Itec Training Solutions Ltd

Further education and skills inspection report

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Inspection of Itec Training Solutions Ltd

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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

Itec Training Solutions Ltd (Itec) is a national independent training provider, with a training site based in London. It is a part of Itec Training Solutions Holdings, whose head office is based in Wales. Itec began teaching apprenticeships in January 2019. It teaches apprentices across England on different standards-based apprenticeships at levels 3 and 5. All teaching is online.

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Information about this provider

At the time of the inspection, there were 172 apprentices in learning. There were 87 apprentices studying the level 3 team leader supervisor standard, 46 apprentices studying the level 5 operations or departmental manager standard and 41 apprentices studying the level 5 coaching professional standard. Six apprentices were on a break in learning.

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Information about this provider

Twenty-eight apprentices were enrolled on level 2 mathematics courses and 26 apprentices were enrolled on level 2 English courses. All apprentices were aged 19 and over. 22 to 25 August 2023

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

Apprentices learn in calm and orderly online environments which are conducive to learning. Staff set clear expectations of behaviour, which apprentices adhere to. Apprentices attend well, listen to others intently, use appropriate language and ask questions for clarification. They are thoughtful and respectful towards staff and each other.

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

Most apprentices speak positively of their training. They especially value the opportunity to learn from highly skilled guest speakers with specialist knowledge and industry expertise. They learn new knowledge and skills that are in demand in the workplace. For example, apprentices on the coaching professional programme develop active listening and empathetic questioning skills. Apprentices value the skills they develop and gain additional responsibilities at work.

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

Apprentices do not receive sufficiently detailed and impartial careers advice and guidance. Staff do not provide apprentices with guidance on the training and employment opportunities available in the different sectors for which their apprenticeship is relevant. Learning mentors support apprentices to create personal development plans and identify the skills they need to progress in the workplace. However, apprentices do not know well enough about different roles beyond their current employers or further study opportunities.

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

Apprentices feel safe and well supported. Staff regularly check on apprentices’ well- being. They provide additional individualised support outside of workshops for apprentices who struggle or fall behind with their studies. Apprentices also benefit from access to a range of helpful online resources related to welfare and well-being. As a result, they feel valued and believe that staff genuinely care about them.

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better?

Leaders have successfully increased the number of apprentices who stay on their programme and achieve their apprenticeships. They have worked hard to rectify the issues that affected apprentices’ progress due to COVID-19. For example, they have improved how they communicate with employers to ensure apprentices receive timely support in the workplace. Leaders and managers have revised how they monitor and report on apprentices’ progress. Consequently, they have an accurate oversight of apprentices’ progress, and a higher proportion of apprentices now achieve their apprenticeships.

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better?

Leaders have developed a curriculum that gives apprentices a sound foundation in leadership and management. Leaders plan logically the order in which staff teach different topics. For example, on team leader supervisor programmes, apprentices first learn about key principles of project management. They then explore in detail different elements of a project such as communication, human resources, problem- solving and finance. As a result, apprentices confidently apply their knowledge at work when they start to lead on projects. 22 to 25 August 2023

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Although leaders have not yet fully involved employers in the overall design and development of the curriculum, they have started to work with employers to make sure that the curriculum content is relevant to their needs. For example, in response to feedback from charity sector employers, staff teach time management much earlier in the programme. They teach different strategies and tools to manage essential tasks at work and prioritise effectively. Consequently, apprentices have improved their knowledge of how to work efficiently when dealing with high workloads.

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During one to ones and progress reviews, learning mentors work well with employers to plan on- and off-the-job training activities. For example, on the coaching professional programmes, managers build in opportunities for apprentices to apply their newfound knowledge to mediate between colleagues and coach other members of staff. Employers highly value the contributions apprentices make at work as a result of the skills and knowledge they learn in their training. Nearly all apprentices who complete their apprenticeships sustain employment with their employer.

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Learning mentors have relevant subject knowledge and leadership and management experience. They use this well in one-to-one sessions to clarify apprentices’ understanding of new topics and link theory to apprentices’ work. They provide effective support and guidance to apprentices based on their specific needs in these sessions. Consequently, apprentices feel well supported and most make good progress.

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Learning mentors and guest speakers use a range of activities effectively to teach apprentices online. They use presentations, breakout rooms and discussions followed by group tasks to explore topics. In professional coaching, staff use simulations and role play effectively to enable apprentices to practise different coaching skills as coaches and coachees. Consequently, apprentices develop new knowledge, skills and behaviours essential for success in their industry.

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In a few workshops, the quality of teaching is not consistently good enough. Learning mentors do not use information on apprentices’ prior knowledge and experience effectively to inform their teaching. They do not give apprentices clear explanations, link theory to apprentices’ work or check apprentices’ knowledge and understanding sufficiently well before moving on to new topics. In these instances, apprentices do not have a consistently high-quality learning experience.

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Learning mentors do not consistently provide feedback that helps apprentices to improve their work. They do not give apprentices detailed feedback on the standard of their work or how to gain higher grades in their assessments. As a result, not all apprentices know what they need to do to improve. Most apprentices who complete their programme achieve their final assessments. However, they do not gain high grades in these assessments.

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Leaders ensure apprentices receive effective support to complete English and mathematics qualifications. In mathematics, tutors skilfully use initial assessment 22 to 25 August 2023

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results to identify gaps in apprentices’ knowledge and plan to teach around these. They teach topics apprentices score low in first before moving on to topics apprentices find easier. Consequently, apprentices develop sound knowledge and understanding of topics they previously struggled with. Most apprentices pass their English and mathematics examinations the first time they take them.

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Apprentices have a good understanding of fundamental British values. Most apprentices develop effective skills and cultural awareness to work with people from diverse backgrounds. They understand how to adapt their communication when speaking to people from different communities. They show tolerance and respect for different beliefs and views. Apprentices champion workplace equality and diversity. They lead initiatives at work that promote inclusion and represent underrepresented groups, such as the LGBT committee.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders have robust policies and procedures in place to ensure the safety of adult apprentices. All staff complete regular safeguarding and ‘Prevent’ duty training. The designated safeguarding leads and the safeguarding officers are suitably trained for their roles. They understand their responsibilities well and provide effective support to apprentices and staff on well-being and mental health issues.

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Safeguarding

Safeguarding leads complete necessary background checks and references to ensure that staff are suitable to work with adult apprentices. They record and respond to safeguarding concerns effectively and report these to governors. Where necessary, staff liaise effectively with employers to ensure apprentices have access to suitable support in the workplace.

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Safeguarding

Apprentices know how to keep themselves safe when learning online. For example, apprentices understand the risks of radical language and incitement on social media. They challenge extremist views and moderate content to ensure others feel safe.

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What does the provider need to do to improve?

 Leaders must ensure that learning mentors have the necessary teaching and assessment skills to provide consistently high-quality teaching.  Leaders must ensure that learning mentors use information on apprentices’ prior learning and experience effectively to plan and adjust their teaching effectively.  Learning mentors must give apprentices helpful feedback on their work so that apprentices know how to improve their work and gain high grades in their assessments.  Leaders should ensure that apprentices receive impartial and broad information, advice and guidance, so they are fully aware of the different options available to them at the end of their apprenticeship. 22 to 25 August 2023

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Provider details

Address ITEC Skills The Centre 140 Old St London EC1V 9BJ

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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 22 to 25 August 2023

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Information about this inspection

The inspection team was assisted by the head of apprenticeships (England), 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

Saher Nijabat, lead inspector His Majesty’s Inspector Christina Christou Ofsted Inspector Sarah Wilding Ofsted Inspector 22 to 25 August 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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