apprentices’ training. Leaders have very recently recruited industry expert coaches who are new to teaching. Managers support coaches effectively. However, leaders have been slow to undertake quality assurance checks on the quality of teaching. As a result, coaches are not clear on their areas for development, nor do they have development plans in place.

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Leaders have recently put in place governance arrangements. They have recruited governors with the appropriate experience and expertise. Members of the board know what leaders need to do to improve the provision further. Governors support leaders to develop improvement plans. However, it is still too soon to see the impact of governors’ support and challenge on the quality of the provision.

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Safeguarding

The arrangements for safeguarding are effective. 25 to 27 July 2023

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Leaders have created a culture of safeguarding and ensure that there are effective arrangements in place for managing safeguarding concerns.

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Leaders have suitable and effective safeguarding policies and procedures in place. They are beginning to take appropriate steps to analyse and respond to local risks associated with radicalisation.

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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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Leaders and managers follow safe 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 must make sure that apprentices have access to effective impartial careers advice and guidance.  Leaders and managers must develop a comprehensive personal development curriculum so that apprentices can develop their wider talents and interests.  Leaders and managers should make sure that they use the results of apprentices’ first assessment to plan a personalised curriculum.  Leaders and managers should ensure that coaches provide apprentices with helpful feedback that clearly identifies what apprentices need to do to improve their work.  Leaders and managers should ensure they have oversight and understanding of the quality of training they provide for apprentices. Leaders should ensure they put in place development plans for coaches to continually raise standards. 25 to 27 July 2023

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Provider details

Address 2 Veridion Way Erith Bexley DA18 4AL

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Provider details

Principal, CEO or equivalent Dr Busayo Ajayi

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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 Not applicable 25 to 27 July 2023

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Information about this inspection

The inspection team was assisted by the operational and compliance 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

Paul Manning, lead inspector His Majesty’s Inspector Sue Hasty His Majesty’s Inspector Andrea McMahon His Majesty’s Inspector 25 to 27 July 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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